complete assignment

The Writing Center • University of North Carolina at Chapel Hill

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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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

Read the prompt the entire way through once. This gives you an overall view of what is going on.
Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

how the poster addresses its audience and is affected by context I'll do this first - 1.
general layout, use of color, contours of light and shade, etc.
use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
ethical implications
how the poster affects us emotionally, or what mood it evokes
the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
how the song addresses its audience
lyrics: how they rhyme, repeat, what they say
use of music, tempo, different instruments
possible cultural ramifications or social issues that have bearing
emotional effects
the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

Design Plan due: Thurs. 10/19
Rough Draft due: Monday 10/30
Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

14 Proven Tips For Completing Assignments

Completing assignments can be a daunting task, but there are a few things that you can do to make the process a whole lot easier.

Are you finding it difficult to complete your assignments on time? If you’re looking for some tips to help you get organized and stay on track, you’ve come to the right place. In this post, I’ll share some helpful strategies that will make completing your assignments a breeze.

Why are assignments important?

Though often met with groans and complaints, academic assignments are actually beneficial in a number of ways. For one, they force students to engage with the material on a deeper level, encouraging them to really think about what they’re learning and stay on track with their studies.

In addition, academic assignments help students to develop important research, writing and study skills that will be useful in college and beyond.

Academic assignments also give students the opportunity to receive feedback from their instructors on their work.

Notably, despite its benefits, too many assignments can do more harm than good.

Too much assignments can interfere with free time and involvement in extra-curricular activities. Assignment completion may be increasingly frustrating and stressful when there are challenges with the home environment. O’Rourke-Ferrara, 1998

Why is completing assignments on time important?

Completing assignments on time demonstrates to your instructor that you are capable of meeting deadlines. This is important in both academic and professional settings.

According to research, completing assignments improves independence, self-discipline, and time management skills. In addition, it has been linked with better grades and academic success. planchard et al., 2015

Tips for completing assignments

So how can you make sure that you complete your assignments on time? Here are a few tips that may help:

1. Read the assignment instructions carefully

2. identify why the assignment is necessary.

It gives purpose to your efforts, and this in turn can help provide focus and direction, leading to better results through hard work and dedication.

Research shows that the main motivating factors for homework completion were: (1) Reinforcement: desire to learn or master the material (2) Credit (3) Extra-credit planchard et al., 2015

3. Start early to complete assignments on time

4. set goals for assignment completion.

Once you’ve met that goal, you can set a new goal for the next day. Breaking the assignment down into smaller tasks can help to make it feel less overwhelming, and it can also help you to track your progress.

5 . Create a schedule to finish assignments

Research shows that the most common demotivating factors for homework completion were: (1) Other commitments (2) Difficulty understanding (3) Too difficult or too long planchard et al., 2015

6. Identify the resources required for the assignment

7. track your reference s when researching.

As you’re doing research for your assignment, be sure to track the references that you’re using. This will save you time when you’re writing your paper and will ensure that you give credit to the sources that you’ve used.

8. Set aside uninterrupted time for assignments

9. ask for help if you get stuck, 10. take breaks when completing assignments.

Working on an assignment for long periods of time can be overwhelming and lead to burnout. To avoid this, take breaks throughout the day or week. during your break, do something that you enjoy or that will help you relax.

11. Celebrate your progress

12. proofread your assignments, 13. submit your assignments on time.

Make sure to submit your assignment on time. If you’re having trouble with this, talk to your professor or a tutor. They may be able to offer extension or help you get back on track.

14. Relax after completing each assignment

Final words on proven tips for completing assignments.

Drop a comment below and let me know. Best of luck in all your future assignments.

Planchard, Matthew S. et al. “Homework, Motivation, and Academic Achievement in a College Genetics Course.” Bioscene: The Journal Of College Biology Teaching 41 (2015): 11-18. https://files.eric.ed.gov/fulltext/EJ1086528.pdf

How to Finish Your Homework

Last Updated: July 11, 2024 Fact Checked

This article was co-authored by Emily Listmann, MA . Emily Listmann is a Private Tutor and Life Coach in Santa Cruz, California. In 2018, she founded Mindful & Well, a natural healing and wellness coaching service. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. Emily also received her Wellness Coach Certificate from Cornell University and completed the Mindfulness Training by Mindful Schools. There are 16 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 282,993 times.

While studying can differ for different age groups, many of the things that get in the way are the same. Whether it's your environment or time management skills, it easy for things to discourage you from finishing your homework. With a little organization and help, your homework can become approachable.

Managing Your Time

Step 1 Set aside a specific time to do your homework.

For instance, try setting aside a time you know you can work well such as an hour or 2 before dinner, or if you're a night owl, after dinner.

Work in hour blocks, with 50 minutes spent studying and 10 minutes spent taking a break.
It can also be helpful to move around when you are taking your break, especially if you are working at a screen. Go for a walk outside to get your blood circulating and enjoy some fresh air.
You might also want to eat a healthy snack on your break to improve your focus. Avoid junk food and choose something like a handful of nuts, a piece of fruit, veggies, or a small portion of cottage cheese.

Identify which assignments are worth the most points for each class. Most likely these will take the longest to complete. [5] X Research source
Consider how long you have to do each project, and if possible, see when the assignment is introduced. Oftentimes, primary and secondary school classes do not have syllabi, so it might be harder to plan out an entire term, but if you are in college, you will most likely have a syllabus with at least a partial course schedule. Knowing how long you have to complete an assignment will help you prioritize which assignments to do first. You can also ask the teacher how long you have to complete an assignment. [6] X Research source

Use highlighters or stickers to mark which assignments are most important.
If you're using an online or mobile schedule, create alerts or notifications for the projects and any time-sensitive steps for those projects.

Step 5 Make sure to complete the most pressing assignments first.

Don't let a big project overshadow the smaller assignments you need to complete!

Step 6 Break down larger projects into manageable tasks.

Assignment outlines can help you visualize the necessary tasks to get the assignment done.

Creating a Productive Work Environment

Step 1 Find a comfortable, but not too comfortable, place to work.

A desk or table would be a better location than a couch or a bed.

Turn your phone off or on silent (not vibrate). It might be best to put the phone out of sight, or in another room while you work, as the temptation to text or get on social media can be as much of a distraction as actually using social media.
Use an app that blocks social media. There are plenty of applications out there that can help block social media and other distracting sites (such as shopping or gaming sites). [10] X Trustworthy Source Pew Research Center Nonpartisan thinktank conducting research and providing information on public opinion, demographic trends, and social trends Go to source

Use a white noise app to block out noise.
Use earplugs or noise-blocking earmuffs. [12] X Research source
Work in a quiet place, such as a library or a home office, if you have one.
Avoid listening to music while studying. Studies have shown that although listening to music while studying lowers overall performance, this does not affect everyone equally. [13] X Research source However listening to music before studying has been shown to improve performance on cognitive tasks. [14] X Research source

Step 4 Write down why you need to finish your homework.

Using Your Resources

Step 1 Ask your parents or peers for help.

If you're too afraid to ask a teacher during class, see if you can stay behind to ask your questions.

First, contact your school to see if there are any after-school tutoring programs. While not all primary and secondary schools offer tutoring, a vast majority of universities do. If your school does not offer tutoring, they may know of other resources for you to contact.
Then, contact your library to see if they offer any tutoring. [18] X Research source
In some areas, there may also be free community tutoring programs. Contact your local community center for more information.
There are plenty of private tutors out there as well, but they can be costly (ranging from $20 to $100 an hour). [19] X Research source You can find tutors online through a number of websites, such as Craigslist or Angie's list.

If you need to work at a library after school, ask your parents or search the web to find your local library.

Supercharge Your Studying with this Expert Series

Community Q&A

Reader Videos

Don't feel too stressed or you'll be doing less work than you actually can. Thanks Helpful 7 Not Helpful 3
Make sure you’re getting enough sleep. Thanks Helpful 5 Not Helpful 3
Maintain a healthy diet. Thanks Helpful 5 Not Helpful 3

Recommended time doing homework varies by age. The National PTA recommends about 10 minutes per grade level per night (30 minutes a night for the third grade). Thanks Helpful 9 Not Helpful 0
Some people may need additional help in order to focus on their homework and finish it. If you are struggling in school, ask your parents or teachers about what resources may be available, and seek out professional help or ask your parents to do so, if necessary. Thanks Helpful 29 Not Helpful 9
If you are under the age of thirteen, you may need to obtain your parents’ permission before downloading any computer applications. Thanks Helpful 30 Not Helpful 13

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↑ https://www.takingcharge.csh.umn.edu/power-habit-charles-duhigg
↑ https://www.edutopia.org/article/research-tested-benefits-breaks/
↑ https://www.wma.us/about/titan-blog/post/~board/titan-blog/post/how-to-prioritize-school-assignments-and-homework
↑ https://jhsap.org/self_help_resources/school-life_balance//
↑ https://lsc.cornell.edu/how-to-study/studying-for-and-taking-exams/guidelines-for-creating-a-study-schedule/
↑ https://success.oregonstate.edu/learning/concentration
↑ https://www.pewresearch.org/internet/2020/07/28/parenting-children-in-the-age-of-screens/
↑ https://kidshealth.org/en/teens/homework.html/
↑ https://absn.northeastern.edu/blog/8-things-to-keep-in-your-at-home-study-space/
↑ https://scholar.utc.edu/theses/171/
↑ https://onlinelibrary.wiley.com/doi/abs/10.1002/acp.1731
↑ https://kidshealth.org/en/teens/talk-to-parents.html
↑ https://rdw.rowan.edu/cgi/viewcontent.cgi?article=2412&context=etd
↑ https://blogs.chapman.edu/scst/2016/02/09/what-tutoring-is-and-what-tutoring-is-not/
↑ https://undergrad.stanford.edu/tutoring-support

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Mastering Homework: 15 Strategies to Tackle Assignments Like a Pro »

Mastering Homework: 15 Strategies to Tackle Assignments Like a Pro

“Homework”. The very phrase can send shivers down the spines of students, evoking images of late nights, overwhelming tasks, and endless frustration. But fear not! We are here to equip you with the ultimate arsenal of strategies for tackling homework that will transform your approach and help you conquer assignments like a true pro. You can use our 15 tried-and-true strategies to tackle homework and learn how to complete tasks efficiently. So, say goodbye to homework blues and get ready to unleash your full potential with these game-changing techniques.

