assignments received

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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9 Ways To Acknowledge An Email From Your Boss (+ Samples)

If your boss has sent you an email with a task to get done, it might be wise to acknowledge it. This article will look at how to respond to an assignment given by your boss so you have a better understanding of how it works.

1. Thanks For Sending Me This

“Thanks for sending me this” is one of the best ways to acknowledge an email from your boss. It works well because it shows that you’re grateful to have received a message from them, and it shows that you’ve understood what they asked of you.

If you have more questions about what they need, it’s wise to include them after this phrase. If you fully understand what they are asking, then get to work on it.

Using phrases like this is good for two reasons. First, appreciation and acceptance are always polite. “Thanks” is always going to be a suitable choice professionally, so you should get used to using it.

Secondly, “sending me this” implies that you’ve read all the details they’ve provided. It means you’ve understood what they’re asking, and you’ll get to work straight away for them.

Thanks for sending me this. I’ll be sure to get right to work with it.
All the best ,
Dear Mr. Hodge,
Thank you for sending me this. I’m glad you came to me looking for help here.
Best wishes,

2. That’s Really Helpful. Thank You

“That’s really helpful” is a good way to acknowledge an email that provides you with useful updates. If you learned new information or have been informed that something important is going to happen, this phrase works well.

Similar to the above phrase, we can use “thank you” to show our appreciation. It’s a simple form of acknowledgment, but it goes a long way when you’re writing to your boss.

If you can show that you’re polite and resourceful, it’ll paint you in a much better light with your boss. Who knows. Maybe they’ll start to give you some more important tasks, and you’ll be climbing the ladder before you know it.

Dear ma’am,
That’s really helpful. Thank you for the update , and I’ll be sure to get right to work.
All the best,
Dear Mrs. Smith,
That’s really helpful. Thank you so much. I’ll get right to work with my new team.
I hope you’re well,

3. Okay, I’ll Get Back To You If I Have Any Questions

“I’ll get back to you” is a good way to show that you currently don’t have any problems to note. It shows that you acknowledge what your boss has emailed you, and you will now spend time working toward completing the task.

“Okay” is one of the most simple ways to accept a task or challenge. It shows that you’ve received, read, and understood an assignment.

“If I have any questions,” shows that you’ll be working hard on the project. If anything comes up that you’re not sure about, you’ll reply to your boss again to ask them for some help.

Dear Mr. Stuart,
Okay, I’ll get back to you if I have any questions. Thanks for letting me know.
Kind regards,
Dear Mrs. White,
Okay. I’ll get back to you if I have any questions when I start working on it.

4. Received With Thanks

“Received with thanks” is a more blunt phrase we can use. It works well professionally because it gets right to the point. Some people don’t like using it because it feels like a wasted email.

Remember, email inboxes can be very busy. If your boss receives a lot of emails during a working day, it’s probably not a smart idea to email them with every little response, acknowledgment, or query you have.

The more emails you send, the more annoying they can be. Therefore, “received with thanks” as the only phrase in the email is a bit of a waste of time.

If you’re going to use this one, make sure you elaborate just a bit more.

Received with thanks. I have already started to work on this project, so it should be done by Friday.
Dear Mr. Smart,
Received with thanks. Let me know if there’s anything else I can do for you before I finalize these instructions.

“Noted” is similar to the above phrase. It’s another blunt one, but this time it’s only one word. We should still make sure to elaborate further if we’re going to use this form.

Again, we don’t want to clog our boss’s email up. The last thing we want to do is annoy them, so they don’t trust us with tasks again.

Always elaborate if you’re going to write “Noted.” If you don’t have anything to elaborate on, it’s probably best not to reply to your boss. You could ask them if they need help with anything else, or you could give them a rough time frame of when to expect your work.

Dear Mr. Pamela,
Noted. I’ll be sure to contact you as soon as I’ve completed this. I imagine it’ll be done by Wednesday.
Hey Michael,
Noted. If you have anything else you need from me, please let me know . I’ll get to work immediately otherwise.
Kindest regards,

6. I Have Received And Understood

“I have received and understood” works well to start an email to your boss. We usually include the information we receive right after this phrase. Repeating it helps us to show that we’ve understood our assignment.

This is known as a reconfirmation. When someone has provided us with information, and we relay it back to them to show that we’ve understood, we reconfirm it.

For example:

I want you to work in the yard.
I will work in the yard.

Generally, you can just say “I will” to show you agree to the terms. However, repeating “work in the yard” is a great way to show that you’ve understood exactly what’s been asked of you. The same rules apply to business emails.

Dear Mr. Peterson,
I have received and understood your message about finding new candidates for the role. I’ll check the CVs in the morning.
Best regards,
Dear Mrs. Suestorm,
I have received and understood the project you recommended to me. I’ll get a team together to address it.

7. Got It, Thanks

“Got it, thanks” is slightly more informal. We can use this phrase when we are familiar with our boss, and we know they don’t mind a bit of informal language here and there.

It’s great because it’s snappy. It gets right to the point and shows that you understand what has been asked of you.

Many people like to go overboard when it comes to emailing their boss. They feel like a lot of words need to be used to show that they are smart enough to handle the responsibility.

Often, using too many words can turn your boss away from asking you for help again. It’s best to keep formal emails as simple as possible, especially when they’re only there to acknowledge your role.

Dear Mr. Bossman,
Got it, thanks. I’ll let you know when I’m done with it.
Dear Mrs. Smythe,
Got it, thanks. Please let me know if there’s anything else you’re going to need.
Best wishes to you,

8. I’m Working On It

“I’m working on it” shows you are diligent when responding to your boss. If they’ve given you an assignment, “I’m working on it” shows that you’ve taken the time to get to work right away.

Other people might have wasted time before starting a job from their boss. If you use this phrase, it shows that you’re proactive and you’re willing to stop what you’re doing to make sure to get the most important tasks done first.

Dear Mr. Walker,
I’m working on it as we speak. I’ll have it ready by the end of today ’s shift.
Hey Arnold,
I’m working on it. Bear with me while I send you my preliminary results.

