assignment submitted to

How to submit an assignment in Google Classroom, or retract a submission, on a computer or mobile device

• You can submit an assignment in Google Classroom under the "Classwork" section on the desktop site or mobile app. 
• To submit an assignment in Google Classroom, you must first "View assignment" and then select the "Add or create" option under the "Your work" menu. 
• Links and Google Drive attachments, including a document, slide, sheet, drawing, or PDF file, can all be uploaded and submitted in Google Classroom.
• You can upload multiple files, unsubmit assignments, and leave notes for your instructor in Google Classroom.  

You've logged in to Google Classroom , have joined a class, and accessed class materials. Now, it's time to submit an assignment. 

To submit an assignment in Google Classroom, you'll first need to navigate to the "Classwork" section. You can then find your assignment and attach your work. 

From there, it's as easy as turning it in. Google Classroom also allows users to unsubmit their assignments if you need to make changes or leave a private comment for a teacher about the status of your work. 

It's important to note that if you don't click "Turn in" after you attach your work, it won't be submitted. To verify the status of your assignment, double-check to see if it is labeled as "Turned in." 

When submitting assignments to Google Classroom on mobile, you'll also need to make sure you have the iPhone or Android app installed. You can search and download Google Classroom through the app store on your phone. 

Here's how to submit an assignment on Google Classroom. 

How to submit an assignment in Google Classroom on desktop

1. Open your web browser and go to classroom.google.com . 

2. Select your class. 

3. At the top of your dashboard, choose "Classwork." 

4. Click on an assignment, then select "View Assignment."

5. Under "Your Work," choose "Add or Create."

6. From there, click "Google Drive" to attach a document you've already created and saved in your Drive by selecting it from the file window that appears. If you have multiple documents, attach them all this way.

• Note: You can add a link to a Drive document or attach a file from your computer. You may also start an assignment here by creating a new document, slide, sheet, or drawing on this page. 

7. To leave a private comment for your teacher, enter it in the appropriately labeled text box on the right. Then click the small triangular "paper airplane" icon to post it. 

8. Next, click "Turn in" or "Mark as done" to confirm your submission and change the assignment status to "Turned in."

• Note: If your teacher has assigned a collaborative document that you worked on or another kind of outside assignment, you may see "Mark as done" instead of "Turn in."

How to unsubmit an assignment in Google Classroom on desktop

If you've submitted a document, but find that you need to edit out errors or add in missing content, Google Classroom offers a way to retract your submission. Navigate to the page you turned your assignment in, click "Unsubmit," and confirm. You can always turn it in again by following the above steps. 

How to submit an assignment in Google Classroom on the mobile app

1. Open the Google Classroom app on your device. 

2. Tap on your class.

3. Choose "Classwork" from the bottom of the app screen.

4. Select the assignment and expand the "Your work" card. 

5. Tap "Add attachment" in the "Your work" card.

6. From there, click "Drive" to attach a document you've already created in Drive. 

7. Tap "Turn in" or "Mark as done" and re-confirm. 

How to unsubmit an assignment in Google Classroom on iPhone or Android 

If you turned in the wrong thing or need to go back and add something to the assignment, you can unsubmit it. Navigate to the assignment, expand the "Your work" card, tap "Unsubmit," and confirm. You can always turn it in again the same way you did first.

Related coverage from  Tech Reference :

How to create a google classroom on a computer or mobile device, how to log in to google classroom and access your course materials on a computer or mobile device, how to join a google classroom meeting from a link or code on any device, how to find your google classroom code on the desktop website or mobile app, so you can share it with your students, how to leave a google classroom on any device and unenroll yourself from the course.

On February 28, Axel Springer, Business Insider's parent company, joined 31 other media groups and filed a $2.3 billion suit against Google in Dutch court, alleging losses suffered due to the company's advertising practices.

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• Main content

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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• Create assignments

Create an assignment

This article is for teachers.

