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End the Unfinished Work Battle: Catch-Ups and Pickles

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Are your students struggling to complete their work? Up to your eyeballs in missing or unfinished work assignments? Then you might need to institute a “Catch-up and Pickles” routine in your classroom as a way to win the missing or incomplete work battle! This is seriously my favorite unfinished work routine!

A few weeks ago, I posted a Reel on Instagram about some of my more “controversial ” grading practices. Between you and me… they really aren’t that controversial… just good teaching! But folks LOST THEIR MINDS! And honestly, it shed light on a bigger problem: the struggle of incomplete work.

Controversial Grading Practices

You’re probably wondering what those controversial grading practices were. I’ll let you watch the IG Reel to see all three, but the one that had most teachers up in arms was the belief of not putting anything less than 50% in the grade book.

This one line led to me being called many things, but most teachers asked, “What about missing or incomplete work?”

To which I responded that I rarely struggled with incomplete or missing work. I can think of one time I had to put a zero in the grade book because of a missing assignment – ONCE – in 13 years of teaching. Those are some pretty good odds!

Unfinished Work Routine

So, how can this be?

First, let’s clear up some things:

• No – I didn’t have perfect students who completed every assignment without asking.
• No – I didn’t work at fancy schools with high volumes of parents involved who made sure the work was completed at home.
• And, no – I didn’t work myself to death chasing down students.

I rarely had missing or incomplete work because I planned time in my week for students to work on missing or incomplete assignments.

Today, I’m sharing this simple yet HIGHLY effective routine that basically eliminated the struggle to get students to complete missing or incomplete assignments.

This magical weekly routine that solves the missing work problem is fondly called, “ Catch-up and Pickles. ” But, that’s really just a fancy name for a time set aside on a Friday morning so students can work on unfinished work.

What is Catch-Up and Pickles?

I shared about this concept a while ago in my “Small Group Time Exposed” post , but I feel like after all the hoopla that Reel caused, it warranted its own place on the blog!

Each day, I had 60 minutes of time built into my schedule for small group rotations. That worked great Monday through Thursday. But, I noticed that Fridays were a bit cramped. Not only did we have our spelling and vocabulary test that day but we would also have a reading comprehension assessment. Time is needed to complete all these assessments, and that ate into a portion of our small group time.

Rather than try and stuff the small group instruction into the 30 minutes that were left after completing everything else, I decided to transform that awkward time slot into productive work time.

So at the end of the week, instead of formal center rotations, I did a “Catch-Ups and Pickles” routine. Students who had not finished their work used this time to “Catch-Up,” while those who were done were allowed to “Pickles” a reading-based activity to complete.

For students, this time was dedicated to completing their work or choosing a preferred activity to complete.

For the teacher, this routine provided time to reteach lessons, pull students for  assessments , or conference with students one on one.

And let me just say… this was a wildly popular time in my classroom!

How to Find Time?

So the big question here is, how do you find the time? Everything you are required to teach in a day leaves very little time in your schedule for “makeup work,” but like I shared before… I was able to find time by reallocating the time I was using for reading centers. It wasn’t working for us on Fridays, so we changed it up.

I suggest you take a look at your schedule. Do you have some awkward or weird times?

I like the idea of doing Catch-up and Pickles on a Friday, so it’s easier to track the work that needs to be completed. But maybe Fridays don’t work for you. Look for a block of time (at least 20 mins!) and see if it works. If it doesn’t, restructure or choose a different time. This could even be something you do at the end of a unit in reading or math or on the last school day of the month.

Warning:  I wouldn’t do this one day a quarter… that’s too big a chunk of time to complete everything. Doing that is like saving all your laundry for a month and trying to do it all in one day. Someone will get overwhelmed, and it’s not going to get done.

How to Get Started with Catch Up and Pickles

Once you’ve found your time, it’s time to plan the “Catch-Up and Pickles” activities.

In my classroom, I allowed students to “catch up” on any work, whether it be math, reading, or something else entirely. You need to select what students will be working on. Maybe it’s just reading, so you do only reading makeup work.

Whatever you decide, be specific. The unstructured nature of this routine means that chaos could happen at any minute. Being clear on what students should be working on at this time (and reinforcing it each time you have a Catch-up and Pickles session) can help keep the crazies at bay.

Who is a Catch-Up and Who is a Pickle?

From there, you’ll need a system for knowing who is a “catch-up” and who is a “pickle.”

Right before we started, I’d scan my grade book for any missing assignments. Those students with missing work would go on my “catch up” list.

Another way I identified students was through their “Unfinished Work” folder. Any classwork that didn’t get completed went in there (not tests or quizzes, just classwork). Right before we’d begin, students would pull out their folders and check to make sure there wasn’t any work that needed to be completed. If there was, they were on the “catch-up” list.

Let me just say, just even having an “Unfinished Work” folder helped a great deal with handling incomplete work! It was much easier for students to keep track of their work. If they finished an assignment early, they could either grab a book to read or work on unfinished work from their folder. The finished work folder lived in their desk, and I always told them, “If you aren’t done, put it in your finished work folder!”

You can read more about the unfinished work folder here !

I kept this routine real simple, guys! No fancy slide shows…just a whiteboard and names. In one column, I’d write “catch-up” with the students’ names and a list of work they needed to complete. In the other column, I’d write “Pickles” with the names of students who had completed all their work. When a student completed assignments and turned them in, they could erase their name and put it under the “pickles” side instead.

Activity Idea for Pickles

Now, remember, the name of any student who had completed all their work or their I-Ready minutes would be placed in the Pickles column.

My students loved being a pickle! They loved the idea of choosing their own activities (even if they were reading-based).

Some activities my students could pick from:

• Writing and illustrating stories – Pretty popular! Especially the illustrating. I showed students how to make a mini-book with lined paper folded and stapled together.
• Playing an educational computer game – Probably the most popular!
• Creating or playing on the IPad – Don’t worry, I was very clear about which apps they could use during this time!
• Completing a reading center game – Students could do this with their friends. I’d put any stations we had completed that week in an area towards the back of the classroom, and students could grab one to play. This also worked well for any student who needed to complete a station activity for their “catch-up” activity. Need reading center ideas? These were always a hit !
• Free choice reading – They could choose their own book and where they’d like to sit and read. They could also read with a buddy.
• Helping a friend complete their work – This one was pretty popular! I allowed it as long as they weren’t just telling their buddies the answers. Honestly, it was a win-win: The student got help, and the student helping was learning more! Bonus- it freed me up to complete DRAs, fluency checks, or reteach skills as needed.
• Teacher assistant – Sometimes I needed help, so if they were done and didn’t want to do one of the other activities, I’d put them to work, helping to organize papers or filling the mailboxes with returned work.

Unfinished Work Routine- Catch-up and Pickles

So there you have it, teacher friends. This is the simple, routine way I kept my students on top of their work. I mean, what teacher wants to feel like they are constantly chasing students around trying to get them to finish their work? NOT ME! Now you don’t have to!

Free Catch Up and Pickles Download

Want to grab a few resources to help you get started? Click below and have this resource sent straight to your inbox! Now you can easily implement a Catch-up and Pickles routine in your classroom this week! This free download includes printable tracking sheets, whiteboard labels, and an editable PowerPoint file.

More Great Ideas!

Check out these other great ideas to try in your classroom!

• 5 Tips for Dealing with a Chatty Class
• How to Organize Your Google Classroom for 2nd Grade
• Help Students Take Ownership of Their Learning without a Data Notebook
• End of the Year Survival Tips
• Categories: Classroom , Classroom management

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How to Bring Your Grade Up when You Are Failing a Class

Last Updated: March 2, 2024 References

This article was co-authored by Daron Cam . Daron Cam is an Academic Tutor and the Founder of Bay Area Tutors, Inc., a San Francisco Bay Area-based tutoring service that provides tutoring in mathematics, science, and overall academic confidence building. Daron has over eight years of teaching math in classrooms and over nine years of one-on-one tutoring experience. He teaches all levels of math including calculus, pre-algebra, algebra I, geometry, and SAT/ACT math prep. Daron holds a BA from the University of California, Berkeley and a math teaching credential from St. Mary's College. This article has been viewed 451,262 times.

Are you failing a class and you don't know what to do? It happens to a lot of people, so don't be discouraged. Through working hard, studying, and concentrating on the materials, you can bring up a failing grade.

Changing Your Habits at Home

• If your work overlaps too much, try to rearrange your schedule with your boss. Explain what the problem is and see if anyone would be willing to switch shifts with you. [1] X Research source
• You may need to sacrifice some of your obligations. Being over-committed to projects can cause you to fail. You can't skip assignments in other classes, but if it is a school activity or social engagement, you may not be able to do it if you are serious about bringing up your grade.

• If you have a paper, start your research right away. You will be able to find more in depth research. This will allow you to make much better arguments if you are ready with scholarship on your topic. Also focus on scholarly sources. The better information you have, the better your paper will be.
• If you have a project, start working on the components of it as soon as possible. The more hard work you put into an assignment, the better your grade will be.

• When you read for class, make notes about the readings as you do them. This way, you won't have to redo the readings later when it is time for the exam. This may take a little more time as you go, but you will be ready when exam time comes. This will help you make a better grade. [3] X Research source
• About two weeks before a test, start to review your materials. Read and reread your notes. Make yourself flash cards of the material. If you find that you are having problem spots on certain topics, spend extra time on those sections.

• You can make games out of the material you need to cover to make it fun and more engaging. Try using a board game and flashcards to mix up how you learn the materials. [6] X Research source

• If you have questions as you do your homework, it helps to jot them down as they come. That way, you can ask your teacher as soon as you see them again and figure out what you don't understand.
• Try to start your homework as soon as you get home from school. Homework is typically a large part of your grade, so you want to make sure you complete it. Plus, the earlier you do it, the more engaged and awake you will be. If you wait to right before you go to sleep to do it, you will likely be more distracted and tired, which will cause you to do sub par work and retain less information.

Doing More at School

• They can also help you come up with ways to study for the next exam or ideas for your next paper. They also may be able to give you more notes or readings that will help you figure it out.
• Make sure you don't depend on your teacher to provide you with a step by step guide on what is on the exams. You need to show effort and understanding or you could fail other classes in the future. [7] X Research source
• Feel free to ask questions both during and after class, if you need to.

• You can also ask if there is a way to redo an assignment, especially if you understand the concepts better now. Say something like, "I had a hard time on the last assignment we got back. I understand it much better now that I have gotten some help and studied more. Is there a way that I can redo it?"

• If you are more organized, you will be more efficient when you study. Not having to flip through tons of papers scattered throughout your bags will help you streamline the process and have more time to study on the material that is giving you trouble. [8] X Research source

• If you have to miss class for an illness or school event, make sure you get notes from a fellow classmate. Try to find someone who takes really extensive notes so you will be sure to get any necessary information that you missed while you weren't there. [9] X Research source

• The more engaged you are during the class session, the more focused you will be on the material. This will help you be more prepared for the assignments and make better grades on them, which will help you get a higher grade. [11] X Research source

• If you find your mind wanders when you write notes, try writing them in cool colors or changing colors every few sentences. This will keep your mind engaged on the material and also make your notes look more interesting when you review them later.
• Try to get a planner to write down when certain works are due. This may help prevent you from forgetting any work, which would bring down your grade.
• Don't stress about the structure or handwriting of your notes. Just get all the information down so you can refer back to it later. As long as you can understand them when you study, you'll be fine.

• If you are intimidated by your teacher, you may be more comfortable asking for help from a peer tutor. Try asking them, "Can you help me understand this material? I'm failing but trying to bring my grade up." You can also ask them any questions that you have about your upcoming assignments.

Expert Q&A

• Take advantage of every opportunity to raise your grade; do any extra credit work, and answer bonus questions on quizzes, tests, and exams. Doing this extra work will help you bring up your grade, even if it's only by a few points. Thanks Helpful 4 Not Helpful 0
• Pay good attention to the teacher and don't mess around with your friends in class. Thanks Helpful 5 Not Helpful 1
• Talk to your parents/ guardians. They were in school so they will know what you are talking about and may come up with solutions that worked on them. Thanks Helpful 3 Not Helpful 1

Tips from our Readers

• If you're failing a few classes, keep at it! Turn in all assignments, even late ones, and keep asking for help whenever you need it. Don't get sidetracked watching YouTube or scrolling social media either — stay focused on studying until you finish your work.
• Get your classmates and teachers to simplify confusing stuff by studying together or hitting up office hours. Learning solo can be rough, so take them up on offers to walk through problems as a group. Use all your resources!
• When goofballs in class won't quit distracting you, mentally review the lesson itself to tune them out. It just takes practice, but you can learn to keep your concentration despite the chaos. I believe in you!