9. No Reply

Sometimes a reply isn’t necessary. You do not have to send emails to everything you receive because this will clog up both your and your boss’s email. If they did not ask for a reply, or you do not think it warrants one, you don’t have to reply at all.

This is all based on whether you trust your instincts. If you believe that a reply is unnecessary, you can leave it out. Usually, this is made clear if the email your boss sent you is short and gets right to the point.

If they elaborate or say something like, “please respond when you’ve read this,” then it’s probably better to reply. They’ve asked you to do so, so not replying would be foolish.

Since we’re not replying to our boss, in this case, it doesn’t make sense to include any email samples. Instead, just continue with the work they’ve provided you and only reply once you’ve completed it.

You may also like: 12 Best Replies To A Thank You Email From Your Boss

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

“I Received” or “I Have Received” – Which is Correct?
Is “Dear All” Appropriate In A Work Email? (8 Better Alternatives)
6 Steps To Politely Remind Someone To Reply To Your Email
12 Better Ways To Say “Well Received” (Professional Email)

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

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

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“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College

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How to Use Assignment Feedback

If you’re like me, assignment feedback can depress the heck out of you! Sometimes I want to throw it away and never look at it again.

If you’re like me, you’ll also probably look first at your grade and everything else matters less: the feedback is far less important to you than your overall grade.

Top students see negative feedback on a paper as a good thing. It’s another opportunity to get ahead.

In this post, I outline how to use feedback on your paper to grow your mark and get ahead.

If you use the following thirteen steps, you can bring substantial improvements to your own assignments in the future.

What’s the point of Feedback? Assignment feedback isn’t a chance for your teacher to be mean or rank you against your peers.

Feedback is not about being judged or talked down to. Feedback is all about YOU and no one else.

Feedback is the opportunity you get to check yourself, see how you’re going, and look for opportunities to improve.

Assignment feedback is about personal growth.

1. Start with a Growth Mindset

Having a growth mindset means that you believe you have the ability to improve. People with a growth mindset think that they are in control of their own future and actively go about achieving their goals.

If you approach assignment feedback with a growth mindset you’ll be on track to improving.

If you approach feedback with a sense that improving is out of your control, you’re never going to improve.

Here are three simple thoughts you need to put out of your mind right away:

I’m not good enough . Did I ever tell you how average a student I was in my undergraduate degree? If I can go from average student to Ph.D. at 24 , so can you. Believe in yourself.
The teacher’s a jerk. This might be true. But, let’s face it, unless you got the top mark in the class, you didn’t get the maximum grade your teacher gives out. That means that you’ve got room for improvement. So don’t blame the teacher. Improvement is in your hands.
I don’t want to think about it. I get it. Burnout sucks. So feel free to forget about that feedback for a little while. But at some point, you’ve got to tackle it. So get in a positive mindset: I’m here to improve. Come at me, world.

Want some motivation? Check out this awesome and inspiring YouTube video about growth mindsets from Khan Academy:

2. Figure out your Teacher’s Pet Peeves

All teachers have something that is a huge pet peeve. Some have many.

For me, one pet peeve is apostrophes . A misplaced apostrophe jumps off the page at me and makes me think: Poor editing. Sloppy.”

I had a colleague once who couldn’t stand when a paper didn’t use the correct margin sizes. Seriously! He would flip out and cut students’ marks. Personally, I couldn’t care less about the margins!

When looking over your teacher’s feedback, take note of what little things they really seemed overly picky about. Was it the referencing style? The fact that you used first-person language? Your over-use of a certain word?

Take note. If your teacher has given you strong feedback on something that no other teacher has bothered to mention, you’ll need to adjust your writing style for that teacher.

Feedback is your opportunity to read your teacher and find out what you need to do in order to avoid their pet peeves in the future.

3. Read it. Then Forget it. For a while.

I hate assignment feedback.

My Ph.D. supervisor would give me my work back with red marks all through it . It would be so depressing. I’d be mad at her for days and days. I worked my tail off on that work! I took on all your feedback and it’s still not good enough!?

I developed a strategy:

Check the grade. Read the feedback. All of it. Then put it away for at least two days.

Don’t email your teacher yet. Don’t bitch about her to your friends. Just forget about it.

You’ll find that when you come back to the feedback two days later the emotion is gone. You’ll not look at the mark but look through the feedback to see what you can pick out of it that you can use in the future.

Be very careful about contacting your teacher about the feedback. You want to take those two days to let it soak in before sending out an email.

You have no idea how many emotional emails I get from students that probably have been much more carefully (and professionally!) worded if they’d only taken a few days to sit on the marks and let the emotions settle a little.

4. Make a Table

Tables are amazing for working through assignment feedback. They help you to sort out your thoughts and consider ways in which you can improve your work.

I follow a very simple format that I’ve used for years with great success. Whenever I write an academic paper for publication in journals I use this method – and let me tell you, the feedback in peer review is brutal!

Here’s a simple example of a feedback table:

The key to your table is to list all the assignment feedback you received on the left and provide space on the right for you to fill in how you’d like to improve on that work for next time.

Brainstorm ways you can improve on the points your teacher wants you to improve on, and list all the ways you think you can do this. Aim also to link these changes to the next assessment, i.e: “In future assessments, I will…”

In this way, you’re turning feedback into feed-forward.

5. Find just Three Action Points (and One point for Praise)

Sometimes there’s too much feedback to handle. If you’re looking at a piece of paper with big red marks scribbled up and down the margins, I recommend finding just three key points that you think you can work on – and putting the rest aside for now.

Here are a few major ones to focus on in the beginning:

Not enough referencing. If your teacher wrote this, it’s an easy one to fix – so start with it. I recommend reading my post on how to find scholarly sources to get started solving this issue.
Add depth or be more critical. These two often mean the same thing. This is also one of the biggest pieces of assignment feedback teachers give. It’s really cryptic, so I’ve broken down how to address this issue in my post on how to show critical thinking in an essay.
Write more clearly. Again, this a major one – which is why I formulated my perfect paragraph formula to help you out.

The trick with choosing action points is that you want to find ones that you think you have a realistic chance of working on.

If your negative feedback was on something specific to that previous class that you just finished, you’re better off focusing on the general feedback that you can put into action in the next course.