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

Open all | Close all

Create & post assignments

When you create an assignment, you can:

• Select one or more classes

Select individual students

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

• Turn on originality reports

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

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

• Enter the title and any instructions.

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

Select additional classes

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

• Create an assignment (details above).

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

• Click a student's name to select them.

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

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

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

• From the menu, select a grading period.

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

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

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

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

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

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

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

• Create an assignment.

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

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

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

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

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

Use an add-on

For instructions, go to Use add-ons in Classroom

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

For instructions, go to Turn on originality reports .

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

Post an assignment

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

Schedule the assignment to post later

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

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

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

Save an assignment as a draft

• Follow the steps above to create an assignment

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

Manage assignments

Edits affect individual classes. For multi-class assignments, make edits in each class.

Note : If you change an assignment's name, the assignment's Drive folder name isn't updated. Go to Drive and rename the folder.

Edit a posted assignment

• Enter your changes and click Save .

Edit a scheduled assignment

• Enter your changes and click Schedule .

Edit a draft assignment

Changes are automatically saved.

• Assign it immediately (details above).
• Schedule it to post at a specific date and time (details above).
• Click a class.

You can only delete an assignment on the Classwork page.

If you delete an assignment, all grades and comments related to the assignment are deleted. However, any attachments or files created by you or the students are still available in Drive.

Related articles

• Create or reuse a rubric for an assignment
• Create a quiz assignment
• Create a question
• Use add-ons in Classroom
• Create, edit, delete, or share a practice set
• Learn about interactive questions for YouTube videos in Google Classroom

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How to Write an Email to Submit an Assignment

Team Desklib

Published: 2023-02-13

An email is an essential tool for communication in the modern world, especially in the academic world. Whether you're a student, teacher, or professional, writing emails has become a crucial part of our daily lives. In the academic world, emails are a common way of submitting assignments, communicating with teachers and professors, and collaborating with classmates.

In order to make a good impression, it would be considered beneficial to write an email to submit an assignment properly. Before moving forward in the blog, let's talk about why is it important to write an email before submitting an assignment. 

Importance of writing an email before turning in an assignment:

An email to submit an assignment allows students to communicate with their teachers in a professional and organized manner. This helps to establish a clear line of communication between the student and teacher and sets the tone for the rest of the course. What happens when you form communication before turning in an assignment is that it gives you a chance to convey the particulars, context, or any other important information that you feel like sharing with the teacher before he or she can keep it in mind before evaluating your paper. 

Moreover, emails can provide a permanent record of communication between the student and teacher. This is useful for both parties, as it allows the teacher to easily refer back to previous correspondence if necessary, and the student to have a record of the communication for their own reference. In addition, emails can be easily saved, archived, and searched, making them a great tool for record-keeping purposes.

In this blog, we'll go over the 6 steps you need to follow to write an effective email for submitting an assignment.

1. Use a professional email address

The first step in writing an email to submit an assignment is to use a professional email address. Your email address is often the first impression people have of you, so it's crucial to choose a professional email address that reflects your identity. Avoid using personal email addresses that include nicknames, humor, or casual language. Instead, use an email address that includes your first and last name, or your initials and last name.

For example, go for "[email protected]" which is a professional email address, whereas "[email protected]" on the other hand is not.

2. Give a clear subject line

The subject line of your email is the first thing people see, so it's important to keep a clear and concise subject line. The subject line should provide an overview of the content of your email, so the recipient knows what to expect.

For example, "Assignment Submission: [Name of Assignment]" is a clear and concise subject line that clearly indicates the purpose of the email. Avoid using vague or misleading subject lines, as this can lead to confusion and can make it more difficult for the recipient to understand the content of your email.

3. Start with a formal greeting

When writing an email to submit an assignment, it's important to start with a formal greeting. The greeting should include the recipient's name if you know it, and a polite salutation such as "Dear [Name],".

