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Google Classroom  - Creating Assignments and Materials

Google classroom  -, creating assignments and materials, google classroom creating assignments and materials.

Google Classroom: Creating Assignments and Materials

Lesson 2: creating assignments and materials.

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Creating assignments and materials

Google Classroom gives you the ability to create and assign work for your students, all without having to print anything. Questions , essays , worksheets , and readings can all be distributed online and made easily available to your class. If you haven't created a class already, check out our Getting Started with Google Classroom lesson.

Watch the video below to learn more about creating assignments and materials in Google Classroom.

Creating an assignment

Whenever you want to create new assignments, questions, or material, you'll need to navigate to the Classwork tab.

In this tab, you can create assignments and view all current and past assignments. To create an assignment, click the Create button, then select Assignment . You can also select Question if you'd like to pose a single question to your students, or Material if you simply want to post a reading, visual, or other supplementary material.

This will bring up the Assignment form. Google Classroom offers considerable flexibility and options when creating assignments.

Click the buttons in the interactive below to become familiar with the Assignment form.

This is where you'll type the title of the assignment you're creating.

Instructions

If you'd like to include instructions with your assignment, you can type them here.

Here, you can decide how many points an assignment is worth by typing the number in the form. You can also click the drop-down arrow to select Ungraded if you don't want to grade an assignment.

You can select a due date for an assignment by clicking this arrow and selecting a date from the calendar that appears. Students will have until then to submit their work.

In Google Classroom, you can sort your assignments and materials into topics. This menu allows you to select an existing topic or create a new one to place an assignment under.

Attachments

You can attach files from your computer , files from Google Drive , URLs , and YouTube videos to your assignments.

Google Classroom gives you the option of sending assignments to all students or a select number .

Once you're happy with the assignment you've created, click Assign . The drop-down menu also gives you the option to Schedule  an assignment if you'd like it to post it at a later date.

You can attach a rubric to help students know your expectations for the assignment and to give them feedback.

Once you've completed the form and clicked Assign , your students will receive an email notification letting them know about the assignment.

Google Classroom takes all of your assignments and automatically adds them to your Google Calendar. From the Classwork tab, you can click Google Calendar to pull this up and get a better overall view of the timeline for your assignments' due dates.

Using Google Docs with assignments

When creating an assignment, there may often be times when you want to attach a document from Google Docs. These can be helpful when providing lengthy instructions, study guides, and other material.

When attaching these types of files, you'll want to make sure to choose the correct setting for how your students can interact with it . After attaching one to an assignment, you'll find a drop-down menu with three options.

Let's take a look at when you might want to use each of these:

• Students can view file : Use this option if the file is simply something you want your students to view but not make any changes to.
• Students can edit file : This option can be helpful if you're providing a document you want your students to collaborate on or fill out collectively.
• Make a copy for each student : If you're creating a worksheet or document that you want each student to complete individually, this option will create a separate copy of the same document for every student.

Using topics

On the Classwork tab, you can use  topics to sort and group your assignments and material. To create a topic, click the Create button, then select Topic .

Topics can be helpful for organizing your content into the various units you teach throughout the year. You could also use it to separate your content by type , splitting it into homework, classwork, readings, and other topic areas.

In our next lesson , we'll explore how to create quizzes and worksheets with Google Forms, further expanding how you can use Google Classroom with your students.

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Getting started with Assignments

Learn how to use Assignments to easily distribute, analyze, and grade student work – all while using the collaborative power of Google Workspace.

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Get the most out of Assignments with these simple tips from fellow teachers and educators.

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Dive into Assignments

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Create an assignment in Microsoft Teams

Create  assignments for your students in Microsoft Teams for Education . Manage assignment timelines, add instructions, create resources to turn in, and more.

Note:  Assignments is only available in class teams . You can assign assignments to classes of up to 1000 students. Classes larger than 300 can't use a Class Notebook or Makecode.

In this article

Create a new assignment, title and category, instructions and attachments.

Points, rubrics, and grading

Assigning to students or groups

Due dates and scheduling, assign, save, or discard, classwork modules.

Navigating the Grades tab

Navigate to the desired class team, then select Assignments .

Select Create >   New   Assignment .

At a minimum, you must give the assignment a title. This is required. You can optionally add a tag, which will make this assignment easier to search for in the future. 

Assignments only supports the following image file types: .png, .jpeg, and .gif. 

On mobile, Images will resize to the screen. 

On desktop, you can use sizing handles on images to resize them.  

You can also attach existing files, links, or assignment integrations and create and name a new file right from here for students to turn in.

Note:  You can add up to five files for students to edit. The total number of resources you can add to an assignment is 10, whether editable or non-editable. Read-only reference files can be up to 500 MB in size. Files for students to edit can be up to 50 MB in size.

Select Attach  to attach resources to the assignment. Choose a file from your OneDrive, upload a file from your device, or choose one of the other options set by your admin, such as MakeCode.

Note:  If you're assigning a Class Notebook page, check what version of OneNote your students are using to ensure that their assignment pages will lock after the assignment due date passes.

Select +New  to create a blank Word (.docx), Excel (.xlsx), PowerPoint (.pptx), or Whiteboard document, or a new video recording to hand out to your students.

Select  Apps  to attach content from an app to the assignment. Admins can  manage Teams apps in the Microsoft Teams admin center .

Select Learning Accelerators  to add Reading Progress , Search Progress and other Learning Accelerators to the Assignment.

By default, Students can't edit  attached documents, meaning the document is read-only. This is a great option for reference materials.

Note:  If you have older documents with the file extension .doc, .xls, or .ppt, students won't be able to edit them. You can either attach them as read-only reference material or create a new file in Teams, copy in the old content, and save it. All new files you create in Teams or other Microsoft 365 apps will have the correct extension.

The Assign to field is where you choose the class for this assignment. By default, the class team you are in will be selected. 

Multiclass Publish

Multiclass publish allows educators to create an assignment for multiple classes with the same due date. 

Do this by navigating to the Assign to field and check the boxes for classes the assignment will be published to. 

Points and rubrics

You can select which grading scheme,  grading categories , and points the assignment is worth. 

If you have configured the class to use Grading Categories, you need to select a Grading Category for assignment with points.

Select the amount of points this assignment is worth, if any. You can use points on any number-based scale including whole numbers of 100 and set your own denominator. Examples:  88/100 or decimals 3.7/4.0.

Select  Add rubric  to  create a rubric .

Select  Manage grading categories  to create or edit the grading categories for the class.

Setting up Grading Schemes

Letter grading and grading categories must be set as a Grading Scheme in the Grade settings section to display these options.

2. Navigate down to Grade settings .

3. Choose Add Schemes or  Manage schemes .

Note:  If no other grading schemes other than "Points" have been set, this link will read  Add Schemes . Once you have gone through the steps to add a new scheme, the link will change to  Manage schemes. 

5. Set the grading levels. Letter grades will be the normal A, B, C, D, F, scheme. Ensure that there are enough levels to cover the entire 0-100 percent range.

6. Select the Save button when complete. 

Finish by choosing the  Done  button. 

Choose multiple classes, individual students, or groups of students  in one class to assign to.

By default, only students who are in your class now will receive this assignment. Change this by selecting an option from the dropdown menu.

Note:  If you choose a close date, any student who joins will receive this assignment until the close date.

Select a time and date for the assignment to be due. To schedule an assignment, next to  Assignment will post immediately with late turn-ins allowed  select Edit assignment timeline . Here, you can customize when your assignment will be posted to students and when it will close for turn-ins. By default, no close date will be selected, which allows students to turn in assignments late.

Note: If you choose multiple classes to publish the assignment to, you can select Set due date per class to set individual schedule , due and close date for each class

You can choose whether to add this assignment to your calendar on Outlook, students' calendars, and other educators or staff in your class team. Set this preference for all assignments in Assignments Settings .

