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3 Common Misconceptions About High-Quality Instructional Materials

In order for teachers to experience the true benefits of quality materials, it’s important to understand their misgivings and engage in productive conversations.

By Janna Chan Chief External Affairs Officer

If you ask 10 educators for their opinion on what makes a high-quality curriculum, you’ll likely get 10 different answers. Why? For many teachers, curriculum is personal. It guides their instructional practice and outlines the key concepts their students will need to learn in a school year. 

So it’s not surprising to learn that more than half of U.S. teachers craft curriculum for their students. When it comes to instructional materials, teachers have simply not received the support they need. But 2022 is not 2002, and there are more high-quality programs available than ever before. 

As school districts rightfully invest federal pandemic stimulus dollars in high-quality materials, it’s equally important that they meaningfully include teachers in the selection and implementation process. Part of this work has to be understanding teachers’ misconceptions about high-quality materials and engaging in productive conversations about how materials can support their practice. Explore three of these misconceptions below, and dive into the data revealing the true benefits of high-quality instructional materials.

Misconception: Great teachers create their own instructional materials

A long-held belief by many teachers is that core comprehensive materials are too prescriptive and limit teacher creativity. This could not be farther from the truth. 

“There is a longstanding myth that creative lesson planning is the mark of a great teacher. A more consistent, equitable, and commonsense approach would be to relieve teachers of curriculum development responsibilities and let them focus their energy where it matters most for student outcomes—on classroom instruction.” Stephanie Hirsh and Jim Short, authors of “The Elements: Transforming Teaching through Curriculum-Based Professional Learning.”

While such hard work and dedication is laudable, “teachers do not have unlimited time and resources, and we should not expect 3.7 million people to develop their own ways of doing things.” What’s more, an analysis of supplemental materials found that many online resources fail to align to academic standards, and using unvetted or self-created content makes coherence across grades and/or schools nearly impossible.

Truth: Teachers spend 7–12 hours per week searching for and creating instructional resources (free and paid). Let’s be real: that is time teachers do not have to spare. But in a recent paper by the Center for Public Research & Leadership studying year one of the pandemic, it found that “[H]igh-quality instructional materials enabled teachers daily to spend time on high-impact activities like strengthening relationships with students and families, tailoring instruction, and participating in curriculum-based, peer-led, and embedded professional learning, rather than on low-impact activities like creating curricula from scratch.”

In addition, “[H]igh-quality instructional materials afforded teachers the time to connect with families about their basic needs… . Teachers focused their attention on building in additional scaffolds, weaving in opportunities for differentiation, and finding supplemental texts to build students’ background knowledge and incorporate more diverse perspectives.”

“[High-quality materials] is a labor lift. Someone else has already done half of the work. It takes what could be a 100-hour workweek and turns it into a 50-hour week… It makes for a more balanced life for me. Teacher, Clarksdale Collegiate in Mississippi, Center for Public Research & Leadership

With access to high-quality materials and aligned professional development, teacher time can be directed to bringing materials to life and meeting the needs of individual students. Access to great materials means that teachers can focus on doing what they do best: getting students excited to learn.

Misconception: Teachers have the supports they need to implement instructional materials well. 

Truth: Most teachers are not receiving access to curriculum-embedded professional learning and other systemic supports. This creates a barrier to using new materials or implementing them with integrity.  

“Nearly a quarter of teachers say they have no curriculum-related professional learning at all.”  RAND Corporation

A recent report from the RAND Corporation found that nearly a quarter of teachers say they have no curriculum-related professional learning at all, and nearly a third have access to only 1–5 hours of learning per year. And, when teachers do participate in professional learning sessions, they often don’t feel satisfied with the learning they receive. Half of teachers do not feel that their professional development prepared them to use their district curriculum.

In “ The Elements: Transforming Teaching through Curriculum-Based Professional Learning ,” the authors argue that: “Curriculum-based professional learning invites teachers to participate in the same sort of rich, inquiry-based learning that new academic standards require. Such learning places the focus squarely on curriculum. It is rooted in ongoing, active experiences that prompt teachers to change their instructional practices, expand their content knowledge, and challenge their beliefs.”

They go on to say: “The positive effects for students are amplified when strong curriculum is paired with strong professional learning: not only are students working with more rigorous instructional materials, but they also have a more skillful teacher to guide them.”

Misconception : Educators need to implement new instructional materials with fidelity. 

The word “fidelity” understandably raises eyebrows when it comes to implementing new materials. 

Truth: At EdReports, we prefer to support educators to implement instructional materials with integrity . The fact is, there is no “one size fits all” program that will work in every classroom exactly the same way. Adaptation is a necessary and important aspect of implementing any set of high-quality instructional materials. 

The Research Partnership for Professional Learning recently highlighted two studies focused on professional learning around new curriculum. They suggest that “adaptation with guardrails” can actually help strengthen impacts on student outcomes beyond what is possible through program fidelity alone. 

In both studies, teachers initially implemented the program as intended. However, once teachers gained a basic familiarity and comfort with the program’s routines and structures, facilitators encouraged them to carefully adapt some program aspects while keeping its core elements stable. In both studies, these adaptations led to gains in student outcomes over a comparison group of teachers who continued to implement the program without a single deviation to meet individual needs.

“...research emphasizes teachers’ initial mastery of [instructional materials] as a precondition to adaptation success.” Research Partnership for Professional Learning

The study goes on to say: “While the adaptations created by teachers in these studies led to stronger program effects, the research emphasizes teachers’ initial mastery of the program as a precondition to adaptation success. Often, programs come with interlocking parts—for instance, content mastered in one lesson is a precursor to mastering content in another, or a points-based student incentive structure keeps students focused on program activities. Understanding how program elements work together can help teachers adapt wisely.”

The Truth About High-Quality Instructional Materials

High-quality, core comprehensive instructional materials are not a script. Instead, they provide teachers with a strong, standards-aligned foundation to work their pedagogical prowess on. Quality materials ensure that every student is receiving access to grade-level content, that units build upon concepts, and that learning is coherent and cohesive year-to-year. 

Quality curriculum should be implemented with integrity and not fidelity to unleash its full potential. This means that teachers are meaningfully involved in the selection process and receive the necessary curriculum-aligned professional learning they deserve. 

Latest Resources

COVID-19 Planning: Resources to Support the Use of High-Quality Instructional Materials

Invest in Quality Curricula Now for Long Term Returns

2020 State of the Market: The Use of Aligned Materials

Copyright 2024. EdReports.org, Inc. All Rights Reserved.

• The Journal
• Vol. 19, No. 1

The Case for (Quality) Homework

Janine Bempechat

Any parent who has battled with a child over homework night after night has to wonder: Do those math worksheets and book reports really make a difference to a student’s long-term success? Or is homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs?

Allison, a mother of two middle-school girls from an affluent Boston suburb, describes a frenetic afterschool scenario: “My girls do gymnastics a few days a week, so homework happens for my 6th grader after gymnastics, at 6:30 p.m. She doesn’t get to bed until 9. My 8th grader does her homework immediately after school, up until gymnastics. She eats dinner at 9:15 and then goes to bed, unless there is more homework to do, in which case she’ll get to bed around 10.” The girls miss out on sleep, and weeknight family dinners are tough to swing.

Parental concerns about their children’s homework loads are nothing new. Debates over the merits of homework—tasks that teachers ask students to complete during non-instructional time—have ebbed and flowed since the late 19th century, and today its value is again being scrutinized and weighed against possible negative impacts on family life and children’s well-being.

Are American students overburdened with homework? In some middle-class and affluent communities, where pressure on students to achieve can be fierce, yes. But in families of limited means, it’s often another story. Many low-income parents value homework as an important connection to the school and the curriculum—even as their children report receiving little homework. Overall, high-school students relate that they spend less than one hour per day on homework, on average, and only 42 percent say they do it five days per week. In one recent survey by the National Assessment of Educational Progress (NAEP), a minimal 13 percent of 17-year-olds said they had devoted more than two hours to homework the previous evening (see Figure 1).

Recent years have seen an increase in the amount of homework assigned to students in grades K–2, and critics point to research findings that, at the elementary-school level, homework does not appear to enhance children’s learning. Why, then, should we burden young children and their families with homework if there is no academic benefit to doing it? Indeed, perhaps it would be best, as some propose, to eliminate homework altogether, particularly in these early grades.

On the contrary, developmentally appropriate homework plays a critical role in the formation of positive learning beliefs and behaviors, including a belief in one’s academic ability, a deliberative and effortful approach to mastery, and higher expectations and aspirations for one’s future. It can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, and learn to embrace rather than shy away from challenge. In short, homework is a key vehicle through which we can help shape children into mature learners.

The Homework-Achievement Connection

A narrow focus on whether or not homework boosts grades and test scores in the short run thus ignores a broader purpose in education, the development of lifelong, confident learners. Still, the question looms: does homework enhance academic success? As the educational psychologist Lyn Corno wrote more than two decades ago, “homework is a complicated thing.” Most research on the homework-achievement connection is correlational, which precludes a definitive judgment on its academic benefits. Researchers rely on correlational research in this area of study given the difficulties of randomly assigning students to homework/no-homework conditions. While correlation does not imply causality, extensive research has established that at the middle- and high-school levels, homework completion is strongly and positively associated with high achievement. Very few studies have reported a negative correlation.

As noted above, findings on the homework-achievement connection at the elementary level are mixed. A small number of experimental studies have demonstrated that elementary-school students who receive homework achieve at higher levels than those who do not. These findings suggest a causal relationship, but they are limited in scope. Within the body of correlational research, some studies report a positive homework-achievement connection, some a negative relationship, and yet others show no relationship at all. Why the mixed findings? Researchers point to a number of possible factors, such as developmental issues related to how young children learn, different goals that teachers have for younger as compared to older students, and how researchers define homework.

Certainly, young children are still developing skills that enable them to focus on the material at hand and study efficiently. Teachers’ goals for their students are also quite different in elementary school as compared to secondary school. While teachers at both levels note the value of homework for reinforcing classroom content, those in the earlier grades are more likely to assign homework mainly to foster skills such as responsibility, perseverance, and the ability to manage distractions.

Most research examines homework generally. Might a focus on homework in a specific subject shed more light on the homework-achievement connection? A recent meta-analysis did just this by examining the relationship between math/science homework and achievement. Contrary to previous findings, researchers reported a stronger relationship between homework and achievement in the elementary grades than in middle school. As the study authors note, one explanation for this finding could be that in elementary school, teachers tend to assign more homework in math than in other subjects, while at the same time assigning shorter math tasks more frequently. In addition, the authors point out that parents tend to be more involved in younger children’s math homework and more skilled in elementary-level than middle-school math.

In sum, the relationship between homework and academic achievement in the elementary-school years is not yet established, but eliminating homework at this level would do children and their families a huge disservice: we know that children’s learning beliefs have a powerful impact on their academic outcomes, and that through homework, parents and teachers can have a profound influence on the development of positive beliefs.

How Much Is Appropriate?

Harris M. Cooper of Duke University, the leading researcher on homework, has examined decades of study on what we know about the relationship between homework and scholastic achievement. He has proposed the “10-minute rule,” suggesting that daily homework be limited to 10 minutes per grade level. Thus, a 1st grader would do 10 minutes each day and a 4th grader, 40 minutes. The National Parent Teacher Association and the National Education Association both endorse this guideline, but it is not clear whether the recommended allotments include time for reading, which most teachers want children to do daily.

For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning. For students enrolled in demanding Advanced Placement or honors courses, however, homework is likely to require significantly more time, leading to concerns over students’ health and well-being.

Notwithstanding media reports of parents revolting against the practice of homework, the vast majority of parents say they are highly satisfied with their children’s homework loads. The National Household Education Surveys Program recently found that between 70 and 83 percent of parents believed that the amount of homework their children had was “about right,” a result that held true regardless of social class, race/ethnicity, community size, level of education, and whether English was spoken at home.

Learning Beliefs Are Consequential

As noted above, developmentally appropriate homework can help children cultivate positive beliefs about learning. Decades of research have established that these beliefs predict the types of tasks students choose to pursue, their persistence in the face of challenge, and their academic achievement. Broadly, learning beliefs fall under the banner of achievement motivation, which is a constellation of cognitive, behavioral, and affective factors, including: the way a person perceives his or her abilities, goal-setting skills, expectation of success, the value the individual places on learning, and self-regulating behavior such as time-management skills. Positive or adaptive beliefs about learning serve as emotional and psychological protective factors for children, especially when they encounter difficulties or failure.

Motivation researcher Carol Dweck of Stanford University posits that children with a “growth mindset”—those who believe that ability is malleable—approach learning very differently than those with a “fixed mindset”—kids who believe ability cannot change. Those with a growth mindset view effort as the key to mastery. They see mistakes as helpful, persist even in the face of failure, prefer challenging over easy tasks, and do better in school than their peers who have a fixed mindset. In contrast, children with a fixed mindset view effort and mistakes as implicit condemnations of their abilities. Such children succumb easily to learned helplessness in the face of difficulty, and they gravitate toward tasks they know they can handle rather than more challenging ones.