Remember to celebrate the Positives While you’re at it, note down one point of praise. Note down something you did well and give yourself a moment to congratulate yourself. Feel good about the fact that you had one little win even in a sea of negative feedback.

6. Forget about the Grade

Feedback and the grade need to be seen as two entirely separate points.

I recommend leaving the assignment feedback aside until you’ve come to terms with your grade. If you attach the feedback to the grade you’ll not be looking at it with clear eyes.

Teachers hate when students email them and say “why did I only get that grade?”

That’s totally the wrong question. This question instantly signifies to the teacher that all you care about is the mark and not whether or not you actually learned anything!

The right questions to ask your teacher are:

Please explain the feedback
Please explain one specific point in the feedback
What advice do you have for improvement?

The next step examines approaching your teacher for feedback in a little more detail.

7. Go to your Teacher

Ensure you’ve left it for two days at least between reading the feedback the first time and contacting your teacher.

Then, email your teacher and either:

Ask for a one-to-one discussion during open office hours or a convenient time; or
Provide no more than three questions you want clarification on.

Asking for further details or clarification on feedback is your right. You paid a lot of money to do this degree – make the most of it.

I recommend no more than three questions. If you ask more than three questions in an email you’ll find your teacher gets vague and doesn’t cover all three of them at once. List the three questions in number format and ask the questions in full sentences.

To get the best response, it’s important not to seem defensive. Open the email with a thank you in recognition of their work in providing feedback in the first place. Then, ask the teacher to clarify each point.

You could ask:

Whether they can point out specific points in your paper where the feedback is relevant to help you get a better understanding;
To clarify their expectations for the next piece; or
Ask for any tips on how to achieve their advice (is there a source they recommend that explains this idea they’ve presented to you in their feedback?)

I’ve provided an email for just this very purpose in my free email template booklet, which has email templates for any scenario:

If you’ve asked for a one-to-one discussion, make sure you print the assignment feedback and a copy of your paper when you attend the meeting. There’s nothing worse than a student who attends a meeting without questions and works to show.

8. Show your teacher how you used the feedback to Improve in the Next Assignment

This one’s the clincher. Literally, show them how you used their feedback. Put evidence that you used their feedback right under their nose. I recommend that you meet with the teacher before you submit your next piece and point out how you used their feedback.

When it comes time to show your teacher the draft for your next piece of work, come to the meeting with your table (see step 3) to show how you’ve taken their feedback into account.

Then, point out exactly where in your paper you’ve put their feedback into action.

Because you met with your teacher and showed them how you used their feedback, they will be primed and ready to recognize where and how you put their feedback into action when they mark your work.

If you don’t take the step of meeting with the teacher, there’s a good chance they won’t recognize all the effort you put into using their feedback.

Teachers give a lot of feedback – remember, they’ll probably have 40 to 100 other papers to mark just like yours. Your work gets lost in their memory amongst the jumble of other papers they read that one weekend six weeks ago.

Furthermore, meeting with your teacher to show them how you’ve used their feedback will go down really well in convincing them you’re worthy of top marks.

You’ll surely have gotten your teacher on your side and well and truly ready to give you top marks for your next piece of work.

9. List your Goals for next Term / Semester on a Post-It Note

University summer break is very, very long. We’re talking about up to three months of working, traveling, drinking, partying, or whatever else you have on your plate.

By the time you get back to university, you will likely have forgotten a lot of what you learned last semester.

One trick you should get into the habit of using is the post-it note reminder. All you need to do is list your three actionable goals from Step 5 and leave them on a post-it note on your desk for reflection next semester.

It’s so simple: a 2-minute task that will dramatically improve your chances of growing your grade next semester. It’ll get you back in the game and focused for next semester.

And it’ll remind you what your weaknesses are that you need to work on.

10. Keep your Assignment Feedback for Reflection

You should keep a folder on your computer (or in a drawer, if you’re still getting paper feedback) that has all your assignments and feedback kept in there.

In Step 8 I reinforced the importance of using assignment feedback semester-on-semester.

Even though the post-it trick in Week 8 is effective, it’s not quite enough.

You also need to dig deeper. You need to identify trends in your assignment feedback to see what your true weaknesses are.

If one teacher tells you your writing style is no good, that’s one thing. If five teachers in the past two years have told you your writing style needs work, then you’ve got yourself a real problem.

So, keep your assignment feedback and every now and then, go back to the stack of feedback and try to identify trends.

If you know your weaknesses, you’ll be able to work on them and turn them into strengths.

11. Be Humble.

In my experience, the angriest, obnoxious, self-assured students are often the ones who least deserve the top marks.

If I’m honest, I think I know the reason for this. These are the students who have dug themselves into their own delusions that they deserve the top marks because they’re talented .

The problem here is that these students lack a growth mindset . They never took assignment feedback on board and used it to improve. Ergo, they never improved.

Humility is a skill that will serve you well. Regularly, you are given feedback from teachers reinforcing the fact that your work – your mind – has faults. You’re not perfect. That sucks to hear, but it’s true!

Whenever you get assignment feedback, remember that this is the time for humility and good grace. Even if you disagree with your teacher, approach the situation with the recognition that you still have much to learn.

You might even find that being polite, humble, and genuine about your desire for help will endear you to your teacher and help you convince them to take it easier on you next time around.

12. Turn Negative Feedback into a Talking Point

At some point in your life you’re going to get this question in a job interview: “what is your biggest weakness?”

You can use teacher feedback to answer this question in a way that will move you to the top of the pile.

Your future boss is really asking you this:

Are you aware of your faults?
How do you address them?

There is a very easy formula for answering this question. It goes like this:

Here’s a weakness a mentor identified;
Here’s how I have worked to overcome it

If you’ve got a piece of feedback that occurs regularly, I recommend turning it into your talking point for showing how you have a growth mentality. Let people know what the weakness is, and what you’re doing to address it.

To really hit this point out of the park, you can give an indication of the progress you have made. Talk about how once you got feedback on your research or writing style (your weakness), and you actively addressed it by booking library workshop seminars.

After taking the seminars, you noticed your grades started to rise! You overcame a weakness!