• Don't try to bring distractions to class such as toys or games because then you won't be able to concentrate in class and listen to instructions. Thanks Helpful 23 Not Helpful 5

You Might Also Like

• ↑ http://advising.wayne.edu/hndbk/fail.php
• ↑ http://www.regent.edu/admin/stusrv/student_dev/
• ↑ Daron Cam. Academic Tutor. Expert Interview. 29 May 2020.
• ↑ http://www.how-to-study.com/study-skills-articles/study-groups.asp
• ↑ http://www.howtolearn.com/2012/01/how-to-improve-your-grades-and-get-a-better-report-card/
• ↑ https://www.oxford-royale.co.uk/articles/improve-underperforming-grades.html

About This Article

It can be stressful if you’re failing a class, but with a little studying and hard work you can bring up your grade. If you have any missing work, submit it as soon as possible so you don’t miss those points. You’ll also want to make sure you’re handing in your current homework. Not only will this keep your grade up, it will also help you prepare for big tests or essays at the end of the semester. If you’re having trouble with the material, talk to your teacher and ask how you can raise your grade. They may be able to give you extra credit assignments or help explain concepts you don’t understand. You could also check to see if your school has a peer tutoring program, which can help you get back on track. To learn how to get more organized at school, read on. Did this summary help you? Yes No

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Grade Calculator

Our Grade Calculator can help you determine what you need to get on your final exam to achieve the final grade you would like for a given course.

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Enter your assignment scores here to automatically calculate your current grade (e.g. midterms, homework, tests, labs, etc.)

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You can use our grade calculator to calculate the final exam grade you will need to achieve the overall course grade you desire. Our calculator requires you to enter the current percentage grade you have currently obtained for that course together with the weight of the final exam as a percentage value. However, if you do not know what your current grade is, for the question "Do you know your Current Grade?" select the answer "no." Enter the grades you have received for all of your assignments, homework, test, labs, and anything else that contributes to your final grade, as well as the weight of each grade. Our grade calculator will automatically calculate not only your current grade but the grade you need to achieve on your final exam to achieve the overall course grade you desire. In addition, both the minimum and maximum course overall grades will be provided.

Once you have entered the information required, the system will generate both a table and a chart that show the different final exam grades you may obtain as well as the overall course grades that go with them.

Inputting Data in our Grade Calculator

When entering your current grade and the weight of your final exam, our calculator will assume that your current grade has been based on the weight of the course prior to your final exam and calculates it as the input weight subtracted from 100%. If your current grade hasn't taken your coursework into account, the generated results will not be accurate.

Similar to the above, if you don't know what your current grade is and you enter both the coursework grades and the associated weights into the calculator, the calculator will automatically calculate your current grade and the weight of the final exam. In this situation, the weight of your final exam is calculated by taking the sum of the weight of your course work subtracted from 100%. With that in mind, if you enter too many or not enough assignments, the weight of the final exam that is calculated will most likely not match the actual weight of the final exam in your chosen course.

You may also be interested in our Flesch Kincaid Calculator

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A Few Ideas for Dealing with Late Work

August 4, 2019

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Most of my 9-week grading periods ended the same way: Me and one or two students, sitting in my quiet, empty classroom together, with me sitting at the computer, the students nearby in desks, methodically working through piles of make-up assignments. They would be focused, more focused than I’d seen them in months, and the speed with which they got through the piles was stunning. 

As they finished each assignment I took it, checked it for accuracy, then entered their scores—taking 50 percent off for being late—into my grading program. With every entry, I’d watch as their class grade went up and up: from a 37 percent to a 41, then to 45, then to 51, and eventually to something in the 60s or even low 70s, a number that constituted passing, at which point the process would end and we’d part ways, full of resolve that next marking period would be different.

And the whole time I thought to myself, This is pointless . They aren’t learning anything at all. But I wasn’t sure what else to do.

For as long as teachers have assigned tasks in exchange for grades, late work has been a problem. What do we do when a student turns in work late? Do we give some kind of consequence or accept assignments at any time with no penalty? Do we set up some kind of system that keeps students motivated while still holding them accountable? Is there a way to manage all of this without driving ourselves crazy?

To find answers, I went to Twitter and asked teachers to share what works for them. What follows is a summary of their responses. I wish I could give individual credit to each person who offered ideas, but that would take way too long, and I really want you to get these suggestions now! If you’ve been unsatisfied with your own approach to late work, you should find some fresh ideas here.

First, a Few Questions About Your Grades

Before we get into the ways teachers manage late work, let’s back up a bit and consider whether your overall program of assignments and grading is in a healthy place. Here are some questions to think about:  

• What do your grades represent? How much of your grades are truly based on academic growth, and how much are based mostly on compliance? If they lean more toward compliance, then what you’re doing when you try to manage late work is basically a lot of administrative paper pushing, rather than teaching your content. Although it’s important for kids to learn how to manage deadlines, do you really want an A in your course to primarily reflect the ability to follow instructions? If your grades are too compliance-based, consider how you might shift things so they more accurately represent learning. (For a deeper discussion of this issue, read How Accurate Are Your Grades? )
• Are you grading too many things? If you spend a lot of time chasing down missing assignments in order to get more scores in your gradebook, it could be that you’re grading too much. Some teachers only enter grades for major, summative tasks, like projects, major writing assignments, or exams. Everything else is considered formative and is either ungraded or given a very low point value for completion, not graded for accuracy; it’s practice . For teachers who are used to collecting lots of grades over a marking period, this will be a big shift, and if you work in a school where you’re expected to enter grades into your system frequently, that shift will be even more difficult. Convincing your students that ungraded practice is worthwhile because it will help their performance on the big things will be another hurdle. With all of that said, reducing the number of scored items will make your grades more meaningful and cut way down on the time you spend grading and managing late work.
• What assumptions do you make when students don’t turn in work? I’m embarrassed to admit that when I first started teaching, I assumed most students with missing work were just unmotivated. Although this might be true for a small portion of students, I no longer see this as the most likely reason. Students may have issues with executive function and could use some help developing systems for managing their time and responsibilities. They may struggle with anxiety. Or they may not have the resources—like time, space, and technology—to consistently complete work at home. More attention has been paid lately to the fact that homework is an equity issue , and our policies around homework should reflect an understanding that all students don’t have access to the same resources once they leave school for the day. Punitive policies that are meant to “motivate” students don’t take any of these other issues into consideration, so if your late work penalties don’t seem to be working, it’s likely that the root cause is something other than a lack of motivation.
• What kind of grading system is realistic for you ? Any system you put in place requires YOU to stay on top of grading. It would be much harder to assign penalties, send home reminders, or track lateness if you are behind on marking papers by a week, two weeks, even a month. So whatever you do, create a plan that you can actually keep up with.

Possible Solutions

1. penalties.

Many teachers give some sort of penalty to students for late work. The thinking behind this is that without some sort of negative consequence, too many students would wait until the end of the marking period to turn work in, or in some cases, not turn it in at all. When work is turned in weeks or even months late, it can lose its value as a learning opportunity because it is no longer aligned with what’s happening in class. On top of that, teachers can end up with massive piles of assignments to grade in the last few days of a marking period. This not only places a heavy burden on teachers, it is far from an ideal condition for giving students the good quality feedback they should be getting on these assignments.

Several types of penalties are most common:

Point Deductions In many cases, teachers simply reduce the grade as a result of the lateness. Some teachers will take off a certain number of points per day until they reach a cutoff date after which the work will no longer be accepted. One teacher who responded said he takes off 10 percent for up to three days late, then 30 percent for work submitted up to a week late; he says most students turn their work in before the first three days are over. Others have a standard amount that comes off for any late work (like 10 percent), regardless of when it is turned in. This policy still rewards students for on-time work without completely de-motivating those who are late, builds in some accountability for lateness, and prevents the teacher from having to do a lot of mathematical juggling with a more complex system. 

Parent Contact Some teachers keep track of late work and contact parents if it is not turned in. This treats the late work as more of a conduct issue; the parent contact may be in addition to or instead of taking points away. 

No Feedback, No Re-Dos The real value of homework and other smaller assignments should be the opportunity for feedback: Students do an assignment, they get timely teacher feedback, and they use that feedback to improve. In many cases, teachers allow students to re-do and resubmit assignments based on that feedback. So a logical consequence of late work could be the loss of that opportunity: Several teachers mentioned that their policy is to accept late work for full credit, but only students who submit work on time will receive feedback or the chance to re-do it for a higher grade. Those who hand in late work must accept whatever score they get the first time around. 

2. A Separate Work Habits Grade

In a lot of schools, especially those that use standards-based grading, a student’s grade on an assignment is a pure representation of their academic mastery; it does not reflect compliance in any way. So in these classrooms, if a student turns in good work, it’s going to get a good grade even if it’s handed in a month late. 

But students still need to learn how to manage their time. For that reason, many schools assign a separate grade for work habits. This might measure factors like adherence to deadlines, neatness, and following non-academic guidelines like font sizes or using the correct heading on a paper. 

• Although most teachers whose schools use this type of system will admit that students and parents don’t take the work habits grade as seriously as the academic grade, they report being satisfied that student grades only reflect mastery of the content.
• One school calls their work habits grade a “behavior” grade, and although it doesn’t impact GPA, students who don’t have a certain behavior grade can’t make honor roll, despite their actual GPA.
• Several teachers mentioned looking for patterns and using the separate grade as a basis for conferences with parents, counselors, or other stakeholders. For most students, there’s probably a strong correlation between work habits and academic achievement, so separating the two could help students see that connection.
• Some learning management systems will flag assignments as late without necessarily taking points off. Although this does not automatically translate to a work habits grade, it indicates the lateness to students and parents without misrepresenting the academic achievement.

3. Homework Passes

Because things happen in real life that can throw anyone off course every now and then, some teachers offer passes students can use to replace a missed assignment.

• Most teachers only offer these passes to replace low-point assignments, not major ones, and they generally only offer 1 to 3 passes per marking period. Homework passes can usually only recover 5 to 10 percent of a student’s overall course grade. 
• Other teachers have a policy of allowing students to drop one or two of their lowest scores in the gradebook. Again, this is typically done for smaller assignments and has the same net effect as a homework pass by allowing everyone to have a bad day or two.
• One teacher gives “Next Class Passes” which allow students one extra day to turn in work. At the end of every marking period she gives extra credit points to students who still have unused passes. She says that since she started doing this, she has had the lowest rate ever of late work. 

4. Extension Requests

Quite a few teachers require students to submit a written request for a deadline extension rather than taking points off. With a system like this, every student turns something in on the due date, whether it’s the assignment itself or an extension request.

• Most extension requests ask students to explain why they were unable to complete the assignment on time. This not only gives the students a chance to reflect on their habits, it also invites the teacher to help students solve larger problems that might be getting in the way of their academic success. 
• Having students submit their requests via Google Forms reduces the need for paper and routes all requests to a single spreadsheet, which makes it easier for teachers to keep track of work that is late or needs to be regraded.  
• Other teachers use a similar system for times when students want to resubmit work for a new grade. 

5. Floating Deadlines

Rather than choosing a single deadline for an assignment, some teachers assign a range of dates for students to submit work. This flexibility allows students to plan their work around other life activities and responsibilities.

• Some teachers offer an incentive to turn in work in the early part of the time frame, such as extra credit or faster feedback, and this helps to spread out the submissions more evenly. 
• Another variation on this approach is to assign a batch of work for a whole week and ask students to get it in by Friday. This way, students get to manage when they get it done. 
• Other names mentioned for this strategy were flexible deadlines , soft deadlines , and due windows .

6. Let Students Submit Work in Progress

Some digital platforms, like Google Classroom, allow students to “submit” assignments while they are still working on them. This allows teachers to see how far the student has gotten and address any problems that might be coming up. If your classroom is mostly paper-based, it’s certainly possible to do this kind of thing with paper as well, letting students turn in partially completed work to demonstrate that an effort has been made and show you where they might be stuck.

7. Give Late Work Full Credit

Some teachers accept all late work with no penalty. Most of them agree that if the work is important, and if we want students to do it, we should let them hand it in whenever they get it done. 

• Some teachers fear this approach will cause more students to stop doing the work or delay submission until the end of a marking period, but teachers who like this approach say they were surprised by how little things changed when they stopped giving penalties: Most students continued to turn work in more or less on time, and the same ones who were late under the old system were still late under the new one. The big difference was that the teacher no longer had to spend time calculating deductions or determining whether students had valid excuses; the work was simply graded for mastery.
• To give students an incentive to actually turn the work in before the marking period is over, some teachers will put a temporary zero in the gradebook as a placeholder until the assignment is turned in, at which point the zero is replaced with a grade.
• Here’s a twist on the “no penalty” option: Some teachers don’t take points off for late work, but they limit the time frame when students can turn it in. Some will not accept late work after they have graded and returned an assignment; at that point it would be too easy for students to copy off of the returned papers. Others will only accept late work up until the assessment for the unit, because the work leading up to that is meant to prepare for that assessment. 

8. Other Preventative Measures

These strategies aren’t necessarily a way to manage late work as much as they are meant to prevent it in the first place.

• Include students in setting deadlines. When it comes to major assignments, have students help you determine due dates. They may have a better idea than you do about other big events that are happening and assignments that have been given in other classes.
• Stop assigning homework. Some teachers have stopped assigning homework entirely, recognizing that disparities at home make it an unfair measurement of academic mastery. Instead, all meaningful work is done in class, where the teacher can monitor progress and give feedback as needed. Long-term projects are done in class as well, so the teacher is aware of which students need more time and why. 
• Make homework optional or self-selected. Not all students need the same amount of practice. You may be able to get your students to assess their own need for additional practice and assign that practice to themselves. Although this may sound far-fetched, in some classes, like this self-paced classroom , it actually works, because students know they will be graded on a final assessment, they get good at determining when they need extra practice.