Of course, learning beliefs do not develop in a vacuum. Studies have demonstrated that parents and teachers play a significant role in the development of positive beliefs and behaviors, and that homework is a key tool they can use to foster motivation and academic achievement.

Parents’ Beliefs and Actions Matter

It is well established that parental involvement in their children’s education promotes achievement motivation and success in school. Parents are their children’s first teachers, and their achievement-related beliefs have a profound influence on children’s developing perceptions of their own abilities, as well as their views on the value of learning and education.

Parents affect their children’s learning through the messages they send about education, whether by expressing interest in school activities and experiences, attending school events, helping with homework when they can, or exposing children to intellectually enriching experiences. Most parents view such engagement as part and parcel of their role. They also believe that doing homework fosters responsibility and organizational skills, and that doing well on homework tasks contributes to learning, even if children experience frustration from time to time.

Many parents provide support by establishing homework routines, eliminating distractions, communicating expectations, helping children manage their time, providing reassuring messages, and encouraging kids to be aware of the conditions under which they do their best work. These supports help foster the development of self-regulation, which is critical to school success.

Self-regulation involves a number of skills, such as the ability to monitor one’s performance and adjust strategies as a result of feedback; to evaluate one’s interests and realistically perceive one’s aptitude; and to work on a task autonomously. It also means learning how to structure one’s environment so that it’s conducive to learning, by, for example, minimizing distractions. As children move into higher grades, these skills and strategies help them organize, plan, and learn independently. This is precisely where parents make a demonstrable difference in students’ attitudes and approaches to homework.

Especially in the early grades, homework gives parents the opportunity to cultivate beliefs and behaviors that foster efficient study skills and academic resilience. Indeed, across age groups, there is a strong and positive relationship between homework completion and a variety of self-regulatory processes. However, the quality of parental help matters. Sometimes, well-intentioned parents can unwittingly undermine the development of children’s positive learning beliefs and their achievement. Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own, stepping in judiciously with informational feedback and hints, do their children a much better service than those who seek to control the learning process.

A recent study of 5th and 6th graders’ perceptions of their parents’ involvement with homework distinguished between supportive and intrusive help. The former included the belief that parents encouraged the children to try to find the right answer on their own before providing them with assistance, and when the child struggled, attempted to understand the source of the confusion. In contrast, the latter included the perception that parents provided unsolicited help, interfered when the children did their homework, and told them how to complete their assignments. Supportive help predicted higher achievement, while intrusive help was associated with lower achievement.

Parents’ attitudes and emotions during homework time can support the development of positive attitudes and approaches in their children, which in turn are predictive of higher achievement. Children are more likely to focus on self-improvement during homework time and do better in school when their parents are oriented toward mastery. In contrast, if parents focus on how well children are doing relative to peers, kids tend to adopt learning goals that allow them to avoid challenge.

Homework and Social Class

Social class is another important element in the homework dynamic. What is the homework experience like for families with limited time and resources? And what of affluent families, where resources are plenty but the pressures to succeed are great?

Etta Kralovec and John Buell, authors of The End of Homework, maintain that homework “punishes the poor,” because lower-income parents may not be as well educated as their affluent counterparts and thus not as well equipped to help with homework. Poorer families also have fewer financial resources to devote to home computers, tutoring, and academic enrichment. The stresses of poverty—and work schedules—may impinge, and immigrant parents may face language barriers and an unfamiliarity with the school system and teachers’ expectations.

Yet research shows that low-income parents who are unable to assist with homework are far from passive in their children’s learning, and they do help foster scholastic performance. In fact, parental help with homework is not a necessary component for school success.

Brown University’s Jin Li queried low-income Chinese American 9th graders’ perceptions of their parents’ engagement with their education. Students said their immigrant parents rarely engaged in activities that are known to foster academic achievement, such as monitoring homework, checking it for accuracy, or attending school meetings or events. Instead, parents of higher achievers built three social networks to support their children’s learning. They designated “anchor” helpers both inside and outside the family who provided assistance; identified peer models for their children to emulate; and enlisted the assistance of extended kin to guide their children’s educational socialization. In a related vein, a recent analysis of survey data showed that Asian and Latino 5th graders, relative to native-born peers, were more likely to turn to siblings than parents for homework help.

Further, research demonstrates that low-income parents, recognizing that they lack the time to be in the classroom or participate in school governance, view homework as a critical connection to their children’s experiences in school. One study found that mothers enjoyed the routine and predictability of homework and used it as a way to demonstrate to children how to plan their time. Mothers organized homework as a family activity, with siblings doing homework together and older children reading to younger ones. In this way, homework was perceived as a collective practice wherein siblings could model effective habits and learn from one another.

In another recent study, researchers examined mathematics achievement in low-income 8th-grade Asian and Latino students. Help with homework was an advantage their mothers could not provide. They could, however, furnish structure (for example, by setting aside quiet time for homework completion), and it was this structure that most predicted high achievement. As the authors note, “It is . . . important to help [low-income] parents realize that they can still help their children get good grades in mathematics and succeed in school even if they do not know how to provide direct assistance with their child’s mathematics homework.”

The homework narrative at the other end of the socioeconomic continuum is altogether different. Media reports abound with examples of students, mostly in high school, carrying three or more hours of homework per night, a burden that can impair learning, motivation, and well-being. In affluent communities, students often experience intense pressure to cultivate a high-achieving profile that will be attractive to elite colleges. Heavy homework loads have been linked to unhealthy symptoms such as heightened stress, anxiety, physical complaints, and sleep disturbances. Like Allison’s 6th grader mentioned earlier, many students can only tackle their homework after they do extracurricular activities, which are also seen as essential for the college résumé. Not surprisingly, many students in these communities are not deeply engaged in learning; rather, they speak of “doing school,” as Stanford researcher Denise Pope has described, going through the motions necessary to excel, and undermining their physical and mental health in the process.

Fortunately, some national intervention initiatives, such as Challenge Success (co-founded by Pope), are heightening awareness of these problems. Interventions aimed at restoring balance in students’ lives (in part, by reducing homework demands) have resulted in students reporting an increased sense of well-being, decreased stress and anxiety, and perceptions of greater support from teachers, with no decrease in achievement outcomes.

What is good for this small segment of students, however, is not necessarily good for the majority. As Jessica Lahey wrote in Motherlode, a New York Times parenting blog, “homework is a red herring” in the national conversation on education. “Some otherwise privileged children may have too much, but the real issue lies in places where there is too little. . . . We shouldn’t forget that.”

My colleagues and I analyzed interviews conducted with lower-income 9th graders (African American, Mexican American, and European American) from two Northern California high schools that at the time were among the lowest-achieving schools in the state. We found that these students consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night. Math was the only class in which they reported having homework each night. These students noted few consequences for not completing their homework.

Indeed, greatly reducing or eliminating homework would likely increase, not diminish, the achievement gap. As Harris M. Cooper has commented, those choosing to opt their children out of homework are operating from a place of advantage. Children in higher-income families benefit from many privileges, including exposure to a larger range of language at home that may align with the language of school, access to learning and cultural experiences, and many other forms of enrichment, such as tutoring and academic summer camps, all of which may be cost-prohibitive for lower-income families. But for the 21 percent of the school-age population who live in poverty—nearly 11 million students ages 5–17—homework is one tool that can help narrow the achievement gap.

Community and School Support

Often, community organizations and afterschool programs can step up to provide structure and services that students’ need to succeed at homework. For example, Boys and Girls and 4-H clubs offer volunteer tutors as well as access to computer technology that students may not have at home. Many schools provide homework clubs or integrate homework into the afterschool program.

Home-school partnerships have succeeded in engaging parents with homework and significantly improving their children’s academic achievement. For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model (Teachers Involve Parents in Schoolwork), which embraces homework as an integral part of family time. TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario. For example, children might show the parent how to do a mathematics task on fractions, explaining their reasoning along the way and reviewing their thinking aloud if they are unsure.

Evaluations show that elementary and middle-school students in classrooms that have adopted TIPS complete more of their homework than do students in other classrooms. Both students and parent participants show more positive beliefs about learning mathematics, and TIPS students show significant gains in writing skills and report-card science grades, as well as higher mathematics scores on standardized tests.

Another study found that asking teachers to send text messages to parents about their children’s missing homework resulted in increased parental monitoring of homework, consequences for missed assignments, and greater participation in parent-child conferences. Teachers reported fewer missed assignments and greater student effort in coursework, and math grades and GPA significantly improved.

Homework Quality Matters

Teachers favor homework for a number of reasons. They believe it fosters a sense of responsibility and promotes academic achievement. They note that homework provides valuable review and practice for students while giving teachers feedback on areas where students may need more support. Finally, teachers value homework as a way to keep parents connected to the school and their children’s educational experiences.

While students, to say the least, may not always relish the idea of doing homework, by high school most come to believe there is a positive relationship between doing homework and doing well in school. Both higher and lower achievers lament “busywork” that doesn’t promote learning. They crave high-quality, challenging assignments—and it is this kind of homework that has been associated with higher achievement.

What constitutes high-quality homework? Assignments that are developmentally appropriate and meaningful and that promote self-efficacy and self-regulation. Meaningful homework is authentic, allowing students to engage in solving problems with real-world relevance. More specifically, homework tasks should make efficient use of student time and have a clear purpose connected to what they are learning. An artistic rendition of a period in history that would take hours to complete can become instead a diary entry in the voice of an individual from that era. By allowing a measure of choice and autonomy in homework, teachers foster in their students a sense of ownership, which bolsters their investment in the work.

High-quality homework also fosters students’ perceptions of their own competence by 1) focusing them on tasks they can accomplish without help; 2) differentiating tasks so as to allow struggling students to experience success; 3) providing suggested time frames rather than a fixed period of time in which a task should be completed; 4) delivering clearly and carefully explained directions; and 5) carefully modeling methods for attacking lengthy or complex tasks. Students whose teachers have trained them to adopt strategies such as goal setting, self-monitoring, and planning develop a number of personal assets—improved time management, increased self-efficacy, greater effort and interest, a desire for mastery, and a decrease in helplessness.

Excellence with Equity

Currently, the United States has the second-highest disparity between time spent on homework by students of low socioeconomic status and time spent by their more-affluent peers out of the 34 OECD-member nations participating in the 2012 Program for International Student Assessment (PISA) (see Figure 2). Noting that PISA studies have consistently found that spending more time on math homework strongly correlates with higher academic achievement, the report’s authors suggest that the homework disparity may reflect lower teacher expectations for low-income students. If so, this is truly unfortunate. In and of itself, low socioeconomic status is not an impediment to academic achievement when appropriate parental, school, and community supports are deployed. As research makes clear, low-income parents support their children’s learning in varied ways, not all of which involve direct assistance with schoolwork. Teachers can orient students and parents toward beliefs that foster positive attitudes toward learning. Indeed, where homework is concerned, a commitment to excellence with equity is both worthwhile and attainable.

In affluent communities, parents, teachers, and school districts might consider reexamining the meaning of academic excellence and placing more emphasis on leading a balanced and well-rounded life. The homework debate in the United States has been dominated by concerns over the health and well-being of such advantaged students. As legitimate as these worries are, it’s important to avoid generalizing these children’s experiences to those with fewer family resources. Reducing or eliminating homework, though it may be desirable in some advantaged communities, would deprive poorer children of a crucial and empowering learning experience. It would also eradicate a fertile opportunity to help close the achievement gap.

Janine Bempechat is clinical professor of human development at the Boston University Wheelock College of Education and Human Development.

An unabridged version of this article is available here .

For more, please see “ The Top 20 Education Next Articles of 2023 .”

This article appeared in the Winter 2019 issue of Education Next . Suggested citation format:

Bempechat, J. (2019). The Case for (Quality) Homework: Why it improves learning, and how parents can help . Education Next, 19 (1), 36-43.

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8 Tips To Your Students To Enhance The Quality Of Their Assignments

You usually ask your students to submit top-notch assignments but you don’t know the factors that make their assignments top-notch. If this situation represents your case, this article will be the guide you need to give to your students to write top-notch assignments.

Here, we will discuss eight tips that will help your students improve the quality of their assignments. We have found these tips after interviewing multiple teachers regarding the factors on which they examine assignments. So, let’s get to the tips straight away.

8 Tips to Write High-Quality Assignments:

No matter which type of assignment you want to write, you can take assistance from the following tips to increase its quality.

1. Understand the Intent of the Assignment Topic:

Irrespective of the assignment subject, your first and foremost task is understanding the title of your assignment correctly. What does this mean?