Next to Add assignment to calendars , select the dropdown and pick one of the following options:

Students only  adds the assignment to just student calendars.

Students and me adds the assignment to both student calendars and your calendar.

Students and team owners to adds the assignment to both student and other educators or staff in the class team calendars.

Choose the channel where you'd like notifications for this assignment to post. This allows you to keep student work and discussion organized by unit, topic, or subject. By default, assignments will be posted in the General channel or your selection in Assignments Settings.

To choose a channel to post in, next to Post assignment notifications to:  select the down arrow for a list of available channels. 

Pick the channel you’d like this assignment notification to post in, your selection will be applied immediately.

To post assignment notifications to a channel, make sure bot posting is enabled. You can check that here  or ask your IT Admin for help.

Assignments will post to channels that are visible to all students. Private channels will not appear during this step.

If you have selected multiple classes, select Set per Class to set which channel to use or just use the General channel. Assignments to individual students do not post to channels.

When you're ready, you can finish the process of creating your new assignment by assigning it to students.

Note:  If your school uses Turnitin, you can sync assignment turn-ins to Turnitin .

Assign  will immediately publish the assignment and your students will be notified of the new assignment on the day you specified and the notification linking to this assignment will post in the channel you selected. They'll also have an entry on their Teams and Outlooks calendars if you've selected that option.

Save  will save a draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Discard  will delete the draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Create a New Module

1. Navigate to the desired Class Team, then select Classwork.

2. Select Add module. 

3. Enter a title for the new module.

4. Optionally, enter a description.

5. Select Save to save the module as a draft.

Note: Draft modules are only visible to Team owners (teachers) until published. All new modules are created in draft states. 

Learn more about managing classwork modules in Microsoft Teams.

Navigate the Grades tab

To open the Grades tab, navigate to your desired class team and select Grades .

You'll see that students appear in a column, with their assignments in a row next to their name. Assignments are listed in order by due date with the nearest date at the beginning. 

Learn more about the Grades tab. 

Create a group assignment

Edit an assignment

Save an assignment as a draft

Grade, return, and reassign assignments

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• How to create and manage online assignments for learners
• How to plan successful online assignments for learners
• Know your learners and their current needs
• Assess your resources including digital tools
• How to make online assignments for learners
• Provide clear and concise instruction
• Support learners with orientation and an intuitive system
• Promote interaction and collaboration
• Managing online assignments 
• Communicate effectively
• Monitor learner progress
• Provide personalized and differentiated support 
• Assess and give feedback
• Additional resources for online assignment creation
• Use AI to plan and teach 
• Team up on content creation
• Discover why vetting edtech tools for inclusivity matters, learn key questions and criteria, and unlock strategies to leverage edtech for inclusivity.

https://hapara.com/wp-content/uploads/speaker/post-36214.mp3?cb=1713796550.mp3

Developing effective assignments for online learning does not have to be daunting. M aster the art of creating and managing online assignments for learners, whether you are with learners using 1:1 devices in a classroom, teaching hybrid or virtually.

One amazing benefit of today’s K-12 education community is the amount of resources, tips and tools available online from educators just like you. Tapping their experience, we’ll show how to create online assignments using digital tools that offer learners at least as much rigor as the ones you may have taught traditionally. 

As importantly, you will get tips on successfully managing your students during the learning process. Finally, this blog will give you teaching resources, including alternatives to building online lessons from scratch.  

An assignment lacking clear structure and substance can spell disaster. Not only will it be harder to manage, but learners may end up frustrated or fail to really learn the material. If not managed well, technology tools can turn into exciting and distracting shiny objects. 

To avoid the “edutainment” trap, ensure that onscreen activities support defined learning objectives tied to your district’s standards. Beginning with a strategically planned lesson provides the foundation for whatever digital tools you choose to incorporate. 

The first step is to clarify what skills or knowledge your learners need to master before moving to the next level. Next, consider different types of assignments online for students to see how they could facilitate this learning. 

One brilliant advantage of digital delivery is the ability to tailor assignments to specific learner needs and interests. While selecting which kind of assignment to create, consider what might work best for your learners. Consider specific learners who may need accommodations in content or delivery. 

If you don’t already have data to understand the level of knowledge and prior experience learners have in the subject, consider using a Quizlet, survey or other fact-finding tool. Remember the backdrop of what is going on in the students’ surroundings and lives may have a bearing on their learning needs. Consider circumstances that may be affecting learners personally or in their community. 

Tap your personal teaching experience before exploring digital resources. Consider how your own understanding and knowledge of the subject can best shine through digital tools. 

Having strategies in place can help save time and reduce stress during the process of moving your expertise to an online format. Remember, the extra time put into initial start-up pays off in the long run because digital content can be reused over and over. Lessons in a digital format are shareable, adaptable and updateable.

Consider variety and higher-level learning as you build assignments that are both engaging and contribute to long-term student goals. Once your academic aims are clear, look for digital tools designed to adapt to your needs as an educator and enhance what you would do in a non-digital format.

Make sure the assignment includes a logical flow from beginning to end. Organize content with headings and bullet points as well as multimedia that breaks up text. Include measurable objectives so learners can clearly understand expectations for the assignment. In some cases, it may be necessary to provide easy-to-understand instruction for each task learners need to complete. Remember you may not be there to fill in the blanks if you leave out an important detail.

Getting started with a few basics can simplify the process of creating dynamic digital content . Recording short videos is an excellent way to simulate actually being there, especially when teaching concepts asynchronously. To record what is on your computer screen, try a screencast program, like Screencastify or Loom for Education . Here you can include your face and help learners better understand you by watching you speak.  

Along with video and audio recordings, further support deeper understanding of the subject matter with multimedia elements. These can include graphics, animations, digital graphics, p odcasts, interactive quizzes and simulations like trivia games. 

Even the best instruction and assignments won’t make the learning experience pleasant if students have to spend extra hours figuring out where to find assignments and instructions. Just because students are often tech-savvy does not mean all of them can immediately navigate your school’s LMS unsupported. 

Your online assignment at the beginning of the school term could be a simple one that orients learners while providing the opportunity to get hands-on practice using the system. That helps them get used to the workflow and setup. Frustration is easy to mitigate by structuring assignments and using an intuitive learning platform. One example is Hāpara Workspace with an easy-to-view layout that organizes goals, resources, assessments and rubrics into columns.

At the heart of learning is interacting with peers and collaborating. Include activities and projects that support individuals as they practice engaging and working together with other learners. Some learners who feel more comfortable working alone may need extra encouragement and support. This is an opportunity to promote deeper learning and connection by introducing resources that are relevant to students.

Teachers can quickly share resources with groups, or better yet, give learners the opportunity to add their own resources in Hāpara Workspace. Upload everything from videos, links to apps, images and online articles to Google Docs, Slides, Forms and Drawings into Workspace. Group members can access all these resources for shared activities , assessments and collaborative projects.

Once you have a well-designed assignment with clear instructions tailored to the needs of different learners, it’s essential to give them guidance. The amount of management you need to provide can vary significantly.

Clearly communicate with students throughout the learning process all the way through to assessment. Regular communication helps students stay informed and engaged. You can manage learners as they build toward mastery in an online environment with Hāpara tools. 

They provide superior student communication tools, including date reminders for learners and online progress tracking for teachers.

Hāpara Student Dashboard is an online assignment tracker that helps learners develop crucial executive functioning skills. It will help them gain practice organizing their own time, managing and prioritizing their assignments and assessments. 

Educators can help learners build upon these skills by providing formative feedback that encourages students to take risks and learn from mistakes. Directly from Hāpara Teacher Dashboard , you can open a learner’s assignment or assessment and provide personalized support. This timely feedback helps learners move toward their academic goals more quickly and confidently.