With so many different approaches to late work, what’s clear is that there are a lot of different schools of thought on grading and assessment, so it’s not a surprise that we don’t always land on the best solution on the first try. Experiment with different systems, talk to your colleagues, and be willing to try something new until you find something that works for you. 

Further Reading

20 Ways to Cut Your Grading Time in Half This free e-book is full of ideas that can help with grading in general.

On Your Mark: Challenging the Conventions of Grading and Reporting Thomas R. Guskey This book came highly recommended by a number of teachers.

Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School Starr Sackstein

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

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Categories: Classroom Management , Instruction , Podcast

Tags: assessment , organization

51 Comments

I teach high school science (mine is a course that does not have an “end of course” test so the stakes are not as high) and I teach mostly juniors and seniors. Last year I decided not to accept any late work whatsoever unless a student is absent the day it is assigned or due (or if they have an accomodation in a 504 or IEP – and I may have had one or two students with real/documented emergencies that I let turn in late.) This makes it so much easier on me because I don’t have to keep up with how many days/points to deduct – that’s a nightmare. It also forces them to be more responsible. They usually have had time to do it in class so there’s no reason for it to be late. Also, I was very frustrated with homework not being completed and I hated having to grade it and keep up with absent work. So I don’t “require” homework (and rarely assign it any more) but if students do ALL (no partial credit) of it they get a 100% (small point value grade), if they are absent or they don’t do it they are exempt. So it ends up being a sort of extra credit grade but it does not really penalize students who don’t do it. When students ask me for extra credit (which I don’t usually give), the first thing I ask is if they’ve done all the homework assigned. That usually shuts down any further discussion. I’ve decided I’m not going to spend tons of time chasing and calculating grades on small point values that do not make a big difference in an overall grade. 🙂

Do I understand correctly….

Homework is not required. If a student fully completes the HW, they will earn full points. If the student is absent or doesn’t do it, they are excused. Students who do complete the HW will benefit a little bit in their overall grade, but students who don’t compete the work will not be penalized. Did I understand it correctly?

Do you stipulate that a student must earn a certain % on the assignment to get the full points? What about a student who completed an assignment but completes the entire thing incorrectly? Still full credit? Or an opportunity to re-do?

Thank you in advance.

From reading this blog post I was thinking the same thing. When not penalizing students for homework do you have students who do turn it in getting extra points in class?

From what I have seen, if there is a benefit for turning in homework and students see this benefit more will try to accomplish what the homework is asking. So avoid penalization is okay, but make sure the ones turning it in are getting rewarded in some way.

The other question regarding what to do with students who may not be completing the assignments correctly, you could use this almost as a formative assessment. You could still give them the credit but use this as a time for you to focus on that student a little more and see where he/she isn’t understanding the content.

Our school has a system called Catch Up Cafe. Students with missing work report to a specific teacher during the first 15 minutes of lunch to work on missing work. Students upgrade to a Wednesday after school time if they have accumulated 4 or more missing assignments on any Monday. They do not have to serve if they can clear ALL missing work by the end of the day Wednesday. Since work is not dragging out for a long period of time, most teachers do not take off points.

How do you manage the logistics of who has missing and how many assignments are needed to be completed-to make sure they are attending the Catch up Cafe or Wednesday after school? How do you manage the communication with parents?

When a student has missing work it can be very difficult to see what he/she is missing. I always keep a running record of all of their assignments that quarter and if they miss that assigement I keep it blank to remind myself there was never a submission. Once I know that this student is missing this assignment I give them their own copy and write at the top late. So once they do turn it in I know that it’s late and makes grading it easier.

There are a lot of different programs that schools use but I’ve always kept a paper copy so I have a back-up.

I find that the worst part of tracking make-up work is keeping tabs on who was absent for a school activity, illness or other excused absence, and who just didn’t turn in the assignment. I obviously have to accept work turned in “late” due to an excused absence, but I can handle the truly late work however I wish. Any advice on simplifying tracking for this?

I tell my students to simply write “Absent (day/s)” at the top of the paper. I remind them of this fairly regularly. That way, if they were absent, it’s their responsibility to notify me, and it’s all together. If you create your own worksheets, etc., you could add a line to the top as an additional reminder.

It might be worth checking out Evernote .

In order to keep track of what type of missing assignments, I put a 0 in as a grade so students and parents know an assignment was never submitted. If a student was here on the due date and day assignment was given then it is a 0 in the grade book. If a student was absent the day the assignment was given or when it was due, I put a 00 in the grade book. This way I know if it was because of an absence or actual no work completed.

This is exactly what I do. Homework can only count 10% in our district. Claims that kids fail due to zeros for homework are specious.

This is SUCH a difficult issue and I have tried a few of the suggested ways in years past. My questions is… how do we properly prepare kids for college while still being mindful of the inequities at home? We need to be sure that we are giving kids opportunity, resources, and support, but at the same time if we don’t introduce them to some of the challenges they will be faced with in college (hours of studying and research and writing regardless of the hours you might have to spend working to pay that tuition), are we truly preparing them? I get the idea of mastery of content without penalty for late work and honestly that is typically what I go with, but I constantly struggle with this and now that I will be moving from middle to high school, I worry even more about the right way to handle late work and homework. I don’t want to hold students back in my class by being too much of a stickler about seemingly little things, but I don’t want to send them to college unprepared to experience a slap in the face, either. I don’t want to provide extra hurdles, but how do I best help them learn how to push through the hurdles and rigor if they aren’t held accountable? I always provide extra time after school, at lunch, etc., and have also experienced that end of term box checking of assignments in place of a true learning experience, but how do we teach them the importance of using resources, asking for help, allowing for mistakes while holding them to standards and learning work habits that will be helpful to them when they will be on their own? I just don’t know where the line is between helping students learn the value of good work habits and keeping them from experiencing certain challenges they need to understand in order to truly get ahead.

Thanks for sharing – I can tell how much you care for your students, wanting them to be confident independent learners. What I think I’m hearing is perhaps the struggle between that fine line of enabling and supporting. When supporting kids, whether academically or behaviorally, we’re doing something that assists or facilitates their growth. So, for example, a student that has anxiety or who doesn’t have the resources at home to complete an assignment, we can assist by giving that student extra time or an alternative place to complete the assignment. This doesn’t lower expectations, it just offers support to help them succeed.

Enabling on the other hand, puts systems in place that don’t involve consequences, which in turn allow the behaviors to continue. It involves excuses and solving problems for others. It may be about lowering expectations and letting people get by with patterns of behavior.

Late work is tricky. The article does mention the importance of time management, which is why separating academic grades from work habits is something a lot of schools are doing. Sometimes real life happens and kids need a “pass.” If whatever you’re doing seems to be helping to support a student rather than enabling patterns, then that might help you distinguish between that fine line. Hope this helps!

Thank you again for such a great post. Always high-quality, relevant, and helpful. I so appreciate you and the work you do!

So glad to hear you enjoyed the post, Liz! I’ll make sure Jenn sees this.

I thought that these points brought up about receiving late work were extremely helpful and I hope that every classroom understands how beneficial these strategies could be.

When reading the penalties section under point deductions it brought up the idea of taking points off slowly as time goes by. Currently in my classroom the only point deduction I take off is 30% of the total grade after it is received late. No matter how much time has gone by in that grading period it will have 30% off the total.

I’m curious if changing this technique to something that would increase the percentage off as time goes by will make students turn in their work on time.

My question to everyone is which grading technique would be more beneficial for the students? Do you believe that just taking off 30% for late work would help students more when turning in their work or do you think that as time goes by penalizing their final score will have students turn in their work more?

If anyone has any answers it would be extremely beneficial.

Thank you, Kirby

When I was in school my school did 1/3 of a grade each day it was like. So 1 day late A >A-. Two days late: A->>B+ so on and so forth. This worked really well for me because I knew that I could still receive a good grade if I worked hard on an assignment, even if it was a day or two late.

I dread it when I have missing work or unsubmitted work. I would try to get a last-minute effort to chase those needed pieces of work which could be done from those students housed in dorms on campus. It is better than not failing them for lacking to turn in graded submissions or taking scheduled quizzes. I dread this not for the students, sadly, but for likely call to explain why I did not keep physical evidence of students’ supposed learning. In my part of the globe, we have a yearly “quality assurance” audit by the country’s educational authorities or their representatives.

I am a pre-service teacher and I am in the process of developing my personal philosophies in education, including the topic of late work. I will be certified as a secondary social studies teacher and would like to teach in a high school. Your post brought my attention to some important insights about the subject. For example, before this post I had not thought to use feedback as a way to incentivize homework submission on time. This action coupled with the ability to re-do assignments is a great way to emphasize the importance of turning work in on time. I do have a follow-up question, how do you adequately manage grading re-do’s and feedback on all assignments? What kinds of organizational and time-management strategies do you use as a teacher? Further, how much homework do you assign when providing this as an option?

Additionally, have you administered or seen the no penalty and homework acceptance time limit in practice (for example, all homework must be turned in by the unit test)? I was curious if providing a deadline to accept all homework until the unit test may result in an access of papers I need to grade. From your experience, what practice(s) have you seen work well in the classroom?

My goal is to prepare students for life beyond high school and to support their intellectual, social, and emotional development during their high school learning experience. Similar to a previous commenter (Kate), I am also trying to define a balance between holding students accountable in order to best prepare them for their future lives and providing opportunities to raise their grade if they are willing to do the work.

Hey Jessica, you have some great questions. I’d recommend checking out the following blog posts from Jenn that will help you learn more about keeping track of assessments, differentiation, and other aspects of grading: Kiddom: Standards-based Grading Made Wonderful , Could You Teach Without Grades , Boost Your Assessment Power with GradeCam , and Four Research-Based Strategies Every Teacher Should be Using . I hope this helps you find answers to your questions!

Overall I found this article extremely helpful and it actually reinforced many ideas I already had about homework and deadlines. One of my favorite teachers I had in high school was always asking for our input on when we felt assignments should be due based on what extra curricular activities were taking place in a given time period. We were all extremely grateful for his consideration and worked that much harder on the given assignments.

While it is important to think about our own well-being when grading papers, I think it is just as important (if not more) to be conscious of how much work students might have in other classes or what students schedules are like outside of school. If we really want students to do their best work, we need to give them enough time to do the work. This will in turn, help them care more about the subject matter and help them dive deeper. Obviously there still needs to be deadlines, but it does not hurt to give students some autonomy and say in the classroom.

Thanks for your comment Zach. I appreciate your point about considering students’ involvement in extracurricular activities and other responsibilities they may have outside the school day. It’s definitely an important consideration. The only homework my son seemed to have in 8th grade was for his history class. I agree that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

Thank you for an important, thought-provoking post! As a veteran teacher of 20+ years, I have some strong opinions about this topic. I have always questioned the model of ‘taking points off’ for late work. I do not see how this presents an accurate picture of what the student knows or can do. Shouldn’t he be able to prove his knowledge regardless of WHEN? Why does WHEN he shows you what he knows determine WHAT he knows?

Putting kids up against a common calendar with due dates and timelines, regardless of their ability to learn the material at the same rate is perhaps not fair. There are so many different situations facing our students – some students have challenges and difficulty with deadlines for a plethora of potential reasons, and some have nothing but support, structure, and time. When it comes to deadlines – Some students need more time. Other students may need less time. Shouldn’t all students have a chance to learn at a pace that is right for them? Shouldn’t we measure student success by demonstrations of learning instead of how much time it takes to turn in work? Shouldn’t students feel comfortable when it is time to show me what they’ve learned, and when they can demonstrate they’ve learned it, I want their grade to reflect that.

Of course we want to teach students how to manage their time. I am not advocating for a lax wishy-washy system that allows for students to ‘get to it when they get to it’. I do believe in promoting work-study habits, and using a separate system to assign a grade for responsibility, respect, management, etc is a potential solution. I understand that when introducing this type of system, it may be tough to get buy-in from parents and older students who have traditionally only looked at an academic grade because it is the only piece of the puzzle that impacts GPA. Adopting a separate work-study grading system would involve encouraging the entire school community – starting at the youngest level – to see its value. It would be crucial for the school to promote the importance of high level work-study habits right along side academic grades.

I teach a specials course to inner city middle schoolers at a charter school. All students have to take my class since it is one of the core pillars of the school’s culture and mission. Therefore it is a double edge sword. Some students and parents think it is irrelevant like an art or music class but will get upset to find out it isn’t just an easy A class. Other students and parents love it because they come to our charter school just to be in this class that isn’t offered anywhere else in the state, except at the college level.

As you may have already guessed, I see a lot of students who don’t do the work. So much that I no longer assign homework, which the majority would not be able to do independently anyways or may develop the wrong way of learning the material, due to the nature of the subject. So everything is done in the classroom together as a class. And then we grade together to reinforce the learning. This is why I absolutely do not accept missing work and there is no reason for late work. Absent students make up the work by staying after school upon their return or they can print it off of Google classroom at home and turn in by the end of the day of their return. Late and missing work is a big issue at our school. I’ve had whole classrooms not do the work even as I implemented the new routine. Students will sit there and mark their papers as we do it in the classroom but by the end they are not handing it in because they claim not to have anything to hand in. Or when they do it appears they were doing very little. I’d have to micromanage all 32 students every 5 minutes to make sure they were actually doing the work, which I believe core teachers do. But that sets a very bad precedent because I noticed our students expect to be handheld every minute or they claim they can’t do the work. I know this to be the case since before this class I was teaching a computer class and the students expected me to sit right next to them and give them step-by-step instructions of where to click on the screen. They simply could not follow along as I demonstrated on the Aquos board. So I do think part of the problem is the administrators’ encouraging poor work ethics. They’re too focused on meeting proficient standard to the point they want teachers to handhold students. They also want teachers to accept late and missing work all the way until the end of each quarter. Well that’s easy if you only have a few students but when you have classrooms full of them, that means trying to grade 300+ students multiplied by “x” amount of late/missing work the week before report card rolls out – to which we still have to write comments for C- or below students. Some of us teach all the grade levels 6-8th. And that has actually had negative effects because students no longer hold themselves accountable.