It means correctly understanding the intent of a topic. Since the content quality is directly proportional to understanding the title’s intent, a better understanding will allow you to approach the assignment better. So, if the topic’s title seems confusing at first, you can ask your instructor. But you should never ignore this tip.

2. Check the Assignment’s Due Date:

Once you have correctly understood the intent of your assignment’s topic, the next task is to check the assignment’s due date. This way, you can plan ahead and start working earlier.

Now, planning ahead and starting working earlier may seem obvious, but it can significantly impact the quality of your work. So, start working on your topic earlier to gather and produce a better quality assignment. Plus, your creative juices will flow better when you don’t have the pressure of time shortage.

Thus, this step is another crucial phase in producing a high-quality assignment. So, we recommend paying close attention to this tip.

3. Learn the Art of Effective Researching:

The benefit of getting started on your assignment early is that you can perform in-depth research on your topic. However, the term ‘in-depth research’ doesn’t mean opening the web pages from the first SERPs (Search Engine Results Pages).

Undoubtedly, first-page results are a great way to start the research phase. But if you want to produce a quality assignment, you should not restrict your research to the first page results only. So, let’s see a few tips on effectively researching an assignment topic .  

The ideal way to research data for an academic assignment is by exploring ‘ Google Scholar . ’ Undoubtedly, you can take assistance from books, journals, and newspapers. But Google Scholar has modernized the research for academic writing.

Google Scholar is similar to Google. However, the data on Google Scholar is dedicated to academic purposes, as it contains scholarly articles for every topic. So, consider the following tips while researching data for your assignment.

• Identify the main keywords in your topic.
• Then, rephrase your topic’s title with the help of those keywords to filter the data. Alternatively, you can also turn your title into a question and search for its answers on Google Scholar.
• Since Google Scholar works like Google, you can try Boolean operators while researching a topic’s data.

4. Plan Ahead the Outline of Your Topic:

While researching, you should note the key points from scholarly articles and web pages. This way, when you move to the writing phase, you will already have an outline of the points you want to cover.

Obviously, you can alter the existing points and research more as you write. But the noted points will give an idea about the layout of your assignment and how you want to shape your assignment.

5. Try to Keep Things As Simple as Possible:

The key to the content quality of an assignment is easy-to-read and unjumble wording. So, to make a good impression on your instructor, try to keep things as simple as possible. But this doesn’t mean including slang and bland wording.

Sometimes, students do not know any suitable formal words. In such a case, they can take assistance from a paraphrasing tool .

Most cutting-edge paraphrasing tools work on AI, GPT-3, and NLP algorithms. So, they will not only convert the bland words to appropriate words according to the context but also work on the sentence structure and content flow. However, after running your content through the best paraphrasing tools, we still recommend proofreading your content.

6. Check Your Content for Grammatical Errors and Typos:

The next tip is to check the content of your assignment for grammatical and spelling errors. This tip may seem obvious. But students often miss it. That is why we are not disregarding it.

Spelling and grammatical errors can not only negatively impact your grades, but can also ruin your reputation as a writer. Therefore, we recommend running a quick scan for typos and grammatical errors before finalizing your assignment.

7. Do Not Copy-Paste Content:

According to a study , almost 30% of students plagiarize the content of every assignment they write. Moreover, college presidents have admitted that the ratio of plagiarism in assignments has increased by 55% in the last decade. That’s the impact of the internet on students’ creativity.

Thus, avoiding plagiarism should be your priority when working on an assignment, project report, or any writing task.

8. Add Relevant Media to Your Assignment

Including relevant media, like infographics, graphs, and images can quickly boost the quality of your assignment. However, when it comes to including images, you can’t pick any image from the internet because if you do, you will fall into copyright infringement. That is why you should only focus on royalty-free photos.

As far as the graphs or infographics are concerned, you can create them from scratch with the help of tools like ‘ Canva , ’ ‘ Visme , ’ etc. But you should credit the source from which you have taken the data for an infographic or graph. This way, you can avoid any possible copyright infringement issues.

Conclusion:

Every student wants to produce a top-notch assignment for stellar grades. But writing a high-quality assignment is more than just describing a relevant topic.

Besides the material of the assignment, teachers consider several things when examining an assignment. So, after interviewing several teachers, we have prepared a comprehensive guide on how you can enhance the quality of your assignments.

However, after implementing the above-discussed tips, we recommend asking your instructor for personal feedback. This way, when you work on your instructor’s recommendation in the next assignment, you can improve more.

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• A Complete Guide on How to Write Assignment (HD Grades)

As a student, you will often find yourself engaged and busy with academic assignments and the hard part is that you don’t really have a choice. You may not like the idea of doing assignments one after the other but you cannot deny the fact that these assignments are important for your academic progress. When you complete your assignments with task competence and effective time management, you give yourself a perfect chance to score HD grades which will put you at a competitive advantage. Makes complete sense, right?

Table of Contents

Tips to follow before starting an assignment, tips to follow while writing your assignment, tips to follow after you complete your assignment.

However, the question is, what does it take to write an HD grades assignment? What are the tips you ought to follow for submitting a high-grade assignment such that you can make your parents proud? This is exactly what this guide is about. This guide on HD grade assignments is your complete handbook on how you should approach an assignment and things you need to be careful of before submitting your assignment to your professors. So, let’s get started.

Things to do before you start an assignment

We have divided the entire process of writing a high-grade assignment into three stages. The first stage is the set of tips to take care of before you start your assignment. Subsequently, the next segment talks about things you need to do in the due course of the assignment. Lastly, the guide sheds light on the effective tips for you to take care of before you finally submit your assignment to your professors.

1. Understand the task/question

When you are assigned an assessment task by your professor, the very first thing that you need to do is to understand the assignment task. Since every assignment is crucial to your final grades, you need to ensure that you have complete clarity on what is to be done and how it is to be done. Let’s say your assignment task is to conduct a strategic analysis of a multinational company and then provide recommendations to the company for sustaining its competitive advantage. Let’s suppose the company is Amazon.

So, before you begin this task, you first need to understand what the company offers and the industry in which it operates. Thereafter, you then need to acquire an effective understanding of strategic analysis and the various frameworks that you will be applying to conduct an in-depth strategic analysis of Amazon looking into the competitive positioning , internal capabilities, and external opportunities for the company. Some of the important frameworks with respect to strategic analysis include PESTLE Analysis, SWOT Analysis, VRIO Analysis, and Perceptual Map.

So, in order to complete this assignment effectively for scoring HD grades, you need an in-depth understanding of how to conduct PESTLE Analysis , SWOT Analysis, and other frameworks included in the strategic analysis. Further, you need to understand how you can make some effective recommendations to the company which are implementable as real-time strategies.

Key tip: While understanding the task thoroughly, also be sure of the citation style requirements of assignment

2. Set milestones for your assignment

Planning your assignment in a phased manner is always a great idea. In fact, it is an important step in the direction of scoring HD grades. Students are often tempted by the idea of completing their assignments in a single day which is usually the last day prior to the deadline. However, when you try to rush things on the last day, you will not be able to carry out the amount of extensive research required to complete a high-scoring assignment.

Hence, you should set milestones for your assignment. You should break the assignment tasks into different stages to be completed on different days.

Continuing our example of the assessment task from above (Amazon Strategic Analysis), let’s say the assignment file is of 4000 words and is to be completed within a week’s time. So, a better approach would be to set different milestones. You can keep the first two days for extensive research needed for an impressive assignment. The research will involve going through Amazon’s annual reports, recognizing the major markets for Amazon, identifying key competitors along with their financial reports and other data available to substantiate arguments.

Further, you can set milestones in a way that you commit to completing a minimum of 1500 words per day. In this way, you will be able to complete the assignment within three days subsequent to the days kept for extensive research. Lastly, you can keep the last two days for proofreading and final edits before submission. Also, for effective time management to ensure that these milestones are met, you can use the Pareto Principle .

All in all, when you set milestones, you can approach your assignment in a more systematic way which will eventually be the key to facilitating impressive quality at all times. So, when it comes to your objective of scoring HD grades, such efficient planning will surely help.

Key tip: Set attainable milestones

3. Get your research going

As discussed above, a high-quality assignment requires high-quality and meticulous research. Having said that, after you have set your milestones, you should then begin your research in a systematic way. You need to identify your sources of research and then arrange them for easy accessibility when you finally begin writing your assignment.

Taking our example of Amazon Strategic Analysis, the research will require you to analyze large volumes of data from Amazon’s financial statements, and the company’s official website. Besides, while analyzing the external business environment with respect to Amazon, you also need to carry out in-depth research with respect to the prevailing economic, social, political, and other factors prevailing in the given country.

If you will carry out the prerequisite research beforehand, you will not have to disrupt your flow while writing the assignment. You will then have all the information and data that you need to frame the content of your assignment.

Key tip: Keep all your research links and PDFs arranged effectively in one place for easy accessibility

4. Create an effective structure

Once the task is understood and the milestones are set, the next step is to set the structure of your assignment. There is every chance that your professors would have already given you a proper structure to follow highlighting the various key points of the assignment. Even if that is not the case, you need to still ensure that you create a proper structure that includes the executive summary, all the relevant subheadings, and the summary.

For instance, if we talk about our example assignment task, the strategic analysis of Amazon, the structure of the assignment will roughly be the following (subject to variations as per teachers’ guidelines)

a. Amazon history

b. Amazon mission and vision

c. Amazon External Analysis

• Amazon PESTLE Analysis
• Amazon Porter Five Forces Analysis
• Amazon Competitor’s Analysis
• Amazon Positioning Analysis

d. Amazon Internal Analysis

• Amazon VRIO Analysis
• Amazon SWOT Analysis

e. Amazon Business Strategy Analysis

f. Amazon Marketing Analysis

g. Recommendations to the company

h. Conclusion

Key tip: Crosscheck the structure with the exact requirements of assignment

5. Prepare a rough draft of the assignment

After you have conducted your research in an extensive manner and have prepared the structural outline of your assignment, the next step is to prepare the rough draft of your assignment. In simple terms, while preparing the draft, you will be able to identify which part of your research will be included in the specific sections of the assignment’s structure. In this way, you will be able to complete your assignment with greater efficiency and in less time. You will exactly know which data will be included in which sections of your assignment.

For instance, taking our example further, when you prepare the draft of your strategic analysis of Amazon, you will know that the company’s cash flow can be added in the SWOT analysis section when you talk about the financial health of the company. Similarly, the data on economic indicators of the given country can be added to the Amazon PESTLE analysis . Moreover, all the research with respect to Amazon’s competitors can be added to the Amazon competitors’ analysis section.

Key tip: Plan your sections as per the breakup of the total word count (if given)

1. Begin with an effective introduction

Practically speaking, the introduction paragraph of an assignment is subject to change as per the type of the assignment or the requirements of an assignment. To explain, the introduction style of an argumentative essay will be a lot different from the introduction of a marketing plan assignment.

In a general sense, the introduction of your assignment should give your professors a clear idea that you have understood the task well and you have delivered exactly the same in your assignment. Besides, the introduction of your assignment should be impressive enough to hook your professors if you are keen on scoring HD grades. The introduction should clearly highlight the objectives of your assignment and the key talking points.

The introduction should be concise and should give an overview of the assessment task followed by the thesis statement. To put it simply, you should include in the introduction what your task is, what you are including in the assignment, and the key points you are elaborating on. For a more lucid understanding of an effective introduction for assignments, you can go through our complete guide on how to write an introduction.

A small sample (as per the above example) of an impressive introduction is given below

Sample Introduction: Amazon is a globally recognized online retail and technological services company headquartered in the United States of America. The company was incorporated in the year 1994 and since then it has successfully expanded across various verticals and markets. This report presents a well-researched and effective strategic analysis of Amazon inclusive of the company’s external analysis, internal analysis, competitive positioning, and evaluation of marketing strategies. Further, the report also puts forth various strategic recommendations for the company that can be incorporated through effective change management .

As evident in the above example, an impressive introduction should clearly illustrate the objectives of the assignment along with a clear thesis statement.

Key tip: If relevant, add 1-2 citations in the introduction as well

2. Include substantive information in the body paragraphs

In the body paragraphs, you need to include precise and substantive information backed by statistics and facts. The greater the number of substantive facts, the more impressive the assignment will seem to your professors. You need to ensure that the content of the body paragraphs includes only relevant and factual information. You need to write highly information along with a brief description of the cause and effect relationship along with the implications of the fact.

For instance, in the case of the strategic analysis of Amazon, when you are doing the PESTLE Analysis section, you need to add factual and correct information with respect to the external factors affecting the company and the kind of influence they can have. Similarly, in the VRIO analysis section, you need to add factual information that is relevant to the resources and capabilities of the company. Any information added to the VRIO section which does not correlate to the resources and capabilities of the company will be considered irrelevant.