Monitor how learners are progressing through the assignment. This can inform you whether you need to check in with a learner. Teacher Dashboard shows each learner’s most recent files and when they last modified it. You can also send due date reminders to the class or individual learners through an instant message in Hāpara Highlights .

With Teacher Dashboard, it’s easy to leave personalized feedback in learners’ recent files and share differentiated resources directly to their screens.

Pull from your own Google Drive or create a new Google Doc, Slide or Drawing on the spot to share with the class, a group or an individual learner. 

When a learner can’t find a Google file, teachers can access a learner’s Google Drive with one click in Hāpara. S earch for missing files by title or content and filter to view deleted or unshared files.

Evaluate learners’ understanding and progress with different types of assessment methods, including rubrics, quizzes, peer review and presentations. 

Assessments should provide meaningful feedback for learners and educators alike. Use learner feedback to improve on each new assignment you develop. Data on engagement, task completion rates and learner satisfaction will help you make adjustments to improve a future assignment.

Several alternatives to building your lessons from the ground up are available. These can save time and hassle. To begin with, Google Assignments is a free online assignment solution. To make this even easier, in Hāpara Highlights, as teachers monitor what learners are doing online and offering personalized support, they can quickly share Google Classroom Assignments, Questions and Materials. 

Finding free assignments online is another option. With the Discover feature in Hāpara Workspace , you can access online assignments other educators have created from around the world. Search thousands of curriculum-aligned Workspaces by standard, subject, grade level or topic. Then copy and modify them to meet your learners’ needs. 

Teachers can also use AI to support learning content development and in class with students.

Among the many ways ChatGPT can be used by teachers is helping them create new material, and generate ideas and quizzes. They can quickly personalize the same content in several ways to reach different learners. For example, high school literacy specialist Amanda Kremnitzer told EdWeek that she used ChatGPT to create outlines for her multiple learners who require them as a supplementary aid.  

Consider shouldering the effort and building content together as a team. Individual members of departments or subject-grade level teams can develop the type of content they are best at and share. Or they can collaborate as a group. As mentioned, you can use the Discover option in Hāpara Workspace to find assignments educators from around the world have created. 

If you are looking for a way to create, curate and manage a collection of digital assignments that only your school or district can access, consider Hāpara’s Private Library . With just a click, you can easily distribute your online assignments to educators in your school or district.

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Create a New Assignment

You can create assignments for entire audiences and/or individual learners. Audiences are comprised of learners who have a defined set of user attributes . When you assign user attribute values to learners, they are automatically added to one or more audiences if the assigned values match the audience definition.

Site Admins can create assignments for any audience or learner in Percipio. Learning Admins (and Managers with Assignment privileges) can create assignments for their audiences and the learners within their audiences.

To create a new assignment

• From the Admin menu, select LEARNING > Assignments . The Assignments page displays.
• Select New Assignment . The Create assignment workflow displays with five steps.

Enter all the details describing your assignment.

• Assignment name: Use a convention that makes sense to learners and that is easy for you to find in the Assignment list.
• Cost control: Formal and informal efforts made by managers to monitor, evaluate, and reduce expenditures.
• Customer satisfaction: Efforts focused on increasing the number of customers whose reported experience with a firm, its products, or its services exceeds specified satisfaction goals.
• Employee engagement: Quality and quantity of discretionary effort employees are willing to apply to the organization and its goals.
• Revenue Growth: Efforts designed to increase the revenue an organization derives from its products and services to customers.
• Innovation: The creation and capture of new value in the marketplace, including new products and services
• Operational effectiveness: Practices that enable the organization to better utilize its operations resources and better implement its processes and procedures
• Quality: Improvement in the quality of products and services produced and delivered by the organization
• Workforce productivity: Amount and impact of work delivered by an employee or group of employees in a specific period of time.
• Legal compliance and risk mitigation: Effort to remain compliant with legal requirements.
• Workplace safety and health compliance: Effort to remain compliant with safety and health regulations.
• Assigned by: This is the name your learners see as the person who made the assignment. By default your name is selected. Select the other radio button and enter another name if they should see something else like perhaps a department or a leader's name.
• Certification: Use when the goal is to help learners earn a certification.
• Compliance: Use when the goal is focused on compliance.
• Cultural: Use when the goal is to promote or inform learners about company culture.
• Leadership: Use when the goal is to advance and encourage growth for managers and leaders.
• Onboarding: Use when the goal is to facilitate new employe training and orientation.
• Upskilling: Use when the goal is to help learners acquire or advance a skill set.
• Other: Use when none of the other available types apply.
• Assignment description: This displays to your learners in the assignment details. This also helps other admins understand why the assignment was made.

If you add a user or audience to this assignment while it is in an In Progress status, those learners must complete the assignment by the specified End date. If you want all users to have the same number of days to complete an assignment, regardless of when you add them to it, use the Number of days option.

Start and end dates are in GMT.

• Enter a Start date .
• Enter an End date .

If you add a user to an assignment (or if you add a user to an audience with the assignment), they receive the assignment with a relative due date. See the note in step b.

• Enter the number of Days to complete .
• Cancel: closes the new assignment without saving changes.
• Save as draft: closes the new assignment, saves your changes into a Draft status, and returns you to the Assignments page. You can modify this assignment later.
• Next: Add content: saves your current changes and takes you to the next step.
• Content items must be completed in the display order specified: To enforce a specific order of content, select this option. When you select this option, learners cannot access content out of the specified order. They must complete each piece of content before the next, in accordance with the set completion criteria. See Completion Settings for more information about setting course completion criteria. See Complete your Content for each asset type's specific completion criteria requirements.
• This setting does not apply to other content types within the assignment. If learners have any progress or completions for other content types such as books or videos, the learner's previous progress or completion does count toward the assignment completion.
• If unselected, learners previous course completions do count toward assignment completion.
• You cannot change this setting after you launch the assignment.
• Add your content by selecting Add content . Note: When choosing content to add to an assignment, you can choose content from all license pools installed on your site. If your users do not have access to a content item because their audience is not associated with the appropriate license pool , they see the item in the assignment and cannot launch it. They also cannot complete the assignment.

• Repeat these steps until you've added all the content. You can add a maximum of 100 total items. Note: You can add instructor-led training (live course) to an assignment. The learner must register for the class that best meets their schedule, attend the class, and achieve a passing score to achieve completion.
• Select Add Content .
• Drag and drop the content into the order you want it presented to the learner. Alternatively, use the arrow buttons to move content up or down the list.

If you selected the Content items must be completed in the display order specified option, learners must complete each item in the order presented here.

• Cancel: closes the new assignment without saving any changes up to this point.
• Next: Add users and audiences: saves your current changes and takes you to the next step.

Site and learning admins can add users in one of two ways, by selecting them or via a bulk add using a CSV file. Learning admins can only bulk add users to assignments who are in audiences that they own. Managers can only select users or audiences, not bulk add them.

To select users or audiences:

• Select Add users and audiences .
• In the search field, enter the name of an audience or individual learner.
• Repeat these steps until you've added all users and/or audiences.
• Select Done . Note: If you remove a learner from an audience that has an assignment and the learner has not completed the assignment, the assignment no longer displays for the learner in their assignment list and they no longer show in assignment reports. If you remove a learner from an audience that has an assignment and the learner has completed the assignment, the assignment remains in their assignment list and their completion remains in assignment reports.

To bulk add individual users using a CSV file:

• Select Bulk add individual users .
• email : the email of the user as specified in the Percipio user record.
• loginName : the Login Name of the user as specified in the Percipio user record.
• externalUserId : The User ID used to identify a user inside Percipio.
• Include user data in one of the three columns and remove the other two unused columns.
• Save and select the one-column CSV file for import.