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15 Strategies for Tackling Homework

In this section, we will explore 15 powerful strategies that will empower you to take charge of your homework, boost productivity, and achieve academic success.

Tip 1: Set a Dedicated Study Space

Creating a designated study area helps you focus and stay organized. Find a quiet corner where you can concentrate without distractions, ensuring that all necessary materials are within reach.

Tip 2: Plan Your Homework Schedule

Develop a homework schedule that suits your routine. Break your workload into manageable chunks and allocate specific time slots for each task. This approach will prevent procrastination and allow for better time management.

Tip 3: Prioritize Tasks

Start with the most challenging assignments first while your mind is fresh. Prioritizing tasks based on their due dates and complexity will help you tackle them systematically and avoid last-minute stress

Tip 4: Take Regular Breaks

Studying for long stretches without breaks can lead to fatigue and reduced productivity. Incorporate short breaks into your homework sessions to recharge your mind and maintain focus

Tip 5: Use the Pomodoro Technique

The Pomodoro Technique involves working in focused intervals of 25 minutes, followed by a 5-minute break. This structured approach can improve your concentration and efficiency while studying

Tip 6: Avoid Multitasking

Multitasking might seem like a time-saving strategy, but it often leads to decreased productivity. Concentrate on one task at a time, completing it before moving on to the next, to ensure better comprehension and quality work

Tip 7: Seek Clarity

If you encounter difficulties or have questions about a particular assignment, don’t hesitate to seek clarification from your teacher or classmates. Clearing doubts early on will prevent misunderstandings and ensure accurate completion of your homework

Tip 8: Break Down Complex Tasks

Large or complex assignments can be overwhelming. Break them down into smaller, more manageable parts. By dividing the task into smaller goals, you can approach it step-by-step, making it less daunting

Tip 9: Use Productivity Tools

Various productivity apps and tools are available to help you organize your tasks, set reminders, and track your progress. They can help you avoid missing deadlines and complete your homework more efficiently.

Tip 10: Take Proper Notes

Develop effective note-taking strategies during classes to ensure you have organized and comprehensive material to refer back to when doing your homework.

Tip 11: Avoid Procrastination

Procrastination only leads to increased stress and rushed work. Combat this habit by breaking down tasks, setting deadlines, and maintaining a disciplined approach to homework

Tip 12: Take Advantage of Available Resources

Make use of online references, and other learning materials. You should also take advantage of additional features of these platforms to make studying more convenient. Extramarks Smart Class Plus offers after-school connectivity which allows you to access your homework from your phone. Even teachers can check it remotely.

Tip 13: Collaborate With Peers

Teaming up with classmates for group study sessions can be beneficial. Sharing ideas, discussing concepts, and explaining topics to each other can deepen your understanding and make homework more enjoyable

Tip 14: Review and Revise

Before submitting your homework, review your work for errors, clarity, and completeness. Taking the time to revise your assignments ensures that you have produced quality work and avoided unnecessary mistakes

Tip 15: Celebrate Your Achievements

Acknowledge your efforts and celebrate your accomplishments. Rewarding yourself for completing homework tasks will motivate you to maintain a positive attitude toward future assignments

Benefits of Planning Homework

Planning your homework brings a multitude of advantages that can transform your academic experience. Here are a few benefits of using our strategies for tackling homework.

Benefit 1: Improved Time Management

Planning your homework allows you to allocate time efficiently, ensuring you complete assignments on time without feeling overwhelmed

Benefit 2: Reduced Stress Levels

A well-planned homework schedule reduces the stress associated with procrastination and rushed work, enabling you to complete your homework in a timely and efficient manner

Benefit 3: Enhanced Learning

Planning your homework enables you to structure your study sessions effectively. By organizing your workload, you create an environment that promotes focused learning and better retention of information

Benefit 4: Increased Productivity

With a clear plan in place, you can eliminate distractions and optimize your productivity during homework sessions, leading to more efficient completion of tasks

Benefit 5: Better Understanding of Concepts

Planning your homework provides an opportunity to review and consolidate what you have learned in class. This reinforcement aids in better understanding and retention of concepts

Benefit 6: Greater Accountability

A homework plan holds you accountable for completing tasks as scheduled. This sense of responsibility instills discipline and helps you develop essential life skills

Benefit 7: Improved Performance

Effective homework planning allows you to dedicate sufficient time to each assignment, resulting in higher quality work and improved academic performance

Benefit 8: Enhanced Time for Revision

By planning your homework in advance, you can ensure that you have enough time for revision and practice

Benefit 9: Reduced Homework-Related Conflicts

With a structured plan, you can balance your homework with extracurricular activities, family time, and other commitments, minimizing conflicts and creating a harmonious routine

Benefit 10: Increased Confidence

Successfully managing your homework through planning instills a sense of accomplishment and boosts your confidence in your abilities as a student

Planning your homework not only helps you stay organized and manage your time effectively but also offers a range of benefits that contribute to your overall academic success. By employing our strategies for tackling homework, you can experience improved time management, reduced stress levels, enhanced learning, increased productivity, a better understanding of concepts, greater accountability, improved performance, ample time for revision, reduced conflicts, and increased confidence in your abilities.

How Extramarks Smart Class Plus Can Help Students in Planning Homework

Extramarks Smart Class Plus offers a range of connectivity features that make homework planning easier and more efficient.

1. 24×7 Availability of Classroom Lectures

Extramarks Smart Class Plus provides 24×7 access to classroom lectures. Students can catch up on missed lessons or review them to ensure they don’t fall behind in their studies. With the ability to revisit lectures anytime, students can better plan their homework around their learning needs.

2. Supplementary Resources

The platform offers a vast repository of supplementary resources related to in-class lessons. Students can access these resources to enhance their understanding of complex concepts and reinforce their learning. These additional materials provide valuable support in planning and completing homework assignments.

3. One-Tap Video Solutions

Extramarks Smart Class Plus offers comprehensive explanations and visual demonstrations through one-tap video solutions. Students can resolve their doubts and master complex concepts with ease. This feature ensures that students have access to instant guidance, helping them plan and complete their homework efficiently.

Extramarks Smart Class Plus goes beyond traditional homework support by offering connectivity features designed to enhance the homework planning process. By leveraging these features, you can stay organized, access additional learning materials, resolve doubts instantly, and maximize your productivity in planning and completing your homework. Extramarks Smart Class Plus can be your companion on your journey to academic success.

Q1. How can I find the best study space for homework?

Ans: Finding a quiet and comfortable area free from distractions such as a dedicated corner in your room or a library, can be an ideal study space for homework.

Q2. Is it necessary to follow a specific homework schedule?

Ans: Having a homework schedule is highly recommended as it helps you manage your time effectively and ensures that you complete assignments on time.

Q3. How can Extramarks Smart Class Plus help in planning homework?

Ans: Extramarks Smart Class Plus offers after school connectivity which allows students to access their homework from their phone. This allows them to complete it at their own convenience and also allows teachers and parents to know when it has been completed. These features facilitate effective homework planning and help students stay organized and on track.

Q4. Can collaboration with peers improve homework completion?

Ans: Collaborating with peers through group study sessions allows for sharing of ideas, discussion of concepts, and clarification of doubts, which can enhance understanding and make homework more manageable.

Q5. How can I stay motivated while tackling homework?

Ans: Staying motivated can be challenging, but you can reward yourself after completing tasks, study in a group, or break down tasks into smaller goals to maintain motivation and make homework more enjoyable.

Last Updated on September 1, 2023

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How to complete when you have lots of assignments ?

Assignment Juggling Mastery: Strategies to Efficiently Navigate and Excel When Facing a Pile-Up of Academic Tasks.

When faced with a heavy workload of assignments, effective planning and execution are key to success. Managing multiple assignments requires strategic prioritization, efficient time management, and a structured approach to ensure quality and timely completion. This guide explores practical steps to tackle numerous tasks: from breaking down assignments into manageable parts and creating a schedule, to staying organized and minimizing distractions. By implementing these strategies, students can enhance productivity, reduce stress, and achieve academic goals effectively. Balancing thoroughness with efficiency, this approach fosters not only completion but also mastery of content, empowering students to excel amidst demanding academic schedules.

Strategic Implementation for Enhanced Productivity and Academic Success

Implementing these strategies enhances productivity, reduces stress, and achieves academic goals effectively. Balancing thoroughness with efficiency fosters both completion and content mastery, empowering students to excel amidst demanding academic schedules.

1. Prioritize Your Assignments:

- Start by identifying which assignments are due. Prioritize them based on deadlines. Consider factors like the complexity of the assignment, the amount of research required, and your familiarity with the topic.

2. Break Down Each Assignment:

- Divide each assignment into smaller, manageable tasks. It could include researching, outlining, writing, revising, and proofreading. Breaking down assignments into smaller steps makes them less intimidating.

3. Create a Schedule:

- Develop a detailed schedule or to-do list that outlines when you'll work on each assignment. Allocate specific time slots for research, writing, and editing. Be realistic about the time needed for each task.

4. Set Goals:

- Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated.

5. Minimize Distractions:

- Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.

6. Use Time Management Techniques:

- Techniques like the Pomodoro Technique (working in focused intervals with short breaks) can improve productivity and prevent burnout.

7. Start Early:

- Begin working on assignments as soon as they are assigned. Procrastination can lead to stress and lower-quality work.

8. Utilize Resources:

- If you encounter challenges with a particular assignment, seek help from professors, or you can opt for platforms offering Assignment Help USA . Don't hesitate to ask questions when you're unsure about a task.

Diverse Time Management Techniques for students

9. Stay Organized:

- Keep all your assignment-related materials well-organized, including research notes, outlines, and drafts. Use digital tools or physical folders to manage your resources.