To be honest, I really do think this is why there is such a high turnover rate and teachers who started giving busy work only. In the inner city, administrators only care about putting out the illusion of proficiency while students and parents don’t want any accountability for their performance. As soon as a student fails because they have to actually try to learn (which is a risk for failing), the parent comes in screaming.

Yea, being an Art teacher you lost me at “ irrelevant like an art or music .”

I teach middle school in the inner city where missing and late work is a chronic issue so the suggestions and ideas above do not work. Students and parents have become complacent with failing grades so penalizing work isn’t going to motivate them to do better the next time. The secret to teaching in the inner city is to give them a way out without it becoming massive work for you. Because trust me, if you give them an inch they will always want a mile at your expense. Depending on which subject you teach, it might be easier to just do everything in class. That way it becomes an all or nothing grade. They either did or didn’t do the work. No excuses, no chasing down half the school through number of calls to disconnected phone numbers and out of date emails, no explaining to parents why Johnny has to stay after school to finish assignments when mom needs him home to babysit or because she works second shift and can’t pick him up, etc. Students have no reason for late work or for missing work when they were supposed to do it right there in class. Absent students can catch up with work when they return.

Milton, I agree with all of what you are saying and have experienced. Not to say that that is for all students I have had, but it is a slow progression as to what is happening with students and parents as years go by. I understand that there are areas outside of the classroom we cannot control and some students do not have certain necessities needed to help them but they need to start learning what can they do to help themselves. I make sure the students know they can come and talk to me if needing help or extra time, tutor after school and even a phone number to contact along with email if needing to ask questions or get help. But parents and students do not use these opportunities given until the week before school ends and are now wanting their student to pass and what can be done. It is frustrating and sad. I let students and parents know my expectation up front and if they do not take the opportunity to talk to me then the grade they earned is the result.

I am a special education resource teacher and late work/missing work happens quite a lot. After reading this article, I want to try a few different things to help minimize this issue. However, I am not the one making the grades or putting the grades in. I am just giving the work to the students in small group settings and giving them more access to the resources they need to help them be successful on these assignments based on their current IEP. I use a make-up folder, and usually I will pull these students to work on their work during a different time than when I regularly pull them. That way they do not miss the delivery of instruction they get from me and it does not punish my other students either if there is make-up work that needs to be completed. I try to give my students ample time to complete their work, so there is no excuse for them not to complete it. If they are absent, then I pull them at a time that they can make it up.

I too agree with that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

I had a few teachers who were willing to tolerate lateness in favor of getting it/understanding the material. Lastly, my favorite teacher was the one who gave me many chances to do rewrites of a ‘bad essay’ and gave me as much time as needed (of course still within like the semester or even month but I never took more than two weeks) because he wanted me to do well. I ended up with a 4 in AP exam though so that’s good.

Late work has a whole new meaning with virtual learning. I am drowning in late work (via Google Classroom). I don’t want to penalize students for late work as every home situation is different. I grade and provide feedback timely (to those who submitted on time). However, I am being penalized every weekend and evening as I try to grade and provide feedback during this time. I would love some ideas.

Hi Susan! I’m in the same place–I have students who (after numerous reminders) still haven’t submitted work due days…weeks ago, and I’m either taking time to remind them again or give feedback on “old” work over my nights and weekends. So, while it’s not specific to online learning, Jenn’s A Few Ideas for Dealing with Late Work is a post I’ve been trying to put into practice the last few days. I hope this helps!

Graded assignment flexibility is essential to the process of learning in general but especially in our new world of digital divide

It is difficult to determine who is doing the work at home. Follow up videos on seesaw help to see if the student has gained the knowledge or is being given the answers.

This is some good information. This is a difficult subject.

I love the idea of a catch-up cafe! I think I will try to implement this in my school. It’s in the same place every day, yes? And the teachers take turns monitoring? I’m just trying to get a handle on the logistics – I know those will be the first questions I get.

I really enjoyed this post. I think it provides a lot of perspective on a topic that teachers get way too strict about. I just wonder: wouldn’t it be inevitable for students to become lazy and care less about their understanding if there wasn’t any homework (or even if it was optional)? I know students don’t like it, and it can get redundant if they understand the content, but it truly is good practice.

Hi Shannon,

Glad the post helped! Homework is one of those hot educational topics, but I can’t say I’ve personally come across a situation or found any research where kids become lazy or unmotivated if not assigned homework. In fact, research indicates that homework doesn’t really have much impact on learning until high school. I just think that if homework is going to be assigned, it needs to be intentional and purposeful. (If students have already mastered a skill, I’m not sure how homework would provide them much benefit.) Here’s an article that I think is worth checking out. See what you think.

I like how you brought up how homework needs to be given with the understanding that not all kids have the same resources at home. Some kids don’t have computers or their parents won’t let them use it. There is no way of knowing this so teachers should give homework that requires barely any utensils or technology.

I think having students help determine the due dates for major assignments is a great idea. This works well with online schools too. Remote jobs are the future so helping students learn how to set their own due dates and to get homework done from home will prepare them for the future.

This year I am trying something new. After reading this article, I noticed that I have used a combination of some of these strategies to combat late work and encourage students to turn work in on time. I only record a letter grade in the grade book: A, B, C, D, F. If a student turns in an assignment late, I flag it as late, but it does not affect their “grade”.

If a student wants to redo an assignment, they must turn something in. If they miss the due date, they can still turn it in, but lose the opportunity to redo the assignment. Students will meet with me one last time before they turn it in to get final feedback.

At the end of the grading period, I conference with the student about their final grade, looking at how many times they have handed work in on-time or late. This will determine if the student has earned an A or an A+ .

I really appreciate how your post incorporates a lot of suggestions for the way that teachers can think about and grade homework. Thank you for mentioning how different students have different resources available as well. As teachers, we need to be aware of the different resources our students have and tailor our approach to homework to match. I like the idea of grading homework based on completion and accepting late work for full credit at any time (substituting a zero in the grade book until it is turned in). This is definitely a strategy that I’ll be using!

So glad the article was helpful for you! I will be sure to pass on your comments to Jenn.

I also have been teaching for a long time and I have found that providing an END OF WEEK (Friday at 11:59) due date for assignments allows students to get the work completed by that time. It helps with athletes, and others involved in extra curricular activities. I feel this is fair. I give my tests/quizzes on the days assigned and the supplemental work on Fridays.

I personally, as a special education teach, would allow my SPED students extra time to complete the work they have missed. This is in alignment with their IEP accommodations. I would work with each one independently and have remediation with the content that they are having difficulty. This setting would be in a small group and separate classroom.

I really like the idea of a work habits grade. I struggle with students who turn things in late regularly earning the same grade as those who always turn things in on time. A work habits grade could really motivate some learners.

I’ve been in education for 37 years and in all manner of positions. I share this only to also say that things have changed quite a bit. When I started teaching I only had one, maybe two students in a class of 34 elementary students that would not have homework or classwork finished. Now, I have two classes of about 15 each. One group is often half the class on a regular basis not having homework or not finishing classwork on a regular basis- so far. Additionally parents will pull students out to go to amusement parks, etc and expect all work to be made up and at full credit. I believe that the idea of homework is clearly twofold- to teach accountability and to reengage a learner. Classwork is critical to working with the content and, learning objective. We can all grade various ways; however, at some point, the learner has to step up. Learning is not passive, nor is it all on the teacher. I have been called “mean” because I make students do their work in class, refocusing them, etc. I find that is my duty. Late work should be simply dealt with consistently and with understanding to circumstance IMO. You were out or it was late because mom and dad were upset, ok versus we went to Disney for three days and I was too tired. hmm- used to be easy with excused/unexcused absences, now there is no difference. Late with no absence? That can be a problem and I reach out to home and handle it individually at my level.

Hi Jennifer! I really like your sharing about this topic! Late work is a problem that every teacher encounters. Thank you for your consideration of this issue and the many wise ideas you have provided. Your ideas also remind me to reflect on whether my overall program of assignments and grading is in a healthy place. I was inspired by the preventative measures you listed in this post. I want to try to include my students in setting deadlines, especially for some big projects. Students will feel respected by teachers and will be more willing to complete the assignments before deadlines! As you mentioned, some teachers have made homework optional or self-selected, or even stopped assigning homework. I partially agree with that opinion. I indeed try to reduce the amount of students’ homework or even stop assigning homework sometime, but doing related practice in class instead. I believe that the purpose of homework is to aid pupils in mastering the knowledge; it is not a necessary thing.

Thanks for sharing your thoughts, Yang. Jenn will be glad to know that you found the post inspiring!

Thanks so much for all your insights on giving assignments or homework. All are very helpful as I prepare to return to work after an extended medical leave. It is good to refresh! Anything we require of our students should be purposeful and meaningful to them, so they will give their best to meet whatever deadlines we set. I also like asking our students when is the best time they can turn work in; this is meeting them halfway. And if one strategy does not work, there are more to try; just read this post. Thanks a bunch!!

Jenn will be glad to know the post was helpful for you, Jo!

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The Bookshelf

Exploring edtech and cognitive psychology.

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How to Ace Your College Assignments

College can be tough. You’re juggling classes, homework, a social life, and maybe a job on the side. It’s no wonder that sometimes your college assignments don’t get the attention they deserve. But did you know that there are tricks to acing your college assignments? Here are some tips and strategies that will help you get better grades in school!

For many students, college is a big learning curve. It’s a time in your life that involves a lot of change and getting used to many new things. When it comes to college assignments, many students find that things work differently from when they were in high school. The format and types of assessments are different, the criteria for passing can feel unfamiliar, and of course, the level of learning is a step up from high school too.

But getting good grades has a direct impact on your success at college, so it’s important to do as well as you can. So what can you do to get to grips with college assignments so you ace them? Here are some tips.

Read The Instructions

Start by reading the assignment instructions carefully. This may seem obvious, but it’s important to make sure you understand what the task is and what your lecturer or professor is looking for. If you’re unsure about anything, ask for clarification from your instructor. They are there to help you, so you should never feel unsure about going to ask for clarification, or for a little extra direction. You could even ask them what they’re looking for in order to give good grades. For example, is it more about research, or a good writing style? Any tips you can glean from the people marking your assignments will help.

Use Past Papers And Study Materials

When you have a better understanding of what’s required, it can be helpful to use past papers and college study materials to give yourself an idea of the sort of thing that might be expected. Study materials can also give you an idea of the level of detail required and the standard expected by your college. If you’re not sure where to find these things, ask your instructor or librarian for help. Getting hold of some of these past materials will help to give you a framework for your learning, understand the types of assignments your college sets, and what success looks like to them.

Create A Plan And Work Schedule

Once you have a good understanding of the task at hand and what’s expected of you, it’s time to create a plan. This should be a detailed document that outlines everything you need to do in order to complete the assignment to a high standard. Your plan should include a timeline and deadlines for each task, as well as what resources you’ll need and any other information that will help you to complete the assignment.

Work In Short Bursts

One of the best pieces of advice for college students is to work in short bursts . This means setting a timer for a certain amount of time and working on the task at hand for that amount of time, before taking a break. This method is often recommended for students because it’s a more effective way of working than trying to power through for hours on end. It’s also a lot easier to stay focused when you’re working in short bursts. When you take a break, make sure you get up and move around, have a snack, or do something to take your mind off of your work so you can come back refreshed and ready to focus again.

Take Regular Breaks

It’s important to take regular breaks when you’re working on an assignment. This will help to keep you from getting too bogged down in the task and will allow you to come back to it with fresh eyes. When you’re taking a break, make sure you get up and move around, have a snack, or do something to take your mind off of your work so you can come back refreshed and ready to focus again.

Set A Deadline For Yourself

As well as any deadlines set by your instructor, it can be helpful to set a deadline for yourself. This should be a date or time by which you will have completed the assignment. Having a personal deadline will help to keep you on track and motivated to get the work done.

Don’t Leave It To The Last Minute

One of the worst things you can do is leave your college assignment to the last minute. This will only lead to stress and will likely result in a rushed and poorly done piece of work. If you start the assignment early, you’ll have more time to do it properly and you’ll be less likely to make mistakes. It will also give you time to deal with any unexpected circumstances, such as some additional research you decide you need to do, or dealing with a cold that leaves you feeling under the weather for a few days.

Start With The Easy Stuff

When you’re starting an assignment, it can be helpful to start with the easy stuff. This will help to get you into the flow of working on the task and will give you a sense of accomplishment. Once you’ve completed the easy stuff, you can move on to the more challenging tasks. This will help you to stay focused and motivated, and will make the whole process less daunting.