Key tip: As we mentioned above, preparing a rough draft of the assignment beforehand will help you in framing the content of your body paragraphs in a more worthwhile way.

3. Take care of cohesion

When you write long paragraphs in your assignments, it is essential to maintain cohesiveness. If there is no cohesion between sentences and paragraphs, the ideas and arguments will seem scattered. It will seem like you have put things together in bits and pieces without any correlation. Hence, you need to use connectors like furthermore, moreover, besides, on the contrary, subsequently and so on to maintain cohesion .

Key tip: Use relevance-based connectors for cohesion

4. Include citations correctly

This is a very important aspect of your assignment. In fact, your professors add it clearly to the guidelines that you need to add citations of your sources. Also, on most occasions, there is a minimum or a maximum number of citations that you need to add to your assignment. Also, as suggested above, you need to be sure of the citation style your professor has instructed. To avoid plagiarism, you need to make sure that you are citing all the sources of information you have extracted from other authors’ work and have given attribution wherever needed. Also, you need to maintain caution against misquoting the sources. Moreover, not citing your sources can also be considered an act of academic dishonesty.

Speaking in the context of our example, the strategic analysis of Amazon will certainly involve a lot of facts and stats. You need to make sure that you are citing all the sources of the information that you quote in your content. So, when you talk about the cash flow of the company extracted from the company’s annual report, you need to include the in-text citation as well as the bibliographic citation of the annual report in the citation style instructed by your professor.

Key tip: Follow the correct format for citations as asked

In case you are not sure about plagiarism, you can go through the types of plagiarism and their examples for a more lucid understanding.

5. Substantiate arguments with examples

Examples could exactly be the underlying difference between an assignment scoring average grades and an HD grades assignment. When you substantiate the arguments with real and practical examples, it reflects your extensive research and also expresses your understanding of the topic in an intelligible way.

For instance, in the strategic analysis of Amazon, when you put forth recommendations for the company, you can include examples of other companies that have benefited from the proposed strategies. Similarly, when you analyze Amazon’s marketing strategies, you can give examples of competitors that are doing better in terms of marketing. A real case study explained through an example will make your assignment a lot more credible and impressive. There is no reason then why your professors will not feel the temptation to give you HD grades.

Key tip: Each body paragraph should ideally discuss a single idea

6. Give a precise conclusion

Like an effective introduction to your assignment, writing a great conclusion is equally important for getting HD grades. Your conclusion should be precise and should effectively summarize the arguments discussed in your assignment or research paper. The conclusion should be in alignment with the ideas discussed in the body paragraphs and ideally, there should be no contradiction to your ideas when you sum up your assignment.

Given below is a sample conclusion (with respect to our example) for a clearer understanding. Besides, if you need additional help, you can read our delineated guide on how to write a conclusion.

Sample conclusion: To encapsulate, it is analyzed that Amazon has a strong competitive position and the external business environment is also largely favorable for the company to penetrate new markets and amplify its profitability. Moreover, it is identified that the company has strong internal capabilities that put the company at a competitive advantage. After a comprehensive strategic analysis of the company, it is concluded that the company has a leadership position in its industry which it can capitalize on. Further, if the company can integrate the recommendations made in the report, the company can further enhance its position in the corresponding industry.

Now we come to the last segment, things to do after you have completed your assignment. The subsequent section discusses the various tips that you need to follow before you submit your completed assignment to your professor. This is your final checklist before you send your assignment to score HD grades.

1. Recheck the task objectives

Once you have completed your assignment, you need to recheck once if all the objectives and guidelines or not. For that, you need to read the task and the included instructions thoroughly once again before you submit your assignment. In case you missed out on a part, you will be able to figure it out before you finally submit your assignment. Why let silly mistakes come in the way of HD grades?

Key tip: Complete your assignment before the due date to leave room for changes

2. Proofread your assignment

Next, when you are certain that everything is complete, it is highly important to proofread your assignment effectively. In case your assignment has some typing errors or grammatical errors, they could give your professor a valid reason to not give you HD grades. Frankly speaking, even the best of us can make typing errors or grammatical errors at times, and hence, proofreading is super important.

Besides, the effectiveness of your proofreading will directly depend on how focused or attentive you are when you proofread your assignment. So, it is recommended that while proofreading, you should put all distractions away, create a conducive environment , and then proofread your work with complete concentration.

Key tip: While proofreading, also proofread for any citation mistakes you might have made

3. Check for toc and cover letter requirements

In case your assignment guidelines state that you need to add a cover letter and table of contents, you should add the same before you finally submit the assignment. In most cases, it is included in the instructions that you need to add a TOC and Cover Letter to the assignment which will not be included in the total word count.

Key tip: Look for cover letter templates if you are not sure of what a good cover letter looks like

4. Check your assignment for plagiarism

Did you know that even the smallest act of plagiarism is considered severe academic misconduct and is even punishable by law in Australia, the US, and most other countries? Having said that, you need to be double sure that your assignment is not plagiarized at all. Also, even if there is slight plagiarism in your assignment, you will certainly lose the chance to score HD grades. Think about it, why would professors give you HD grades for an assignment with plagiarized content?

However, the real question is, how can you be sure of whether your assignment is plagiarism free or not? Well, we can help you with that! Send your files to us and we will send you a credible plagiarism report so that you can submit a high-quality assignment that will surely score HD grades.

Key tip: Citing your sources wrongly can also be considered plagiarism

5. Make sure your file is in the right format

Before you finally submit your assignment, make sure it is in the correct format as per the requirements laid down by your professor. To explain, you need to be sure whether you have to submit your assignment in PDF format, Word format, or any other format. Sending it in the wrong format can attract negative feedback from the professor and that all-important first impression will get ruined.

Key tip: If the format is not mentioned in the task file, ask your professor before making the submission

To conclude, it takes a lot more to score HD grades than you would have otherwise thought. However, as long as you are diligent and follow the above tips effectively, there is no reason why you cannot score HD grades in all your assignments.

How can I incorporate critical thinking into my assignment?

To incorporate critical thinking, go beyond stating facts and opinions. Analyze and evaluate the evidence you present, consider counterarguments, and demonstrate a deeper understanding of the topic. Offer unique insights and draw thoughtful conclusions based on your analysis.

What role does evidence play in obtaining an HD grade?

Strong and relevant evidence is vital for obtaining an HD grade. It substantiates your arguments, enhances the credibility of your work, and showcases your research skills. Use data, statistics, expert opinions, and examples from reputable sources to support your claims.

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8 Important Assignment Writing Steps Every Student Should Know

Writing a college assignment or essay is not always an easy feat, especially if it’s your first time. The good news is that you don’t have to procrastinate or waste your time staring at a blank page! 

We’ve prepared this straightforward guide to help you write high-quality assignments and score good grades in no time .

1. Check Assignment Deadline and Create a Plan

Some students rush to complete assignments a few hours before the deadline. In most cases, rushed work results in low-quality assignments and low grades. You can avoid the last-minute hassle by checking your assignment deadlines and creating a schedule for completing the work early. 

Once you know the deadlines, evaluate the steps you’ll need to take to complete the assignment, for instance:

• Analysing the assignment
• Researching the topic
• Outlining your main ideas 
• Writing the first draft
• Editing and proofreading your work

You can then add deadlines to each step of the assignment. Breaking the writing process into manageable chunks makes it easier to complete the workload, even if you don’t have a lot of time in a day to devote to essay or assignment writing.

2. Analyse the Assignment or Essay

Before you research or write anything, make sure you fully understand what is required for the assignment. It will help you avoid the pain and struggle of rewriting later if you discover that you didn’t understand the requirements. 

Read the assignment instructions and identify the following:

• Assignment type—Determine the type of assignment you have, e.g., an essay, presentation, thesis, case study, literature review, or a report (because it will determine how to best approach it)
• Instructions—Check any instruction words, like evaluate, describe, summarise, discuss, argue, and analyse. Go out of your way to explore what the instruction word means or requires you to do
• The topic—Look for topic words to identify what your assignment is all about. What do you need to evaluate, discuss, or analyse? It’s as simple as taking the instruction word and adding “what” to it. For instance, discuss what? 
• Limiting words—Identify the words that narrow down what you need to focus on. It could be anything from a place to a particular time

If you are unsure about anything, you can reach out to your lecturer or get assignment help from expert tutors . Doing a good analysis of your assignment topic will guide your research and help you answer the assignment question thoroughly. 

From your analysis, you can then create a checklist that you can use to ensure you complete your assignment successfully. 

If you are provided with an assessment checklist, go through it to understand what your professor will be looking for when awarding you marks for the essay or assignment. It will help you create a checklist to focus on to get the maximum possible scores.

3. Perform Research

Once you know what the assignment requires of you, it’s time to do research. It’s an important step to collect relevant and reliable information for writing an excellent assignment. 

Start by identifying your sources. The type of information—definitions, statistics, examples, research studies, and visuals—you are looking for will hugely determine where you look. It’s a good idea to use all the available sources of information, which includes:

• Course materials and recommended reading lists. These sources can have crucial information and can also direct you to other reliable sources like books, websites, or articles
• Your school’s library resources like e-books, print books, etc.
• Online sources like journals, research papers, and credible websites
• Sample assignments from your school’s website or learning management system (LMS)
• Lecture recordings 
• Local public library resources

When conducting your search online, you can use Google Scholar to find peer-reviewed papers. Use the keyword from your task and try searching using related terms that describe your topic. Keep searching until you have found credible sources for all your major points, exhausted all new ideas for your case, or run out of time allotted to research. 

Ensure that you keep a list of every reliable and relevant information source or research paper you come across. The list will come in handy when it’s time to cite your sources or to double-check some details during the writing process. 

4. Plan Your Assignment Structure

Ever spent time staring at a blank page, wondering what to write next? You can make the process of writing an assignment easier by carefully planning and outlining the structure of your assignment. A basic assignment structure will help you answer the assignment task correctly and concentrate on the sections with the most marks. Generally, most long-form assignments or essays contain:

• An introduction
• Thesis statement
• Body or key arguments 
• Conclusion 

The main body is usually the section that requires the most work. The easiest way to organise your key arguments in the body section is to check the logical flow and connections between the ideas. You can use sticky notes or programs like OneNote and Outline to arrange and reorganise your ideas as you find connections between them. 

5. Write the First Draft in Your Own Words

Before you start writing, make sure you are in a conducive environment for studying. Minimise distractions and do anything that will help you concentrate, like playing background study music. 

The first draft doesn’t need to be perfect. Just put down all the valuable information in your own words while following your assignment structure. Don’t worry about the wording, grammar, or anything at this point. Here are a few things to keep in mind when writing the different sections: 

• Introduction—Write a paragraph introducing your key points and briefly explaining how you answer the question. Include the thesis statement at the end of your introduction. It’s the one sentence that states the key argument of your essay
• Body—Organise your key arguments or ideas using headings, subheadings, and paragraphs. The goal is to answer the assignment question. Use the statistics, examples, facts, quotations, and data you collected during your research to support each idea you present in the body paragraphs
• Conclusion—Summarise your argument and recap all the major points in your assignment in a way that leaves a lasting impression. Do not introduce any new ideas here

Don’t feel the pressure to write all the sections in one sitting. Take breaks when you need to. You can work in cycles using the Pomodoro technique . For instance, set a timer to write for 25 minutes and take a 5-15 minutes break.

6. Cite Your Sources

Most writing assignments require you to cite and reference your sources. Start by checking the citation guidelines in your course materials to ensure you use the correct referencing style and include all the necessary information. You could be required to use different referencing styles such as APA , MLA , Harvard , Vancouver , Chicago , etc.

You can also use referencing management software, such as Zotero or Mendeley . Such software allows you to save time that you would otherwise use to search and format your references. However, it’s still good to work with the various citation styles. 

7. Revise and Edit Your Work

It’s not easy to do all the assignment writing in one sitting—planning, researching, drafting, editing, and proofreading. If you have followed your schedule, you should have some time left before the deadline. Step back from the first draft for a day or two. When you return to read the assignment draft, you’ll do it objectively, identify gaps, and spot mistakes or issues quickly. 

As you read through your assignment, look at your checklist to ensure that you:

• Have answered the assignment question or task clearly and exhaustively
• Remove any text that doesn’t add to the overall argument. It can be painful to remove some text if you have struggled to reach a word count, but fluffy text won’t help you get better marks
• Have a logically arranged and well flowing argument
• Fine-tune your wording. The language you need to use in academic assignments is formal and technical. You can use SkELL or the Writefull app to identify the words that are most relevant to your topic
• Have included all the parts listed in your assignment structure, i.e., the title page, contents page, introduction, body, conclusion, and reference list
• Have acknowledged all your sources

8. Proofread and Check for Accuracy

Proofreading is a must for any academic paper that you write. It’s the step to check all the mistakes you may have overlooked before submitting your work. Verify links, reference list, quotations, spelling, target word count, punctuation, page numbers, the date on pages, your name, and citations. Minor mistakes like typos, punctuation, and grammar issues can give you a bad impression. 