10. Avoid Multitasking:

- Focus on one assignment at a time. Multitasking can reduce the quality of your work and increase stress levels.

11. Take Breaks:

- Allocate short breaks between tasks to recharge your mind. Use this time to stretch, walk, or do something enjoyable to prevent burnout.

12. Stay Healthy:

- Maintain a balanced diet, exercise regularly, and get enough sleep. Physical and mental well-being are crucial for effective time management and productivity.

13. Review and Revise:

- After completing an assignment, take the time to review and revise your work. Check for errors and improve the overall quality of your assignment.

14. Seek Extensions if Necessary:

- If you encounter unexpected challenges or circumstances that hinder your ability to complete an assignment on time, consider requesting an extension from your professor. Be sure to provide valid reason/reasons and request it before the deadlines mentioned in the instructions.

15. Celebrate Your Achievements:

- Acknowledge your accomplishments along the way. Reward yourself for meeting milestones and completing assignments. Positive reinforcement can boost motivation.

You must remember that effective time management and organization are crucial to completing multiple assignments successfully. Following these steps and maintaining a proactive approach to your coursework can reduce stress and produce high-quality work within your deadlines.

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And #11 Successful Students Learn Independently

16 Dealing With Assignments

Understanding your first assignment.

The number of assignments you will receive in a semester often surprises students. For some students, figuring out how to manage assignments is a new experience. For others who have had assignments in the past, the amount of work needed to complete assignments at the college level is what is unexpected. Most of the assignments you will receive will take longer than one session of study to complete. You will likely need to work on your assignment over several days or weeks. In this section, we will provide you with advice on how to understand the requirements of your assignment, and how to manage and track the tasks you will need to complete. We will provide you with some time management tips and an assignment tracker to try.

white printer paper with notes on white table

Assignment Terms

Assignment questions, outlines and marking schemes, breaking down large assignments.

How to breakdown assignments into tasks

Understand the assignment: Read the assignment instructions carefully, and make sure you understand what is required. If you do not understand what you need to do, ask your professor as soon as possible.
Create a task list: What are the smaller tasks you need to do to complete this assignment? Smaller tasks are activities like conducting research at the library or setting up group meetings for a group project.
Create a timeline: Create a timeline that includes all the tasks that need to be completed. Consider how much time you will need to complete that task and when you will work on it. Set due dates for each task.
Brainstorm ideas: Before you start writing, brainstorm ideas for the assignment. Think about the main points you want to cover, any research you need to do, and any supporting evidence you might need.
Create an outline: Once you have a list of ideas, create an outline for your assignment. An outline can help you organize your thoughts and make sure you cover all the necessary points.
Schedule time for research: Do your research before you begin writing. As you find sources, gather the information you will need to create a reference and take notes about essential information the source will provide and where this information fits in with your outline.
Schedule time for revision: Plan to review your work before you submit. This can include checking your work against the assignment instructions or rubric, making changes to the content, and proofreading.

Here is an example of this process:

Key Takeaway from video

Breaking down a large or medium-sized assignment into smaller pieces can help reduce stress, ensure completion of all parts of the assignment, and allow you to get other important tasks done too.

Using an Assignment Tracker

Time Management Considerations

Time management is the practice of organizing and prioritizing one’s activities and tasks effectively in order to maximize productivity and achieve one’s goals. For college students, time management involves creating a plan for allocating their time efficiently and balancing academic responsibilities with social activities, work, and personal obligations. It requires identifying tasks and goals, setting realistic deadlines, and using tools such as schedules, to-do lists, and reminders to stay on track. Effective time management helps students to reduce stress, increase productivity, and achieve academic success while still enjoying a balanced lifestyle.

Procrastination: Students tend to put off starting a large writing assignment until the last minute, leaving themselves with insufficient time to complete the assignment.
Lack of Planning: Many students do not adequately plan their time for the writing process, which can result in poor time management and a lower quality of work.
Perfectionism: Students may spend too much time trying to perfect every aspect of their writing, which can lead to time wastage and increased stress.
Break the Task into Smaller Parts: Instead of attempting to complete the entire assignment in one sitting, break it down into smaller, more manageable parts, and set specific deadlines for each.
Create a Schedule: Create a schedule for the writing process and stick to it. This will help you stay on track and ensure that you have enough time to complete the assignment.
Avoid Distractions: Avoid any distractions that can lead to time wastage, such as social media, television, and video games.
Set Priorities: Set priorities for your writing tasks, focusing on the most critical aspects of the assignment first.
Use Writing Tools : Utilize writing tools such as spell check, grammar check, and citation generators to save time and reduce the need for extensive revisions.
Take Breaks: Taking regular breaks can help you stay focused and prevent burnout, ensuring that you produce your best work.

Avoiding Procrastination

Key Takeaways

Want more? The Learning Portal has more ideas for Managing Assignments.

A Guide for Successful Students 2nd ed. Copyright © 2023 by Irene Stewart, Aaron Maisonville, and Nicolai Zriachev, St. Clair College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Home » Literacy Lines » Planning Effective Writing Assignments

Planning Effective Writing Assignments

When you ask students to complete a writing assignment, how often do you receive something back that does not match what you were expecting from your students? Part of the problem is that students may not have enough information about your expectations. Often the directions for a writing task lack specificity, such as the following examples:

Write a composition that compares and contrasts…
Write a short research report about…
Use information from these three sources to write an answer to this question…

With broad assignments like these, students are understandably not sure about the purpose for writing the piece, how long it should be, how much and what kind of content they should include, and what supports might be available. They also may be unsure of how the writing will be graded.

One of the recommendations from the Writing next research report (Graham & Perin, 2007) is for teachers to provide specific product goals:

“Setting product goals involves assigning students specific, reachable goals for the writing they are to complete. It includes identifying the purpose of the assignment (e.g., to persuade) as well as characteristics of the final product. Specific goals in the studies reviewed included (a) adding more ideas to a paper when revising, or establishing a goal to write a specific kind of paper and (b) assigning goals for specific structural elements in a composition. Compared with instances in which students were simply given a general overall goal, these relatively simple procedures resulted in a positive effect size, and the average effect was strong. Overall, assigning students goals for their written product had a strong impact on writing quality.” (p. 17)

To help students successfully complete content writing tasks, follow these steps when planning a writing assignment:

Determine the writing objective. For example, is the objective to have students process their content knowledge, or perhaps to deepen their understanding and reflect on what they have learned? Do you want to use the writing task to assess students’ content learning?
Generate an appropriate writing task, choosing the best type of writing for the task – informational, opinion/argument, or narrative.
Set clear goals. Identify the TAP (task audience, purpose). Clearly state your expectations for the length of the piece, the form, and any other requirements.
Provide scaffolds. For instance, can you show models or examples? What other scaffolds can you provide to help some students or all students?
Plan for feedback and revision. Is this part of the writing process necessary and reasonable, given the writing objective and task? If so, what tools can be used to provide feedback?

Writing Assignment Guide (WAG)

One of the instructional suggestions in the Keys to Content Writing professional development course is for teachers to use a WAG to plan writing assignments and communicate expectations to students. The information in a WAG should be shared with students so they know the requirements and the support that will be provided. A blank copy of a WAG planning template is shown below, followed by a description of each part of the WAG.

Writing Task: The teacher describes the writing task, including the type of writing (informational, opinion/argument, narrative, or a combination).
Audience: The teacher identifies the audience for the writing piece. This might be the teacher, peer students, or an authentic audience.
Purpose: The teacher identifies the purpose for writing the piece, such as to reinforce content learning, to develop writing skills, or a specific purpose related to an authentic audience.
Length: The teacher shares requirements for the length of the writing piece by identifying a range in number of words, sentences, paragraphs, or pages.
Directions & Requirements: The teacher presents directions for the writing task and shares specific requirements for the content or text structure. If there are requirements for use and citation of sources, these are included, as well as information about grading.
Writing Supports: The teacher identifies scaffolds and supports that are provided for some or all of the students.

The WAG example below includes questions (in red) for teachers to assist them as they complete a WAG. Several classroom examples follow.

Sharing a WAG with Students

Teachers should share the information with students so they understand the requirements for a writing assignment and the support teachers will provide. Teachers should base the format used to share the WAG details on the age and skills of the students. They can share a copy of the WAG, or they can modify the information in a more student-friendly layout. Two examples are provided below.

Using a WAG As a Guide for Grading

One of the questions students ask is, “How will my writing piece be graded?” The Length and Directions and Requirements parts of the WAG can be used to communicate to students what they should check for when they are reviewing and revising their writing. Did they meet requirements for length, text structure and formatting, use of vocabulary? Did they include all the required content? When assessing and grading a writing piece, the teacher can include requirement details in a scoring rubric, enabling them to make grading decisions based on a set criteria rather than a more general reaction to the quality of the student’s writing.

References:

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve the writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Sedita, J. (2024). Keys to content writing, 3rd Edition. Rowley, MA: Keys to Literacy.
Joan Sedita

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The 5 Best Homework Help Websites (Free and Paid!)

Other High School , General Education

Listen: we know homework isn’t fun, but it is a good way to reinforce the ideas and concepts you’ve learned in class. But what if you’re really struggling with your homework assignments?

If you’ve looked online for a little extra help with your take-home assignments, you’ve probably stumbled across websites claiming to provide the homework help and answers students need to succeed . But can homework help sites really make a difference? And if so, which are the best homework help websites you can use?

Below, we answer these questions and more about homework help websites–free and paid. We’ll go over:

The basics of homework help websites
The cost of homework help websites
The five best homework websites out there
The pros and cons of using these websites for homework help
The line between “learning” and “cheating” when using online homework help
Tips for getting the most out of a homework help website

So let’s get started!

The Basics About Homework Help Websites–Free and Paid

Homework help websites are designed to help you complete your homework assignments, plain and simple.

What Makes a Homework Help Site Worth Using

Most of the best sites allow users to ask questions and then provide an answer (or multiple possible answers) and explanation in seconds. In some instances, you can even send a photo of a particular assignment or problem instead of typing the whole thing out!