13. Use the Internet to Improve on your Weaknesses

You’re here. You already took the first big step towards teaching yourself to use the internet.

Even if your teacher is a monster who gives totally useless assignment feedback and is impossible to understand, you still have the power to improve your marks.

Make the most out of free online resources. I’d recommend making it a part of your social media and internet downtime routine to browse around your favorite student support websites for little golden bits of information about how to improve your marks.

If you listen to ‘write more clearly’ as one of your three actionable goals in Point 5, then google “how to write more clearly”. It’s really that easy to get started!

Here are three types of online resources you can use to teach yourself:

Blogs . Of course, I recommend my blog: Helpfulprofessor.com . But there’s more out there, like Scribendi.com and Grammar Girl that are really useful for learning how to increase your grades.
Podcasts . My personal favorite resource that I have created is my podcast . I have so many students who don’t, particularly like reading blogs but are happy to listen to me explain my secret strategies for success. If you don’t like my podcast, try Marion Hegarty’s Grammar Girl podcast – it’s sublime.
YouTube Videos . Use a YouTube search to learn anything you like – like how to paraphrase better, how to use quotes more effectively, or even simple study tips.

summary infographic on how to use feedback on assignments

Using feedback for self-growth is a secret weapon of top students. While most students hate the frustration of bad assignment feedback and never want to look at it ever again, top students see it as another opportunity to get that little bit further ahead in their pursuit of an amazing degree.

Use your assignment feedback to fuel your desire for top marks.

In this article, I’ve recommended five strategies that top students use to get ahead using assignment feedback. These are:

How to Use Assignment Feedback to Improve your Grades

Start with a Growth Mindset
Figure out your Teacher’s Pet Peeves
Read it. Then Forget it. For a while.
Make a Table
Find just Three Action Points (and One point for Praise)
Forget about the Grade
Go to your Teacher
Show your teacher how you used the feedback to Improve in the Next Assignment
List your Goals for the next Term / Semester on a Post-It Note
Keep your Feedback for Reflection
Turn Negative Feedback into a Talking Point
Use the Internet to Improve on your Weaknesses

Chris Drew (PhD)

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

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

Help Articles

Check assessment grades, learner help center feb 13, 2023 • knowledge, article details.

This article will show you how to check your grades, understand assessment statuses, and view assessment feedback.

Check your grades

Assessment statuses, assessment feedback.

To view your grades:

Open the course.
Open the Grades tab (from the left sidebar).

You’ll see all your assessments listed on this page. Here’s what you can find in your Grades tab:

The status of each assessment
Your assessment grades (and any adjustments to them).
The weight of each assessment (which shows how much that assessment counts toward your overall grade)
Your assignment due dates and personalized deadlines.
Whether an assessment is locked.
Peer review requirements.
Your final grade (once all assessments have been graded).

In private courses, you may also see your current grade.

In your Grades tab you’ll see one of these statuses next to each assignment:

--: You haven’t started the assignment yet.
Started: Your assignment has been started, but not yet submitted. Your assignment won’t get a grade until it’s submitted.
Submitted: You submitted your assignment, but it doesn’t have a grade yet.
Graded: You submitted your assignment and it has a grade. This assignment doesn’t have a required passing score.
Passed: You completed the assignment, received a grade, and your grade is above the required passing score for that assignment.
Didn't Pass: You completed the assignment, received a grade, and your grade is below the required passing score for that assignment.
Dropped: This assignment’s score won’t be included in your final course grade.
Adjusted: Course staff, or a lateness policy, changed your grade for the assignment.

You can open an assessment and click View Feedback to see feedback on your assessment. This will show you your score for each question, and may also include additional info about each question.

In private courses, some assessments may be manually graded by your instructor. You’ll always be able to see your assessment score on your Grades tab, but you may not be able to view additional feedback.

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How to Acknowledge an Email With 13 Examples and Templates

Acknowledging emails is an essential skill to have in a world where over 300 billion emails are sent daily. To acknowledge an email and confirm receipt, in the most simple instances is to reply send back, “Your email has been received with thanks.” or ” I acknowledge your email with thanks.”

There are peculiar ways of acknowledging the emails you receive professionally . Note these ten tips to acknowledge receiving an email as a business owner or individual.

How to Write an Acknowledgement Email

Appreciate the sender.

Appreciation is an associate of acknowledgement. As a recipient, you can win your sender by simply sending a ‘thank you’ reply to acknowledge receiving the email. For instance, your customer sent a complaint email . The first step to winning such a customer is not a reaction but appreciation. You can send an email like this:

Sample 1 – Acknowledging an Email Professionally

Emails that appreciate a sender will definitely create an impression that you did not intentionally ignore them.

Be Straightforward

Be direct when you want to acknowledge an email professionally. Make your statements clear and specific. Acknowledge receiving the email as an individual or a representative of a company.

Work on the Focal Point

The focal point of the email you received should be adequately worked upon to show you actually acknowledge receiving the email. You can recreate the focal points to suit the additional information that you want to attach as a reply to your sender.

Send a Time-bound Message

A business can reveal its level of effectiveness and efficiency through its response to customers emails .

In a case where a customer sends a complaint email, you can acknowledge the email by sending a time limit on when the issues raised will be addressed. You will find an example later in this post.

If you receive an email that you cannot promptly attend to, acknowledge the email and tell the sender the time the issue will be addressed.

Polite Presentation

The saying ‘there are two sides to a coin’ confirms the fact that conditions of things can be either positive or negative.

Your response to an email should be based on the information the email presents. The information could be either positive or negative. Acknowledging receiving an email should not reflect emotions of anger and frustration. Present your acknowledgment of the email politely to show you regard the views of your sender.

Give the Necessary Suggestions

There are times a recipient acknowledges an email because the issues are not such that can be settled through an email. In cases of this nature, give necessary suggestions on how to solve the issues raised by the sender. The sender may be required to come to the company or meet someone. Such suggestions should be clearly stated.

Here is a simple acknowledgement email reply sample:

Sample 2 Acknowledging an Email Professionally

Answer the questions.

There are emails that are replete with questions. You can acknowledge receiving such emails by giving answers to those questions without exempting any. If you can’t promptly answer those questions, just give a time limit that the answers will be sent.