You can use the Microsoft Word spell checker tool or run a proofreading tool like Grammarly to spot mistakes in grammar and punctuation. Grammarly can also help you find out if you have any plagiarism issues. Remember that no tool is 100% right, so use your judgment when implementing suggestions! 

Final Thoughts 

Building assignment writing skills takes time and practice. Implement the helpful assignment tips you have learned in this guide to build key skills—like analysing and structuring your assignment—to enhance your ability to write an excellent assignment consistently. Following these steps early on can help set you up for the long run, build-essential assignment writing habits, and help you develop solid study skills . 

If you get stuck while working on your assignment, your timely help is only a few clicks away. Zookal Study , our online study app, will provide the guidance you need to write quality assignments and achieve high scores. Our expert tutors are always available to respond to your questions in a matter of minutes. The best part is that you can try our homework help services right now !

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Creating High-Quality Classroom Assignments

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High-quality homework: How to assign the right amount, and the most effective formats of homework for the 2019-2020 school year

by Chandra Williams | Jul 16, 2019

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Although studies have shown that homework offers some benefits to students, assigning too much homework can actually cause students to experience higher stress levels and physical and mental health issues . In this article, we’ll discuss guidelines you can use to assign high quality homework for your students.

What is the “ten-minute homework guideline?”

The National PTA and National Education Association support the “ ten minute homework guideline ,” which suggests each student should have about ten minutes of homework per grade level. First-grade students should have between ten to twenty minutes of homework, with an additional ten minutes added for each subsequent grade level.

The ten-minute homework rule offers several benefits to students, including:

• Reduces the likelihood of students becoming overwhelmed.
• Prevents diminishing returns for academic success.
• Reduces the impact of the “homework gap,” a term indicating the disproportionate challenges faced by students who do not have access to the internet and other resources to complete homework assignments at their homes.
• Reduces impact on students who naturally take longer to complete homework assignments.

What purposes should homework accomplish?

Most homework assignments fall into one of the following four categories :

• Practice — Students have learned skills in class and practice using those skills on their own at home. For example, students learned the order of operations in math class and practice using these skills by solving some multi-step equations.
• Preparation — Students prepare to learn about a new concept in class the next day. For example, students read the first chapter of a new book which will be discussed in tomorrow’s English class.
• Study — Students review content they have already learned and practiced to prepare for a formative, unit, or benchmark assessment.
• Extend or Elaborate — Students have learned about a general concept in class, and complete individual work to expand their knowledge on the topic. For example, students learned about the formation of the United States in class, and each student will individually create a project exploring the history of a different state.

When students’ complete homework for the purpose of practicing skills, they may have single-skill assignments or cumulative assignments.

• Single-skill assignments are most effective when students need to master the skill taught in class. For example, students may list the steps of the scientific method.
• Cumulative assignments require students to decide which skill they need to use when solving a particular problem, and then properly use the skill. For example, students are presented with an experiment, must determine which steps in the scientific method need to be completed, and then must complete the experiment and demonstrate its results.

What is the most effective type of homework?

Existing studies have found that student performance is most positively affected when homework is used to build fluency, master new concepts, and proficiency. Students retain information better when the practice is conducted over several shorter sessions, rather than through one marathon session. Additionally, students should be able to use the same processes and skills with their homework assignments, which were modeled and demonstrated during class. In other words, homework assignments should be presented in the same format as classroom practices.

What are best practices for assigning homework?

Research suggests that homework is most effective when:.

• Assignments promote curiosity, leading to “ autonomous, self-directed learning .”
• Students have already “ demonstrated competence in the skill…before being asked to do it independently.”
• Teachers consider some students do not have access to the internet, a quiet working space, or homework help from parents or a tutor.
• Students understand the purpose of completing each homework assignment.
• Teachers provide feedback quickly, minimizing the chance for students to forget the assignment before they learn their scores.
• Teachers keep in mind that middle school and high school students may be assigned homework from all of their classes, and the ten-minute homework guideline applies to the combined homework load.

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10 Useful Tips for Students to Submit Assignments on Time

We all have been on the receiving side of the terror that comes with running late to turn in your assignment. As a student, one of the most critical skills you can develop is submitting your assignments on time. Late submissions can result in lost grades, missed opportunities, and added stress, making it essential for students to understand the importance of timely submissions.

In this comprehensive guide, we’ll share a wealth of tips and strategies that can help you ensure timely submissions and help you stay on top of your coursework - 

1. Create a schedule

The first step in submitting assignments on time is to create a schedule. This can prove to be a useful step in the entire process. A schedule will help you keep track of your deadlines and plan your time accordingly. You can use a physical planner or a digital calendar, whichever works best for you. Make sure to include all of your assignments, exams, and other commitments in your schedule so that you have a clear understanding of how much time you have available.

2. Start timely

It is essential to start working on your assignments as early as possible. Waiting until the last minute to start your assignment can result in stress and decreased quality of work. By starting early, you’ll have enough time to review and refine your work, ensuring that you submit a high-quality assignment. Having said that, we understand and aren't too optimistic that balancing school life and homework can be a task. In that case, you can always start with the easy part so that it can create a sense of winning, which will eventually lead you to complete the entire assignment.

3. Break down tasks

Breaking down a large assignment into smaller tasks can make it seem more manageable and help you avoid procrastination. By setting deadlines for each of these tasks, you can keep yourself accountable and ensure that you’re making progress toward your end goal. Another way to go about it is to prioritize tasks based on their importance and urgency, making sure to complete the most critical tasks first.

One of the key benefits of breaking down tasks is increased productivity. When students are faced with a large and complex assignment, it can be easy to become overwhelmed and demotivated. However, by breaking the assignment down into smaller tasks, students can focus on one component at a time, making it easier to make progress and complete the assignment in a timely manner. This can help students to avoid procrastination and ensure that they are making progress toward their goals.

4. Use tools and resources

There are many tools and resources available to help students stay organized and on track. For example, you can use online citation generators to help you format your bibliography correctly or use productivity apps to stay focused and avoid distractions. Utilizing these tools and resources can save you time and help you submit your assignments on time. One such assignment help website is Desklib; here you can find study material and documents in abundance where as a student you can have access to help conveniently. 

5. Ask for help

Don’t hesitate to reach out to your teachers, tutors, or classmates if you need help. They can provide you with valuable feedback and insights that can improve your work and ensure that you’re on the right track. Furthermore, if you’re struggling with a particular aspect of an assignment, seeking help can save you time and prevent you from making costly mistakes.

Asking for help is a critical aspect of student success, especially when it comes to completing class assignments. Whether students are struggling to understand a complex concept or need assistance with a specific task, seeking help can provide them with the support they need to succeed. 

6. Manage your time effectively

Effective time management is necessary in order to turn in an assignment timely. When writing an assignment, make sure to allocate your time wisely and prioritize tasks based on their importance and urgency. This step can also help improve the quality of the final product. It is important to take regular breaks, review the work completed so far, and make any necessary revisions. By managing time effectively, it is possible to allocate sufficient time for these activities, ensuring that the final product is of the best possible quality.

7. Stay organized

Staying organized can also help to prioritize tasks and deadlines. When working on an assignment, it can be easy to feel overwhelmed by the many tasks and deadlines involved. However, by staying organized, it is possible to see the big picture and prioritize tasks in a way that ensures that everything is completed on time and to a high standard.

Make sure to keep all of your notes, materials, and other resources in one place so that you can easily access them when you need them. You can also use a filing system or an online storage solution to help you stay organized. 

8. Set realistic goals

It’s important to set realistic goals for yourself when submitting assignments. While it’s great to strive for excellence, setting unrealistic goals can result in added stress and decreased productivity. Make sure to set achievable goals and focus on making progress towards your goals rather than striving for perfection.

9. Eliminate distractions

Distractions can have a significant impact on your productivity and ability to complete a task at hand. While working, make sure to eliminate distractions by creating a conducive environment for studying like turning off your phone, or using a noise-canceling app. I know this might sound and feel a bit tough at first but trust me, it only gets better from hereon. This step will get the work done effectively and timely. 

10. Reward yourself 

In the end, do not forget to pat yourself on the back. After having completed the assignment, it is equally important to reward yourself for your hard work and achievements. 

Conclusion:

In conclusion, submitting your assignments on time is crucial for your academic success. We hope that we could help you a little by providing you with these tips. We hope that the above-given tips will help ensure that your work is completed to the best of your ability and submitted on time.

Remember, consistent effort and planning can go a long way in achieving your goals.

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Your Feedback matters

Examining pre-service teachers’ feedback on low- and high-quality written assignments

• Open access
• Published: 16 April 2024

Cite this article

You have full access to this open access article

• Ignacio Máñez   ORCID: orcid.org/0000-0001-8093-1945 1 ,
• Anastasiya A. Lipnevich   ORCID: orcid.org/0000-0003-0190-8689 2 ,
• Carolina Lopera-Oquendo   ORCID: orcid.org/0000-0002-9355-5843 3 &
• Raquel Cerdán   ORCID: orcid.org/0000-0002-8283-8995 1  

Assessing student writing assignments and providing effective feedback are a complex pedagogical skill teacher candidates need to master. Scarce literature has closely examined the type of feedback that pre-service high-school teachers spontaneously deliver when assessing student writings, which is the main goal of our study. In a sample of 255 high school teacher candidates, we examined the type of feedback that they provided when assessing two writing assignments that differed in quality. One thousand eight hundred thirty-five comments were analyzed and coded into 11 sub-categories. Results showed that candidates’ feedback not only focused on task performance but also on the writing process. Although candidates provided critical and past-oriented evaluations frequently, they also crafted feedback in a neutral tone and included future-oriented suggestions. Further, feedback varied as a function of candidates’ gender, academic discipline, and students’ quality of writing. Teacher training programs may use this information to design resources to address nuances of feedback provision.

Avoid common mistakes on your manuscript.

Among the many skills expected of pre-service teachers (or teacher candidates), one crucial aspect is their capacity to effectively evaluate and provide high-quality written feedback on students’ written assignments. This ability plays a vital role in enhancing writing outcomes and fostering the development of students’ writing skills across academic subjects (e.g., Dempsey et al., 2009 ; Duijnhouwer et al., 2010 , 2012 ; Graham, 2018 ; Graham et al., 2020 ; Parr & Timperley, 2010 ). Proficiency in writing is an indispensable skill that holds significance across a multitude of domains. Its importance resonates throughout various academic, professional, and creative pursuits and transcends academic subjects. In their recent meta-analysis, Graham et al. ( 2020 ) synthesized effect size from 56 studies that examined the impact of content-related writing on student learning in science, social studies, and mathematics across Grades 1 to 12. The findings indicated that writing about content significantly enhanced learning (effect size = 0.30) in a consistent manner, irrespective of subject, grade level, or the specific features of writing activities, instruction, or assessment. One of the key predictors of student writing development is the feedback provided by teachers, and previous research has shown that both experienced in-service teachers and novice teachers tended to struggle when generating effective feedback (Evans, 2013 ; Junqueira & Payant, 2015 ; Orrell, 2006 ; Ropohl & Rönnebeck, 2019 ; Ryan et al., 2021 ; Underwood & Tregidgo, 2006 ). Furthermore, the bulk of the literature has focused on examining how in-service teachers provide written feedback on students’ writing (e.g., Otnes & Solheim, 2019 ; Parr & Timperley, 2010 ), generally neglecting the pre-service teachers’ sub-population (e.g., Dempsey et al., 2009 ; Fong et al., 2013 ; Lee, 2014 ). Understanding the feedback pre-service teachers naturally provide is crucial for designing effective courses and resources to improve this critical skill in teacher preparation programs. This study is one of the first to provide a fine-grained picture of the type of written feedback that high school teacher candidates deliver when assessing written assignments. Hence, we had the following two goals: (1) we investigated what type of feedback teacher candidates, who are training to be high school teachers, provide, and (2) we examined the extent to which the quality of the student’s essay, teachers’ gender, and academic discipline predicted the type of comments they generate.