Homework help sites also offer more than just help answering homework questions. Common services provided are Q&A with experts, educational videos, lectures, practice tests and quizzes, learning modules, math solving tools, and proofreading help. Homework help sites can also provide textbook solutions (i.e. answers to problems in tons of different textbooks your school might be using), one-on-one tutoring, and peer-to-peer platforms that allow you to discuss subjects you’re learning about with your fellow students.

And best of all, nearly all of them offer their services 24/7, including tutoring!

What You Should Should Look Out For

When it comes to homework help, there are lots–and we mean lots –of scam sites out there willing to prey on desperate students. Before you sign up for any service, make sure you read reviews to ensure you’re working with a legitimate company.

A word to the wise: the more a company advertises help that veers into the territory of cheating, the more likely it is to be a scam. The best homework help websites are going to help you learn the concepts you’ll need to successfully complete your homework on your own. (We’ll go over the difference between “homework help” and “cheating” a little later!)

You don't need a golden piggy bank to use homework help websites. Some provide low or no cost help for students like you!

How Expensive Are the Best Homework Help Websites?

First of all, just because a homework help site costs money doesn’t mean it’s a good service. Likewise, just because a homework help website is free doesn’t mean the help isn’t high quality. To find the best websites, you have to take a close look at the quality and types of information they provide!

When it comes to paid homework help services, the prices vary pretty widely depending on the amount of services you want to subscribe to. Subscriptions can cost anywhere from $2 to $150 dollars per month, with the most expensive services offering several hours of one-on-one tutoring with a subject expert per month.

The 5 Best Homework Help Websites

So, what is the best homework help website you can use? The answer is that it depends on what you need help with.

The best homework help websites are the ones that are reliable and help you learn the material. They don’t just provide answers to homework questions–they actually help you learn the material.

That’s why we’ve broken down our favorite websites into categories based on who they’re best for . For instance, the best website for people struggling with math might not work for someone who needs a little extra help with science, and vice versa.

Keep reading to find the best homework help website for you!

Best Free Homework Help Site: Khan Academy

Price: Free!
Best for: Practicing tough material

Not only is Khan Academy free, but it’s full of information and can be personalized to suit your needs. When you set up your account , you choose which courses you need to study, and Khan Academy sets up a personal dashboard of instructional videos, practice exercises, and quizzes –with both correct and incorrect answer explanations–so you can learn at your own pace.

As an added bonus, it covers more course topics than many other homework help sites, including several AP classes.

Runner Up: Brainly.com offers a free service that allows you to type in questions and get answers and explanations from experts. The downside is that you’re limited to two answers per question and have to watch ads.

Best Paid Homework Help Site: Chegg

Price: $14.95 to $19.95 per month
Best for: 24/7 homework assistance

This service has three main parts . The first is Chegg Study, which includes textbook solutions, Q&A with subject experts, flashcards, video explanations, a math solver, and writing help. The resources are thorough, and reviewers state that Chegg answers homework questions quickly and accurately no matter when you submit them.

Chegg also offers textbook rentals for students who need access to textbooks outside of their classroom. Finally, Chegg offers Internship and Career Advice for students who are preparing to graduate and may need a little extra help with the transition out of high school.

Another great feature Chegg provides is a selection of free articles geared towards helping with general life skills, like coping with stress and saving money. Chegg’s learning modules are comprehensive, and they feature solutions to the problems in tons of different textbooks in a wide variety of subjects.

Runner Up: Bartleby offers basically the same services as Chegg for $14.99 per month. The reason it didn’t rank as the best is based on customer reviews that say user questions aren’t answered quite as quickly on this site as on Chegg. Otherwise, this is also a solid choice!

Best Site for Math Homework Help: Photomath

Price: Free (or $59.99 per year for premium services)
Best for: Explaining solutions to math problems

This site allows you to t ake a picture of a math problem, and instantly pulls up a step-by-step solution, as well as a detailed explanation of the concept. Photomath also includes animated videos that break down mathematical concepts to help you better understand and remember them.

The basic service is free, but for an additional fee you can get extra study tools and learn additional strategies for solving common math problems.

Runner Up: KhanAcademy offers in-depth tutorials that cover complex math topics for free, but you won’t get the same tailored help (and answers!) that Photomath offers.

Best Site for English Homework Help: Princeton Review Academic Tutoring

Price: $40 to $153 per month, depending on how many hours of tutoring you want
Best for: Comprehensive and personalized reading and writing help

While sites like Grammarly and Sparknotes help you by either proofreading what you write via an algorithm or providing book summaries, Princeton Review’s tutors provide in-depth help with vocabulary, literature, essay writing and development, proofreading, and reading comprehension. And unlike other services, you’ll have the chance to work with a real person to get help.

The best part is that you can get on-demand English (and ESL) tutoring from experts 24/7. That means you can get help whenever you need it, even if you’re pulling an all-nighter!

This is by far the most expensive homework site on this list, so you’ll need to really think about what you need out of a homework help website before you commit. One added benefit is that the subscription covers over 80 other subjects, including AP classes, which can make it a good value if you need lots of help!

Best Site for STEM Homework Help: Studypool

Best for: Science homework help
Price: Varies; you’ll pay for each question you submit

When it comes to science homework help, there aren’t a ton of great resources out there. The best of the bunch is Studypool, and while it has great reviews, there are some downsides as well.

Let’s start with the good stuff. Studypool offers an interesting twist on the homework help formula. After you create a free account, you can submit your homework help questions, and tutors will submit bids to answer your questions. You’ll be able to select the tutor–and price point–that works for you, then you’ll pay to have your homework question answered. You can also pay a small fee to access notes, lectures, and other documents that top tutors have uploaded.

The downside to Studypool is that the pricing is not transparent . There’s no way to plan for how much your homework help will cost, especially if you have lots of questions! Additionally, it’s not clear how tutors are selected, so you’ll need to be cautious when you choose who you’d like to answer your homework questions.

What Are the Pros and Cons of Using Homework Help Sites?

Homework help websites can be a great resource if you’re struggling in a subject, or even if you just want to make sure that you’re really learning and understanding topics and ideas that you’re interested in. But, there are some possible drawbacks if you don’t use these sites responsibly.

We’ll go over the good–and the not-so-good–aspects of getting online homework help below.

3 Pros of Using Homework Help Websites

First, let’s take a look at the benefits.

#1: Better Grades Beyond Homework

This is a big one! Getting outside help with your studies can improve your understanding of concepts that you’re learning, which translates into better grades when you take tests or write essays.

Remember: homework is designed to help reinforce the concepts you learned in class. If you just get easy answers without learning the material behind the problems, you may not have the tools you need to be successful on your class exams…or even standardized tests you’ll need to take for college.

#2: Convenience

One of the main reasons that online homework help is appealing is because it’s flexible and convenient. You don’t have to go to a specific tutoring center while they’re open or stay after school to speak with your teacher. Instead, you can access helpful resources wherever you can access the internet, whenever you need them.

This is especially true if you tend to study at off hours because of your extracurriculars, work schedule, or family obligations. Sites that offer 24/7 tutoring can give you the extra help you need if you can’t access the free resources that are available at your school.

#3: Variety

Not everyone learns the same way. Maybe you’re more of a visual learner, but your teacher mostly does lectures. Or maybe you learn best by listening and taking notes, but you’re expected to learn something just from reading the textbook .

One of the best things about online homework help is that it comes in a variety of forms. The best homework help sites offer resources for all types of learners, including videos, practice activities, and even one-on-one discussions with real-life experts.

This variety can also be a good thing if you just don’t really resonate with the way a concept is being explained (looking at you, math textbooks!).

Not so fast. There are cons to homework help websites, too. Get to know them below!

3 Cons of Using Homework Help Websites

Now, let’s take a look at the drawbacks of online homework help.

#1: Unreliable Info

This can be a real problem. In addition to all the really good homework help sites, there are a whole lot of disreputable or unreliable sites out there. The fact of the matter is that some homework help sites don’t necessarily hire people who are experts in the subjects they’re talking about. In those cases, you may not be getting the accurate, up-to-date, and thorough information you need.

Additionally, even the great sites may not be able to answer all of your homework questions. This is especially true if the site uses an algorithm or chatbot to help students…or if you’re enrolled in an advanced or college-level course. In these cases, working with your teacher or school-provided tutors are probably your best option.

#2: No Clarification

This depends on the service you use, of course. But the majority of them provide free or low-cost help through pre-recorded videos. Watching videos or reading info online can definitely help you with your homework… but you can’t ask questions or get immediate feedback if you need it .

#3: Potential For Scamming

Like we mentioned earlier, there are a lot of homework help websites out there, and lots of them are scams. The review comments we read covered everything from outdated or wrong information, to misleading claims about the help provided, to not allowing people to cancel their service after signing up.

No matter which site you choose to use, make sure you research and read reviews before you sign up–especially if it’s a paid service!

When Does “Help” Become “Cheating”?

Admittedly, whether using homework help websites constitutes cheating is a bit of a grey area. For instance, is it “help” when a friend reads your essay for history class and corrects your grammar, or is it “cheating”? The truth is, not everyone agrees on when “help” crosses the line into “cheating .” When in doubt, it can be a good idea to check with your teacher to see what they think about a particular type of help you want to get.

That said, a general rule of thumb to keep in mind is to make sure that the assignment you turn in for credit is authentically yours . It needs to demonstrate your own thoughts and your own current abilities. Remember: the point of every homework assignment is to 1) help you learn something, and 2) show what you’ve learned.

So if a service answers questions or writes essays for you, there’s a good chance using it constitutes cheating.

Here’s an example that might help clarify the difference for you. Brainstorming essay ideas with others or looking online for inspiration is “help” as long as you write the essay yourself. Having someone read it and give you feedback about what you need to change is also help, provided you’re the one that makes the changes later.

But copying all or part of an essay you find online or having someone write (or rewrite) the whole thing for you would be “cheating.” The same is true for other subjects. Ultimately, if you’re not generating your own work or your own answers, it’s probably cheating.