If you don't know the recipient's name, use a general greeting such as "Dear Sir/Ma’am,". The greeting sets the tone for the rest of the email, so it's better to choose the right words and tone.

4. Provide a brief introduction

In the next section of your email, provide a brief introduction. This section should briefly introduce yourself and explain the purpose of the email.

For example, "My name is [Your Name] and I am a student in [Name of Course]. I am writing to submit my [Name of Assignment] for your review and feedback." This section should be short and to the point, so the recipient knows who you are and why you're writing.

5. Attach the assignment

The most important part of your email to submit an assignment is to attach the assignment itself. Make sure that the attachment is saved in a file format that is compatible with the recipient's computer, and that the file is clearly labeled with your name and the name of the assignment.

For example, "Name - [Name of Assignment].pdf". It's also a good idea to include a brief description of the attachment in the body of your email, to ensure that the recipient knows what the attachment is.

6. Provide additional information

In this section of your email, provide any additional information that the recipient may need. This could include a brief summary of the assignment, any specific instructions or guidelines that the recipient should follow, and any other relevant information.

For example, "The assignment is based on [Name of Topic] and includes [Number of Pages/Words]. I have followed all the guidelines and instructions provided in the guidebook and as given in the problem statement. 

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How To Write an Email For Submission Of Assignment

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

Table of Contents

What To Do Before Writing the Email

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

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

What to Include In the Email

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

Subject Line

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

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

Introduction

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

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

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

Email Template – Assignment Submission

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

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

Additional tips:

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

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75 digital tools and apps teachers can use to support formative assessment in the classroom

There is no shortage of  formative assessment strategies, techniques, and tools  available to teachers who use formative instructional practice in their classrooms. Here is an extensive list of 75 digital tools, apps, and platforms that can help you and your students use formative assessment to elicit evidence of learning. We didn’t just add any old tool to this list. Here are the criteria we used for those that made the cut:

• Supports formative instructional strategies and ways to activate learners to be resources for themselves and peers
• Is free or awful close to it (under $10 per year, where possible)
• Allows both students and teachers to take the activator role when possible (sometimes teachers need to get things started)

Before you dig into the tools, I encourage you to spend some time thinking about exactly what you want to accomplish with your students.  “How to pick the right digital tool: Start with your learning goal”  by Erin Beard can help you wrap your head around goals and guide you in choosing the best tool for the task.  “27 easy formative assessment strategies for gathering evidence of student learning”  can help you decide what strategies work best for you and your students.

Record audio and video

• Animoto  Gives students the ability to make a 30-second video of what they learned in a lesson.
• AudioNote  A combination of a voice recorder and notepad, it captures both audio and notes for student collaboration.
• Edpuzzle  Helps you use video (your own, or one from Khan Academy, YouTube, and more) to track student understanding.
• Flip  Lets students use 15-second to 5-minute videos to respond to prompts. Teachers and peers can provide feedback.
• QuickVoice Recorder  Allows you to record classes, discussions, or audio for projects. Sync your recordings to your computer easily for use in presentations.
• Vocaroo  Creates audio recordings without the need for software. Embed the recording into slideshows, presentations, or websites.
• WeVideo  Lets you use video creatively to engage students in learning. Teachers and students alike can make videos.