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• Conjunctions
• Prepositions

PASS UP in a Sentence Examples: 21 Ways to Use Pass Up

Are you the type of person who can never pass up a good deal? “Pass up” is a phrasal verb that means to miss an opportunity or to decline something that is being offered.

This expression is commonly used in casual conversation when referring to situations where someone decides not to take advantage of a favorable or tempting opportunity. Keep reading to learn more about how and when to use “pass up” in your daily language.

Table of Contents

7 Examples Of Pass Up Used In a Sentence For Kids

• Don’t pass up the chance to learn something new today.
• We should pass up our toys when we finish playing with them.
• It’s important to never pass up a chance to be kind to others.
• Let’s all work together and pass up the crayons to our friends.
• Don’t pass up the opportunity to explore and discover new things.
• Remember to pass up your books when it’s time for reading.
• We should always pass up our turn to speak and listen to others.

14 Sentences with Pass Up Examples

• Pass up the opportunity to attend the leadership workshop happening on campus next week.
• Don’t pass up the chance to join the debate club this semester.
• Remember to pass up any unhealthy snacks in the cafeteria and opt for a balanced meal instead.
• It’s important not to pass up networking opportunities at college events to build connections for the future.
• Make sure to pass up procrastination and start working on your assignments early.
• Don’t pass up the chance to volunteer for community service projects during the holiday break.
• It’s a good idea to pass up unnecessary expenses and save money for future emergencies.
• When it comes to career fairs, never pass up the chance to interact with potential employers.
• You should not pass up the chance to participate in extracurricular activities that interest you.
• Don’t pass up the chance to take part in the upcoming sports tournament on campus.
• Make sure to pass up negative influences and surround yourself with positive and supportive friends.
• Don’t pass up the opportunity to study abroad during your college years.
• It’s essential not to pass up the chance to attend important guest lectures by renowned scholars.
• Remember not to pass up valuable internship opportunities that can enhance your resume.

How To Use Pass Up in Sentences?

Pass Up in a sentence is used to indicate a missed opportunity or decision not to take advantage of something. When using Pass Up in a sentence, remember that the main word should be followed by the object or opportunity that was missed. For example, “I had to pass up the chance to go to the concert because I was sick.”

It’s important to note that Pass Up can also be used in a context where someone chooses not to participate in an activity or decline an offer. For instance, “She decided to pass up the job offer because it required too much traveling.”

When constructing a sentence with Pass Up , consider the context and tone of the situation. Using it in a casual or formal setting will dictate the phrasing and overall impact of the sentence.

To enhance the understanding of Pass Up in a sentence, it can be beneficial to provide examples that illustrate the object or opportunity that was not taken advantage of. This will provide clarity and help reinforce the meaning of the phrase for beginners.

In summary, when using Pass Up in a sentence, ensure clarity by following it with the specific opportunity or decision that was not taken. Remember to consider the context and tone of the sentence to effectively communicate the message.

In conclusion, the phrase “pass up” signifies the act of missing an opportunity or choosing not to take advantage of something. This could apply to various scenarios, from declining a job offer to refusing a chance to attend an event. When we pass up opportunities, it is essential to consider the potential consequences and weigh our decisions carefully. It is crucial to evaluate whether passing up on something aligns with our goals and values, as it can impact our future path.

By recognizing when to seize opportunities and when it is appropriate to pass up on certain offers, we can make informed decisions that lead to personal growth and success. Being mindful of why we choose to pass up on opportunities enables us to navigate life’s choices more effectively and ultimately helps us pursue paths that resonate with our aspirations.

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• Teaching Tips

Dealing With Students Missing Exams and In-Class Graded Assignments

Teachers often become more aware of students’ out-of-class activities than they might wish. Announcements and memos from the dean of students inform about sporting teams and their games and tournaments, forensics, service learning conferences, community-based work, and the like. And teachers quickly become familiar with student lifestyles and illnesses ¾ mono, strep throat, hangovers, the opening of deer and fishing seasons, quilting bees, family vacations, and their family mortality statistics. The relationship between exams and mandatory in-class work and the death of students’ cousins and grandparents is so high it should be a concern of the National Center for Disease Control. Given all this, it is a certainty that students will miss exams and other required activities. What is a teacher to do?

If you want to hear colleagues express frustration, ask them about make-up exams and assignments. Despite knowing intellectually that such absences will occur, teachers hope and pray, even in public institutions, that all of their students will take exams as scheduled. Alas, such prayers are rarely answered, and teachers are faced with the practical issues of keeping track of students who miss exams and assignments, as well as managing make-ups.

All of our advice, except that related to ethics, should be read through the filter of the type of institution where you teach, and the types of courses you teach and how large they are. For example, at a small liberal arts school, where teaching is a faculty member’s primary responsibility, more time may be spent with students who miss exams or assignments, and more creative (time consuming) alternatives may be practical as compared with someone teaching classes of 300 or 500 or more in a Research I institution.

Ethics Teachers are not to cause students harm; we must treat them fairly and equitably, and they must be allowed to maintain their dignity (Keith-Spiegel, Whitley, Balogh, Perkins, & Wittig, 2002). Whatever your procedures are for students who miss exams and required in-class work, they must be equitable, providing students equal chances to earn a good grade by demonstrating equal knowledge. The hard part may be balancing academic rigor and accountability for what students are to learn with a fair and manageable process for those who miss required exams and assignments.

Make-up Exams These should not be more difficult than the original test but must be, as best as you can design, alternate forms of the same exam. Exam banks that accompany texts make designing such alternate forms of multiple-choice tests relatively easy, and colleagues teaching two or more sections of the same course in a semester, who give alternate forms of exams, are often a good source of advice on this matter. Be thoughtful about the following:

• An essay make-up exam may be unethical if regular exams are multiple choice or short answer (or vice versa), since students must study differently and they may be more difficult.
• An oral exam may “punish” students who do not think well on their feet, or are more socially anxious.
• Scheduling make-up exams at inconvenient or undesirable times may express your frustration, but you or someone else will have to be there at the “inconvenient” time also, and such arrangements raise issues of foul play.
• It may be inequitable to students who meet all course requirements to allow their peers to do extra credit or drop their lowest grade instead of making up a missed exam.

In-class Assignments The same considerations exist for students who miss in-class required presentations, or other graded work. If possible, students who were to present should be given opportunities to make up the assignment using the same grading criteria.

Planning Ahead

Spell-out Missed Exam Procedure in Course Policies No matter how well you teach or what inducements or penalties you impose, some students will miss exams and required class activities. Good educational practice argues that you plan for this reality as you design your course, not two days before (or after) your first exam. You want as few surprises as possible once the course begins.

Put your policies in your syllabus. Have a section in your syllabus on exams and other graded work. Specify your policies and procedures if students know in advance they will be absent, or how to notify you if, for whatever reason, they were absent, and any effect, if any, absences will have on their grade.

Keep your policy clear and simple. Before finalizing your syllabus, ask a few students to read your make-up policy to determine if it can be easily understood. If your explanation of what students are to do in the case of missing an exam, and how their grade is affected, is not easily understood, revise it. In developing your policy, do you want students to:

• Notify you if they know they will miss, preferably at least 24 hours in advance, and give you the reason? Talking with you before or after class offers the best opportunity to provide feedback if the reason is questionable, to work out alternatives, and so forth. E-mail also can be useful.
• Notify you as soon as possible after missing an exam or required assignment and give the reason? Again, in person or e-mail work best.
• Present a letter from an authority (e.g., physician) documenting the reason? Keep in mind any student can “forge” such documentation or manipulate it in other ways, e.g., “Fred came to see me complaining of a severe headache.”
• Have their grades lowered if their absence is not “acceptable” (e.g., overslept versus seriously ill)? How will you decide what is acceptable? Our experience suggests that “legitimate” reasons for absence include, but are not limited to: illness of the student or a close relative, accident, court appearance, military duty, broken auto, hazardous weather, and university activities (e.g., athletics, forensics).

Policies should reflect the nature of the exam or graded assignment. If you are teaching an introductory course and each module largely stands alone, it may be appropriate for students to make up a missed exam late in the semester. But if you want students to demonstrate knowledge or competency on an exam or assignment because future course material builds on that which comes earlier, you want to give the students much less time to make up the missed work.

Common policies. A common procedure is for the teacher, teaching assistant, or departmental secretary to distribute and proctor make-up exams during prearranged times (Perlman&McCann, in press). You might also consider allowing students to take make-up exams during exam periods in other courses you are teaching.

Make your policies easy to implement. To maintain your sanity and keep your stress level manageable, you must be able to easily implement your policies. For example, even if you, a secretary, or a graduate student distribute and proctor make-up exams, problems can arise. For example:

• The secretary is ill or on vacation, or you are ill or have a conference to attend. You never want to change the time make-ups are available to students once these are listed in the course syllabus. Have backups available who know where make-up exams are stored, can access them, and can administer and proctor them.
• Too many students for the make-up space. Investigate room sizes and number of rooms available. You may need more than one room if some students have readers because of learning disabilities.
• Students often forget there is a common make-up the last week of the semester. Remind them often and announce this policy on class days when students are taking an exam, as this may be the only time some students who have missed a previous exam come to class.

Encourage appropriate, responsible, mature behaviors. Take the high road and let students know how they “should” behave. For example, one colleague includes this statement in the syllabus:

I expect students to make every effort to take required exams and make course presentations as scheduled. If you know in advance you will miss such a requirement, please notify me. If you are ill or other circumstances cause you to miss a required graded activity, notify me as soon as possible.

One of our colleagues states in her syllabus for a psychology of aging class, “It is very bad form to invent illnesses suffered by grandparents!” By giving students exemplars on how to behave appropriately, you can then thank them for their courtesy and maturity if they follow through, positively reinforcing such behaviors.

God lives in the details. Always err on the side of being “concrete.” If a make-up exam is at the university testing center, tell students where the testing center is. If you or a secretary hold make-up exams in an office, you may want to draw a map on how to get there. It is not uncommon for students to fail to find the office at the time of the exam, and wander around a large university building.

Students Who Miss Exams You have a variety of alternatives available on how to treat students who miss a scheduled exam. Select those that fit your course and the requirements of learning students must demonstrate.

Requiring make-up exams. If you collect all copies of your multiple choice or short answer exams, you may be able to use the same exam for make-ups. Our experience is that it is extremely rare that students deliberately miss an exam to have more time to study, whereas asking peers about specific exam questions more commonly occurs. Your experiences may be different. However, if you put exams on file at the university testing center, and students can take them weeks apart, you may want different forms. If you have concerns, you will need to prepare an equivalent, alternative form of the regular exam, as is often the case for essay tests.

Using procedures other than a make-up exam. Some faculty have students outline all text chapters required for an exam, use daily quiz scores to substitute for a missed exam, use the average of students’ exams to substitute for the one missed, score relevant questions on the comprehensive final to substitute for the missed test, or use a weighted score from the entire comprehensive final substituted for missed exam. Some teachers just drop one test grade without penalty (Buchanan&Rogers, 1990; Sleigh&Ritzer, 2001). Consider whether students will learn what you want from various alternatives and whether this work is equal to what students must demonstrate on exams before adopting such procedures. If your course contains numerous graded assignments of equal difficulty, and if it is equitable for students to choose to ignore a course module by not studying or taking the exam, you should consider this process.

Other teachers build extra credit into the course. They allow all students opportunities to raise their grades, offering a safety net of sorts for those who need to “make-up” a missed exam by doing “additional” assignments such as outlining unassigned chapters in the text.

Scheduling make-ups. Pick one or two times a week that are convenient for you, a department secretary, or teaching assistant, and schedule your make-ups then. Some faculty use a common time midway through the semester and at the end of the semester as an alternative.

Students Who Miss Other In-Class Assignments Allowing students to demonstrate learning on non-exam graded assignments can be tricky. Such assignments often measure different kinds of learning than exams: the ability to work in groups, critical thinking as demonstrated in a poster, or an oral presentation graded in part on professional use of language. But you do have some alternatives.

Keeping the required assignment the same. If the assignment is a large one and due near the end of the semester, consider using an “incomplete” grade for students who miss it. Alternatively, students can present their oral work or poster in another course you are teaching if the content is relevant and time allows it. The oral required assignment also can be delivered just to the teacher or videotaped or turned in on audiotape.

Alternative assignments. As with missed exams, you can weigh other assignments disproportionately to substitute for in-class graded work — by doubling a similar assignment if you have more than one during the semester, for example. The dilemma, of course, is not allowing students easy avenues to avoid a required module or assignment without penalty. For example, oral assignments can be turned in as written work, although this may negate some of the reasons for the assignment.

When we asked colleagues about alternatives for missed in-class graded assignments (as compared with exams), almost everyone cautioned against listing them in the course syllabus. They felt that students could then weigh the make-up assignment versus the original and choose the one that gave them the greatest chance of doing well, and also the least amount of anxiety (in-class presentations often make students nervous). They recommended simply telling students that arrangements would be made for those missing in-class required graded work on a case-by-case basis.

Students Who Miss the “Make-Up” On occasion, students will miss a scheduled make-up. Say something about this event in your syllabus, emphasizing the student’s responsibility to notify the instructor. We recommend that instructors reserve the right to lower a student’s grade by “x” number of points, or “x” letter grades. If you place exams at a university testing center, you may not find out the work has not been made up until the course is over, leaving you little choice but to give the student an “F” on that exam or assignment.