5 Tips for Finding the Best Homework Help Websites for You

Now that you know some of our favorite homework help websites, free and paid, you can start doing some additional research on your own to decide which services might work best for you! Here are some top tips for choosing a homework help website.

Tip 1: Decide How You Learn Best

Before you decide which site or sites you’re going to use for homework help, y ou should figure out what kind of learning style works for you the most. Are you a visual learner? Then choose a site that uses lots of videos to help explain concepts. If you know you learn best by actually doing tasks, choose a site that provides lots of practice exercises.

Tip 2: Determine Which Subjects You Need Help With

Just because a homework help site is good overall doesn’t mean that it’s equally good for every subject. If you only need help in math, choose a site that specializes in that area. But if history is where you’re struggling, a site that specializes in math won’t be much help. So make sure to choose a site that you know provides high-quality help in the areas you need it most.

Tip 3: Decide How Much One-On-One Help You Need

This is really about cost-effectiveness. If you learn well on your own by reading and watching videos, a free site like Khan Academy is a good choice. But if you need actual tutoring, or to be able to ask questions and get personalized answers from experts, a paid site that provides that kind of service may be a better option.

Tip 4: Set a Budget

If you decide you want to go with a paid homework help website, set a budget first . The prices for sites vary wildly, and the cost to use them can add up quick.

Tip 5: Read the Reviews

Finally, it’s always a good idea to read actual reviews written by the people using these homework sites. You’ll learn the good, the bad, and the ugly of what the users’ experiences have been. This is especially true if you intend to subscribe to a paid service. You’ll want to make sure that users think it’s worth the price overall!

What’s Next?

If you want to get good grades on your homework, it’s a good idea to learn how to tackle it strategically. Our expert tips will help you get the most out of each assignment…and boost your grades in the process.

Doing well on homework assignments is just one part of getting good grades. We’ll teach you everything you need to know about getting great grades in high school in this article.

Of course, test grades can make or break your GPA, too. Here are 17 expert tips that’ll help you get the most out of your study prep before you take an exam.

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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8 Ways To Stay Motivated To Complete Assignments

When you enter college, you get blasted with many responsibilities. Some are new to you, while others are not. The new things can take you a lot of time to learn. One new thing you have to learn and master is assignment writing . Yes, assignments are a big part of college life.

If you haven’t started college yet, you may be thinking that we’re exaggerating things. But, that’s not the case. Learning how to write assignments in college is crucial. Students who don’t learn it take expert help from websites like Grow With Grades (GWG), which isn’t bad, in our opinion.

Taking help occasionally isn’t bad. What’s bad is when you don’t learn how to write assignments throughout your time spent at college. We're writing this blog to stop you from dealing with this problem. This blog will tell you 8 ways to stay motivated to complete assignments.

Let’s start.

Put An End To Procrastination

The first thing you want to take care of while writing assignments is to end procrastination. It is the number one enemy of a good and productive life. We know you love to sleep whenever you get time. But taking multiple naps throughout the day isn’t a good thing.

Procrastination can also look like using your smartphone, even after knowing that you have assignments to complete. Whatever is causing you to procrastinate, you need to find a solution ASAP.

The thing with procrastination is that it can stop you from completing the simplest of tasks. Consider you get 10 days for completing assignments . You can still not do it if you have a habit of procrastinating. You may not realize it now, but it is a big problem that will stop you from succeeding in life.

Put Distractions Aside

Often some things lead you to procrastinate. And the most common is a smartphone. Parents reading this blog will agree that smartphones are indeed why they argue with their children. Children these days use smartphones for hours on end because they can do everything using them. From taking notes in class to setting reminders for assignment submission, there is no end to what can be done using smartphones.

When children have access to smartphones from a young age, they’re very likely to develop a habit. And developing a habit of using smartphones is never good because it can stop you from focusing on what’s important and start indulging in timepass activities.

So, from now on, when you’re about to start assignment writing , make sure to keep your smartphone away from you, preferably in the other room. Initially, you may want to use your smartphone every few minutes. But once you develop a habit, not using it will become a habit for you.

Do Extensive Research

You can’t straight away decide to write assignments when the professor asks you to. When you do it, assignment writing becomes boring, which is why you can’t stay motivated. There’s a very simple way you can counter this problem.

The way is by doing extensive research. When you research, you learn many things, and the task does not stay boring at all. Moreover, research is crucial for any assignment because you can’t complete it if you don’t research.

Make sure to search for information from multiple resources. When you do it, you identify any wrong information you might include if you don’t check multiple resources. We recommend you check research papers because they have the most credible information.

Create An Outline

You feel bored and lack motivation when you don’t begin the work. Often starting something is the hardest thing. You’ll realize it when you have to write assignments. Starting them is like a challenge, but you realize writing the other parts becomes fairly easy when you start writing.

So, what you can do is create an outline for the assignment. Outline means to create the introduction and different headings. When you do it, you put an end to boredom and have a rough idea about what you’ll write. And when you have done some work, you stay motivated to complete the rest.

Reward Yourself

Writing assignments continuously can be tiring. We assure you that no one (even the best writers) can do it.

So, what’s the solution when you’re tight on deadlines?

A very good solution is to start rewarding yourself. The reward can be anything from tasty food to watching funny videos. There is no limitation to what a reward can look like. Whatever makes you appreciate your efforts can be a reward.

You might have seen many people these days intentionally make their lives harder. They do it in the name of evolving through challenges. While it is true that a person grows when they go through challenges, it isn’t a good practice to create them forcefully. We all have to realize how crucial it is to appreciate ourselves.

And occasionally eating your favourite food won’t make you fat. So, stop thinking about it and reward yourself often.

Take A Walk

The breaks you take when writing assignments aren’t a waste of time. They are meant to refresh your mind and body, which are essential if you want to keep your productivity high. You can either sit idle or take a walk.

Taking a walk is a pretty good habit , as it can refresh your mind. When you walk in nature, your eyes, mind and entire body feels refreshed. If you’re looking to lose fat, walking is a good choice. You don’t necessarily have to run or go to a gym to get in good shape. Brisk walking can burn a lot of calories, and it is the perfect choice for people with busy schedules.

Ask Your Friends What You Don’t Understand

It is common for students in college not to know everything about all the subjects. It could be because they are interested in a specific subject or just don’t have enough time to become good at everything. When this happens, students can ask their friends to teach them what they don’t know.

We feel asking your college friends about topics you don’t understand is a very good thing. You can’t always approach your professor and ask them about your doubts. Well, you can, but most students are not comfortable doing it. If you are or want to learn how to be your professor’s favourite student, we recommend you read this blog .

Anyways, when you take help from your friends, you don’t have to speak in a formal tone, as you would with your professors. Another benefit is that your relation with your friends will strengthen. You never know which friends can become your best friends, and you may end up staying in touch with them for many years.

Know The Negative Consequences

For some students, positive things don’t work. They have to think about the negative consequences to get motivation. In college, it means they have to think that they can fail if they don’t complete and submit their assignments on time.

Many people crumble under pressure, but some love working under it. Many athletes deal with pressure when the race is about to start. But whenever any news reporter asks them how they’re feeling, they always reply that they’re excited. That’s because the same part of your brain works when you’re under pressure and excited.

So, if thinking about negative consequences motivates you to take action and complete assignments, resort to it.

Staying motivated while writing assignments is difficult because there are some challenges that one is presented with. If you also lose motivation easily while doing assignments, you need to read this blog. That’s because, in this blog, we covered 8 ways to stay motivated to complete assignments. After reading this blog, we hope that you won’t have trouble finding motivation.

If you liked reading it, share it with your college friends.

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Teaching Students About Diode Symbols

Teaching students about dog sharks, 10 principal rules to help you be more successful, teaching students about king henry of france, a year after cuts, wv still bleeding faculty, administrators, kentucky is working hard to educate non-traditional students in higher ed | opinion, more australians repaying student loans early, uhv school psychology grant funds 10 students’ education, university of dayton to shed faculty, weigh program cuts, 30 higher ed it influencers to follow in 2024, 21 strategies to help students who have trouble completing assignments independently.

Are you looking for strategies to help students who have trouble completing assignments independently? If so, keep reading.

1. Create classroom rules: • Remain on-task. • Complete assignments quietly. • Request assistance when needed. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

2. Establish time limits for finishing tasks .

3. Praise the learner for performing tasks independently.

4. Get the learner to prioritize tasks by importance (e.g., task A must be done today, task B can be done today, and task C can wait until tomorrow).

5. Organize their surroundings to enable task conclusion (i.e., make sure the learner’s tasks are on their capacity and ability level , be sure that instructions are clear, and keep frequent interactions with the learner to enable success).

6. Urge parents to set aside and enforce a consistent period at home for the learner to finish homework . All family members should work on tasks (e.g., correspondence, balancing accounts, reading, etc.) during this time.

7. Give the learner structure for all academic learning activities (e.g., specific instructions, routine (schedule) format for tasks, time limits, etc.).

8. Praise the learner for beginning, working on, and finishing tasks .

9. Make sure that directions, explanations, and instructions are delivered on the learner’s capacity and ability level .

10. Assess the appropriateness of giving the learner tasks that require copying if the learner’s capacity and ability level make it impossible for him/ her to finish the task.

11. Let the learner have additional time to finish tasks when working independently.

12. Give the learner a selection of tasks and require them to select a minimum number of tasks to perform independently (e.g., present the learner with 10 academic tasks from which 6 must be finished that day).

13. Explain your expectations to the learner for the successful conclusion of tasks .

14. Give a written list of instructions for a long-term task.

15. Plan leisure activities at the end of the day. Make participation in these learning activities dependent upon the conclusion of tasks .

16. Connect with the learner’s parents to disseminate information about their child’s progress. The parents may reinforce the learner at home for finishing tasks independently.

17. Assess the degree of task difficulty concerning the learner’s capacity and ability to perform the task.

18. Be firm, fair, and consistent, expecting the learner to finish tasks. Do not let the learner fail to finish designated tasks one time and expect tasks to be finished the next time.

19. Praise those students in the classroom who finish tasks independently.

20. Urge the learner to follow a less desirable task with a more desirable task . Make the conclusion of the first appropriate to perform the second.