1 Characteristics of instructional feedback

Feedback is one of the most powerful instructional interventions teachers can use to help students to increase their knowledge and skills (Hattie, 2009 ). Countless reviews and meta-analyses have suggested that feedback has a potential of enhancing students’ performance and learning (e.g., Black & Wiliam, 1998 ; Evans, 2013 ; Hattie & Timperley, 2007 ; Kluger & DeNisi, 1996 ; Li & DeLuca, 2014 ; Shute, 2008 ; Winstone et al., 2017 ; Wisniewski et al., 2020 ). However, it is not uncommon for studies to show non-significant, or even negative, effects on students’ outcomes (e.g., van der Kleij et al., 2015 ). Over the last decades, scholars have proposed a number of theoretical frameworks to explain how feedback works and what factors contribute to its effectiveness (e.g., Lipnevich & Panadero, 2021 ). After conducting a review of the most prominent feedback models, Panadero and Lipnevich ( 2022 ) proposed an integrative framework that covers five components that may explain the large variability of feedback effects on learning. The components are message, implementation, student, context, and agent (MISCA). Of these five groups of factors, in the current study, we focus on message (characteristics of written feedback comments), student (quality of writing), and agent (teacher candidates’ gender and academic discipline), while considering the context (writing). Next, we delve into some of the key parameters related to the content of the feedback messages.

To date, numerous researchers have proposed feedback typologies and taxonomies that range from simple dichotomies (e.g., verification vs. elaborated feedback, Kulhavy & Stock, 1989 ) to more fine-grained categories that cover a range of specific types of feedback (Hattie & Timperley, 2007 ; Shute, 2008 ). Describing all typologies and taxonomies is out of scope of the current paper, so we would like to direct the reader to Panadero and Lipnevich ( 2022 ) and Lipnevich and Panadero ( 2021 ) for their review. Instead, we will focus on categories that we selected for our study. These categories have been systematically acknowledged to be crucial in the feedback literature, and include focus, content, emotional valence, and orientation of feedback.

Firstly, research has often explored the focus of teachers’ feedback. In their seminal work, Hattie and Timperley ( 2007 ) distinguished four main foci, i.e., task, process, self-regulation, and self. Task-focused feedback is intended to bring students’ attention to the specifics of the task at hand and allows them to know how successful they were in meeting teachers’ criteria. Process-focused feedback, on the other hand, allows students to comprehend what actions they have or should have deployed to solve the task. The third focus has to do with students’ self-regulation and refers to how students can monitor their own learning. The final focus of feedback is on the self and refers to personal characteristics of a student. It is important to mention that feedback that focuses on the process usually incorporates self-regulatory information, pointing out actions or strategies to self-evaluate the task performed. Hence, disentangling these two types may be problematic. The extant literature suggests that teachers’ feedback should focus on the strategies and processes of writing (i.e., process-focused feedback) because such comments provide opportunities for transfer and have a higher chance to improve the writing process. Focusing exclusively on students’ task performance may improve the current task, but higher order writing skills will be unlikely to develop (Hawe et al., 2008 ; Parr & Timperley, 2010 ). Despite this claim, recent findings show that both in-service and pre-service teachers provide predominantly task-focused feedback when assessing student writings (Arts et al., 2016 ; Dysthe, 2011 ; Fong et al., 2013 ).

Closely related to the previous category, the content specificity of the feedback is arguably one of the most relevant variables to explore. When it comes to written assignments, it is important to be aware of what features of student writing teachers refer to when delivering feedback (Dempsey et al., 2009 ). In such context, feedback may refer to surface features such as grammar, spelling or punctuation, or deep features such as students’ writing style or the quality of the ideas they express. As a general recommendation, teachers are expected to provide content-level and higher-level stylistic comments (Graham, 2018 ), but findings suggest that they predominantly focus on surface errors (see, for example, Arts et al., 2016 ; Hawe et al., 2008 ).

Thirdly, emotional valence is inherent in any communicative act and hence represents an important characteristic of teacher feedback (Lipnevich & Smith, 2009 ; Lipnevich et al.  2021b ; Dawson et al., 2021 ; Pitt & Norton, 2017 ; Ryan & Henderson, 2018 ). Research has shown that students’ writing is influenced by their emotions (Graham, 2018 ; Lipnevich et al., 2021a ), and feedback is one of the key antecedents of achievement emotions (Pekrun, 2006 , 2022 ). To better understand instructional practices and their impact on learning outcomes, it is crucial to consider the emotional valence of teacher comments (Graham & Harris, 2018 ; Yu, Geng, et al., 2021 ; Yu, Zheng, et al., 2021 ). Recent studies have categorized teacher feedback on student writing as constructive (neutral), positive, or negative (Fong et al., 2018 ), depending on the affective information transmitted and emotions it elicits (Goetz et al., 2018 ; Pekrun, 2006 ). Positive messages usually include praise comments about a product ( Congratulations! I see how well you’ve framed your writing! ), an action ( You’ve done great job selecting information from those websites! ), or personal characteristics that have played a favorable role in good performance (e.g., You’re very organized! ). On the other hand, negative messages usually comprise critical remarks about failures and shortcomings, including evaluative judgments about other’s performance or personal characteristics ( I expected more from you! ). Besides this positive-negative dichotomy, feedback may also be neutral in tone when it conveys information on how students may improve without including an evaluative or normative component. Such informative feedback comments that mainly state or explain what actions students should undertake to improve their work have a potential of improving student writing from a constructive perspective (Fong et al., 2018 ; Graham, 2018 ; Hattie et al., 2021 ).

The final category in our classification includes feedback orientation . Broadly speaking, teachers may provide comments aimed at evaluating past actions/outcomes or suggesting ways to enhance students’ performance, and both types, in combination, may help students to learn how to monitor their writing skills (e.g., Duijnhouwer et al., 2012 ; Pitt & Norton, 2017 ; Price et al., 2011 ). While the former let students know where they are, the latter let them know where they need to go and offers strategies on how to get there (Parr & Timperley, 2010 ). Past-oriented evaluative comments, especially those focused on negative aspects of the students’ performance, may inhibit student’s engagement with feedback or, in the best scenario, encourage students with higher achievement levels (Pitt & Norton, 2017 ). Beyond evaluative feedback, literature suggests that effective learner-centered feedback should include information about future-oriented processes and actions that students may undertake so as to improve their learning (Ryan et al., 2021 ). However, teachers appear to rarely deliver future-oriented comments when assessing written assignments (Arts et al., 2016 ).

Examining the type of feedback messages that pre-service teachers provide may shed some light on their strengths and weaknesses when delivering feedback on writing and help teacher education programs to better design their curricular activities. In our study, we did exactly that: we investigated the types of feedback that pre-service teachers provide on students’ written assignments.

2 Feedback on writing

Unarguably, writing is critical to success in today’s societies (Freedman et al., 2016 ) and teachers from different disciplines rely on assigning specific types of writing to support learning (Bazerman, 2009 ; Smagorinsky & Mayer, 2014 ). Although writing has been traditionally taught in language courses (Klein & Boscolo, 2016 ), efforts have been made in recent years to promote writing as a critical learning activity in other disciplines (e.g., Kiuhara et al., 2020 ; MacArthur, 2014 ; Wallace et al., 2004 ). Although social studies teachers are more likely to use writing to promote learning, followed by science and then mathematics teachers (Gillespie et al., 2014 ; Ray et al., 2016 ), meta-analytic work by Graham et al. ( 2020 ) shows that writing promotes school-aged students’ learning independently of the academic discipline (science, social studies, or mathematics) and the academic level (elementary, middle, or high school).

Teachers frequently assign a variety of writing activities, such as composing reports, summarizing information, building stories or narratives, or defending arguments. These assignments require students to engage in a broad spectrum of cognitive and metacognitive processes that teachers must consider when assessing their written products. For instance, students may set goals, strategically plan their compositions, activate prior knowledge, elaborate on new ideas or arguments, integrate information, monitor their comprehension and the quality of their written product, assess text structure, or search for spelling errors. These operations require considerable effort and are not always executed with consistent success by students (Graham & Harris, 2000 ).

Guiding students towards improved writing proficiency and enhanced learning outcomes through constructive feedback is of paramount importance. However, assessing and fostering writing while ensuring the effectiveness of teachers’ feedback is a complex endeavor. Teachers’ ability to design and deliver effective feedback is among the most relevant skills to acquire (Boud & Dawson, 2021 ; Graham, 2018 ). Nevertheless, providing feedback on writing assignments can be time-consuming and challenging, and it does not always guarantee significant learning gains (Duijnhouwer et al., 2012 ; Kellogg & Whiteford, 2009 ). The differences in the impact of feedback on writing may be attributed to the inherent complexity of this skill. Students vary in their ability to process feedback cognitively, affectively, and behaviorally, while teachers provide messages that are highly variable and specific to individual work (Parr & Timperley, 2010 ; Ryan et al., 2021 ). In addition to attributes of students and messages, teacher characteristics also may influence the type of feedback that is provided (see Panadero & Lipnevich, 2022 ). For example, research exploring potential gender differences among teachers in assessing and grading students’ performance has yielded varied results (Read et al., 2005 ). Some studies have indicated that male teachers tend to exhibit a bias favoring male students in their grading (Lavy, 2008 ), while others have not found consistent evidence to support this assertion (Doornkamp et al., 2022 ; Lindahl, 2016 ). In general, the body of research suggests that male teachers may tend to be more stringent in their assessment of students’ performance (Cheng & Kong, 2023 ; Lopera-Oquendo et al.,  2023 ). However, it is worth noting that Read et al. ( 2005 ) discovered no statistically significant gender differences in how history higher education tutors presented feedback comments on students’ written work. These variations and disparities in assessment and grading practices based on gender could potentially result in distinct interactions through feedback comments when evaluating high school students’ writing, an area that has not been extensively explored in the literature.

Considering the plethora of feedback-related consideration, the extant literature on written feedback suggests that there is not a single correct way to deliver effective feedback on writing. We do know that, ideally, comments should include enough information to let students know where they are (point a), where they are going (point b), and what actions they should undertake to get from point a to point b (Parr & Timperley, 2010 ). On the whole, findings support the claim that feedback on writing assignments should be specific and tailored to the student’s writing proficiency, include explanations, strategies, and future-oriented suggestions, provide clear actionable information, use a dialogic tone and, at the same time, avoid simple praise comments and grades because they lack relevant information to facilitate learning (Lipnevich et al., 2021b ).

Recent studies have delved into how teachers design and deliver written feedback on writing for both traditional (e.g., Arts et al., 2016 ; Hattie et al., 2021 ; Otnes & Solheim, 2019 ; Parr & Timperley, 2010 ; Peterson & McClay, 2010 ) and second-language language learners (e.g., Bitchener & Ferris, 2012 ; McMartin-Miller, 2014 ; Montgomery & Baker, 2007 ; Wigglesworth & Storch, 2012 ). These studies showed that teachers provided feedback that comprised surface comments, focusing on students’ writing mechanics rather than on content and higher-order writing skills (e.g., Arts et al., 2016 ; Hawe et al., 2008 ). Otnes and Solheim ( 2019 ), for example, found that school teachers’ written feedback on students’ writing was usually composed of directive messages in a non-dialogic tone and that it often included clear praise/criticism comments without further explanations.

Researchers also highlighted the importance of considering the students’ current writing level to craft accurate feedback (Ropohl & Rönnebeck, 2019 ). For instance, Duijnhouwer et al. ( 2012 ) found that teachers provided more strategies when assessing weaker writing compared to higher quality work. Furthermore, the higher number of strategies teachers provided within their feedback comments was associated with lower levels of students’ self-efficacy. In general, previous findings revealed that the quality of teachers’ written feedback when assessing a piece of writing can predict students’ progress (Hattie et al., 2021 ; Parr & Timperley, 2010 ). Unfortunately, studies also demonstrated that high school teachers were less likely to deliver high-quality actionable feedback compared to university professors (see, for example, Hattie et al., 2021 ). One of the possible explanations for less than optimal feedback that students receive on their writing is due to the fact that teachers often learn to assess their students’ knowledge and skills on the job (Orrell, 2006 ). In other words, teacher education programs may be lacking adequate training to enhance pre-service teachers’ assessment skills that comprise basic rules and approaches to feedback provision (DeLuca & Bellara, 2013 ). Thus, controlling for the quality of student essays, we examined feedback on writing that teachers in training provided.

3 Pre-service teachers’ feedback on student writing

Compared to compendiums of studies that have investigated feedback provision skills of in-service teachers, pre-service teachers’ approaches to written feedback delivery have received significantly less attention (e.g., Dempsey et al., 2009 ; Fong et al., 2013 ; Guénette & Lyster, 2013 ; Junqueira & Payant, 2015 ; Ropohl & Rönnebeck, 2019 ). The studies that do exist suggest that beginning teachers struggle to devise effective feedback to support students’ writing skills and task performance. For instance, Guénette and Lyster ( 2013 ) explored the type of written feedback pre-service high school ESL teachers gave to their students on their written assignments and identified that the bulk of comments comprised specific surface-level corrections and task-focused features, similar to what their in-service counterparts usually do (Furneaux et al., 2007 ). Conversely, in their analysis of pre-service teachers’ written feedback on a hypothetical essay, Fong et al. ( 2013 ) found that teacher candidates focused on both the task and the process outcomes, and that the process-oriented comments were seen to be positively related to writing improvements. Further, a recent study conducted by Ropohl and Rönnebeck ( 2019 ) examined pre-service high school chemistry teachers’ written feedback given to 8 th graders’ written plans to conduct an experimental study. These authors observed that pre-service teachers tended to provide descriptive and evaluative comments with little future-oriented information, and that students’ writing accuracy influenced the number of comments delivered, with low-performing students receiving more feedback.