When the Whole Class Misses a Required Exam or Assignment On rare, but very memorable, occasions the entire class may miss an exam or assignment. For example, both authors have had the fire alarm go off during an exam. After a bomb threat cleared the building during his exam, the campus police actually contacted one author to identify whether a person caught on camera at a service station was a student calling in the bomb scare. (It was not.) The other author experienced the bomb squad closing a classroom building during finals week due to the discovery of old, potentially explosive, laboratory chemicals. Of course, the blizzard of the century or a flood might occur the night before your exam. What is a teacher to do?

The exam or graded assignment must be delayed. Prepare beforehand. Always build a make-up policy into your syllabus for the last exam or student presentation in a course. Talk with your department chair or dean about college or university policy. State that if weather or other circumstances force a make-up, it will occur at a certain time and place. This forethought is especially important if you teach at a northern institution where bad winter weather is not unusual. For exams and assignments during the semester, the policy that works best is to reschedule them (again, stating this in your syllabus) for the next regular class period. Call attention to this policy early in the semester, and post it on your course Web site. The last thing you want to do is call or e-mail everyone in the class to tell them an exam has been cancelled.

An exam or graded assignment is interrupted. Graded assignments such as oral presentations are easily handled. If time allows, continue after the interruption; if not, continue the next class period or during your designated “make-up” time.

If something interrupts an exam, ask students to leave their exams and answers on their desks or hand them in to you, take all personal materials, and leave immediately. A teacher can easily collect everything left in most classes in a few moments. Leave materials on desks if the class is large, or be the first person back to the room after the interruption. Fire alarms, bomb scares, and the like usually cause a lot of hubbub. Only if you have a lengthy two- or three-hour class, with time to allow students to collect themselves and refocus, and no concern about their comparing answers to questions during the delay, should the exam be continued that same day or evening.

If the interruption occurs late in the class period, you might tell students to turn in their work as they leave. You can then determine how you want to grade exams or the assignment, using pro-rated points or percentages, and assign grades accordingly.

If the interruption is earlier in the hour, the exam will have to be delayed, usually until the next class period. With a multiple-choice exam, we advise giving students the full (next) class period to finish their exams. If you are concerned about students comparing questions they have already answered, you will have to quickly develop an alternate exam.

A teacher’s decisions are more complicated if the exam is short answer or essay. Students may have skimmed all essay or short answer questions before an interruption. Will they prepare for those questions before the next class period? What if some students only read the first essay question but do not know the others they must answer? Preparing an alternate exam may be feasible, but students need to know you will do so, so they do not concentrate their studying on specific topics you will not ask about.

We know that such class interruptions are rare, but they can wreak havoc with students and teachers, be stressful, and raise issues of fairness that echo throughout the rest of the course. We advise teachers to talk with colleagues, and we have found a department brown bag on the topic fascinating. Your colleagues may have some creative and sound advice.

Summary A teacher needs to plan ahead. Take some time to think about what it means for you and students who miss required in-class work. A little preparation can save a lot of time and hassle later in the semester. Students deserve and will appreciate policies that are equitable and manageable.

Author’s Note: The authors are interested how teachers deal with missed or interrupted graded in-class work (and their horror stories). Contact us with your ideas and experiences at [email protected] .

References and Recommended Reading

• Buchanan, R. W., & Rogers, M. (1990). Innovative assessment in large classes. College Teaching, 38 , 69-74.
• Carper, S. W. (1995). Make-up exams: What’s a professor to do? Journal of Chemical Education, 72 , 883.
• Davis, B. G. (1993). Tools for teaching . San Francisco: Jossey-Bass.
• Keith-Spiegel, P., Whitley, B.G. E. Jr., Balogh, D. W., Perkins, D. V., & Wittig, A. F. (2002). The ethics of teaching: A casebook (2nd ed.). Mahwah, NJ: Erlbaum.
• McKeachie, W. J. (2001). Teaching tips: Strategies, research, and theory for college and university teachers (11th ed.) Boston: Houghton Mifflin.
• Nilson, L. B. (2003). Teaching at its best: A research-based resource for college instructors (2nd ed). Bolton, MA: Anker.
• Perlman, B., & McCann, L. I. (in press). Teacher evaluations of make-up exam procedures. Psychology Learning and Teaching, 3 (2).
• Sleigh, M. J., & Ritzer, D. R. (2001). Encouraging student attendance. APS Observer, 14 (9), pp. 19-20, 32.

Do you know of any research related to taking points off an exam for students who take a make-up for whatever reason? It is mentioned in this article but I’m interested in evidence to back up that it is fair and/or punitive in a college setting with adult learners. Thank you. Gerri Russell, MS, RN

I teach introductory nutrition and other biology classes. If a student can prove that they missed an exam or assignment for a verifiable reason, even if they let me know ahead of time (usually technology related reasons), I let them make it up without taking points off. If they can’t prove it I take off points as follows: 10% off per day late during the first week after the assignment is due. Half credit earned after that. Even if they know there are always students who just miss things for no apparent good reason. I feel like this is fair because it gives them the responsibility for making it up, and I’d rather people become familiar with the material, rather than just not do it at all.

I think that the mid semester tests must be abolished from all colleges/universities in order to let them prepare for the final exams without any pressure of getting grades,this will not give rise to any decompetition then,so I personally feel that my suggestion will be very useful I want everyone to obey that

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About the Author

BARON PERLMAN is editor of "Teaching Tips." A professor in the department of psychology, distinguished teacher, and University and Rosebush Professor at the University of Wisconsin Oshkosh in the department of psychology, he has taught psychology for 29 years. He continues to work to master the art and craft of teaching. LEE I. MCCANN is co-editor of "Teaching Tips." A professor in the department of psychology and a University and Rosebush Professor at the University of Wisconsin Oshkosh, he has taught psychology for 38 years. He has presented numerous workshops on teaching and psychology curricula, his current research interests.

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Privacy Overview

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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• Grade Calculators

Final Grade Calculator

Enter Final Info

My final exam is worth:

I want (at least) this in the class:

Enter Class Grades

Calculator Instructions

• In the top part of the form, enter how much your final exam is worth and the grade that you would like to get in the class. For example, your final test might be worth 20% of your overall grade and you want to get at least a 93% in the class. You would enter these numbers into the form.
• In the bottom half of the form, enter a description (optional) of the classwork, the grade received for that classwork, and the weight of the classwork. Most class grades are made up of several components such as homework assignments, tests, exams, quizzes, class participation, attendance, etc. For example, a class exam might be worth 10% of your grade and you received a 95% on the test. You would enter those values into the form.
• If you need more than four rows, press the "Add Row" button to add an additional line. You can add as many rows as you need.
• Once you have finished entering your grades, press the "Calculate" button and the grade you need on the final exam will be displayed.

Final Grade Formula

final grade = ((g wanted x w total ) - gw) / w final

w total = w 1 + w 2 + w 3 + ... + w final

w 1 = weight of assignment #1

w final = weight of final exam

gw = g 1 x w 1 + g 2 x w 2 + g 3 x w 3 + ...

g 1 = grade for assignment #1

g wanted = grade wanted in the class

Example Calculation

Let's say your class has the following grading plan.

Now let's assume you received the following grades on your classwork.

Finally, let's assume that you want to get a 90% in the class. To determine what you need to get on your final exam in order to get a 90% in the class, let's do some math using the formula above.

First add the weight of all the class assignments together including your final:

w total = 10% + 10% + 20% + 20% + 20% = 100%

Next, multiple the grade you received on each assignment by the weight of the assignment.

gw = (91% x 10%) + (85% x 10%) + (75% x 20%) + (95% x 20%) + (97% x 20%) = 7100%

Now, calculate what you need on the final exam:

final exam grade = ((90% x 100%) - 7100%) / 20% = 95%

This is how you manually calculate your final grade. Of course, you can make your life a little easier using the calculator above!

What if my class grade is based on points rather than percentages?

Let's assume you have the following class syllabus that is based on points.

Let's assume you received the following grades.

To enter these grades in the calculator above, you first need to calculate your grade percentage for each assignment using the following formula:

grade percentage = points earned / possible points x 100

So taking your mid-term test grade as an example, we get the following:

mid-term test = 190 points earned / 200 possible points x 100 = 95%

In the weight column of the calculator, you would enter the possible points for each assignment.

Assuming you wanted to get at least a 90% in the class and your final exam is worth 250 points (i.e.the weight), you would enter the following information into the calculator.

In this example, you would need to get a 93.6% on your final in order to get a 90% in the class.

You Might Like These Too

Weighted Grade Calculator

Middle School GPA Calculator

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Test Grade Calculator

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University Center for Teaching and Learning

How to create assignments for your canvas course.

• Quick Start
• Instructor Help
• Student Help

How to Create Assignments

Using assignments in Canvas provides a streamlined process for assigning homework and creating quizzes for students.  Canvas considers an ‘assignment’ to be anything that is graded, whether that be a quiz or homework assignment, and whether it’s delivered entirely online, paper-and-pencil, or is a participatory assignment with no actual deliverable.

This Quick Start guide will cover the creation of assignments where the student submits a file electronically, on paper, using an external tool such as Turnitin or Panopto , or where no submission is expected (e.g. class participation). See How to Create Tests and Quizzes for Your Canvas Course and Create and Manage Discussions for more information about using those tools as assignments.

1. In the Course Navigation menu, click the Assignments link.

2. Click “ +Assignment ” at the top right.

3. Write the assignment title and directions for students.

4. Assign the number of points available for the assignment.

5. Choose an “ Assignment Group” . Assignment groups are, in essence, a category of assignment. For more information about using Assignment Groups, see the Canvas guides regarding Assignments.

6. There are four submission types :

• No Submission: an activity where nothing will be collected from students (e.g. a participation grade)
• For the full details about the online assignment subtypes, (text entry, annotation, file upload, etc.), please see the official documentation .
• We have a recorded mini-webinar on annotation assignments, including assignment ideas, available on the Training Webinars page.
• On Paper: assignments/quizzes/activities that were written on paper and collected by the instructor
• External Tool: assignments submitted through a 3rd party tool that is integrated with Canvas, such as a textbook publisher’s website or Turnitin

7. Submission Attempts: You may allow unlimited submission attempts for Online assignments, or restrict attempts to one or more. When a student submits to an assignment they have already submitted to, the previous submission is retained as well, and the instructor may view both.

8. Group Assignments and Peer Reviews:  Assignments can be created as either a group assignment or peer review assignment.

9. Assign options- You can assign an assignment to your entire class, a specific student, and/or a section of your class. You can also set the due date and the availability dates (when your students can submit their assignment). Each section can have different due dates and availability dates.

10. If you are finished creating the assignment, click on “ Save & Publish “. If you are not finished creating the assignment, click on “ Save ” and you may come back and work on it more later without students having access to it.

Instructor Help for Assignments

Creating assignments.

• How do I create an assignment?
• How do I add a moderated assignment to be graded by multiple reviewers?
• How do I create an online assignment?
• How do I add or edit details in an assignment?
• How do I add or edit points for an assignment?
• What assignment types can I create in a course?
• How do I limit submission attempts for an assignment?
• How do I add an assignment that includes anonymous grading?
• How do I enable anonymous instructor annotations in student submissions?
• How do I import SCORM files as an assignment?
• How do I publish or unpublish an assignment as an instructor?

Managing Assignments

• How do I use the Assignments Index Page?
• Can a student resubmit Canvas assignments?
• How do I assign an assignment to everyone in a course?
• How do I assign an assignment to a course group?
• How do I assign an assignment to a course section?
• How do I assign an assignment to an individual student?
• How do I view differentiated assignments with different due dates in a course?
• How do I bulk update due dates and availability dates as an instructor?
• How do I delete an assignment?
• How do I duplicate an assignment?
• How do I move or reorder an assignment?
• How do I use Direct Share to copy an assignment to another course?
• How do I use Direct Share to send an assignment to another instructor?

Creating and Managing Peer Review Assignments

• How do I create a peer review assignment?
• How do I use peer review assignments in a course?
• How do I automatically assign peer reviews for an assignment?
• How do I manually assign peer reviews for an assignment?
• How do I view student peer review comments as an instructor?

Creating External Tool Assignments

• How do I add an assignment using an external app?
• How do I create a cloud assignment with a Microsoft Office 365 file?

Using Assignment Groups

• How do I add an assignment group in a course?
• How do I create an assignment shell in an assignment group?
• How do I create rules for an assignment group?
• How do I move or reorder an assignment group?
• How do I weight the final course grade based on assignment groups?

Grading Considerations

• How do I add a grading scheme to an assignment?
• How do I download all student submissions for an assignment?
• How do I upload all student submissions for an assignment?
• How do I exclude an assignment from the course’s final grades?
• How do I give extra credit in a course?

Student Help for Assignments

• How do I view Assignments as a student?
• How do I filter assignments by type as a student?
• How do I submit an online assignment?
• How do I submit a text entry assignment?
• How do I enter a URL as an assignment submission?
• How do I submit a media file as an assignment submission?
• How do I upload a file as an assignment submission in Canvas?
• How do I upload a file from Microsoft Office 365 as an assignment submission?
• How do I know when my assignment has been submitted?
• How do I manage celebration animations in Canvas as a student?
• How do I submit a cloud assignment with Microsoft Office 365?
• How do I download assignment submissions from all my courses?
• How do I annotate a file as an assignment submission in Canvas?
• How do I use DocViewer in Canvas assignments as a student?
• How do I submit a PDF assignment with annotations in the Student app on my Android device?
• How do I add annotations to a submission in the Student app on my iOS device?