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend .

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4 Tips for Completing Your Homework On Time

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B.A., English, University of Michigan

Homework, a necessary evil according to many teachers, has a lot of students tied up in knots. Some students can never seem to get things turned in on time. In fact, many students do not even realize that they have homework until a friend from class texts them or they overhear someone in the halls talking about Ms. So-and-so's terrible, no-good, awful, horrifying worksheet for Chemistry that is due the next day. These five tips for completing your homework on time, however, should help you get that homework finished on time.

Tip 1: Rely On a Planning System

Most of you by now are well acquainted with a homework planner. It has the dates, the school subjects you are taking, and a whole lot of blank space to write down your homework assignments. Use these planners if you have them. Writing with an actual pencil or pen may seem almost archaic what with technology virtually doing everything for us, but the kinesthetic movement of writing down an assignment into one of those little squares (Language Arts test tomorrow - STUDY TONIGHT), will actually help solidify that homework in your brain.

Plus, when you are packing up to go home at the end of the school day, all you have to do is open up that planner to see which books, folders, and binders need to go home with you so you will not miss out anything that you need to do that evening.

Some people hate using planners. They'd rather walk on a pile of crushed glass than actually write something down in a planner. That's quite all right. One student kept a wadded up piece of paper in his pocket where he'd scrawl his assignments. It worked for him, so it was fine. For those of you not keen on planners or crumpled up notes, your phone can come in really handy. Just download a productivity app and type your assignments in there. Or, keep track of all the work due in the notes section of your phone. Or, snap a picture of the homework board in each teacher's class before you head out into the hallway. Or, if you are really dead-set against anything planner-related, then just send yourself a text after each class with your homework assignments for the night.

No matter which planning system you prefer, use it. Check off each item once you get it in your backpack. Your brain can only process so much information at a time, so you absolutely must write your homework down if you plan to complete it on time.

Tip 2: Prioritize Your Homework Assignments

All assignments are not created equal. It's strongly recommended you use a prioritizing system when you sit down at home with your homework. Try a system a little something like this:

Examples: Studying for a major test coming up tomorrow. Finishing a major project due tomorrow. Writing an essay worth a LOT of points that is due tomorrow.
Examples: Studying for a quiz coming up tomorrow. Completing a homework sheet that is due tomorrow. Reading a chapter that is due tomorrow.
Examples: Studying for a spelling test that will occur on Friday. Writing a blog and posting it on the class board by Friday. Finish a book upon which you will take a quiz on Friday.
Examples: Reviewing chapters for the midterm exam. Working on an on-going project, research paper, or long assignment due at the end of the quarter. Completing a packet that isn't due for two weeks.

Once you've prioritized the work you have to do, complete all the 1's first, then the 2's, moving down as you go. That way, if you find yourself pressed for time because Great-Grandma decided to stop over for family dinner and your mom insisted you spend the evening playing bridge with her despite the fact that you have hours of homework ahead of you, then you will not have missed anything vitally important to your grade.

Tip 3: Get the Worst Assignment Over With First

So, maybe you absolutely hate writing essays (But, why, though when all you have to do is follow these essay tips? ) and you have a major essay staring you in the face that must be completed before tomorrow. You also have to study for a major math test, complete a social studies blog by Friday, study for the ACT next month, and finish up your science worksheet from class. Your "1" assignments would be the essay and the math test. Your "2" assignment is the science worksheet, the "3" assignment is that blog, and the "4" assignment is studying for the ACT.

Ordinarily, you would start with the science worksheet because you love science, but that would be a big mistake. Start with those "1" assignments and knock out that essay first. Why? Because you hate it. And completing the worst assignment first gets it off your mind, out of your homework cache, and makes everything that comes after it appears to be really, really easy. It will be an absolute joy to complete that science worksheet once you have written the essay. Why rob yourself of joy?

Then, once you've completed the stuff due first, you can focus on putting in a little bit of time on the ACT. Easy peasy.

Tip 4: Take Planned Breaks

Some people believe that sitting down to complete homework means that you literally park your behind in a chair and you don't move it for the next four thousand hours or so. That is one of the worst study ideas in history. Your brain only has the capacity to stay focused for about 45 minutes (maybe even less for some of you) before it goes on the fritz and starts wanting to make you get up and dance the Roger Rabbit. So, schedule your study time with breaks actually built in . Work for 45 minutes, then take a 10-minute break to do whatever it is people your age like to do. Then, rinse and repeat. It looks a little something like this:

Homework Time:

45 minutes: Work on "1" assignments, starting with the absolute worst.
10 minutes: Get a snack, play Pokemon Go!, surf Instagram
45 minutes: Work on "1" assignments again. You know you didn't finish.
10 minutes: Do some jumping jacks, dance the Macarena, polish your nails.
45 minutes: Work on "2" assignments and maybe even finish with any 3s and 4s. Put everything in your backpack.

Completing your homework on time is a learned skill. It requires some discipline and not everyone is naturally disciplined. So, you have to practice checking that you have everything you need for homework when you are still at school, prioritizing your work, plunging into the assignments you loathe, and taking planned breaks. Isn't your grade worth it?

You bet it is.

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Enter your email to unlock an extra $25 off an sat or act program, by submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., 8 easy ways to finish your homework faster.

How many times have you found yourself still staring at your textbook around midnight (or later!) even when you started your homework hours earlier? Those lost hours could be explained by Parkinson’s Law, which states, “Work expands to fill the time available for its completion.” In other words, if you give yourself all night to memorize those geometry formulas for your quiz tomorrow, you’ll inevitably find that a 30 minute task has somehow filled your entire evening.

We know that you have more homework than ever. But even with lots and lots to do, a few tweaks to your study routine could help you spend less time getting more accomplished. Here are 8 steps to make Parkinson’s Law work to your advantage:

1. Make a list

This should be a list of everything that has to be done that evening. And we mean, everything—from re-reading notes from this morning’s history class to quizzing yourself on Spanish vocabulary.

2. Estimate the time needed for each item on your list

You can be a little ruthless here. However long you think a task will take, try shaving off 5 or 10 minutes. But, be realistic. You won’t magically become a speed reader.

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3. Gather all your gear

Collect EVERYTHING you will need for the homework you are working on (like your laptop for writing assignments and pencils for problem sets). Getting up for supplies takes you off course and makes it that much harder to get back to your homework.

The constant blings and beeps from your devices can make it impossible to focus on what you are working on. Switch off or silence your phones and tablets, or leave them in another room until it’s time to take a tech break.

5. Time yourself

Noting how much time something actually takes will help you estimate better and plan your next study session.

6. Stay on task

If you’re fact checking online, it can be so easy to surf on over to a completely unrelated site. A better strategy is to note what information you need to find online, and do it all at once at the end of the study session.

7. Take plenty of breaks

Most of us need a break between subjects or to break up long stretches of studying. Active breaks are a great way to keep your energy up. Tech breaks can be an awesome way to combat the fear of missing out that might strike while you are buried in your work, but they also tend to stretch much longer than originally intended. Stick to a break schedule of 10 minutes or so.

8. Reward yourself!

Finish early? If you had allocated 30 minutes for reading a biology chapter and it only took 20, you can apply those extra 10 minutes to a short break—or just move on to your next task. If you stay on track, you might breeze through your work quickly enough to catch up on some Netflix.

Our best piece of advice? Keep at it. The more you use this system, the easier it will become. You’ll be surprised by how much time you can shave off homework just by focusing and committing to a distraction-free study plan.

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment? Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general. For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
Do they know how to conduct research? Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
What kinds of writing or work have they previously engaged in? For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before? Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc. (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support. For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments. Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position. Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper. In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines. One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc? Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27). If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses. One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus. This can meet the needs of concrete learners and give them something tangible to refer to. Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
Do use open-ended questions. The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the brainstorming heuristics (Gardner, 2005).
Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself. You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment. Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom. You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community. Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student. By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

Do not ask too many questions in your assignment. In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment. For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning, provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T. (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English . The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.” http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange . Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4.

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments. Teaching with writing . University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

Special Assignment: A Pound of Cure phased

I cannot complete the Special Assignment as I did not complete the other quests in the area on my alt. All I get are two Nerubian burrows that only spawn every few minutes if I fly out and back into the zone, and the mob gives me 4% completion.

I cannot go back and complete the quests in the area to unphase myself because the Special Assignment prevents me from doing so (or it looks like it because when I picked them up, no mobs were visible to me).

I’m running into the same issue. It’s making this world quest take AGES

Same issue.

Same issue can’t complete

same thing…as soon as I enter the WQ area, I get a popup with the special action button, and then everything (even the nearby skyriding glyph!) disappears. no mobs, hardly any buddings. I thought maybe i needed to complete other quests in the area first (with faerin- the all good things storyline) but there’s no way to complete those either. all i can see is the special assignment endboss in the cave

edit: i was able to kill the endboss …i had to leave the area and come back several times, and kill the endboss twice to get quest to complete

This is also bugged for me.

I am having the same issue. I enter the area, the special action button pops up and everything disappears.

Same issue although this is my main and the prerequisite quests should be completed, I also tried to join a party but when I approached them the enemies and my party disappeared.

I found and could kill the boss, but everything else phases out as I enter the area

I had this same issue. As it turns out, I had two campaign quests that had to be completed just north of the Special Assignment: A Pound of Cure world quest. Once I completed those campaign quests, I could see all of the spawns for the world quest.

I had the same issue as well until I took the steps Ladok pointed out.

Yep, exact same issue.

No work arounds? Im doing the WQ but all I see are 2 burrows every couple of minutes. Been at it for 15 min and only at 12%

Was this the Main Campaign quests at the edge of Hallowfall on the cliffs above the world quest area?

Yes. Had to complete it through the scenario.

same issue - I fly out of the area and I see mobs - as soon as I enter no mobs and only the piles to click on that spawns an elite for 4% progress.

don’t do what I just did - kill the boss which gives you 75%. It becomes impossible to complete after that - no mobs and no piles to spawn the elites.