Create quizzes, polls, and surveys

• Crowdsignal  Lets you create online polls, quizzes, and questions. Students can use smartphones, tablets, and computers to provide their answers, and information can be culled for reports.
• Edulastic  Allows you to make standards-aligned assessments and get instant feedback.
• FreeOnlineSurveys  Helps you create surveys, quizzes, forms, and polls.
• Gimkit  Lets you write real-time quizzes. And it was designed by a high school student!
• Google Forms  Part of the Google suite, Google Forms lets you create quizzes, polls, and surveys and see answers in real time.
• Kahoot!  A game-based classroom response system that lets you create quizzes using internet content.
• MicroPoll  Helps you create polls, embed them into websites, and analyze responses.
• Naiku  Lets you write quizzes students can answer using their mobile devices.
• Poll Everywhere  Lets you create a feedback poll or ask questions and see results in real time. Allows students to respond in various ways. With open-ended questions, you can capture data and spin up tag clouds to aggregate responses.
• Poll Maker  Offers unique features, like allowing multiple answers to one question.
• ProProfs  Helps you make quizzes, polls, and surveys.
• Quia  Lets you create games, quizzes, surveys, and more. Access a database of existing quizzes from other educators.
• Quizalize  Helps you create quizzes and homework.
• Quizizz  Guides you through designing quizzes and lets you include students in the quiz-writing process.
• Quizlet  Lets you make flashcards, tests, quizzes, and study games that are mobile friendly.
• Quizmaker  Helps you write quizzes quickly and easily.
• Survey Hero  Designed to build questionnaires and surveys.
• SurveyMonkey  Helpful for online polls and surveys.
• SurveyPlanet  Also helpful for online polls and surveys.
• Zoho Survey  Allows you to make mobile-friendly surveys and see results in real time.

Brainstorm, mind map, and collaborate

• AnswerGarden  A tool for online brainstorming and collaboration.
• Coggle  A mind-mapping tool designed to help you understand student thinking.
• Conceptboard  Software that facilitates team collaboration in a visual format, similar to mind mapping but using visual and text inputs.
• Dotstorming  A whiteboard app that allows digital sticky notes to be posted and voted on. This tool is best for generating class discussion and brainstorming on different topics and questions.
• Educreations Whiteboard  A whiteboard app that lets students share what they know.
• iBrainstorm  Lets students collaborate on projects using a stylus or their finger.
• Miro  Allows whole-class collaboration in real time.
• Padlet  Provides a blank canvas for students to create and design collaborative projects.
• ShowMe Interactive Whiteboard  Another whiteboard tool to check understanding.
• XMind  Mind-mapping software for use on desktop computers and laptops.
• Equity Maps  These discussion maps can help you ensure every student has a chance to share their ideas.

Present, engage, and inspire

• BrainPOP  Lets you use prerecorded videos on countless topics to shape your lesson plan, then use quizzes to see what stuck.
• Buncee  Helps students and teachers visualize, communicate, and engage with classroom concepts.
• Five Card Flickr  Uses the tag feature from photos in Flickr to foster visual thinking.
• PlayPosit  Allows you to add formative assessment features to a video from a library or popular sites, such as YouTube and Vimeo, to survey what students know about a topic.
• RabbleBrowser  Allows a leader to facilitate a collaborative browsing experience.
• Random Name/Word Picker  Facilitates random name picking. You can also add a list of keywords and use the tool to prompt students to guess words by providing definitions.
• Socrative  Uses exercises and games to engage students with a topic.
• Adobe Express  Lets you add graphics and visuals to exit tickets.
• Typeform  Helps you add graphical elements to polls.

Generate word or tag clouds

• EdWordle  Generates word clouds from any entered text to help aggregate responses and facilitate discussion. Word clouds are pictures composed of a cloud of smaller words that form a clue to the topic.
• Tagxedo  Allows you to examine student consensus and facilitate dialogues.
• Wordables  Helps you elicit evidence of learning or determine background knowledge about a topic.
• WordArt  Includes a feature that allows the user to make each word an active link to connect to websites, including YouTube.

Get real-time feedback

• Formative  Lets you assign activities, receive results in real time, and provide immediate feedback.
• GoSoapBox  Works with the bring-your-own-device model and includes an especially intriguing feature: a confusion meter.
• IXL  Breaks down options by grade level and content area.
• Kaizena  Gives students real-time feedback on work they upload. You can use a highlighter or give verbal feedback. You can also attach resources.
• Mentimeter  Allows you to use mobile phones or tablets to vote on any question a teacher asks, increasing student engagement.
• Pear Deck  Lets you plan and build interactive presentations that students can participate in via their smart device. It also offers unique question types.
• Plickers  Allows you to collect real-time formative assessment data without the need for student devices.
• Quick Key  Helps you with accurate marking, instant grading, and immediate feedback.