If a learning admin attempts to add a user who is not in one of their owned audiences or who does not have a Percipio user account, they see an error message: User unavailable for bulk add .

• Next: Manage emails: saves your current changes and takes you to the next step.

This is where you specify how you want to notify learners about the assignment. You can choose a notification and reminder emails. You can also customize all emails that go prior to the assignment due date.

From the Manage emails tab, select and configure the frequency of the two types of emails you want to send.

• When you first launch an assignment, you can choose when the system sends this email by specifying a date and time. The day and time you specify is in your time zone, not the learners. There may be a delay from when the system sends the email and when the learners receive it depending on network traffic and when the email lands in the email queue. These emails get sent every 30 minutes at the top and bottom of the hour.
• If learners get added after the initial launch, they automatically get sent this email within 30 minutes of being added to the assignment. Depending on network traffic, the learner may not receive it within 30 minutes.
• Turn off this setting if you don't want to send the notification email.
• This email uses the Assignment coming due email template .
• You can add a custom subject, header text and an introductory message to this email.
• The default setting for reminder emails is set from the Default email reminders setting if enabled. You can override the default reminders.
• If the reminders are off and you want them on, select On .
• If the reminders are on and you want them off, select Off .
• If the assignment is on and you want to modify any default settings, make any adjustments to the three segments of reminders: Initial, Due date approaching, After due date. If you make changes that you don't like, you can select Restore to defaults to go back to the recommended frequencies.
• Changes you make to reminders are saved independent of the default email reminders. Any changes to the default email reminder schedule does not impact your saved schedule changes for this assignment.
• If you make schedule changes to an in-progress assignment, reminders follow the criteria you set and only go to users who haven't completed the assignment
• Learners get the reminders until either they complete the assignment, you turn the reminders off, or you cancel the assignment.
• Based on criteria set, reminder emails trigger daily for sending at 12:01 a.m. GMT. Network traffic determines when the learner actually receives it on that day.

From the Customize and preview emails tab, you can:

• By default, learners receive the same email for all notifications and reminders sent before the assignment due date, and a different email for all reminders sent after the due date. For email template details, see assignment emails .
• If you add customizations, they are also used in the one-off email reminders .
• Add a custom Subject , Header text , and Introductory text and see how it displays to learners.
• To edit email text for reminders coming due, see edit assignments .
• At this time you cannot edit emails that go out for assignments that are past due.
• If you send one-off email reminders after the assignment due date, learners receive this template.
• Next: Review and launch: saves your current changes and takes you to the next step.

Step 5: Review all your settings for this assignment. Edit anything that looks amiss.

When you are ready, select one of the following options:

• Launch assignment:  Places the assignment into one of the following statuses:
• If the Start date is today, the assignment is placed in an In Progress status and the assignment is immediately available to your learners. The email with the assignment details sends at the date and time you specified in step 9. Modifications to the assignment content cannot be made, but you can add a user to the assignment .
• If the Start date is in the future, the assignment is placed in a Scheduled status and the email, if enabled, sends at the date and time you specified in step 9. You can make modifications to all aspects of the assignment until the Start date .

Assignments with the same due date are listed by when the assignment is launched, in ascending order, on a learner's assignments page and on the home page.

Learning & Education

Google Assignments, your new grading companion

Aug 14, 2019

[[read-time]] min read

Instructors lose valuable time doing cumbersome tasks: writing the same comment on multiple essays, returning piles of paper assignments, and battling copy machine jams. These frustrations are most often felt by instructors with the highest teaching workloads and the least time. For the last five years, we’ve been building tools—like Classroom and Quizzes in Google Forms—to address these challenges. Now you can take advantage of these tools if you use a traditional Learning Management System (LMS). 

Assignments brings together the capabilities of Google Docs, Drive and Search into a new tool for collecting and grading student work. It helps you save time with streamlined assignment workflows, ensure student work is authentic with originality reports, and give constructive feedback with comment banks. You can use Assignments as a standalone tool and a companion to your LMS (no setup required!) or your school admin can integrate it with your LMS. Sign up today to try Assignments.

If you're one of the 40 million people using Classroom: you've got the best of Assignments already baked in, including our new originality reports . For everyone else, Assignments gives you access to these features as a compliment to your school’s LMS. 

Assignments is your tireless grading companion

Using an LMS can create more work than it saves: students turn in all kinds of files, you have to download and re-upload student files one-by-one, and what if students can keep editing after they already turned in their work? Assignments handles all this for you.

Assignments streamlines the creation and management of coursework, and tackles some of your biggest frustrations:

Stop typing the same feedback over and over by using a comment bank, and never worry about pressing the “save” button again

Check student work for originality and automatically lock work once it’s turned in

Assign files with the option to send each student a copy (no more copy machines!)

Grade assignments for an entire class with a student switcher and rubrics, and review any file type without leaving your grading interface

Comment and leave suggestions on student work with Google Docs

Instructors and students can attach anything to assignments: Docs or Word files for papers, spreadsheets for data analysis, slides for presentations, sites for digital portfolios or final projects, Colab notebooks for programming exercises, and much more. 

Help students turn in their best work with originality reports

With originality reports in Assignments, you can check student work for missed citations and possible plagiarism without interrupting your grading workflow. When students turn in a document, Assignments will check students’ text against hundreds of billions of web pages and tens of millions of books. 

If you enable originality reports on an assignment, students can also check their work for authenticity (a limited number of times) to correct issues, turn in their best work, and save instructors time grading. Since both you and your students can see originality reports, they’re designed to help you teach your students about authenticity and academic integrity. 

Getting started with Assignments

Starting today, you can sign up to get access to Assignments when it becomes available in a few weeks. Assignments will be available for free as part of G Suite for Education and can be used by instructors alongside or integrated with an LMS. 

Instructors can use Assignments even if your school has an LMS. There’s no setup required, all you need is to sign up and have a school-issued Google account. 

Admins can turn on access to Assignments within your LMS. Assignments is available as an LTI tool, which provides a more integrated experience and enables roster syncing and grade transmission to your LMS gradebook. Assignments is an improved and expanded version of Course Kit, so if you’re already in the Course Kit beta, you’ll automatically have access to Assignments. 

If you use Canvas, we’ve worked with their team to complement the Assignments LTI tool with a set of additional features that make Docs and Drive work seamlessly across all Canvas assignments. 

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Create and Edit Assignments

You are viewing Original Course View content

Your institution controls which tools are available in the Original Course View . Assignments are always available to instructors in the Ultra Course View .

You can create assignments alongside other content.

With assignments, you can create coursework and manage the grades and feedback for each student separately. You can create assignments in content areas, learning modules, lesson plans, and folders.

When you create an assignment, a Grade Center column is created automatically. From the Grade Center or Needs Grading page, you can see who has submitted their work and start grading. Students access their grades from their My Grades pages or the assignment's Review Submission History page.

You can also create a group assignment and release it to one or more groups in your course. Each group submits one collaborative assignment and all members receive the same grade. You can create a single assignment and assign it to all groups, or create several unique assignments and assign them to individual groups.

More on group assignments

Create an assignment

You can create assignments in content areas, learning modules, lesson plans, and folders.

In the Blackboard mobile app, assignment instructions for Original courses show after students begin an attempt.

Drag files from your computer to the "hot spot" in the Attach Files area. If your browser allows, you can also drag a folder of files. The files will upload individually. If the browser doesn't allow you to submit your assignment after you upload a folder, select Do not attach in the folder's row to remove it. You can drag the files individually and submit again.

You won't be able to drag files to upload if your institution uses an older version of Blackboard Learn.

You can use the file name or provide another name for the file.

• Optionally, select a Due Date . Assignments with due dates automatically show in the course calendar and in the To Do module. Submissions are accepted after this date but are marked late. If you don’t want students to access an assignment after the due date, choose the appropriate display dates.