Groups and Peer

• How do I submit an assignment on behalf of a group?
• How do I know if I have a peer review assignment to complete?
• How do I submit a peer review to an assignment?
• Where can I find my peers’ feedback for peer reviewed assignments?
• How do I view the rubric for my assignment?
• How do I view the rubric for my external tool assignment?
• How do I view rubric results for my assignment?
• How do I know when my instructor has graded my assignment?
• How do I view assignment comments from my instructor?
• How do I view annotation feedback comments from my instructor directly in my assignment submission?
• How do I view my Roll Call Attendance report as a student?
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Help Articles

Take quizzes & assignments, learner help center feb 13, 2023 • knowledge, article details.

Most courses use assignments to test your knowledge in a course. These may also be called quizzes.

Completing assignments

Assignment grades, types of assignment questions, retake assignments.

You can find all your assignments in the Grades tab. To complete an assignment:

• Open the assignment.
• Click Start assignment .
• Complete the questions.
• Check the box to agree to Coursera’s Honor Code.
• Click Submit .

Most course assignments are auto-graded. Some courses also use peer-graded assignments , which are graded by other learners in your course. 

Time limits

When you open an assignment, you’ll see the estimated time to complete it near the top of the page.

Some assignments also have a time limit. You’ll see this on the page before you start the assignment. You’ll also see a countdown timer while you’re working on the assignment.

If the timer runs out during your first submission, your work will automatically be submitted as-is. If you run out of time, you can retake the assignment (as long as you have remaining attempts).

Back to top

When you submit an auto-graded assignment, you’ll see your score right away in the Grades tab. For some assignments, you may also see feedback for assignment questions.

When you open an assignment, you’ll see the required score to pass (which is 80% for most courses). In most courses, you’ll need to pass every assignment to complete the course and earn a certificate. 

Learn more about assessment grades

Assignments may use questions that are multiple choice, drop-down, short answer, or long-answer.

Some courses may also use programming assignments or math assignments.

Multiple choice questions

There are two types of multiple choice questions:

• If the answer options for a quiz question are round , there is only one right answer. You can only choose one at a time.
• If the answer options for a quiz are square , there might be more than one right answer. In some courses, you need to choose all the right answers to get points for the question. In other courses, you can get partial credit for choosing some of the right answers.

Drop-down questions

Some questions may have drop-down menus you can select answers from. These may require you to put your answers in a specific order.

Short answer quiz questions

For short answer quiz questions, you'll need to type in the correct answer.

Capitalization doesn’t matter, but your answer needs to match the correct answer provided by your instructor. Make sure you follow the course’s directions for formatting your answers. Avoid extra spaces and punctuation.

Long answer questions

For long-answer questions, you’ll use a rich text editor to provide a response. 

Most assignments have unlimited attempts. Either your highest score or most recent score will be counted as your grade. This info will be shown when you open the assignment.

To start a new attempt:

• Open the assignment in your Grades tab.
• Click View Feedback .
• Click Try again .

If you’re not able to retake an assignment in a private course, see our troubleshooting steps.

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• Organize and communicate with your class
• Create assignments

Create an assignment

This article is for teachers.

When you create an assignment, you can post it immediately, save a draft, or schedule it to post at a later date. After students complete and turn in their work, you can grade and return it to the students.

Open all | Close all

Create & post assignments

When you create an assignment, you can:

• Select one or more classes

Select individual students

Add a grade category, add a grading period, change the point value, add a due date or time, add a topic, add attachments, add a rubric.

• Turn on originality reports

Go to classroom.google.com  and click Sign In.

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

• Enter the title and any instructions.

You can continue to edit and customize your assignment. Otherwise, if you’re ready, see below to post, schedule, or save your assignment .

Select additional classes

Assignments to multiple classes go to all students in those classes.

• Create an assignment (details above).

Unless you’re selecting multiple classes, you can select individual students. You can’t select more than 100 students at a time.

• Click a student's name to select them.

Use grade categories to organize assignments. With grade categories, you and your students can see the category an assignment belongs to, such as Homework or Essays . Teachers also see the categories on the Grades page.

For more information on grade categories, go to Add a grade category to posts or Set up grading .

To organize assignments and grades into your school or district’s grading structure, create grading periods, such as quarters or semesters.

• From the menu, select a grading period.

Tip: Before adding a grading period to an assignment, create a grading period for the class first. Learn how to create or edit grading periods .

You can change the point value of an assignment or make the assignment ungraded. By default, assignments are set at 100 points.

• Under Points , click the value.
• Enter a new point value or select Ungraded .

By default, an assignment has no due date. To set a due date:

• Click a date on the calendar.
• To create a topic, click Create topic and enter a topic name.
• Click a topic in the list to select it.

Note : You can only add one topic to an assignment.

Learn more about how to add topics to the Classwork page .

• Create an assignment.

• Important: Google Drive files can be edited by co-teachers and are view-only to students. To change these share options, you can stop, limit, or change sharing .

• To add YouTube videos, an admin must turn on this option. Learn about access settings for your Google Workspace for Education account .
• You can add interactive questions to YouTube video attachments. Learn how to add interactive questions to YouTube video attachments .

• Tip: When you attach a practice set to an assignment, you can't edit it.

• If you see a message that you don’t have permission to attach a file, click Copy . Classroom makes a copy of the file to attach to the assignment and saves it to the class Drive folder.
• Students can view file —All students can read the file, but not edit it.
• Students can edit file —All students share the same file and can make changes to it.

Note : This option is only available before you post an assignment.

Use an add-on

For instructions, go to Use add-ons in Classroom

For instructions, go to Create or reuse a rubric for an assignment .

For instructions, go to Turn on originality reports .

You can post an assignment immediately, or schedule it to post later. If you don’t want to post it yet, you can save it as a draft. To see scheduled and drafted assignments, click Classwork .

Post an assignment

• Follow the steps above to create an assignment.
• Click Assign to immediately post the assignment.

Schedule the assignment to post later

Scheduled assignments might be delayed up to 5 minutes after the post time.

• To schedule the same assignment across multiple classes, make sure to select all classes you want to include.
• When you enter a time, Classroom defaults to PM unless you specify AM.
• (Optional) Select a due date and topic for each class.
• (Optional) To replicate your selected time and date for the first class into all subsequent classes, click Copy settings to all .
• Click Schedule . The assignment will automatically post at the scheduled date and time.

After scheduling multiple assignments at once, you can still edit assignments later by clicking into each class and changing them individually.

Save an assignment as a draft

• Follow the steps above to create an assignment

You can open and edit draft assignments on the Classwork page.

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• 1.1 Pronunciation
• 1.2.1 Usage notes
• 1.2.2 Synonyms
• 1.2.3 Derived terms
• 1.2.4 Translations
• 1.3 Anagrams

English [ edit ]

Pronunciation [ edit ].

• ( UK ) IPA ( key ) : /pɑːs ˈʌp/

Verb [ edit ]

pass up ( third-person singular simple present passes up , present participle passing up , simple past and past participle passed up )

• 2011 October 1, Phil McNulty, “Everton 0 - 2 Liverpool”, in BBC Sport ‎ [1] : Everton were, perhaps understandably, deflated at the setback and it was no surprise when Suarez added Liverpool's second after 82 minutes. Distin and Baines were involved in a mix-up as the Uruguayan advanced into the area, and he was not about to pass up the gift to shoot low past Howard.
• 2023 October 19, Brendan I. Koerner, “Watch This Guy Work, and You’ll Finally Understand the TikTok Era”, in Wired ‎ [2] , →ISSN : But he also feared that if he passed up the opportunity, he’d never learn the skills necessary to take his clients to the next level.
• 1979 September 16, “THE TWENTY MAXIMS”, in The Straits Times ‎ [3] , page 1: Be punctual and pass up schoolwork on time.
• 2004 , Lana Yiu Lan Khong, Family Matters: The Role of Parents in the Singapore Education , page 159 : The teachers called me, she doesn't do her work, she doesn't pass up work, she'll hide her papers everywhere.
• 2015 May 11, Hafsah Ali, Shhhh!!! Can Airport Talk? : At times, when I had to pass up assignments, I did them whenever I had any free time at work.
• ( transitive ) Used other than figuratively or idiomatically: see pass ,‎ up . Can you pass up this box to the guy on the ladder?

Usage notes [ edit ]

Sense 2 is typically used in Singapore in educational contexts; more often in speech than writing.

Synonyms [ edit ]

Derived terms [ edit ].

• pass up like a white chip

Translations [ edit ]

Anagrams [ edit ].

• English terms with IPA pronunciation
• English terms with audio links
• English lemmas
• English verbs
• English phrasal verbs
• English phrasal verbs with particle (up)
• English multiword terms
• English idioms
• English transitive verbs
• English terms with usage examples
• English terms with quotations
• Singapore English
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LOOK: Former NFL punter throws TD pass to offensive lineman on first weekend of UFL

Brad wing threw a td pass on a fake punt attempt.

The first weekend of the United Football League has already provided some unexpected fireworks, with a play that isn't really seen in professional football. Fake punts happen in the NFL , but not to the degree the San Antonio Brahmas executed. 

On a 58-yard field goal attempt that Brahmas holder Brad Wing appeared he was going to pooch punt, Wing lined up for the pooch punt. He never kicked the ball.

Wing threw a bomb to Alex Mollette , who was lined up as the left end, that resulted in a 40-yard touchdown for San Antonio. Mollette had all of the D.C. Defenders field goal team fooled on the play as the Brahmas got six points on the board. 

Center lined up as the LE, catches a 40-yard TD pass pic.twitter.com/nV9UeDGhdT — Adam Hoge (@AdamHoge) March 31, 2024

"There was supposed to be one route, and that wasn't the one," Wing said on the ESPN broadcast describing the play . "We never completed it in practice."

That play may be the best play of the UFL season, and it happened on the first weekend. 

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Frank Nazar’s between-the-legs pass sets up goal, helps send Michigan to Frozen Four

• Updated: Apr. 01, 2024, 11:07 p.m. |
• Published: Mar. 31, 2024, 9:49 p.m.

Members of Michigan celebrate after defeating Michigan State in a men's NCAA college hockey tournament regional final Sunday, March 31, 2024 in Maryland Heights, Mo. (AP Photo/Jeff Roberson) AP

• Ryan Zuke | [email protected]

The Chicago Blackhawks selected Michigan’s Frank Nazar 13th overall in the 2022 NHL draft.

The Wolverines’ sophomore displayed his first-round talent Sunday night to help send his team to the Frozen Four. Twelve seconds after junior forward Dylan Duke gave Michigan a 3-2 lead over Michigan State at the 12:14 mark of the third period, Nazar went between his legs to send a cross-ice pass to Gavin Brindley for another goal.

OMFG! pic.twitter.com/CbScE4UcGf — Michigan Hockey (@umichhockey) April 1, 2024

Duke gave the Wolverines, the No. 3 seed in the Maryland Heights, Mo., regional, a three-goal cushion in the final three minutes to cement a 5-2 victory over the top-seeded Spartans in the regional final at Centene Community Ice Center in suburban St. Louis.

Nazar’s highlight-reel setup quickly blew up on social media. He and Brindley were on a two-on-one rush, and a MSU defenseman dropped to one knee to try to get in the passing lane. But by going between his legs, Nazar, who ranks top-30 nationally with 41 points this season, found an opening and put the pass right on the tape of Brindley, who scored his 25th of the season to swing momentum fully in Michigan’s favor.

Third periods had been the Wolverines’ Achilles heel this season, but they outscored North Dakota and MSU 7-2 in their two wins in the NCAA Tournament. They have won nine of 12 to reach the Frozen Four for a third straight season. The program is searching for its first national title since 1998.

Michigan avenged four straight losses to MSU, including last week’s Big Ten championship.

Nazar missed most of his freshman season because of injury but returned for the final 13 games, recording two goals and five assists before the Wolverines lost to eventual champion Quinnipiac in a national semifinal.

The Michigan native has stepped into a larger role this season and is sixth on the team in scoring. He also is sixth in the Big Ten.

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Eagles 7-round mock draft: philadelphia trades up for elite pass rusher, share this article.

It’s NFL draft season, and after a successful start to the free agent frenzy, Philadelphia will look to retool its defensive unit while replacing future Hall of Famers Fletcher Cox and Jason Kelce.

We’re releasing our latest seven-round mock draft for the Eagles Wire , and we’re sending reinforcements to Philadelphia at several key positions on both sides of the football.

In this updated seven-round mock, GM Howie Roseman trades up and lands the draft’s best pass rusher and a dynamic linebacker.

Rd1: Pick 16. Jared Verse, EDGE, Florida State

Florida State Seminoles defensive lineman Jared Verse (5) pressures Florida Gators quarterback Max Brown (17) at Steve Spurrier Field at Ben Hill Griffin Stadium in Gainesville, FL on Saturday, November 25, 2023 during the second half. Florida State won 24-15. [Doug Engle/Gainesville Sun]

Philadelphia swaps picks with the Seahawks

Seattle received Pick 22 (Jackson Powers-Johnson) Seattle received Pick 53 (Cedric Gray)

Philadelphia received Pick 16 (Jared Verse)

After trading Haason Reddick, the Eagles regroup with the best pure pass rusher available in the draft. Brandon Graham will retire at seasons end, and Josh Sweat will be a free agent.