Foster family communication  

• Remind  Lets you text students and stay in touch with families.
• Seesaw  Helps you improve family communication and makes formative assessment easy, while students can use the platform to document their learning.
• Voxer  Lets you send recordings so families can hear how their students are doing, students can chat about their work, and you can provide feedback.

Strengthen teacher-to-student or student-to-student communication

• AnswerGarden  Gives you access to formative assessment feedback.
• Biblionasium  Lets you view books students have read, create reading challenges, and track progress. Students can also review and recommend books to their peers.
• Classkick  Helps you post assignments for students, and both you and your students’ peers can provide feedback. Students can also monitor their progress and work.
• TeacherEase Rubrics . This paid tool can help you ensure your rubrics are clear and accurate.
• Lino  A virtual cork board of sticky notes, it lets students ask questions or make comments on their learning.
• Online Stopwatch  Provides dozens of themed digital classroom timers to use during small- and whole-group discussions.
• Peergrade  Helps you create assignments and upload rubrics. You can also anonymously assign peer review work. Students can upload and review work using the corresponding rubric.
• Verso  Lets you set up learning using a URL. Space is provided for directions. Students can add their assignment, post comments, and respond to comments. You can group responses and check engagement levels.
• VoiceThread  Allows you to create and share conversations on documents, diagrams, videos, pictures, and more.

Keep the conversation going with live chats

• Yo Teach  A backchannel site great for keeping the conversation going with students.
• Chatzy  Supports live, online chats in a private setting.

Create and store documents or assignments

• Google Drive  Google Drive allows you to create documents students can collaborate on in real time using smartphones, tablets, and laptops.
• Piazza  Lets you upload lectures, assignments, and homework; pose and respond to student questions; and poll students about class content. This tool is better suited for older students as it mimics post-secondary class instructional formats.

There are several resources for learning more about formative assessment and responsive instruction strategies. Consider our  formative practices workshops , where school and district teams can gain a better understanding of the role formative practice plays in instruction and the four foundational practices to use in the classroom. Or for a quick start, download our eBook  “Making it work: How formative assessment can supercharge your practice.”

Jump in, try new tools and methods, and have fun!

Recommended for you

MAP Growth 101: Everything families need to know

27 easy formative assessment strategies for gathering evidence of student learning

What are classroom assessment standards, and how do they impact student learning?

Making it work: How formative assessment can supercharge your practice

Formative assessment isn’t new. But as our education system changes, our approaches to any instructional strategy must evolve. Learn how to put formative assessment to work in your classroom.

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Your Thesis & Dissertation Title Page: Templates & Examples

Table of Contents

The dissertation page title, as the first impression of your academic paper, holds significant importance. It is a separate page carrying all the pivotal information like the title of the dissertation, the name of the writer, institutional affiliation, and the date of its submission. This is the page that will provide a glimpse to the audience about what the work is, so it has to be drafted in the right academic writing style as stated by your particular university. If you have any problems while devising an appropriate dissertation page title, then you are at the right place. Continue reading the blog from MyAssignmentHelp to learn about the expert guidelines that are key to ensuring your title page is in the right dissertation page format and can fetch you good grades.

Mastering the Art of Selecting a Dissertation Title Page Topic

The process of selecting a topic for the dissertation page title is of critical importance in research studies, which demands relevance, originality, and feasibility all at once. First, identify a wider scope of study in your subject area, which must align with the latest trends and deficiencies existing in already published literature. After that, narrow down that area to a particular and feasible topic by reading recent publications, discussing ideas with mentors, and taking into consideration the available scope and resources. 