Sometimes, there are questions that require urgent answers. For questions of this nature, answers should be given without delay.

Involve the Sender

There are some emails that require you to involve the sender. This is because the sender has contributed to you in a positive way and you wish to acknowledge the receipt of their positive contribution. Involving them by giving them opportunities to ask questions in subsequent emails or make some requests is a way of involving the sender.

You can also involve the sender by informing them that they can send their comments on the activities they contributed to through the email you received.

Sample 3 Acknowledging an Email Professionally

Highlight the uniqueness of your sender.

You may receive an email that shows the sender’s abilities, for example, an email that deals with a job application with the sender’s resume attached to it. Your acknowledgement of such email should indicate the sender’s professional achievements to point out the fact that the resume of the sender was checked and the company respects the sender’s achievements.

Sample 4 Acknowledging an Email Professionally

Acknowledging email etiquette: how to reply acknowledgement email.

Etiquette on how to confirm receipt of an email is essential if you communicate via email. Sooner or later, you’ll have to send an email acknowledging an appointment, an interview, a meeting, etc.

Often, people make the mistake of adding too much information in their acknowledgment email. When writing an email, you only need to include details about the appointment in the email.

To master how to acknowledge an email, there are few things you need to take note of:

Restate and reconfirm the terms of the agreement and engagement. This may seem like belaboring the obvious, but it’s essential when writing acknowledgment emails.
Assure them that you’ve seen their emails to enable them to proceed with other aspects of the task that may depend on you confirming your appointment.
If there are going to be any changes to the arrangement, an acknowledgment email is a perfect place to include this new detail. This could be anything from a change in date, time, place, etc. If this happens you need to also make sure the other party acknowledges this change.

These are the essentials when it comes to acknowledging emails.

How to Ask for Acknowledgment of an Email

When asking for an acknowledgement of an email, there are some guidelines you need to follow:

You need to maintain a formal tone. Email is one of the most formal methods of digital communications, hence, the need to maintain professionalism in all your emails.
Respectfully request an acknowledgment from the recipient upon receiving your email.
If a task is pending upon the recipient acknowledging your email, tell them what you need the acknowledgment email for.
End your email in a polite expectant note.

To ask for acknowledgment of an email, you can simply add

To the end of your email.

Email acknowledged and noted with thanks sample

Acknowledge an Email Professionally Sample

Reply to acknowledge receipt of email, confirm receipt of email example, acknowledged with thanks example, acknowledge email from boss example, acknowledge with thanks your email example, i am in receipt of your email example.

In conclusion, remember that the importance of professionally acknowledging emails cannot be overemphasized. Doing this all the time will help you stand out from the pack of competitors and keep your customers coming back.

About The Author

Dr. Ayoade Oyedotun

9 Tips You Need to Write and Respond to Emails Professionally

12 Rules of Writing Emails Professionally and Effectively

How to Write Professional Emails: 7 Critical Ingredients

8 Simple Lessons for Writing Irresistible Business to Business Emails

Final Grade Calculator

Enter Final Info

My final exam is worth:

I want (at least) this in the class:

Enter Class Grades

Calculator Instructions

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

Final Grade Formula

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

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

w 1 = weight of assignment #1

w final = weight of final exam

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

g 1 = grade for assignment #1

g wanted = grade wanted in the class

Example Calculation

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

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

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

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

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

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

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

Now, calculate what you need on the final exam:

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

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

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

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

Let's assume you received the following grades.

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

grade percentage = points earned / possible points x 100

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

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

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

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

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

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Ant-Like Persistence

Best practice for recording US patent assignments

I’ll share my notion of the Best Practice for recordation of US patent assignments. Please post comments below.

As a starting point to this discussion, I will remind the reader that if we receive a signed assignment and if we sit on it too long, we eventually come out on the wrong side of the 3-month period set forth in 35 USC § 261:

An interest that constitutes an assignment, grant or conveyance shall be void as against any subsequent purchaser or mortgagee for a valuable consideration, without notice, unless it is recorded in the Patent and Trademark Office within three months from its date or prior to the date of such subsequent purchase or mortgage.

So we will take as our starting point that whatever else we do about recording an assignment or postponing the recording of an assignment, we ought to try extremely hard to avoid getting on the wrong side of this three-month period. (There are similar statutory three-month periods for trademark assignments and copyright assignments.)

Old-timers (or at least, practitioners who were in practice prior to January 1, 2014) will recall the days when it was necessary to pay a government fee to record a patent assignment. In those old days, practitioners would go to great lengths to try to avoid paying two fees if there was a way to squeeze two recordations into a single recordation (so as to pay only one fee). A practitioner having encountered a problem with an existing recordation filing would go to great lengths to try to salvage the filing so as to avoid having to pony up a second government fee. If there were two inventors, each of whom was supposed to sign an assignment, and if the signed assignments showed up on different days, most folks would carefully save up the first one and postpone e-filing it until the second signed assignment arrived. This way, the filer could bunch them together and e-file them all in the same package.

As I say, the overarching goal for most practitioners in those old days was to try as hard as possible to get away with paying only one government fee for multiple assignments.

But the US eliminated the fee on January 1, 2014. So that is no longer a reason to drag our feet on e-filing a signed assignment if we have it in hand.

A first drawback to intentionally postponing recording a signed assignment is that one might inadvertently permit the three-month period to pass (which I will call a “recordation failure”). By this I mean that to avoid a recordation failure, one needs to aggressively docket the three-month period. The docket steps would be (a) receive the signed assignment from the client; (b) note the date of execution (which might not be the same as the date that we received the signed assignment from the client); (c) add three months to the date of execution to arrive at a drop-dead recordation date, and (d) docket the drop-dead date and one or two warning dates.

If there were a docket failure (failing to set the drop-dead date, or failing to blow whistles loudly enough toward the end of the three-month period) then this would lead to a recordation failure (failing to record the signed assignment within the three-month period set forth in 35 USC § 261).

In our office, we estimate that the internal cost to set and clear a docket is around $50. So if we can simply do something and get it done, rather than dragging our feet on the task, we don’t need to docket to remember to do whatever it is. And then we save $50.