Although these studies contribute to our understanding of pre-service teachers’ feedback practices, several critical limitations limit generalization of the findings: (a) a single-case study or a small sample of pre-service teachers has been employed (e.g., Fong et al., 2013 ; Guénette & Lyster, 2013 ; Junqueira & Payant, 2015 ; Ropohl & Rönnebeck, 2019 ), (b) a small number of feedback comments were analyzed (e.g., Fong et al., 2013 ; Ropohl & Rönnebeck, 2019 ), (c) feedback comments were classified as a function of a single dimension (Fong et al., 2013 ), (d) no differences in feedback provision as a function of teacher characteristics (e.g., gender or discipline) were explored, and (e) little is known about the teachers’ attempts to adapt the feedback comments to the students’ writing proficiency (Ropohl & Rönnebeck, 2019 ). Our study aims to overcome these limitations and fill the gap in the current literature.

4 The current study

In the current study, we examined teacher candidates’ feedback practices and investigated whether the type of comments pre-service teachers delivered depended on their individual characteristics (i.e., gender, academic discipline) as well as the quality of students’ writing. To better understand pre-service teachers’ feedback practices, we held the quality of student writing constant for all participants, used two standardized essays of low and high quality, and did not provide information about the gender of the student to avoid possible gender bias. That is, all teacher candidates were asked to provide feedback on the same two essays. Pre-service teachers’ comments were then coded into four categories, i.e., focus, content, emotional valence, and past and future orientation. The following research questions guided this study:

RQ1: What kind of feedback messages do pre-service high school teachers provide when assessing an academic writing assignment?

RQ2: To what extent do pre-service teachers’ gender and academic discipline, as well as students’ quality of writing, predict the type of feedback that pre-service teachers provide?

5.1 Participants and procedure

A total of 282 master’s degree students in the high school education teacher training program from a public Spanish university participated in this study. An online instrument was administered in two different course cohorts at the end of 2020 and 2021 academic years. Participants who omitted more than 80% of questionnaire items were deleted, so 255 observations were retained in the final dataset (90.4%, N = 171 in 2020, N = 84 in 2021). Table 1 summarizes the participants’ demographic characteristics. 64.7% of the participants ( N = 165) were women; 71.4% were between 21 and 25 years of age, and about two-thirds of the sample (62.4%, N = 159) was enrolled in the language teaching specialization program.

This study adheres to institutional and governmental regulations governing research involving human participants. Participation was approved by the ethical review committee 2022-0460-QC and followed the guidelines of the Declaration of Helsinki. All participants were informed about the nature of the study, i.e., general research goal, procedures, and the absence of potential risks associated with participation. They were also informed about the confidentiality and anonymity of the data collected, as well as their right to withdraw at any time. Before engaging in the study, participants were asked to provide informed consent to participate.

This study was conducted online, with the questionnaire presented in Qualtrics. The task consisted of providing feedback on two anonymous essays with different levels of performance (one strong and one weak exemplar) selected from the Colombian standardized test in writing communication SABER T&T, then providing grades using analytic and holistic scoring approaches. Second, participants were asked to complete the Receptivity to Instructional Feedback scale (Lipnevich et al., 2021a ; Lipnevich & Lopera-Oquendo, 2024 ) and the Big Five Personality Inventory (BFI; Goldberg, 1993 ), and to report their demographic and academic background information. Finally, participants were asked to define the term “feedback” so as to gather information about their feedback conceptions. For the purposes of the current paper, we will not consider participants’ grading, personality variables, and feedback receptivity and will focus exclusively on teacher candidates’ feedback comments.

Before commencing the task, the participants received the essay prompt along with the instructions that the authors of the essay had received:

Next you will find a controversial topic. Please write an argumentative text justifying your position: ‘The parliament is currently discussing a bill to allow adolescents under the age of 14 to undergo cosmetic procedures. This bill has generated a lot of controversy, with some people in favor and some against this proposal. Do you agree that Spanish adolescents under the age of 14 should be allowed to undergo cosmetic procedures?’ .

Next, the participants were shown two essays written by high school students on the above prompt and were invited to provide comments the same way they would in their own classes. Figure S 1 a, Supplementary Materials depicts the comments interface. To provide a comment, teacher candidates could highlight words or sentences they wanted to comment upon. Next, a pop-up box was displayed. Students could provide up to eight comments of unlimited length (Figure S 1 b, Supplementary Materials). Each participant performed this task twice, once for the strong essay and once for the weak essay. Despite the fact that participants were enrolled in the teacher training program, they did not receive specific training on how to provide feedback when assessing written assignments prior to participating in this study.

5.2 Data coding

Pre-service high school teachers’ feedback comments were coded according to the four dimensions of feedback: focus of feedback, content specificity, emotional valence, and past and future orientation. In order to perform the analysis, each category had two or three subcategories to classify the feedback comments. The definition of each subcategory along with some representative examples can be found in Table 2 .

A total of 1835 feedback comments were coded ( N = 1104 in 2020, N = 731 in 2021) by two researchers for each data collection cycle separately. For the 2020 sample, two researchers jointly coded 50 comments and then independently coded 100 comments (14% of the total number of comments) to get calibrated. On average, the level of agreement was above 85% and the inter-rater reliability indexed by Cohen’s κ was .66, ranging from .33 ( p < .001) to .94 ( p < .001) for task and criticism subcategories, respectively, showing acceptable agreement (Table S 2 , Supplementary Material) (McHugh, 2012 ). Disagreements were solved through discussion. The remaining feedback comments were randomly divided in two sets of 550 comments that shared a 25% of comments to make sure that the calibration remained consistent through the coding process. This follow-up coding calibration also showed acceptable agreement (95.5%), while the average of Cohen’s kappa was κ = .89 for each set, ranging from .64 ( p < .001) to 1.0 ( p < .001) for future-oriented directive and process subcategories, respectively. For the 2021 sample, the process was almost identical. Two researchers, one of whom was a new coder who did not participate in the previous coding procedure, jointly coded 50 comments. The remaining comments were randomly divided into two sets of 400 comments that shared 40% of the sample for measuring consistence between the two coders. The level of agreement was above 89% and the inter-rater reliability measured with Cohen’s κ was .75, ranging from .58 ( p < .001) to .88 ( p < .001) for future-oriented directive and task subcategories, respectively, showing acceptable agreement. Discrepancies were solved through discussions with the third researcher, who participated in the coding procedure for the 2020 sample.

5.3 Data analysis

Descriptive information about characteristics of the feedback comments was examined for both the strong and the weak essay. For the first research question, frequencies for each subcategory for the total sample and by candidates’ gender and academic discipline were calculated. Z -tests to compare observed proportions were then estimated.

For the second research question, a set of multiple logistic regression models using a binomial distribution were fitted to estimate the main effect of pre-service candidates’ gender and academic discipline and the quality of the essay (strong vs. weak performance) on the probability to provide comments in each subcategory. The proportion of comments in each subcategory was used as a dependent variable (which is an event/trial form variable rather than a binary observation), whereas candidates’ gender, academic discipline, and cohort were used as predictors. Further, Zero-Inflated Poisson (ZIP) and Zero-Inflated Negative Binomial (ZINB) distributions were estimated to deal with the overabundance of zero counts in some subcategories. Model goodness-of-fit statistics were calculated for selecting the best model fit by subcategory. Better models correspond to smaller Akaike Information Criterion (AIC) and Bayesian Information Criterion (BIC) (Friendly & Meyer, 2016 ). Plot analyses were also generated for checking model assumptions. All analysis were conducted using R software version 4.1.2 (R Core Team, 2021 ). In order to control the inflation of Type I error resulting from multiple comparison within the same sample, p -values were adjusted using Benjamini-Hochberg method.

6.1 Descriptive statistics

One thousand eight hundred thirty-five feedback comments were coded into the aforementioned subcategories (852 and 983 for the strong and the weak essays, respectively). Table 3 presents descriptive characteristics of feedback messages for the total sample and the two levels of writing quality (strong and weak). Each participant provided an average of five feedback comments ( M = 5.10, SD = 1.97, range = 1–8). About 95% of the comments comprised 1–3 sentences ( M = 1.52, SD = 1.02, range = 1–11). On average, comments were 19 words long ( M = 19.14, SD = 20.74, range = 1–247). Therefore, sentences were, on average, 13 words long ( M = 12.59, SD = 8.64, range = 1–80). Participants somewhat tailored their comments to the students’ writing performance. Small differences were found for the total number of comments ( d = .47), with the weak essay receiving, on average, one extra comment compared to the strong essay. Differences in the number of sentences per comment and their length (i.e., word count) were negligible, which means that participants did not adapt the length of the comments to the quality of the essay. Further, differences in feedback characteristics by cohort were even smaller, with effect sizes ranging from .31 (comments by participants) to .07 (sentences by comment) (Table S 1 , Supplementary Materials). Next, we explored whether the content of the feedback comments varied as a function of the quality of the writing (i.e., weak versus strong essay).

6.2 Characteristics of the type of feedback pre-service teachers provided

We first computed the overall descriptive statistics for each feedback subcategory to draw a general picture of the comments provided (Table 4 ). Regarding the focus of the feedback, 1423 (77.5%) included information about students’ task performance and 789 (43%) referred to the writing process (i.e., strategies followed or to be followed when writing). When it comes to the specific content of the essay, 379 (20.7%) feedback comments referred to grammar/spelling/punctuation aspects, 1020 (55.6%) pointed out aspects of the students’ writing style, and 822 (44.8%) included information about the ideas and arguments expressed within the essay. For the emotional valence of the feedback, 284 (15.5%) included praise, 827 (45.1%) included criticisms, and 757 (41.3%) were delivered in a neutral tone. Regarding the feedback orientation, 1317 (71.8%) comments were past oriented, 343 (18.5%) included future-oriented directive actions to be performed, and 817 (44.5%) included future-oriented suggestive actions.

There were differences in the type of comments provided on the strong and weak essays. When assessing the weak essay, teacher candidates provided a higher number of feedback comments about grammar ( p = .001), critics ( p < .001), past-oriented evaluations ( p = .007), and futured-oriented suggestions ( p <.001), compared to the strong essay. Conversely, the strong essay received a larger number of feedback comments about the writing process ( p = .011), the quality of the ideas expressed ( p = .021), praise ( p < .001), neutral comments ( p < .001), and future-oriented directive comments ( p < .001), compared to the weak essay. No differences were found for the number of feedback comments referring to the task performance and the writing style.

Next, we computed descriptive statistics for each subcategory as a function of the quality of the writing and teacher candidates’ gender (Table 5 ) (see Table S 3 for the distribution of feedback comments as a function of writing quality and cohort). Findings suggested that female candidates were more focused on grammar aspects ( p = .006 and p = .006 for strong and weak essays, respectively) than male candidates. In contrast, male candidates commented more on the quality of the ideas than female candidates ( p = .006 and p = .004 for the strong and weak essays, respectively). Regarding the emotional valence and orientation components, there were no significant differences in the proportion of comments by gender.

We also computed descriptive statistics for each subcategory as a function of the quality of the essay and candidates’ academic discipline (Table 6 ). Regarding the focus of feedback, a statistically significant difference was found in the proportion of participants who commented on the task by the area of specialization in the weak essay. Results showed that social science and science teacher candidates referred to task performance in almost every comment assessing the weak essay (90.2 and 84.4, respectively). Interestingly, across disciplines, teacher candidates provided a similar proportion of comments about the writing process independently of quality of essay. When it comes to content specificity, results showed that language teacher candidates delivered a higher proportion of comments related to grammar aspects in the weak essay compared to candidates in other disciplines ( p < .001) but delivered a lower number of comments related to the quality of ideas ( p = .04 and p < .001 for the strong and weak essays, respectively). There were no significant differences in the proportion of comments related to the writing style among disciplines.

Regarding the emotional valence of the feedback messages, results showed that candidates from the three disciplines delivered neutral or praise comments more frequently when assessing the strong essay but criticized more often when assessing the weak essay. Furthermore, there were no significant differences in the proportion of comments related to subcategories of emotional valence among disciplines for the strong essay. In contrast, in the weak essay, there were significant differences in the proportion of feedback that included praise comments or neutral information. Results indicated that language teacher candidates delivered a lower proportion of praise comments and a higher proportion of neutral comments compared to candidates from other disciplines ( p = .033 for praise and p = .012 for neutral subcategories). For the orientation category, past-oriented comments were the most prevalent messages among candidates from the three disciplines. However, there were no statistically significant differences between proportion of comments on orientation subcategories. Only the future-oriented suggestions subcategory yielded significant results, with candidates from the language discipline delivering more suggestions when assessing the strong essay compared to participants in other disciplines ( p = .014).