Make sure your online dissertation page title topic is neither too broad nor too narrow but gives you clear opportunities for in-depth exploration and the generation of meaningful conclusions. Look for originality, but only to a point where it is practical, having enough research material and data at your disposal. Craft a compelling title that clearly highlights the idea of your research question and avoids jargon. A good topic for an online dissertation page title not only conveys the essence of your research but also sets up the stage for an impactful, absorbing study. To know more, avail of dissertation help from us at MyAssignmentHelp. 

Essential Steps for Structuring Your Thesis Title Page

The structuring of the online dissertation page title is one of the most crucial steps in making a good first impression. Start writing the dissertation title in the center, bold, and reflecting the overall scope of your research paper. Under the title, you write your full name; afterward, mention your academic credentials. Next, you will specifically identify the type of document this is, such as (“A thesis submitted in partial fulfillment of the requirements for the degree of…”), followed by the name of the degree to be conferred. Mention your department and the name of your institution, ensuring alignment and formatting properly.

The date of submission is usually featured at the center of the bottom of the page. Sometimes, some institutions require other information, for example, the names of your advisors or other committee members. Therefore, you are advised to check the requirements of your institution as per the experts of MyAssignmentHelp. Careful structuring of these elements will make your title page meet academic standards and showcase your professionalism.

Key Components of a Dissertation Title Page Format

Here are the key components of the dissertation page title format to make your document professional and well-put-together.

• Your Thesis Title – Place the title on the center of the cover page and use bold font to highlight it. Most importantly, make sure it reflects the scope of your research. 
• Your Full Name – Put your name just underneath the title. Don’t forget to add any middle names as needed by your institution. 
• Academic Credentials – If necessary, give proof of existing degrees and the institutions where they have been acquired. 
• Document Type and Degree – Mention the research document type and the degree you are seeking. 
• Department and Institution – Add your full department name and also state the name of your university or institution. 
• Submission Date – Put the date at the bottom of the page. Always make use of the month and year format. 

Adding all the elements listed above and taking the time to do so will make your online dissertation page title format meet academic standards and go a long way to giving the impression of professionalism. When writing the dissertation title page online, always refer to your institution’s specific guidelines to ensure all required elements are included and correctly formatted. 

Be it dissertation help , research paper help , or thesis help , you can hire our quality services from MyAssignmentHelp to get things done in the right order and error-free.

Dissertation Title Page Online Topics

The concepts or ideas that are valued in the titles of dissertation pages are known as dissertation page title topics. Such topics can be very diversified depending on the discipline and focus of the research work. They may include but are not limited to psychology, education, economics, literature, or engineering. Probably, the most prominent themes of the dissertation page title topics are social work, scientific investigation, development of technologies, or cultural phenomena. The selection of topics for your online dissertation page title has to be made on research interests, academic goals, and contributions to knowledge made in respective dissertations. It reflects scholarly work conducted within the dissertation, which is condensed in this title.

A good, properly structured, and professional dissertation page title with a brief description of the abstract can help you leave a good impression from the very start. It’s best to seek dissertation help from MyAssignmentHelp to ensure proper formatting is done, and it will, therefore, be easy to convey the most critical information about your research while highlighting your professionalism. The attention paid to writing the dissertation title will bring success and recognition to you in your field.

What information should be included in a dissertation title page online?

A dissertation page title should include a title, the name of the author, the institution, the department, and the date of final submission. Generally, all information is center-aligned on the page.

Is there a specific format or layout for a dissertation title page number?

There isn’t really a standard dissertation page format for numbering an online dissertation page title, but the sequential numbering is the most common, with the title pages counted but not numbered.

Should the title on the title page match exactly with the dissertation title?

Yes, the title on the dissertation title page online needs to be exactly the same as the dissertation title for consistency and in the interest of clarity in academic presentation. It should not be more than one line. 

Do I need to include my name on the abstract page or dissertation title page?

Yes, when writing the dissertation title, your name with the unique student number

 should appear below the dissertation page title to identify you as the author.