If you set the points possible to a non-whole number, letter grades may not be assigned correctly.

• Optionally, add a rubric . Expand the sections to make selections such as anonymous grading, how the grade is displayed, and the number of attempts. You can allow more than one attempt on an assignment.
• Make the assignment available when you're ready for students to access it. Select the appropriate options for availability, tracking, and display dates. Display dates don't affect an assignment's availability, only when it appears.
• Select Submit .

More on assignment grade settings

More on adding files in the editor

More on Course Files vs. the Content Collection

Video: Create an Assignment

Watch a video about creating an assignment.

The following narrated video provides a visual and auditory representation of some of the information included on this page. For a detailed description of what is portrayed in the video, open the video on YouTube , navigate to More actions , and select Open transcript .


Video: Create an assignment explains how to create an assignment.

Late assignments

When you assign a due date for an assignment, students can still submit attempts after the date passes. Submissions after the due date are marked late. If you penalize late submissions, inform students in the assignment instructions.

You can view the late label in these areas:

• Student's submission page in the grade panel
• Student's Grade Details page
• Needs Grading page

From the Grade Center, you can also view a list of all submissions with the Assignment File Download option in an assignment's menu. View who has submitted, submission dates, and the grading statuses. You can sort by date to easily see who submitted after the due date.

If you don’t want students to access an assignment after the due date, choose the appropriate display dates. Inform students that you won’t accept submissions after the due date and the assignment will no longer be available.

Students see the late label after they make a submission after the due date.

Student assignment submission confirmations

When students submit assignments successfully, the Review Submission History page appears with information about their submitted assignments and a success message with a confirmation number. Students can copy and save this number as proof of their submissions and evidence for academic disputes. For assignments with multiple attempts, students receive a different number for each submission. If your institution has enabled email notifications for submission receipts, students will also receive an email with a confirmation number and other details for each submission.

You and your students won't be able to view confirmation numbers if your institution uses Blackboard Learn 9.1 Q4 2016 or earlier. Student email notifications and student access to receipt history were introduced in Blackboard Learn 9.1 Q2 2017.

You and your administrators have a retrievable record in the system even if an attempt, assignment, or student is later deleted. These records are maintained in the course and also retrievable after the archive and restore process.

You can access all of your students' confirmation numbers from the Grade Center. Open the Reports menu and select Submission Receipts .

On the Submission Receipts page, you can view information for each assignment, such as who submitted and when. Group assignments are also logged and the Submitter column lists who submitted for the group. In the Submission column, view if a student submitted a file or wrote the submission in the assignment's editor.

Use the menus at the top of the page to filter the items. In the second menu, select Not blank and leave the search box empty to show all of the submission receipts. Select a column heading to sort the items.

Edit, reorder, and delete assignments

You can edit, reorder, and delete your assignments. Change the order of assignments with the drag-and-drop function or the keyboard accessible reordering tool. For example, reorder the assignments to keep the current one at the top.

From an assignment's menu, select on option:

• Move an assignment to another location in your course. When you move an assignment, it's removed from its original location. You can't copy an assignment.
• Edit an assignment. If you change the instructions, students who have already made submissions will see the new instructions only on subsequent attempts.
• Apply release criteria, tracking, metadata, and review status.

More on options you can apply

Delete assignments

You can delete an assignment from a course area and if no student submissions exist, the Grade Center column is also deleted.

When you delete an assignment that has student submissions, you also delete all the submissions. You have two options:

• Preserve the scores in the Grade Center, but delete the assignment and all submissions. Though the scores remain in the Grade Center, you can't access the students' submissions again. The action is irreversible.
• Delete the assignment, the Grade Center column, all assigned grades, and all submissions. The action is irreversible.

Alternatively, make the gradable item unavailable in your course to preserve the submissions and the scores in the Grade Center.

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Creating and Adapting Assignments for Online Courses

Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.  

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments. 

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment. 

Align assignments to learning outcomes. 

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with  Bloom's Taxonomy,  a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast. 

See a  complete description of Bloom's Digital Taxonomy  for further ideas. 

Provide authentic assessments. 

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement. 

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use  authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.  

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context. 

Learn more about  authentic assessments in Designing Assessments of Student Learning . 

Design for inclusivity and accessibility. 

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers. 

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project. 

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.  

Learn more about  Universal Design of Learning  and  Shaping a Positive Learning Environment . 

Design to promote academic integrity online. 

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.  

Provide   authentic assessments  that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats. 

Scaffold assignments  so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way. 

Lower the stakes  by providing more frequent formative assessments in place of high-stakes, high-stress assessments. 

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.  

Learn more about these tools in  Strategies and Tools for Academic Integrity in Online Environments . 

Communicate detailed instructions and clarify expectations. 

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in  asynchronous  online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.  

The  Carmen course template  addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.  

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products. 

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course.  

Promote interaction and collaboration. 

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished. 

Carmen  Discussions   are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects. 

Peer review  can be enabled in Carmen  Assignments  and  Discussions .  Rubrics  can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses. 

Group projects  can be carried out asynchronously through Carmen  Discussions  or  Groups , or synchronously through Carmen's  Chat function  or  CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments. 

Learn more about  Student Interaction Online .

Choose technology wisely. 

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.  

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.  

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances. 

Explore supported tools 

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the  eLearning toolset , approved  CarmenCanvas integrations , and the  Microsoft365 suite .  

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool. 

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.  

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

• Cheating Lessons: Learning from Academic Dishonesty (e-book)
• Making Your Course Accessible for All Learners (workshop reccording)
• Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018).  Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from  https://library.ohio-state.edu/record=b8475002~S7 

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.  American Journal of Distance Education ,  21 (3), 117–132. https://doi.org/10.1080/08923640701341653   

Mayer, R. E. (2001).  Multimedia learning . New York: Cambridge University Press.  

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from  https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf  

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49.  https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site  

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.  

TILT Higher Ed. (n.d.).  TILT Examples and Resources . Retrieved from   https://tilthighered.com/tiltexamplesandresources  

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research.  Review of Educational Research ,  76 (1), 93–135.  https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584  

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass.  https://library.ohio-state.edu/record=b8585181~S7

Related Teaching Topics

Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 108,692 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

• For example, you might research areas of a report that you find most interesting before moving on to other areas.
• If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
• You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

• Promise yourself that you will meet your goal of working for five minutes on the assignment.
• Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

• Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
• You may or may not wish to continue working after your time limit has gone by.
• Have a realistic understanding of how fast you can write and plan your schedule accordingly.

• It can help to read the assignment as soon as you get it and then ask any questions you might have.
• If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
• You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
• Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
• Keep your audience in mind and write a paper that would best deliver information to them.

• Goals that are too big or not well defined can be difficult to start working towards.
• Smaller and well defined goals can seem easier to achieve than larger ones.
• For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

• You might want to go for a quick walk after working for a set amount of time.
• Try reading a website or book that you enjoy for a few minutes after working.
• Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

• Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
• Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

• Avoid moving your workspace constantly.
• Don't get lost on tangential research.
• Don't take constant breaks to get a snack.

• For every hour you waste procrastinating, you can limit how much television you watch that night.
• If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

Community Q&A

You Might Also Like

• ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
• ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
• ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
• ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
• ↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

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Learn how Assignments LTI™ works

Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education.

For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing and grading student work, and analyze student submissions with originality reports to ensure authenticity.

You use Assignments as a Learning Tools Interoperability (LTI) tool integrated within your LMS. It works with any LMS that supports LTI version 1.1 or higher, such as Canvas, Schoology, Blackboard, Moodle, and others.

Adding Assignments to your LMS might require assistance from your LMS administrator. If you have never set up an add-on application or external tool for your LMS before, talk to your IT or LMS admin about setting up Assignments in Canvas, Schoology, or another LMS.