So to emphasize the above point, if we record each signed assignment promptly after receiving it, this also avoids having to do the above-mentioned fuss of docketing the three-month period under 35 USC § 261. Once we record the signed assignment, we can stop worrying about setting and clearing dockets to remember to record the signed assignment.

The practitioner who makes a decision to postpone recording an assignment is creating a second risk. Whenever we sit on a signed assignment without recording it, we create the risk of misplacing the signed assignment . What if the document falls behind a desk? What if the breeze catches the document and it flies out the window? What if the file server where we store the PDF document crashes? What if the file server does not crash, but through some bad luck the PDF document gets stored in the wrong folder?

The USPTO’s assignment recordation system may thus be thought of as an offsite backup for signed assignments. Saying this a different way, the sooner the signed assignment is recorded, the sooner that one may stop worrying about the risk of misplacing it.

A nay-sayer might ask “yes but if I record each inventor’s assignment when it arrives, I will have to fill in the twenty or so fields of the EPAS system twice instead of once!” The answer to this, of course, is that when we are recording the first assignment, we should save a template. When the second assignment shows up, we can use the template to auto-populate nearly all of the fields of the EPAS system for that second recordation.

Do you think that what I have described is a Best Practice? Please post your comment below.

14.2: Assignment of Contract Rights

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Learning Objectives

Understand what an assignment is and how it is made.
Recognize the effect of the assignment.
Know when assignments are not allowed.
Understand the concept of assignor’s warranties

The Concept of a Contract Assignment

Contracts create rights and duties. By an assignment , an obligee (one who has the right to receive a contract benefit) transfers a right to receive a contract benefit owed by the obligor (the one who has a duty to perform) to a third person ( assignee ); the obligee then becomes an assignor (one who makes an assignment).

The Restatement (Second) of Contracts defines an assignment of a right as “a manifestation of the assignor’s intention to transfer it by virtue of which the assignor’s right to performance by the obligor is extinguished in whole or in part and the assignee acquires the right to such performance.”Restatement (Second) of Contracts, Section 317(1). The one who makes the assignment is both an obligee and a transferor. The assignee acquires the right to receive the contractual obligations of the promisor, who is referred to as the obligor (see Figure 14.1 "Assignment of Rights" ). The assignor may assign any right unless (1) doing so would materially change the obligation of the obligor, materially burden him, increase his risk, or otherwise diminish the value to him of the original contract; (2) statute or public policy forbids the assignment; or (3) the contract itself precludes assignment. The common law of contracts and Articles 2 and 9 of the Uniform Commercial Code (UCC) govern assignments. Assignments are an important part of business financing, such as factoring. A factor is one who purchases the right to receive income from another.

Figure 14.1 Assignment of Rights

Screen Shot 2020-03-26 at 2.35.54 PM.png

Method of Assignment

Manifesting assent.

To effect an assignment, the assignor must make known his intention to transfer the rights to the third person. The assignor’s intention must be that the assignment is effective without need of any further action or any further manifestation of intention to make the assignment. In other words, the assignor must intend and understand himself to be making the assignment then and there; he is not promising to make the assignment sometime in the future.

Under the UCC, any assignments of rights in excess of $5,000 must be in writing, but otherwise, assignments can be oral and consideration is not required: the assignor could assign the right to the assignee for nothing (not likely in commercial transactions, of course). Mrs. Franklin has the right to receive $750 a month from the sale of a house she formerly owned; she assigns the right to receive the money to her son Jason, as a gift. The assignment is good, though such a gratuitous assignment is usually revocable, which is not the case where consideration has been paid for an assignment.

Acceptance and Revocation

For the assignment to become effective, the assignee must manifest his acceptance under most circumstances. This is done automatically when, as is usually the case, the assignee has given consideration for the assignment (i.e., there is a contract between the assignor and the assignee in which the assignment is the assignor’s consideration), and then the assignment is not revocable without the assignee’s consent. Problems of acceptance normally arise only when the assignor intends the assignment as a gift. Then, for the assignment to be irrevocable, either the assignee must manifest his acceptance or the assignor must notify the assignee in writing of the assignment.

Notice to the obligor is not required, but an obligor who renders performance to the assignor without notice of the assignment (that performance of the contract is to be rendered now to the assignee) is discharged. Obviously, the assignor cannot then keep the consideration he has received; he owes it to the assignee. But if notice is given to the obligor and she performs to the assignor anyway, the assignee can recover from either the obligor or the assignee, so the obligor could have to perform twice, as in Exercise 2 at the chapter’s end, Aldana v. Colonial Palms Plaza . Of course, an obligor who receives notice of the assignment from the assignee will want to be sure the assignment has really occurred. After all, anybody could waltz up to the obligor and say, “I’m the assignee of your contract with the bank. From now on, pay me the $500 a month, not the bank.” The obligor is entitled to verification of the assignment.

Effect of Assignment

General rule.

An assignment of rights effectively makes the assignee stand in the shoes of the assignor. He gains all the rights against the obligor that the assignor had, but no more. An obligor who could avoid the assignor’s attempt to enforce the rights could avoid a similar attempt by the assignee. Likewise, under UCC Section 9-318(1), the assignee of an account is subject to all terms of the contract between the debtor and the creditor-assignor. Suppose Dealer sells a car to Buyer on a contract where Buyer is to pay $300 per month and the car is warranted for 50,000 miles. If the car goes on the fritz before then and Dealer won’t fix it, Buyer could fix it for, say, $250 and deduct that $250 from the amount owed Dealer on the next installment (called a setoff). Now, if Dealer assigns the contract to Assignee, Assignee stands in Dealer’s shoes, and Buyer could likewise deduct the $250 from payment to Assignee.

The “shoe rule” does not apply to two types of assignments. First, it is inapplicable to the sale of a negotiable instrument to a holder in due course. Second, the rule may be waived: under the UCC and at common law, the obligor may agree in the original contract not to raise defenses against the assignee that could have been raised against the assignor.Uniform Commercial Code, Section 9-206. While a waiver of defenses makes the assignment more marketable from the assignee’s point of view, it is a situation fraught with peril to an obligor, who may sign a contract without understanding the full import of the waiver. Under the waiver rule, for example, a farmer who buys a tractor on credit and discovers later that it does not work would still be required to pay a credit company that purchased the contract; his defense that the merchandise was shoddy would be unavailing (he would, as used to be said, be “having to pay on a dead horse”).