How should the title be formatted on the dissertation page title?

The title on the online dissertation page title should be in a larger font, bold or italic, one single-spaced line, and centered for maximum visibility.

Is it necessary to include the date on the dissertation academic writing?

As per the experts of MyAssignmentHelp, a date on the dissertation page title often appears, therefore setting the context for submission.

Hi, I am Mark, a Literature writer by profession. Fueled by a lifelong passion for Literature, story, and creative expression, I went on to get a PhD in creative writing. Over all these years, my passion has helped me manage a publication of my write ups in prominent websites and e-magazines. I have also been working part-time as a writing expert for myassignmenthelp.com for 5+ years now. It’s fun to guide students on academic write ups and bag those top grades like a pro. Apart from my professional life, I am a big-time foodie and travel enthusiast in my personal life. So, when I am not working, I am probably travelling places to try regional delicacies and sharing my experiences with people through my blog. 

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Prioritize Video Assignments: Try Submit to Replace Flip

With Flip moving into Microsoft Teams and retiring their web and mobile apps, we understand that teachers and schools are losing a valuable tool for student video creation. We know giving students the ability to connect with video is powerful and we hope to support anyone impacted by this change. We invite you to explore Submit, which is a fast, secure, and easy way for teachers to enable students to record and submit videos. Our Submit feature is 100% focused on prioritizing student voice through video assignments. Here’s a message from our CEO, Vishal Shah, on how we can help:

How Submit can bring value to your classroom:

• 📣 Prioritize student voice: help students practice skills and gain confidence
• ⏳ Save time by replacing in-class assessments with oral assessments in Submit
• 🫶 Check in with students and connect more one-to-one
• 🎥 Build a student portfolio over time

It’s easy to create a video assignment, share it with your class, and have them safely record their response without having to download anything. One active assignment at a time is free. We also have LMS integrations with Canvas, Schoology, and Google Classrooms to make things simple. If you haven’t used Submit in a while, we’ve recently released a ton of improvements to make assignment creation and grading easier, plus assignment templates to help spark ideas.

Check out our demo from Squad member Kay-Anne for a walkthrough of how it works:

Key features:

• Students record in their browser—nothing to download or install!
• Use our Google Classroom integration to share directly to Google Classroom
• Choose what kind of video you want students to record (screen, webcam, or both!)
• Control whether or not students can see their own videos and/or each other’s videos
• Rotating, calendar-relevant assignment templates to spark ideas
• Easier-than-ever grading workflows and grade export

If you have any questions about transitioning from Flip to Submit or need assistance, feel free to reach out to [email protected] .

As always, we remain committed to delivering the highest quality tools and resources to support your success. Thank you for being a valued member of our community.

–Screencastify Squad

Helping educators accomplish more, create visible success and inspire new ways of teaching.

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Tigers DFA infielder as part of flurry of moves linked to Spencer Torkelson’s demotion

• Updated: Jun. 03, 2024, 5:43 p.m. |
• Published: Jun. 03, 2024, 5:36 p.m.

Detroit Tigers second baseman Buddy Kennedy throws a ground ball hit by Minnesota Twins Manuel Margot to first baseman Spencer Torkelson for an out during the seventh inning of a baseball game, Saturday, April 20, 2024, in Minneapolis. Minnesota won 4-3. (AP Photo/Stacy Bengs) AP

• Evan Woodbery | [email protected]

Infielder Buddy Kennedy was the odd man out amid the flurry of moves made by the Detroit Tigers as they demoted Spencer Torkelson to Triple-A Toledo and promoted Justyn-Henry Malloy to the big leagues .

Malloy’s contract was selected by the Tigers; Torkelson was optioned to Toledo. To create a spot on the 40-man roster for Malloy, the Tigers designated Kennedy for assignment.

Kennedy will be placed on waivers or traded in the next seven days. If Kennedy goes unclaimed on waivers, he has the right to become a free agent.