Get started with Assignments

Assignments workflow

Step 1: instructor creates an assignment.

• (Required) Setting the point value
• (Optional) Setting the due date
• (Optional) Adding a grading rubric
• (Optional) Attaching assignment files to make a copy for each student to edit and submit
• (Optional) Enabling originality reports

Step 2: Students submit their assignments

• Google Docs, Sheets, Slides, Sites, and Drawings
• Microsoft®️ Word®️, Excel®️, or PowerPoint®️
• Image files
• Video files (WEBM, MPEG4, 3GPP, MOV, AVI, MPEG-PS, WMV, FLV, OGG)
• They no longer have edit or comment access to their original file.
• Assignments makes a copy of the submitted file and saves it to the student's Drive.

For more details, go to How instructors and students share files .

Step 3: Instructor grades and returns assignments

• Ownership of the file returns to the student.
• Assignments archives a copy of the graded file and saves it to the instructor's Drive.
• Grades are saved to the LMS grade book.

General FAQ

Does my organization need google workspace for education to use assignments, where and in what languages is assignments available, how much does assignments cost, what browsers are supported, does assignments work on mobile devices, is assignments built for accessibility, grading faq, does assignments have plagiarism detection, does assignments support rubric grading, can i save draft grades or feedback outside the student’s view, can classwork be returned individually or all at once.

• Leave draft grades and overall feedback.
• Return to the list of students.
• Check the boxes for all the students whose assignments you want to return.
• Click Return .

Can I return classwork without a grade?

Can returned classwork be resubmitted or regraded.

• To provide context for giving a new grade, the previous grade is displayed next to the grade field. Only the most recent grade syncs to the LMS.
• Previous overall feedback is displayed and new overall feedback open in a separate text box.

Can co-instructors grade assignments?

Do grades sync to the lms, class management faqs, can instructors see all their linked courses & assignments, can instructors delete courses & assignments.

Instructors who own courses can delete courses and assignments. Learn how to delete courses and assignments .

Does Assignments support group assignments?

• Tell each group to create a Google Doc and share it with group members for editing.
• Have the owner of the file submit the assignment for grading.
• Grade the assignment, leaving overall feedback as a margin comment or suggestion. Tip : The overall feedback field is visible only to the owner of the file and not to the group.
• In your grade book, record the grade for the other group members.

Does Assignments support peer review of assignments?

• Ask your students to start their assignments in Docs.
• Tell students to share their files with their peer reviewer.
• In Docs, peer reviewers leave margin comments and suggestions.
• Have students turn in their assignments, leaving in the reviewer’s comments and suggestions.Alternatively, students can review, implement, and resolve reviewer comments and instructors can view version history.
• Grade the assignments.
• (Optional) Record a separate grade for peer reviews.

Will Assignments work in a course copied in my LMS?

• Total points
• Settings for originality reports
• Attachments
• Use Assignments LTI version 1.3 for best results.
• Copied assignments can only be opened by students after an instructor links the Assignment to their account. Learn about linking your account to Assignments .
• Make sure the person who copies the course is in the same Google Workspace for Education organization as the course creator or is on the organization’s allow list. Learn more about how to manage your organization’s allow lists .
• Don’t edit or delete the original assignment or its attachments.

Need more help?

Try these next steps:.

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Upgrade to Microsoft Edge to take advantage of the latest features, security updates, and technical support.

Assignments in Teams for Education

• 25 contributors
• Applies to: Microsoft Teams

The Assignments and Grades features in Teams for Education allow educators to assign tasks, work, or quizzes to their students. Educators can manage assignment timelines, instructions, add resources to turn in, grade with rubrics, and more. They can also track class and individual student progress in the Grades tab.

Learn more about Assignments and Grades in Teams for Education .

For details about Teams assignments on different platforms, see Teams features by platform .

Assignments integrations in the Microsoft Teams admin center

Using the admin settings in the Microsoft Teams admin center, you can turn features on or off for educators within your organization and their students.

To view and manage Assignment settings, go to Education > Assignment settings in the Teams admin center.

The following are settings related to Assignments:

Weekly guardian email digest

Guardian emails are sent each weekend to parents or guardians. The email contains information about assignments from the previous week and for the upcoming week. The Parent and Guardian Sync can be setup using School Data Sync .

Import parent contact information via Parent and Guardian Sync in SDS. For instructions on how to enable Parent and Guardian Sync, see Enabling Parent and Guardian Sync .

Turn on the Guardian Setting in the Microsoft Teams admin center, as the setting is turned off by default. This will enable teachers to send out a weekly digest.

Teachers can opt-out of the digest by deselecting the setting inside their own personal class team ( Assignment Settings > Parent/Guardian Emails ).

To verify that Parents will get the email, the following three items must be true:

Email address attached to the student profile in SDS and tagged as Parent or Guardian . For details, see Parent and Guardian Sync File Format .

Students belong to at least one class in which e-mail isn't disabled by the teacher in assignment settings .

The emails will contain information about assignments that have a due date from the previous week or in the upcoming week.

Default setting for this feature is - Off .

Microsoft MakeCode is a block-based coding platform that brings computer science to life for all students.

MakeCode is a Microsoft product that is subject to the Microsoft terms of use and privacy policies.

To enable MakeCode assignments in Teams, go to the Teams Admin Center , navigate to the Assignments section, and turn the MakeCode toggle option to On . Select Save . Allow a few hours for these settings to take effect.

For more information on how this feature works, watch this video demonstration .

Learn more about MakeCode .

Turnitin is an academic integrity service. This is a third-party service that is subject to its own terms and privacy policy. You're responsible for your use of any third-party products and services.

To enable Turnitin for your organization, you'll need a Turnitin subscription. Then, you can input the following information, which can be found in your Turnitin admin console:

• TurnitinApiKey : This is a 32-character GUID found in the admin console under Integrations.
• TurnitinApiUrl : This is the HTTPS URL of your Turnitin admin console.

Here are some instructions to help you obtain this information.

The TurnitinApiUrl is the host address of your admin console. Example: https://your-tenant-name.turnitin.com

The admin console is where you can create an integration and an API key associated with the integration.

Select Integrations from the side menu, then select Add Integration and give the integration a name.

The TurnitinApiKey will be given to you after you follow the prompts. Copy the API key and paste it into the Microsoft Teams admin center. This is the only time you can view the key.

Upon clicking the Save button in the admin center for this setting, allow a few hours for these settings to take effect.

Assignments data

Assignments stores information that is generated both by teachers and students. All the data is co-shared between teacher and the specific student for which the information is intended in class. There are two stores of this data, SharePoint and outside of SharePoint.

The same rules also apply to first-party integrations such as Reading Progress.

Assignments data in SharePoint document libraries

Students' files associated with a Submission for Assignment are stored in a document library (named: Student Work ). Files associated with Assignments that are created by teachers and accessible by Students are stored in another document library (named: Class Files ) in the corresponding Class Team SharePoint site. First-party integrations may also store Assignments data in the same corresponding Class Team SharePoint site (named: Assignments title + time stamp ).

Files associated with the student

IT admins can use the Content Search tool to search for student files ( Student Work , Class Files , or other 1st-party integration files) that are related to assignment submissions and files that are related to assignments. For example, an admin could search all SharePoint sites in the organization and use the student's name and class or assignment name in the search query to find data relevant to a data subject request (DSR).

Files associated with the teacher

IT admins can use the Content Search tool to search for teacher files ( Student Work , Class Files , or other 1st-party integration files) that are related to assignments and files distributed to students by the teachers within a class on assignments. For example, an admin could search all SharePoint sites in the organization and use the teacher's name and class or assignment name in the search query to find data relevant to a DSR.