This game is soo soo bad. The person doing world content needs to be fired. Seriously -almost every single world quest or world content is a problem.

what scenerio?

Same issue for me, the original special assignment in the area was listed as “Bombing run” but after I completed the 3 required world quests to open it it changed to “A Pound of Cure”

I was running into the same issue till I finished the campaign quest “A Light in the Dark” then I was able to zone in the area and have the adds spawn as intended.

Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

Provided a written description of the assignment (in the syllabus or in a separate document)?
Specified the purpose of the assignment?
Indicated the intended audience?
Articulated the instructions in precise and unambiguous language?
Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?
Indicated special instructions, such as a particular citation style or headings?
Specified the due date and the consequences for missing it?
Articulated performance criteria clearly?
Indicated the assignment’s point value or percentage of the course grade?
Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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Published: 14 September 2024

Datopotamab–deruxtecan in early-stage breast cancer: the sequential multiple assignment randomized I-SPY2.2 phase 2 trial

Katia Khoury ORCID: orcid.org/0000-0003-3899-8649 1 na1 ,
Jane L. Meisel 2 na1 ,
Christina Yau 3 ,
Hope S. Rugo ORCID: orcid.org/0000-0001-6710-4814 3 ,
Rita Nanda ORCID: orcid.org/0000-0001-5248-0876 4 ,
Marie Davidian 5 ,
Butch Tsiatis 5 ,
A. Jo Chien 3 ,
Anne M. Wallace 6 ,
Mili Arora 7 ,
Mariya Rozenblit 8 ,
Dawn L. Hershman 9 ,
Alexandra Zimmer ORCID: orcid.org/0000-0001-6789-0982 10 ,
Amy S. Clark 11 ,
Heather Beckwith 12 ,
Anthony D. Elias 13 ,
Erica Stringer-Reasor 1 ,
Judy C. Boughey ORCID: orcid.org/0000-0003-3820-3228 14 ,
Chaitali Nangia 15 ,
Christos Vaklavas ORCID: orcid.org/0000-0002-9919-2748 16 ,
Coral Omene 17 , 18 ,
Kathy S. Albain 19 ,
Kevin M. Kalinsky ORCID: orcid.org/0000-0002-3113-7902 2 ,
Claudine Isaacs ORCID: orcid.org/0000-0002-9646-1260 20 ,
Jennifer Tseng 21 ,
Evanthia T. Roussos Torres ORCID: orcid.org/0000-0002-0740-5102 22 ,
Brittani Thomas 23 ,
Alexandra Thomas ORCID: orcid.org/0000-0001-9022-2229 24 ,
Amy Sanford 25 ,
Ronald Balassanian 3 ,
Cheryl Ewing 3 ,
Kay Yeung 6 ,
Candice Sauder ORCID: orcid.org/0000-0001-6869-8634 7 ,
Tara Sanft 8 ,
Lajos Pusztai ORCID: orcid.org/0000-0001-9632-6686 8 ,
Meghna S. Trivedi 9 ,
Ashton Outhaythip 10 ,
Natsuko Onishi ORCID: orcid.org/0000-0003-4495-9187 3 ,
Adam L. Asare 3 , 26 ,
Philip Beineke 26 ,
Peter Norwood 26 ,
Lamorna Brown-Swigart ORCID: orcid.org/0000-0003-2076-5177 3 ,
Gillian L. Hirst ORCID: orcid.org/0000-0002-4502-0035 3 ,
Jeffrey B. Matthews 3 ,
Brian Moore 24 ,
W. Fraser Symmans 27 ,
Elissa Price 3 ,
Carolyn Beedle 3 ,
Jane Perlmutter 28 ,
Paula Pohlmann ORCID: orcid.org/0000-0001-7914-5162 27 ,
Rebecca A. Shatsky 6 ,
Angela DeMichele ORCID: orcid.org/0000-0003-1297-4251 11 ,
Douglas Yee ORCID: orcid.org/0000-0002-3387-4009 12 ,
Laura J. van ‘t Veer ORCID: orcid.org/0000-0002-9838-8298 3 ,
Nola M. Hylton 3 &
Laura J. Esserman ORCID: orcid.org/0000-0001-9202-4568 3

Nature Medicine ( 2024 ) Cite this article

Metrics details

Breast cancer
Clinical trial design

Among the goals of patient-centric care are the advancement of effective personalized treatment, while minimizing toxicity. The phase 2 I-SPY2.2 trial uses a neoadjuvant sequential therapy approach in breast cancer to further these goals, testing promising new agents while optimizing individual outcomes. Here we tested datopotamab–deruxtecan (Dato-DXd) in the I-SPY2.2 trial for patients with high-risk stage 2/3 breast cancer. I-SPY2.2 uses a sequential multiple assignment randomization trial design that includes three sequential blocks of biologically targeted neoadjuvant treatment: the experimental agent(s) (block A), a taxane-based regimen tailored to the tumor subtype (block B) and doxorubicin–cyclophosphamide (block C). Patients are randomized into arms consisting of different investigational block A treatments. Algorithms based on magnetic resonance imaging and core biopsy guide treatment redirection after each block, including the option of early surgical resection in patients predicted to have a high likelihood of pathological complete response, the primary endpoint. There are two primary efficacy analyses: after block A and across all blocks for the six prespecified breast cancer subtypes (defined by clinical hormone receptor/human epidermal growth factor receptor 2 (HER2) status and/or the response-predictive subtypes). We report results of 103 patients treated with Dato-DXd. While Dato-DXd did not meet the prespecified threshold for success (graduation) after block A in any subtype, the treatment strategy across all blocks graduated in the hormone receptor-negative HER2 − Immune − DNA repair deficiency − subtype with an estimated pathological complete response rate of 41%. No new toxicities were observed, with stomatitis and ocular events occurring at low grades. Dato-DXd was particularly active in the hormone receptor-negative/HER2 − Immune − DNA repair deficiency − signature, warranting further investigation, and was safe in other subtypes in patients who followed the treatment strategy. ClinicalTrials.gov registration: NCT01042379 .

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Data availability

De-identified subject level data and/or clinical specimens are made available to members of the research community upon approval of the I-SPY Data Access and Publications Committee. Details of the application and review process are available at https://www.quantumleaphealth.org/for-investigators/clinicians-proposal-submissions/ . I-SPY aims to make complete patient-level clinical datasets available for public access within 6 months of publication, as the data is complex and requires extensive annotation to ensure its usability.

Code availability

The statistical code used in this clinical trial is available to other investigators for approved research purposes. Investigators interested in accessing the code complete an application at https://www.quantumleaphealth.org/for-investigators/clinicians-proposal-submissions/ and include a brief description of the intended use. Access to the code will be granted upon approval of the request, subject to compliance with ethical guidelines and applicable institutional and regulatory requirements.

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Acknowledgements

Research reported in this paper was supported by the NCI of the National Institutes of Health (NIH) under award numbers P01CA210961 and U01CA225427 (L.J.E., N.H.). We acknowledge the generous support of the study sponsors and operations management, Quantum Leap Healthcare Collaborative (QLHC, 2013 to present) and the Foundation for the NIH (2010 to 2012; to L.J.E.). We sincerely appreciate the ongoing support for the I-SPY2.2 Trial from the Safeway Foundation, the William K. Bowes, Jr. Foundation, Give Breast Cancer the Boot and QLHC (all to L.J.E.) and the Breast Cancer Research Foundation (to L.J.E. and L.J.v.V.). We thank all the patients who volunteered to participate in I-SPY2. AstraZeneca provided funds and study drugs (datopotamab–deruxtecan and durvalumab). With the exception of QLHC, the funders had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript. We thank D. Wolf and J. Gibbs and the I-SPY patient advocates for all their important contributions to this work.

Author information

These authors contributed equally: Katia Khoury, Jane L. Meisel.

Authors and Affiliations

University of Alabama at Birmingham, Birmingham, AL, USA

Katia Khoury & Erica Stringer-Reasor

Emory University, Atlanta, GA, USA

Jane L. Meisel & Kevin M. Kalinsky

University of California San Francisco, San Francisco, CA, USA

Christina Yau, Hope S. Rugo, A. Jo Chien, Ronald Balassanian, Cheryl Ewing, Wen Li, Natsuko Onishi, Adam L. Asare, Lamorna Brown-Swigart, Gillian L. Hirst, Jeffrey B. Matthews, Elissa Price, Carolyn Beedle, Laura J. van ‘t Veer, Nola M. Hylton & Laura J. Esserman

University of Chicago, Chicago, IL, USA

North Carolina State University, Raleigh, NC, USA

Marie Davidian & Butch Tsiatis

University of California San Diego, San Diego, CA, USA

Anne M. Wallace, Kay Yeung & Rebecca A. Shatsky

University of California Davis, Davis, CA, USA

Mili Arora & Candice Sauder

Yale University, New Haven, CT, USA

Mariya Rozenblit, Tara Sanft & Lajos Pusztai

Columbia University, New York, NY, USA

Dawn L. Hershman & Meghna S. Trivedi

Oregon Health Sciences University, Portland, OR, USA

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Arm chaperones: J.L.M. and K.K. Leadership: C.Y., H.S.R., R.N., B.M., J.P., P.P., R.A.S., A.D., D.Y., L.J.v.V., N.M.H. and L.J.E. Study design: C.Y., M.D., B. Tsiatis, A.D., D.Y., L.J.v.V., N.M.H. and L.J.E. Formal analysis: C.Y. and P.N. Enrolled patients: J.L.M., K.K., H.S.R., R.N., A.J.C., A.M.W., M.A., M.R., D.L.H., A.Z., A.S.C., H.B., A.D.E., E.S.-R., J.C.B., C.N., C.V., C.O., K.S.A., K.M.K., C.I., J.T., E.T.R.T., B.T., A.T., A.S., R.B., C.E., K.Y., C.S., T.S., L.P., M.S.T., A.O., R.A.S., A.D., D.Y. and L.J.E. Laboratory studies: L.B.-S., G.L.H. and L.J.v.V. Imaging/pathology: W.L., N.O., W.F.S. and N.M.H. Data management: A.L.A. and P.B. Administration: G.L.H. and J.B.M. First draft: J.L.M., K.K., C.Y., P.N., J.B.M. and L.J.E. Edit and review: J.L.M., K.K., C.Y., H.S.R., R.N., M.D., B. Tsiatis, A.J.C., A.M.W., M.A., M.R., D.L.H., A.Z., A.S.C., H.B., A.D.E., E.S.-R., J.C.B., C.N., C.V., C.O., K.S.A., K.M.K., C.I., J.T., E.T.R.T., B. Thomas, A.T., A.S., R.B., C.E., K.Y., C.S., T.S., L.P., M.S.T., A.O., W.L., N.O., A.L.A., P.B., P.N., L.B.-S., G.L.H., J.B.M., B.M., W.F.S., E.P., C.B., J.P., P.P., R.A.S., A.D., D.Y., L.J.v.V., N.M.H. and L.J.E.