For that reason, there are various rules that limit both the holder in due course and the waiver rule. Certain defenses, the so-called real defenses (infancy, duress, and fraud in the execution, among others), may always be asserted. Also, the waiver clause in the contract must have been presented in good faith, and if the assignee has actual notice of a defense that the buyer or lessee could raise, then the waiver is ineffective. Moreover, in consumer transactions, the UCC’s rule is subject to state laws that protect consumers (people buying things used primarily for personal, family, or household purposes), and many states, by statute or court decision, have made waivers of defenses ineffective in such consumer transactions . Federal Trade Commission regulations also affect the ability of many sellers to pass on rights to assignees free of defenses that buyers could raise against them. Because of these various limitations on the holder in due course and on waivers, the “shoe rule” will not govern in consumer transactions and, if there are real defenses or the assignee does not act in good faith, in business transactions as well.

When Assignments Are Not Allowed

The general rule—as previously noted—is that most contract rights are assignable. But there are exceptions. Five of them are noted here.

Material Change in Duties of the Obligor

When an assignment has the effect of materially changing the duties that the obligor must perform, it is ineffective. Changing the party to whom the obligor must make a payment is not a material change of duty that will defeat an assignment, since that, of course, is the purpose behind most assignments. Nor will a minor change in the duties the obligor must perform defeat the assignment.

Several residents in the town of Centerville sign up on an annual basis with the Centerville Times to receive their morning paper. A customer who is moving out of town may assign his right to receive the paper to someone else within the delivery route. As long as the assignee pays for the paper, the assignment is effective; the only relationship the obligor has to the assignee is a routine delivery in exchange for payment. Obligors can consent in the original contract, however, to a subsequent assignment of duties. Here is a clause from the World Team Tennis League contract: “It is mutually agreed that the Club shall have the right to sell, assign, trade and transfer this contract to another Club in the League, and the Player agrees to accept and be bound by such sale, exchange, assignment or transfer and to faithfully perform and carry out his or her obligations under this contract as if it had been entered into by the Player and such other Club.” Consent is not necessary when the contract does not involve a personal relationship.

Assignment of Personal Rights

When it matters to the obligor who receives the benefit of his duty to perform under the contract, then the receipt of the benefit is a personal right that cannot be assigned. For example, a student seeking to earn pocket money during the school year signs up to do research work for a professor she admires and with whom she is friendly. The professor assigns the contract to one of his colleagues with whom the student does not get along. The assignment is ineffective because it matters to the student (the obligor) who the person of the assignee is. An insurance company provides auto insurance covering Mohammed Kareem, a sixty-five-year-old man who drives very carefully. Kareem cannot assign the contract to his seventeen-year-old grandson because it matters to the insurance company who the person of its insured is. Tenants usually cannot assign (sublet) their tenancies without the landlord’s permission because it matters to the landlord who the person of their tenant is. Section 14.4.1 "Nonassignable Rights" , Nassau Hotel Co. v. Barnett & Barse Corp. , is an example of the nonassignability of a personal right.

Assignment Forbidden by Statute or Public Policy

Various federal and state laws prohibit or regulate some contract assignment. The assignment of future wages is regulated by state and federal law to protect people from improvidently denying themselves future income because of immediate present financial difficulties. And even in the absence of statute, public policy might prohibit some assignments.

Contracts That Prohibit Assignment

Assignability of contract rights is useful, and prohibitions against it are not generally favored. Many contracts contain general language that prohibits assignment of rights or of “the contract.” Both the Restatement and UCC Section 2-210(3) declare that in the absence of any contrary circumstances, a provision in the agreement that prohibits assigning “the contract” bars “only the delegation to the assignee of the assignor’s performance.”Restatement (Second) of Contracts, Section 322. In other words, unless the contract specifically prohibits assignment of any of its terms, a party is free to assign anything except his or her own duties.

Even if a contractual provision explicitly prohibits it, a right to damages for breach of the whole contract is assignable under UCC Section 2-210(2) in contracts for goods. Likewise, UCC Section 9-318(4) invalidates any contract provision that prohibits assigning sums already due or to become due. Indeed, in some states, at common law, a clause specifically prohibiting assignment will fail. For example, the buyer and the seller agree to the sale of land and to a provision barring assignment of the rights under the contract. The buyer pays the full price, but the seller refuses to convey. The buyer then assigns to her friend the right to obtain title to the land from the seller. The latter’s objection that the contract precludes such an assignment will fall on deaf ears in some states; the assignment is effective, and the friend may sue for the title.

Future Contracts

The law distinguishes between assigning future rights under an existing contract and assigning rights that will arise from a future contract. Rights contingent on a future event can be assigned in exactly the same manner as existing rights, as long as the contingent rights are already incorporated in a contract. Ben has a long-standing deal with his neighbor, Mrs. Robinson, to keep the latter’s walk clear of snow at twenty dollars a snowfall. Ben is saving his money for a new printer, but when he is eighty dollars shy of the purchase price, he becomes impatient and cajoles a friend into loaning him the balance. In return, Ben assigns his friend the earnings from the next four snowfalls. The assignment is effective. However, a right that will arise from a future contract cannot be the subject of a present assignment.

Partial Assignments

An assignor may assign part of a contractual right, but only if the obligor can perform that part of his contractual obligation separately from the remainder of his obligation. Assignment of part of a payment due is always enforceable. However, if the obligor objects, neither the assignor nor the assignee may sue him unless both are party to the suit. Mrs. Robinson owes Ben one hundred dollars. Ben assigns fifty dollars of that sum to his friend. Mrs. Robinson is perplexed by this assignment and refuses to pay until the situation is explained to her satisfaction. The friend brings suit against Mrs. Robinson. The court cannot hear the case unless Ben is also a party to the suit. This ensures all parties to the dispute are present at once and avoids multiple lawsuits.