Assignments data outside of SharePoint document libraries

Some data related to Assignments isn't stored in the class team SharePoint site, which means it's not discoverable with Content Search. This includes:

• Student grades and feedback from the teacher
• The list of documents submitted for an assignment by each student
• Assignment details like Due Date, etc.
• First-party integration data like Reading Progress passages or student pronunciation data

For this type of data, an IT admin or data owner, such as a teacher, may have to go into the assignment in the class team to find data relevant to a DSR. The admin can add themselves as an owner to the class and view all the assignments for that class team.

If a student is no longer part of the class, their data might still be present in the class as no longer enrolled . The student will have to provide the tenant admin the list of such classes that they were ever a part of.

Bulk Export assignment data outside of SharePoint document libraries

For a student.

To bulk export a single student's data, before removing the student from the classes they're part of, run the script and provide the userId . If the student has been removed from the site, either the admin can add the student back to the class before running the script, or the admin can provide the userId and the classId that the student was ever a part of.

The data about the student submissions will be exported.

For a teacher

Bulk Export assignment data works the same way for a student, but all submissions that the teacher has access to will be exported.

Bulk Delete assignment data outside of SharePoint document libraries

To bulk delete a single student's data, before removing the student from the classes they're part of, run the script and provide the userId . If the student has been removed from the site, either the admin can add the student back to the class before running the script, or the admin can provide the userId and the classId that the student was ever a part of.

Providing a ClassId will allow the admin to only delete information about the student from a specific class.

Since an assignment's data for a teacher is shared across the class, there's no bulk delete option. Instead the admin can add themselves to the class, go to the app, and delete the assignment.

For more information, see Configure assignments for Teams .

Removing Assignments and Grades

You can also use Teams policies to remove Assignments and Grades for a specific user or for your entire tenant.

To remove Assignments and Grades for an individual user, go to Teams Admin Center and navigate to Teams apps > Permission policies to create a new app permission policy definition. When creating the new policy definition, set the Microsoft apps policy to Block specific apps and allow all others and add Assignments and Grades to the list of blocked applications. Once your new policy definition is saved, assign it to the appropriate users.

To remove Assignments and Grades for your entire tenant, go to Teams Admin Center , navigate to Teams apps > Manage apps , and search for and select Assignments and Grades from the application list. Change the status setting within the applications' settings page to Blocked .

Assignments diagnostic tool for users

Microsoft Support has created a tool to collect diagnostic data for the Microsoft engineering team to investigate issues related to the Assignments feature.

This tool can be accessed inside of Assignments on any screen the users experience an issue.

To pull up the diagnostic tool in Teams, users can:

• Select Ctrl+/
• Touch the screen with two fingers and rotate fingers 45 degrees, or
• Tap on the screen with three fingers for 15 seconds

Once the diagnostic tool pops up, users will see a list of data that may be needed by Microsoft technical support.

The data pulled may include:

• Assignment ID
• Submission ID

This data isn't automatically sent to Microsoft. Users need to copy and paste the data to a Microsoft support agent regarding a support ticket.

If a user pulls up the diagnostic tool then closes it, no data is sent.

When the data is sent to a Microsoft support agent, it's handled as Support Data under your organization's Microsoft 365 service agreements.

For instructions on using this diagnostic tool that you can share with educators and students, see Get diagnostic data to troubleshoot Assignments .

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Orlando Cepeda dies

Cubs sign veteran catcher Tomás Nido, designate Yan Gomes for assignment

New York Mets pitcher Reed Garrett, right, celebrates with catcher Tomás Nido, left, after a baseball game against the Arizona Diamondbacks, Friday, May 31, 2024, in New York. (AP Photo/Frank Franklin II)

Chicago Cubs catcher Yan Gomes, left, celebrates with relief pitcher Keegan Thompson after the Cubs defeated the San Francisco Giants in a baseball game in Chicago, Tuesday, June 18, 2024. (AP Photo/Nam Y. Huh)

• Copy Link copied

CHICAGO (AP) — The Chicago Cubs signed veteran catcher Tomás Nido and designated Yan Gomes for assignment on Wednesday.

The 30-year-old Nido was released by the New York Mets on Monday after being designated for assignment last week. He was hitting .229 with three home runs and eight RBIs.

Nido was drafted by New York in 2012 and was the second longest-tenured player on the team behind Brandon Nimmo. The 30-year-old catcher, who remained with the organization after being designated for assignment last June, thanked the Mets with a heart emoji on the social media platform X.

Gomes, a 13-year veteran, is batting a career-low .154 with two home runs and seven RBIs in 34 games this season. Miguel Amaya has been getting most of the starts at catcher.

The 36-year-old Gomes spent 2 1/2 seasons in Chicago, batting .241 with 20 homers and 101 RBIs in 236 games. He was an All-Star with Cleveland in 2018 and played on a World Series champion with Washington in 2019.

The Cubs also placed right-hander Keegan Thompson on the paternity list and recalled righty Porter Hodge. Thompson is 1-1 with one save and a 4.30 ERA in 11 games.

AP MLB: https://www.apnews.com/hub/MLB

Assignment vs Novation: Everything You Need to Know

Assignment vs. novation: What's the difference? An assignment agreement transfers one party's rights and obligations under a contract to another party. 4 min read updated on February 01, 2023

Assignment vs. novation: What's the difference? An assignment agreement transfers one party's rights and obligations under a contract to another party. The party transferring their rights and duties is the assignor; the party receiving them is the assignee. Novation is a mechanism where one party transfers all its obligations and rights under a contract to a third party, with the consent of the original counterparty.

The transfer of a benefit or interest from one party to another is referred to as an assignment. While the benefits can be transferred, the obligation or burden behind the contract cannot be. A contract assignment occurs when a party assigns their contractual rights to a third party. The benefit that the issuing party would have received from the contract is now assigned to the third party. The party appointing their rights is referred to as the assignor, while the party obtaining the rights is the assignee. 

The assignor continues to carry the burden and can be held liable by the assignee for failing to fulfill their duties under the contract. Purchasing an indemnity clause from the assignee may help protect the assignor from a future liability. Unlike notation, assignment contracts do not annul the initial agreement and do not establish a new agreement. The original or initial contract continues to be enforced. 

Assignment contracts generally do not require the authorization from all parties in the agreement. Based on the terms, the assignor will most likely only need to notify the nonassigning party.

In regards to a contract being assignable, if an agreement seems silent or unclear, courts have decided that the contract is typically assignable. However, this does not apply to personal service contracts where consent is mandatory. The Supreme Court of Canada , or SCC, has determined that a personal service contract must be created for the original parties based on the special characteristics, skills, or confidences that are uniquely displayed between them. Many times, the courts need to intervene to determine whether an agreement is indeed a personal service contract.

Overall, assignment is more convenient for the assignor than novation. The assignor is not required to ask for approval from a third party in order to assign their interest in an agreement to the assignee. The assignor should be aware of the potential liability risk if the assignee doesn't perform their duties as stated in the assigned contract.

Novation has the potential to limit future liabilities to an assignor, but it also is usually more burdensome for the parties involved. Additionally, it's not always achievable if a third party refuses to give consent.

It's essential for the two parties in an agreement to appraise their relationship before transitioning to novation. An assignment is preferential for parties that would like to continue performing their obligations, but also transition some of their rights to another party.

A novation occurs when a party would like to transfer both the benefits and the burden within a contract to another party. Similar to assignment, the benefits are transferred, but unlike assignment, the burden is also transferred. When a novation is completed, the original contract is deleted and is replaced with a new one. In this new contract, a third party is now responsible for the obligations and rights. Generally, novation does not cancel any past obligations or rights under the initial contract, although it is possible to novate these as well.

Novation needs to be approved by both parties of the original contract and the new joining third party. Some amount of consideration must also be provided in the new contract in order for it to be novated, unless the novation is cited in a deed that is signed by all parties to the contract. In this situation, consideration is referring to something of value that is being gained through the contract.