Corresponding author

Correspondence to Laura J. Esserman .

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Competing interests.

J.L.M. reports institutional research funding from AstraZeneca, Seagen, Sermonix and Olema and advisory and consulting roles with Pfizer, Seagen, Sermonix, Novartis, Stemline, AstraZeneca, Olema, GlaxoSmithKline and GE Healthcare. C.Y. reports institutional research grant from NCI/NIH; salary support and travel reimbursement from QLHC; a United States patent titled ‘Breast cancer response prediction subtypes’ (no. 18/174,491); and University of California Inventor Share. H.S.R. reports institutional research support from AstraZeneca, Daiichi Sankyo, Inc., F. Hoffmann–La Roche AG/Genentech, Inc., Gilead Sciences, Inc., Lilly; Merck and Co., Novartis Pharmaceuticals Corporation, Pfizer, Stemline Therapeutics, OBI Pharma, Ambrx, Greenwich Pharma; and advisory and consulting roles with Chugai, Puma, Sanofi, Napo and Mylan. R.N. reports research funding from Arvinas, AstraZeneca, BMS, Corcept Therapeutics, Genentech/Roche, Gilead, GSK, Merck, Novartis, OBI Pharma, OncoSec, Pfizer, Relay, Seattle Genetics, Sun Pharma and Taiho and advisory roles with AstraZeneca, BeyondSpring, Daiichi Sankyo, Exact Sciences, Fujifilm, GE, Gilead, Guardant Health, Infinity, iTeos, Merck, Moderna, Novartis, OBI, OncoSec, Pfizer, Sanofi, Seagen and Stemline. M.D. reports research grants from NIH/NCI and NIH/NIA, and contracts from PCORI. A.J.C. reports institutional research funding from Merck, Amgen, Puma, Seagen, Pfizer and Olema and advisory roles with AstraZeneca and Genentech. A.Z. reports institutional research funding from Merck, honoraria for Medscape and participation on Pfizer Advisory Board. A.S.C. reports institutional research funding from Novartis and Lilly. A.D.E. reports support from Scorpion, Infinity and Deciphera. E.S.-R. reports grants from V Foundation, NIH, Susan G. Komen; institutional research funding from GSK, Seagen, Pfizer, Lilly; consulting and honoraria from Novartis, Merck, Seagen, AstraZeneca, Lilly; Cancer Awareness Network Board member and support from ASCO and NCCN. J.C.B. reports institutional research funding from Eli Lilly and SymBioSis, participation on the Data Safety Monitoring Committee of Cairn Surgical and honoraria from PER, PeerView, OncLive, EndoMag and UpToDate. C.V. reports institutional research funding from Pfizer, Seagen, H3 Biomedicine/Eisai, AstraZeneca, CytomX; research funding to previous institution from Genentech, Roche, Pfizer, Incyte, Pharmacyclics, Novartis, TRACON Pharmaceuticals, Innocrin Pharmaceuticals, Zymeworks and H3 Biomedicine; advisory and consulting roles with Guidepoint, Novartis, Seagen, Daiichi Sankyo, AstraZeneca and Cardinal Health; unpaid consulting with Genentech; and participation in non-CME activity with Gilead, AstraZeneca. C.O. reports consulting fees from AstraZeneca, Guardant Health and Jazz Pharmaceuticals. K.S.A. reports institutional research funding from AstraZeneca, Daiichi Sankyo, Seattle Genetics and QLHC; Independent Data and Safety Monitoring committee at Seattle Genetics. K.M.K. reports advisory and consultant roles for Eli Lilly, Pfizer, Novartis, AstraZeneca, Daiichi Sankyo, Puma, 4D Pharma, OncoSec, Immunomedics, Merck, Seagen, Mersana, Menarini Silicon Biosystems, Myovant, Takeda, Biotheranostics, Regor, Gilead, Prelude Therapeutics, RayzeBio, eFFECTOR Therapeutics and Cullinan Oncology; and reports institutional research funding from Genentech/Roche, Novartis, Eli Lilly, AstraZeneca, Daiichi Sankyo and Ascentage. C.I. reports institutional research funding from Tesaro/GSK, Seattle Genetics, Pfizer, AstraZeneca, BMS, Genentech, Novartis and Regeneron; consultancy roles with AstraZeneca, Genentech, Gilead, ION, Merck, Medscape, MJH Holdings, Novartis, Pfizer, Puma and Seagen; and royalties from Wolters Kluwer (UptoDate) and McGraw Hill (Goodman and Gillman). J.T. serves as institutional principal investigator for clinical trial with Intuitive Surgical; editor lead for ABS, CGSO, SCORE, Breast Education Committee Track Leader, ASCO SESAP 19 and Breast Co-Chair, ACS. A.T. owns stock at Johnson and Johnsons, Gilead, Bristol Myers Squibb, reports participation on Pfizer Advisory Board: AstraZeneca and reports institutional research funding from Merck and Sanofi and royalties from UptoDate. R.B. reports a consultancy role at Genentech and stock ownership at Cerus Corp. K.Y. received research support unrelated to this work and paid to the institution from Pfizer, Gilead, Seagen, Dantari Pharmaceuticals, Treadwell Therapeutics, and Relay Therapeutics; support from American Cancer Society IRG grant no. IRG-19-230-48-IRG, UC San Diego Moores Cancer Center, Specialized Cancer Center support grant NIH/NCI P30CA023100, Curebound Discovery Award (2023, 2024). T.S. reports honoraria from Hologic. L.P. reports institutional research funding from Susan Komen Foundation, Breast Cancer Research Foundation, NCI, Pfizer, AstraZeneca, Menarini/Stemline, Bristol Myers Squibb, Merck and Co.; consulting fees from AstraZeneca, Merck, Novartis, Genentech, Natera, Personalis, Exact Sciences and Stemline/Menarini; patent titled ‘Method of measuring residual cancer and predicting patient survival’ (no. 7711494); and Data and Safety Monitoring Board member of the DYNASTY Breast02, OPTIMA and PARTNER trials. M.S.T. reports institutional research funding from Lilly, Gilead Sciences, Phoenix Molecular Designs, AstraZeneca, Regeneron, Merck and Novartis. A.L.A., P.B. and P.N. are employees of QLHC. G.L.H. reports institutional research grant from NIH (1R01CA255442). W.F.S. reports shares of IONIS Pharmaceuticals and Eiger Biopharmaceuticals, received consulting fees from AstraZeneca, is a cofounder with equity in Delphi Diagnostics and issued patents for (1) a method to calculate residual cancer burden and (2) genomic signature to measure sensitivity to endocrine therapy. J.P. reports honoraria from Methods in Clinical Research—faculty SCION workshop; support from ASCO and advocate scholarship; AACR—SSP program; VIVLI, U Wisc SPORE—EAB, QuantumLEAD—COVID DSMB, PCORI—reviewer and I-SPY advocate lead. P.P. reports institutional research funding from Genentech/Roche, Fabre-Kramer, Advanced Cancer Therapeutics, Caris Centers of Excellence, Pfizer, Pieris Pharmaceuticals, Cascadian Therapeutics, Bolt, Byondis, Seagen, Orum Therapeutics and Carisma Therapeutics; consulting fees from Personalized Cancer Therapy, OncoPlex Diagnostics, Immunonet BioSciences, Pfizer, HERON, Puma Biotechnology, Sirtex, CARIS Life sciences, Juniper, Bolt Biotherapeutics and AbbVie; honoraria from DAVA Oncology, OncLive/MJH Life Sciences, Frontiers—publisher, SABCS and ASCO; Speakers’ Bureau: Genentech/Roche (past); United States patent no. 8486413, United States patent no. 8501417, United States patent no. 9023362, United States patent no. 9745377; uncompensated roles with Pfizer, Seagen and Jazz. R.A.S. reports institutional research funding from OBI Pharma, QLHC, AstraZeneca and Gilead, serves on AstraZeneca and Stemline Advisory Boards and Gilead Speaker’s Bureau and reports consultancy role with QLHC. A.D. reports institutional research funding from Novartis, Pfizer, Genentech and NeoGenomics; Program Chair, Scientific Advisory Committee, ASCO. D.Y. reports research funding from NIH/NCI P30 CA 077598, P01 CA234228-01 and R01CA251600, consulting fees from Martell Diagnostics, and honoraria and travel for speaking at the ‘International Breast Cancer Conference.’ L.J.v.V. is a founding advisor and shareholder of Exai Bio and is a part-time employee and owns stock in Agendia. N.M.H. reports institutional research funding from NIH. L.J.E. reports funding from Merck and Co., participation on an advisory board for Blue Cross Blue Shield and personal fees from UpToDate and is an unpaid board member of QLHC. The other authors declare no competing interests.

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Khoury, K., Meisel, J.L., Yau, C. et al. Datopotamab–deruxtecan in early-stage breast cancer: the sequential multiple assignment randomized I-SPY2.2 phase 2 trial. Nat Med (2024). https://doi.org/10.1038/s41591-024-03266-2

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In the I-SPY2.2 trial, patients with high-risk stage 2/3 breast cancer received neoadjuvant datopotamab-deruxtecan, followed by sequential chemotherapy with or without targeted therapy, with the ...