Verse earned first-team All-American honor and first-team All-ACC honoree after finishing 2022 with 17 tackles for loss with nine sacks.

In 2023, Verse started all 13 games during Florida State’s perfect 13-0 season. He recorded 41 total tackles, 12.5 tackles for loss and matched last year’s numbers with nine sacks.

Rd2: Pick 54. Edgerrin Cooper, LB, Texas A&M

Sep 23, 2023; College Station, Texas, USA; Auburn Tigers quarterback Payton Thorne (1) runs the ball on a quarterback keeper as Texas A&M Aggies linebacker Edgerrin Cooper (45) attempts a tackle during the second quarter at Kyle Field. Mandatory Credit: Maria Lysaker-USA TODAY Sports

In round two, Philadelphia swaps picks with the Browns.

Cleveland receives Pick 50 (Kamari Lassiter)

Philadelphia received Pick 54 (Edgerrin Cooper) and the Browns 2025 pick (CLE 3rd round).

The Eagles signed Devin White in free agency, and take the next steps towards solidfying the linebacker position going forward by landing Texas A&M All-American linebacker, Edgerrin Cooper.

Cooper ran a 4.52 40-yard dash at the combine, and the 6-foot-2 and 227 pounds Texas A&M linebacker is just what the doctor ordered for Philadelphia.

A consensus All-American, Cooper led the SEC. with 17 tackles for loss. Cooper finished 2023 with 83 tackles, eight sacks, two forced fumbles and two fumble recoveries as part of top-25 scoring defense.

Rd4: Pick 120 Mason McCormick, Center, South Dakota State

Mason McCormick (60) talks to another player during practice at Dana J. Dykhouse Stadium in Brookings, South Dakota on Monday, August 14, 2023.

The Eagles could be unsure about moving Cam Jurgens back to the center position and the versatile McCormick could be a solid option to help restore offensive line depth.

Rd5: Pick 161 Luke McCaffrey ,WR, Rice

Jan 30, 2024; Mobile, AL, USA; National wide reciever Luke Mccaffrey of Rice (12) grabs a pass during practice for the National team at Hancock Whitney Stadium. Mandatory Credit: Vasha Hunt-USA TODAY Sports

The younger brother to Christian McCaffrey, Luke operates well in space, and would added needed versatility at the slot wide receiver spot.

McCaffrey improved greatly this past year, catching 71 balls for 992 yards and 13 scores in as many games to go along with another 117 on the ground (7.8 per carry).

Rd5: Pick 171 Justin Eboigbe, DT, Alabama

Jan 1, 2024; Pasadena, CA, USA; Michigan Wolverines quarterback J.J. McCarthy (9) is hit by Alabama Crimson Tide defensive lineman Justin Eboigbe (92) while throwing a pass during the second half in the 2024 Rose Bowl college football playoff semifinal game at Rose Bowl. Mandatory Credit: Jayne Kamin-Oncea-USA TODAY Sports

Fletcher Cox is retiring, and Eboigbe improved each season in Tuscaloosa. Healthy for the first time since 2021, Eboigbe garnered second-team All-SEC recognition from the Associated Press after recording 64 tackles to rank fourth on the Crimson Tide, including 11.5 for loss (-50 yards), which were second on the team, seven sacks (-40 yards), and four quarterback hurries.

Rd5: Pick 172 Erick All, TE, Iowa

Oct 7, 2023; Iowa City, Iowa, USA; Iowa Hawkeyes tight end Erick All (83) catches a touchdown pass from quarterback Deacon Hill (not pictured) as Purdue Boilermakers Markevious Brown (1) defends during the fourth quarter at Kinnick Stadium. Mandatory Credit: Jeffrey Becker-USA TODAY Sports

Dallas Goedert is approaching 30, and has missed games two or more games in four of his six NFL seasons, including missing four games in 203, and five contest in 2022. Philadelphia started preparing for life after Zach Ertz with Goedert and All helps start another process.

In six games in 2023, All had 21 catches for 299 yards, an average of 14.2 yards per reception, and three touchdowns.

All’s best game came in a 20-14 win against Purdue on Oct. 7, when he caught five passes for 97 yards and a touchdown.

Rd7: Pick 210 Isaac Guerendo, RB, Louisville

Louisville’s Isaac Guerendo stood at the ready before a kickoff as the Louisville Cardinals hosted the Kentucky Wildcats on Saturday afternoon at L&N Stadium in Louisville, Ky. Kentucky defeated Louisville 38-31. Nov. 25, 2023.

Saquon Barkley signed a three year deal, but Kenneth Gainwell is the only other running back on the roster with game experience, and he’ll be a free agent at seasons end.

You can see Isaac Guerendo's speed pop off the tape. Turns the corner and breaks angles with ease. At 220lbs as well. pic.twitter.com/CT1k7RjPII — Nick Waters (@Philly_Films) March 2, 2024

Guerendo logged 132 carries for 810 yards and 11 touchdowns for Louisville in 2023 after transferring from Wisconsin.

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TUESDAY TIPS are our way of communicating helpful things we've learned or shared that have helped members of the Community. Whether you're just getting started or you're a seasoned pro, Tuesday Tips will help you know where to go, what to look for, and navigate your way through the ever-growing--and ever-changing--world of the Power Platform Community! We cover basics about the Community, provide a few "insider tips" to make your experience even better, and share best practices gleaned from our most active community members and Super Users.   With so many new Community members joining us each week, we'll also review a few of our "best practices" so you know just "how" the Community works, so make sure to watch the News & Announcements each week for the latest and greatest Tuesday Tips!     THIS WEEK'S TIP: Unlocking Achievements and Earning BadgesAcross the Communities, you'll see badges on users profile that recognize and reward their engagement and contributions. These badges each signify a different achievement--and all of those achievements are available to any Community member! If you're a seasoned pro or just getting started, you too can earn badges for the great work you do. Check out some details on Community badges below--and find out more in the detailed link at the end of the article!       A Diverse Range of Badges to Collect The badges you can earn in the Community cover a wide array of activities, including: Kudos Received: Acknowledges the number of times a user’s post has been appreciated with a “Kudo.”Kudos Given: Highlights the user’s generosity in recognizing others’ contributions.Topics Created: Tracks the number of discussions initiated by a user.Solutions Provided: Celebrates the instances where a user’s response is marked as the correct solution.Reply: Counts the number of times a user has engaged with community discussions.Blog Contributor: Honors those who contribute valuable content and are invited to write for the community blog.       A Community Evolving Together Badges are not only a great way to recognize outstanding contributions of our amazing Community members--they are also a way to continue fostering a collaborative and supportive environment. As you continue to share your knowledge and assist each other these badges serve as a visual representation of your valuable contributions.   Find out more about badges in these Community Support pages in each Community: All About Community Badges - Power Apps CommunityAll About Community Badges - Power Automate CommunityAll About Community Badges - Copilot Studio CommunityAll About Community Badges - Power Pages Community

Tuesday Tips: Powering Up Your Community Profile

TUESDAY TIPS are our way of communicating helpful things we've learned or shared that have helped members of the Community. Whether you're just getting started or you're a seasoned pro, Tuesday Tips will help you know where to go, what to look for, and navigate your way through the ever-growing--and ever-changing--world of the Power Platform Community! We cover basics about the Community, provide a few "insider tips" to make your experience even better, and share best practices gleaned from our most active community members and Super Users.   With so many new Community members joining us each week, we'll also review a few of our "best practices" so you know just "how" the Community works, so make sure to watch the News & Announcements each week for the latest and greatest Tuesday Tips!   This Week's Tip: Power Up Your Profile!  🚀 It's where every Community member gets their start, and it's essential that you keep it updated! Your Community User Profile is how you're able to get messages, post solutions, ask questions--and as you rank up, it's where your badges will appear and how you'll be known when you start blogging in the Community Blog. Your Community User Profile is how the Community knows you--so it's essential that it works the way you need it to! From changing your username to updating contact information, this Knowledge Base Article is your best resource for powering up your profile.     Password Puzzles? No Problem! Find out how to sync your Azure AD password with your community account, ensuring a seamless sign-in. No separate passwords to remember! Job Jumps & Email Swaps Changed jobs? Got a new email? Fear not! You'll find out how to link your shiny new email to your existing community account, keeping your contributions and connections intact. Username Uncertainties Unraveled Picking the perfect username is crucial--and sometimes the original choice you signed up with doesn't fit as well as you may have thought. There's a quick way to request an update here--but remember, your username is your community identity, so choose wisely. "Need Admin Approval" Warning Window? If you see this error message while using the community, don't worry. A simple process will help you get where you need to go. If you still need assistance, find out how to contact your Community Support team. Whatever you're looking for, when it comes to your profile, the Community Account Support Knowledge Base article is your treasure trove of tips as you navigate the nuances of your Community Profile. It’s the ultimate resource for keeping your digital identity in tip-top shape while engaging with the Power Platform Community. So, dive in and power up your profile today!  💪🚀   Community Account Support | Power Apps Community Account Support | Power AutomateCommunity Account Support | Copilot Studio  Community Account Support | Power Pages

Super User of the Month | Chris Piasecki

In our 2nd installment of this new ongoing feature in the Community, we're thrilled to announce that Chris Piasecki is our Super User of the Month for March 2024. If you've been in the Community for a while, we're sure you've seen a comment or marked one of Chris' helpful tips as a solution--he's been a Super User for SEVEN consecutive seasons!       Since authoring his first reply in April 2020 to his most recent achievement organizing the Canadian Power Platform Summit this month, Chris has helped countless Community members with his insights and expertise. In addition to being a Super User, Chris is also a User Group leader, Microsoft MVP, and a featured speaker at the Microsoft Power Platform Conference. His contributions to the new SUIT program, along with his joyous personality and willingness to jump in and help so many members has made Chris a fixture in the Power Platform Community.   When Chris isn't authoring solutions or organizing events, he's actively leading Piasecki Consulting, specializing in solution architecture, integration, DevOps, and more--helping clients discover how to strategize and implement Microsoft's technology platforms. We are grateful for Chris' insightful help in the Community and look forward to even more amazing milestones as he continues to assist so many with his great tips, solutions--always with a smile and a great sense of humor.You can find Chris in the Community and on LinkedIn. Thanks for being such a SUPER user, Chris! 💪🌠

• The Inventory

How To Rank Up Your Fortnite Festival Pass Without Actually Playing

Perhaps you just want that lady gaga skin and don’t have time to grind.

In February, Fortnite Festival season 2 launched and added Lady Gaga songs and the singer herself to the popular online game. It also added a new mini-battle pass known as the Festival Pass that rewards players with new music and—if you earn enough points— a Lady Gaga skin . If you want that skin and all the other rewards without actually playing Festival’s rhythm game, I’ve got an easy method to help you out.

Fortnite Festival —developed by Rock Band studio Harmonix—is a controller-based rhythm game where players hit notes on a moving track in time with a song. You can play alone, with randos, or with friends. It’s a lot of fun! But that’s just the main mode. Like last season, Festival also features a separate game mode known as the “Jam Stage.” In this mode you and other players hang out while you mix and match tracks, creating weird but sometimes catchy new songs. And it’s here where you can earn a ton of Festival Pass points quickly.

Use Jam Stage to quickly level up your Festival Pass

Every day there are new four daily quests to complete in Jam Stage . These are very easy as “playing” Jam Stage just amounts to picking a stage and emoting. There is no timing or tracks to complete. Each of the daily quests requires you to play a specific instrument track of any song for five minutes. So you’ll need to play bass for five minutes, drums, etc etc.

This will take you about 20 minutes, though don’t just walk away as Epic has added some anti-AFK measures to Jam Stage , forcing you to occasionally switch songs to keep earning progress on daily quests.

Each daily quest earns you 100 points. That means every day, if you play Jam Stage for 20 minutes, you can earn 400 Festival Pass points. There is also a new weekly Jam Stage quest each week that asks you to complete seven of these daily quests. Doing so will earn you an additional 465 points.

This means that each week, assuming you do all your dailies and the weekly quest, you can walk away with 3,265 points. To max out the Festival Pass in Fortnite , you need to earn 11,000 points. So you roughly need to do this every week for 3.5 weeks.

Keep in mind this Festival season ends on April 22. So depending on when you see this guide, you might not have enough time to just rely on Jam Stage quests.

Still, earning 400 points every day can help you minimize how many songs and Main Stage quests you’ll need to complete to max out the pass and earn your Gaga skin.

Why max out the pass without playing Fortnite Festival ?

Oh and if you have made it this far, you might be wondering: Why would someone want to max out the Fortnite Festival pass without playing the controller-based rhythm game developed by Harmonix? Well, there are a few possibilities.

One Kotaku staffer is a big Lady Gaga fan, likes playing Fortnite battle royale , and wants all the Gaga-themed content but doesn’t like Festival’s gameplay at all. So they used this method to get all the rewards relatively quickly with no fuss. Some players who enjoy Festival and its Rock Band -like gameplay might not have much time to dedicate to grinding out the levels.

The world’s a big place and sometimes people want things without having to play. And hopefully, this guide helps.