Kennedy, 25, spent eight days with the big-league club after being recalled from Toledo to replace injured infielder Gio Urshela in late April. He went 2-for-10 with a home run, four RBIs, two walks and four strikeouts in six games.

He was hitting .234 with a .714 OPS in 39 games (163 plate appearances) with the Mud Hens.

The Mud Hens activated Ryan Kreidler from the injured list on Monday, which enhanced the Tigers’ infield depth on the 40-man roster and made Kennedy more expendable.

The Tigers could have freed up a 40-man roster spot by transferring outfielder Kerry Carpenter (back stress fracture ) to the 60-day injured list. The fact that they didn’t do so might indicate that they still hope he will be able to return by the end of July.

Kennedy was drafted in the fifth round out of high school in 2017 by the Arizona Diamondbacks. He reached the big leagues and played briefly in each of the last two seasons before being put on waivers last September.

He was claimed by the Oakland Athletics and then by the St. Louis Cardinals a month later. Kennedy remained on the Cardinals’ roster until February when St. Louis signed veteran infielder Brandon Crawford .

The Tigers claimed him on Feb. 29 , giving him the roster spot of Andre Lipcius, who was designated for assignment and then traded to the Los Angeles Dodgers .

TIGERS’ 40-MAN ROSTER (40)

Players on the active roster are in bold.

Left-handed pitchers (5) : Andrew Chafin , Tyler Holton , Easton Lucas, Tarik Skubal , Joey Wentz .

Right-handed pitchers (15) : Beau Brieske , Mason Englert , Alex Faedo , Jack Flaherty , Wilmer Flores**, Jason Foley , Alex Lange, Kenta Maeda , Matt Manning, Shelby Miller*, Casey Mize , Keider Montero, Reese Olson , Will Vest , Brendan White**.

Catchers (3) : Dillon Dingler, Carson Kelly , Jake Rogers .

Infielders (8) : Javier Báez , Andy Ibañez , Colt Keith , Ryan Kreidler, Eddys Leonard**, Zach McKinstry , Spencer Torkelson, Gio Urshela .

Outfielders (9) : Akil Baddoo , Mark Canha , Kerry Carpenter*, Riley Greene , Justyn-Henry Malloy , Parker Meadows, Wenceel Perez , Matt Vierling , Ryan Vilade.

*On 10- or 15-day injured list.

**On minor-league 7-day injured list

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Electrical Engineering and Systems Science > Systems and Control

Title: multi-agent assignment via state augmented reinforcement learning.

Abstract: We address the conflicting requirements of a multi-agent assignment problem through constrained reinforcement learning, emphasizing the inadequacy of standard regularization techniques for this purpose. Instead, we recur to a state augmentation approach in which the oscillation of dual variables is exploited by agents to alternate between tasks. In addition, we coordinate the actions of the multiple agents acting on their local states through these multipliers, which are gossiped through a communication network, eliminating the need to access other agent states. By these means, we propose a distributed multi-agent assignment protocol with theoretical feasibility guarantees that we corroborate in a monitoring numerical experiment.

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Is Yankees’ Jasson Domínguez ready for MLB return? Aaron Boone weighs in

• Updated: Jun. 04, 2024, 6:27 p.m. |
• Published: Jun. 04, 2024, 6:20 p.m.

Yankees top prospect Jasson Domínguez continues to work back from Tommy John surgery, taking his minor-league rehab assignment up to Triple-A Scranton/Wilkes-Barre. Somerset Patriots

• Max Goodman | NJ Advance Media for NJ.com

NEW YORK — By extending Jasson Domínguez’s rehab assignment on Tuesday — transferring him from Double-A Somerset to Triple-A Scranton/Wilkes-Barre — the Yankees bought the top outfield prospect a little more time.

His 20-day rehab window was up, but since he’s working back from Tommy John surgery, the team was able to give him additional 10 days.

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