Novation occurs when the purchaser to the original agreement is attempting to replace the seller of an original contract. Once novated, the original seller is released from any obligation under the initial contract. The SCC has established a three-point test to implement novation. The asserting party must prove:

• The purchaser accepts complete liability
• The creditor to the original contract accepts the purchaser as the official debtor, and not simply as a guarantor or agent of the seller
• The creditor to the original contract accepts the new contract as the replacement for the old one

Also, the SSC insisted that if a new agreement doesn't exist, the court would not find novation unless the precedence was unusually compelling.

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Takeda Announces New Assignments of Directors

OSAKA, Japan, June 26, 2024 – Takeda (TSE:4502/NYSE:TAK) has announced new assignments of directors, determined at the Board of Directors meeting and at the Audit and Supervisory Committee meeting, following the 148th Ordinary Meeting of Shareholders, held in Osaka today.

Takeda's Board of Directors has 11 members serving as external directors out of a total of 14 members, helping to ensure transparency and objectivity. An external director will continue to chair the Board of Directors. The Audit and Supervisory Committee, the Nomination Committee and the Compensation Committee will be composed solely of external directors including their chairs.

Takeda highly values strong, independent governance and its Board of Directors helps to ensure that all decisions and actions are in the best interests of global stakeholders and aligned with the company’s values. This robust corporate governance model has been, and will continue to be, critical to Takeda's success.

Details of the new assignments are as follows:

1. New Assignment of Directors Who Are Not Audit and Supervisory Committee Members (Effective June 26, 2024)

2. Directors Who Are Audit and Supervisory Committee Members

3. New Assignment of Nomination Committee and Compensation Committee Members (Effective June 26, 2024)

Nomination committee:.

Masami Iijima (Chairperson), Jean-Luc Butel, Steven Gillis, Michel Orsinger, and Yoshiaki Fujimori

(Observer: Christophe Weber)

Compensation committee:

Emiko Higashi (Chairperson), John Maraganore, Michel Orsinger, and Kimberly A. Reed

About Takeda

Takeda is focused on creating better health for people and a brighter future for the world. We aim to discover and deliver life-transforming treatments in our core therapeutic and business areas, including gastrointestinal and inflammation, rare diseases, plasma-derived therapies, oncology, neuroscience and vaccines. Together with our partners, we aim to improve the patient experience and advance a new frontier of treatment options through our dynamic and diverse pipeline. As a leading values-based, R&D-driven biopharmaceutical company headquartered in Japan, we are guided by our commitment to patients, our people and the planet. Our employees in approximately 80 countries and regions are driven by our purpose and are grounded in the values that have defined us for more than two centuries. For more information, visit www.takeda.com .

Media Contacts:

Japanese media.

Shoko Honda [email protected] +81 (0) 70-2687-3620

U.S. and International Media

Brendan Jennings [email protected] +81 (0) 80-2705-8259

Important Notice

For the purposes of this notice, “press release” means this document, any oral presentation, any question and answer session and any written or oral material discussed or distributed by Takeda Pharmaceutical Company Limited (“Takeda”) regarding this press release. This press release (including any oral briefing and any question-and-answer in connection with it) is not intended to, and does not constitute, represent or form part of any offer, invitation or solicitation of any offer to purchase, otherwise acquire, subscribe for, exchange, sell or otherwise dispose of, any securities or the solicitation of any vote or approval in any jurisdiction. No shares or other securities are being offered to the public by means of this press release. No offering of securities shall be made in the United States except pursuant to registration under the U.S. Securities Act of 1933, as amended, or an exemption therefrom. This press release is being given (together with any further information which may be provided to the recipient) on the condition that it is for use by the recipient for information purposes only (and not for the evaluation of any investment, acquisition, disposal or any other transaction). Any failure to comply with these restrictions may constitute a violation of applicable securities laws. The companies in which Takeda directly and indirectly owns investments are separate entities. In this press release, “Takeda” is sometimes used for convenience where references are made to Takeda and its subsidiaries in general. Likewise, the words “we”, “us” and “our” are also used to refer to subsidiaries in general or to those who work for them. These expressions are also used where no useful purpose is served by identifying the particular company or companies.

Forward-Looking Statements

This press release and any materials distributed in connection with this press release may contain forward-looking statements, beliefs or opinions regarding Takeda’s future business, future position and results of operations, including estimates, forecasts, targets and plans for Takeda. Without limitation, forward-looking statements often include words such as “targets”, “plans”, “believes”, “hopes”, “continues”, “expects”, “aims”, “intends”, “ensures”, “will”, “may”, “should”, “would”, “could”, “anticipates”, “estimates”, “projects”, “forecasts”, “outlook” or similar expressions or the negative thereof. These forward-looking statements are based on assumptions about many important factors, including the following, which could cause actual results to differ materially from those expressed or implied by the forward-looking statements: the economic circumstances surrounding Takeda’s global business, including general economic conditions in Japan and the United States; competitive pressures and developments; changes to applicable laws and regulations; challenges inherent in new product development, including uncertainty of clinical success and decisions of regulatory authorities and the timing thereof; uncertainty of commercial success for new and existing products; manufacturing difficulties or delays; fluctuations in interest and currency exchange rates; claims or concerns regarding the safety or efficacy of marketed products or product candidates; the impact of health crises, like the novel coronavirus pandemic; the success of our environmental sustainability efforts, in enabling us to reduce our greenhouse gas emissions or meet our other environmental goals; the extent to which our efforts to increase efficiency, productivity or cost-savings, such as the integration of digital technologies, including artificial intelligence, in our business or other initiatives to restructure our operations will lead to the expected benefits; and other factors identified in Takeda’s most recent Annual Report on Form 20-F and Takeda’s other reports filed with the U.S. Securities and Exchange Commission, available on Takeda’s website at: https://www.takeda.com/investors/sec-filings-and-security-reports/ or at www.sec.gov Go to http://www.sec.gov . Takeda does not undertake to update any of the forward-looking statements contained in this press release or any other forward-looking statements it may make, except as required by law or stock exchange rule. Past performance is not an indicator of future results and the results or statements of Takeda in this press release may not be indicative of, and are not an estimate, forecast, guarantee or projection of Takeda’s future results.

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Mets May Change Plans Now With Trade Deadline Coming According To Insider

Patrick mcavoy | jun 28, 2024.

• New York Mets

The New York Mets at one point seemed like they could hold a firesale this summer.

It seemed like a sell-off was almost expected after a rough start to the season, but June has been completely different for the Mets.

New York has looked much better this month and currently sits at .500 with a 39-39 record. The Mets are in contention for a postseason spot and a solid trade deadline could help put them over the top.

All in all, the perception around the team has completely shifted. New York has plenty of talent on the roster and now many are saying the club should consider ways to add this summer, rather than selling .

The New York Post's Jon Heyman even said the Mets were thinking of selling, but things may have changed now.

"The Mets were once thinking to sell," Heyman said. "But now they should only be a buyer, especially of relievers."

If the Mets do end up buying and looking to add some help to the bullpen, there will be plenty of options out there who could help. The biggest bullpen arms who have been discussed have been Miami Marlins closer Tanner Scott, Oakland Athletics fireballer Mason Miller, and Chicago White Sox flamethrower Michael Kopech.

New York seems to be in a significantly better place and landing some help for the bullpen could be all the team needs to make it back to the playoffs.

The trade deadline is just about a month away but if the Mets keep on winning, it will just make everything easier.

More MLB: Rivals Believe Mets Star Surprisingly Could Be Traded Despite Hot Streak

PATRICK MCAVOY

Patrick McAvoy's experiences include local and national sports coverage at the New England Sports Network with a focus on basketball and baseball.