Successive Assignments

It may happen that an assignor assigns the same interest twice (see Figure 14.2 "Successive Assignments" ). With certain exceptions, the first assignee takes precedence over any subsequent assignee. One obvious exception is when the first assignment is ineffective or revocable. A subsequent assignment has the effect of revoking a prior assignment that is ineffective or revocable. Another exception: if in good faith the subsequent assignee gives consideration for the assignment and has no knowledge of the prior assignment, he takes precedence whenever he obtains payment from, performance from, or a judgment against the obligor, or whenever he receives some tangible evidence from the assignor that the right has been assigned (e.g., a bank deposit book or an insurance policy).

Some states follow the different English rule: the first assignee to give notice to the obligor has priority, regardless of the order in which the assignments were made. Furthermore, if the assignment falls within the filing requirements of UCC Article 9 (see Chapter 33 "Secured Transactions and Suretyship" ), the first assignee to file will prevail.

Figure 14.2 Successive Assignments

Screen Shot 2020-03-26 at 2.36.41 PM.png

Assignor’s Warranties

An assignor has legal responsibilities in making assignments. He cannot blithely assign the same interests pell-mell and escape liability. Unless the contract explicitly states to the contrary, a person who assigns a right for value makes certain assignor’s warranties to the assignee: that he will not upset the assignment, that he has the right to make it, and that there are no defenses that will defeat it. However, the assignor does not guarantee payment; assignment does not by itself amount to a warranty that the obligor is solvent or will perform as agreed in the original contract. Mrs. Robinson owes Ben fifty dollars. Ben assigns this sum to his friend. Before the friend collects, Ben releases Mrs. Robinson from her obligation. The friend may sue Ben for the fifty dollars. Or again, if Ben represents to his friend that Mrs. Robinson owes him (Ben) fifty dollars and assigns his friend that amount, but in fact Mrs. Robinson does not owe Ben that much, then Ben has breached his assignor’s warranty. The assignor’s warranties may be express or implied.

Key Takeaway

Generally, it is OK for an obligee to assign the right to receive contractual performance from the obligor to a third party. The effect of the assignment is to make the assignee stand in the shoes of the assignor, taking all the latter’s rights and all the defenses against nonperformance that the obligor might raise against the assignor. But the obligor may agree in advance to waive defenses against the assignee, unless such waiver is prohibited by law.

There are some exceptions to the rule that contract rights are assignable. Some, such as personal rights, are not circumstances where the obligor’s duties would materially change, cases where assignability is forbidden by statute or public policy, or, with some limits, cases where the contract itself prohibits assignment. Partial assignments and successive assignments can happen, and rules govern the resolution of problems arising from them.

When the assignor makes the assignment, that person makes certain warranties, express or implied, to the assignee, basically to the effect that the assignment is good and the assignor knows of no reason why the assignee will not get performance from the obligor.

If Able makes a valid assignment to Baker of his contract to receive monthly rental payments from Tenant, how is Baker’s right different from what Able’s was?
Able made a valid assignment to Baker of his contract to receive monthly purchase payments from Carr, who bought an automobile from Able. The car had a 180-day warranty, but the car malfunctioned within that time. Able had quit the auto business entirely. May Carr withhold payments from Baker to offset the cost of needed repairs?
Assume in the case in Exercise 2 that Baker knew Able was selling defective cars just before his (Able’s) withdrawal from the auto business. How, if at all, does that change Baker’s rights?
Why are leases generally not assignable? Why are insurance contracts not assignable?

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4 Benefits of Submitting Your Assignments in PDF Format
5 Tips and Tricks to Get Your Assignments Done Fast
Assignment Submission
5 Tips and Tricks to Get Your Assignments Done Fast
Top 5 characteristics of effective assignments & essay writing services
How to Write an Assignment: Step by Step Guide

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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 ...
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Common Questions About Assignments
When you submit an assignment successfully, the Review Submission History page appears with information about your submitted assignment and a success message with a confirmation number. You can copy and save this number as proof of your submission. For assignments with multiple attempts, you receive a different number for each submission.
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Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education. For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing ...
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Check assessment grades
Passed: You completed the assignment, received a grade, and your grade is above the required passing score for that assignment. Didn't Pass: You completed the assignment, received a grade, and your grade is below the required passing score for that assignment. Dropped: This assignment's score won't be included in your final course grade.
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Teammates, With Permanent Change of Station (PCS) season upon us, this week's note is focused on assignment related issues, arrivals/departures and PCS orders. I also want to make you aware of some key enhancements that have recently been released. ... Any calls received after hours will be provided the option to leave a voicemail for follow ...
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14.2: Assignment of Contract Rights
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Understanding Assignments

Basic beginnings

Assignment formats

An Overview of Some Kind

The Task of the Assignment

Additional Material to Think about

Technical Details

Interpreting the assignment

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

What kind of writing style is acceptable?

The Grim Truth

What kind of evidence do you need?

Technical details about the assignment

Tricks that don’t work

9 Ways To Acknowledge An Email From Your Boss (+ Samples)

1. Thanks For Sending Me This

2. That’s Really Helpful. Thank You

3. Okay, I’ll Get Back To You If I Have Any Questions

4. Received With Thanks

6. I Have Received And Understood

7. Got It, Thanks

8. I’m Working On It

9. No Reply

Learn how Assignments works

Assignments workflow

Step 2: Students submit their assignments

Step 3: Instructor grades and returns assignments

General FAQ

Can I return classwork without a grade?

Can co-instructors grade assignments?

Does Assignments support group assignments?

Does Assignments support peer review of assignments?

Will Assignments work in a course copied in my LMS?

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How to Use Assignment Feedback

1. Start with a Growth Mindset

2. Figure out your Teacher’s Pet Peeves

3. Read it. Then Forget it. For a while.

4. Make a Table

5. Find just Three Action Points (and One point for Praise)

6. Forget about the Grade

7. Go to your Teacher

8. Show your teacher how you used the feedback to Improve in the Next Assignment

9. List your Goals for next Term / Semester on a Post-It Note

10. Keep your Assignment Feedback for Reflection

11. Be Humble.

12. Turn Negative Feedback into a Talking Point

13. Use the Internet to Improve on your Weaknesses

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