6.3 Predicting feedback comments: the role of the quality of student writing and teacher candidates’ gender and discipline

Two multiple logistic regression models, fixed and interaction effects, were conducted to examine the extent to which the cohort, gender, and academic discipline predicted the type of feedback comments provided by teacher candidates. The dependent variable was the proportion of comments in each subcategory. Models were estimated for both the total sample of comments and for each essay depending on the quality of the writing, independently. Table 7 presents descriptive information for each subcategory as a function of writing quality, and Table S 4 (Supplementary Material) shows descriptive information for the total sample of comments. On average, 16.5% of the comments focused on task performance, while 14.7% included past-oriented messages independently of the students’ writing quality. Differences in proportions by writing quality were mainly observed for emotional valence, especially in criticism ( M = .07, SD = .06 for strong essay, M = .11, SD =.07 for weak essay) and neutral comments ( M = .11, SD = .09 for strong essay, M = .07, SD = .82 for weak essay).

Furthermore, some distributions in some subcategories were highly negatively skewed. The proportion of participants who did not provide any message in the subcategory varied between .01 (task) and .57 (grammar) for the strong essay and between .03 (task) and .66 (praise) for the weak essay. Moreover, more than 50% of participants did not provide comments pertaining to grammar, praise, and future-oriented directive subcategories. For these categories, additional Zero-Inflated Poisson (ZIP) and Zero-Inflated Negative Binomial (ZINB) were estimated to control for the effect of an overabundance of zero counts in modeling.

Results of multiple logistic regression models with significant effects for each subcategory as a function of the quality of the writing are displayed in Tables 8 and 9 , while model estimation for the total sample of feedback comments is presented in Table S 5 (Supplementary Materials).

Regarding the focus of feedback, participants in 2021 were 0.73 ( β = −0.32, p < .001) times as likely to provide comments about the task relative to 2020 cohort in the strong essay. Moreover, candidates from the 2021 cohort were 1.49 ( β = 0.4, p < .012) and 1.65 ( β = 0.50, p = .001) times more likely to provide comments that referred to process in the strong and weak essays, respectively, compared to candidates from cohort 2020. For the content specificity, candidates from 2021 were 1.89 ( β = 0.64, p = .013) times as likely to write feedback comments about grammar relative to the 2020 cohort. Results also showed a significant effect of discipline on the feedback comments about grammar, suggesting that science teacher candidates were 0.42 ( β = −0.87, p < .002) times as likely to provide messages about grammar aspects compared to their language specialization counterparts.

The participants’ discipline was a statistically significant predictor of the emotional valence category. Specifically, science teacher candidates were 0.48 ( β = −0.74, p = .014) times as likely to provide praise messages when assessing the strong essay compared to language teacher candidates, whereas social science teacher candidates provided 2.18 ( β = 0.78, p =.033) times more praise when assessing the weak essay than language teacher candidates. Additionally, there was a statistically significant interaction effect between gender and discipline for neutral feedback comments when assessing the weak essay, suggesting that male science teachers provided a lower proportion of neutral comments in this essay compared to male language teachers ( β = −2.97, < .001).

Finally, participants in 2021 were 0.78 ( β = −0.25, p = .028) times as likely to provide past-oriented evaluative comments when assessing the weak essay compared to the 2020 cohort. Moreover, candidates from 2021 cohort were 1.54 ( β = 0.43, p = .018) and 1.40 ( β = 0.34, p = .013) times more likely to provide future-oriented suggestive comments in both the strong and weak essays, respectively, compared to those from the 2020 cohort. Additionally, male science teachers provided a higher proportion of future-oriented suggestive comments in the strong essay compared to male language teachers ( β = 0.870, p = .047). Tables S 6 to S 8 (Supplementary materials) display the goodness-of-fit test statistics for all models conducted. Additionally, comparison of goodness-of-fit statistics for models conducted with categories with zero-inflated indicates that the best model for adjusted data were logistic regression models with a binomial link function (Table S 9 , Supplementary Materials).

7 Discussion

Teachers often assess and deliver written feedback comments on their student writing assignments, which is critical for improving writing outcomes and developing students’ writing skills (e.g., Dempsey et al., 2009 ; Duijnhouwer et al., 2010 , 2012 ; Graham, 2018 ; Parr & Timperley, 2010 ). The extant literature suggests that providing effective feedback is a complex pedagogical skill that is difficult to master for both in-service and pre-service teachers (Ropohl & Rönnebeck, 2019 ; Ryan et al., 2021 ; Underwood & Tregidgo, 2006 ). So far, very few studies have closely examined the type of feedback that pre-service teachers deliver when assessing written assignments, which was the main goal of our study. We attempted to present a comprehensive overview of the feedback comments that pre-service high school teachers provide on two standardized essays of different quality. We also examined differences in feedback they provided depending on gender, academic discipline, and students’ quality of writing (i.e., weak vs. strong essay).

7.1 What kind of feedback messages did pre-service high school teachers provide when assessing an academic writing assignment?

Guided by existing taxonomies (e.g., Otnes & Solheim, 2019 ; Wingard & Geosits, 2014 ; Zellermayer, 1989 ), we employed four categories to classify feedback comments, i.e., focus, content specificity, emotional valence, and past and future orientation. In general, the literature indicates that teachers’ feedback should be predominantly process-focused, as this type of feedback would have a higher chance of being transferred to a new task (Hawe et al., 2008 ; Parr & Timperley, 2010 ). However, recent findings show that both in-service and pre-service teachers usually provide task-focused feedback when assessing writing assignments (Arts et al., 2016 ; Dysthe, 2011 ; Fong et al., 2013 ). Despite the fact that over three quarters of the comments analyzed in the current study focused on the students’ task performance, more than 40% of feedback messages referred to the students’ writing process (e.g., Once you consider your writing done, you should check whether there are mistakes and whether it responds to the topic in an appropriate manner ). This generally positive pattern of our results suggests that pre-service high school teachers may not only spontaneously assess the assignment outcome but also the writing process that leads students to that outcome (Fong et al., 2013 ).

When it comes to the content of comments, teacher candidates in our study mostly commented on students’ writing style and the arguments employed to defend their contentions, with relatively few comments focusing on grammar and punctuation. This finding contradicts previous findings suggesting that both in-service and pre-service teachers provided feedback on surface features (grammar, spelling or punctuation) rather than on higher order writing skills (e.g., Arts et al., 2016 ; Furneaux et al., 2007 ; Hawe et al., 2008 ). It is possible that this overall optimistic finding in our study has to do with our systematic and comprehensive design. That is, we examined 1835 comments delivered on two standardized essays, so we were able to capture a more complete pattern of pre-service teachers’ written feedback compared to previous studies.

When it comes to the emotional valence of feedback, pre-service teachers mostly delivered criticisms or provided comments in a neutral or informative tone. Such informative feedback comments that mainly state or explain what actions students should undertake are effective for enhancement of student writing (Hattie et al., 2021 ). Interestingly, very few comments included praise, which aligns with the evidence-based suggestion that praise does not enhance learning (Lipnevich & Smith, 2022 ). Teachers’ feedback that includes praise/criticism comments without further explanations may limit feedback effectiveness (Nicol & Macfarlane-Dick, 2006 ). In our study, teacher candidates provided praise and criticism along with additional information to help move students’ writing forward. This finding should be interpreted with caution. In our study, teacher candidates did not know students who had written the two essays. Hence, they may not have been emotionally invested to provide positive comments that they otherwise would have, had they had a personal relationship with the student. Furthermore, the number of critical comments could have varied, had the teachers known the authors of the two essays. These potential confounds aside, the bulk of teacher candidates’ comments in our study was neutral in tone which suggests that they are well prepared to communicate feedback in a non-emotionally charged manner.

For the past and future orientation of feedback, we found that over 70% of the comments were past-oriented, about 45% included future-oriented suggestive actions, and few comments included future-oriented directive comments. Overall, these findings indicate that pre-service teachers’ feedback included information about where students are, where they needed to go and offered suggestions on how to get there (Parr & Timperley, 2010 ). Although previous research has shown that teachers rarely delivered future-oriented comments when assessing a writing assignment (Arts et al., 2016 ), our findings revealed that about 50% of the comments offered students the tools to improve their writing, which is a key aspect of feedback design (Duijnhouwer et al., 2012 ; Pitt & Norton, 2017 ; Price et al., 2011 ). We also found that teacher candidates provided a substantial number of past-oriented evaluative comments, which may inhibit student’s engagement with feedback processing if they focus on negative aspects of the students’ performance (Pitt & Norton, 2017 ).

7.2 To what extent did pre-service teachers’ gender and academic discipline, as well as students’ quality of writing, predict the type of feedback provided?

To answer our second research question, we considered the impact of critical variables on teacher candidates’ feedback provision (i.e., strong vs. weak essay, teacher candidates’ gender, and the academic discipline). As literature suggests, considering students’ writing level is crucial to craft effective feedback (Graham, 2018 ; Ropohl & Rönnebeck, 2019 ). In our study, an interesting trend was observed for the differences in comments between the weak and the strong essay. For the weak essay, candidates mostly focused on grammar, provided critical comments, past-oriented evaluations, and future-oriented suggestions. On the other hand, the strong essay received more comments on the writing process, quality of ideas expressed, praise, neutral messages, and future-oriented directive comments. These findings indicate that pre-service high school teacher candidates can create feedback that includes actions to improve the writing and that they adapt feedback to the level of writing performance (Duijnhouwer et al., 2012 ; Hattie et al., 2021 ), with the strong essay receiving the type of feedback that facilitates future performance in a deeper way.

When considering teacher candidates’ gender, we observed interesting differences in feedback types. In general, women commented more on grammar aspects, while men commented more on the quality of the ideas and arguments employed. However, regarding the focus of feedback, its emotional valence, and its past-future orientation, no significant differences in the proportion of comments by gender were apparent. A significant interaction between gender and discipline was also found for future-oriented suggestive feedback comments on the strong essay, with male science teachers providing a higher proportion of suggestions in this essay compared to male language teachers. Another significant interaction between gender and discipline was found for neutral feedback comments on the weak essay, with male social science teachers providing a lower proportion of neutral comments in this essay compared to male language teachers.

When it comes to the teacher candidates’ academic discipline, social science and science teacher candidates referred to task performance in almost every comment when assessing the weak essay. Interestingly, teacher candidates from the three disciplines provided a similar proportion of comments about the writing process when assessing both the strong and the weak essays. Apparently, teacher candidates seem to be able to foster the composition skills of young writers, by focusing on the writing process when creating feedback. For the content specificity of the comments, we found that language teacher candidates delivered a higher proportion of comments related to grammar aspects in the weak essay compared to their counterparts from science, which means that they pay more attention to the mechanics of writing. However, science teacher candidates, in turn, were more likely to provide feedback on the quality of ideas expressed within the weak essay compared to their language teacher counterparts. Further, social science candidates provided more comments on the ideas when assessing the strong essay. As for the emotional valence of feedback, candidates from the three disciplines delivered neutral or praise comments more often when assessing the strong essay, but criticized the weak essay with higher probability. Science teacher candidates, however, delivered a lower proportion of praise comments when assessing the strong essay compared to their language counterparts. On the other hand, language teacher candidates delivered a higher proportion of neutral comments when assessing the weak essay compared to the candidates from other disciplines. Regarding the orientation of feedback, the results showed that language teacher candidates delivered more future-oriented suggestions when assessing the strong essay compared to participants from other disciplines. Again, these findings are quite encouraging in that teachers seem to tailor their comments to low- and high-quality essays, and language teacher trainees are quite prepared in helping students to improve their writing.

Since this study was conducted in two academic years, cohort was considered when predicting the type of feedback comments created. Results suggest that teacher candidates from different cohorts may deliver different feedback. For instance, candidates from 2021 cohort focused more on the writing process and offered more future-oriented suggestive comments when assessing the essays (both weak and strong) than candidates from the 2020 cohort. However, candidates from the 2021 cohort were less likely to provide feedback about students’ task performance and commented more on grammar aspects when assessing a strong essay than candidates from the 2020 cohort. When assessing the weak essay, candidates from 2021 delivered fewer past-oriented messages than candidates from the 2020 cohort. These findings indicate that specific training on building effective feedback that respond to evidence-based instructional principles need to be consistently integrated into teacher training programs so as to ensure that teachers from different cohorts generate similar (and equally effective!) feedback routines.

8 Limitations and future directions

Although in this study we presented a comprehensive picture on the type of feedback pre-service high school teachers may deliver when assessing written essays, our research reveals some areas for improvement that warrant further studies. First, teacher candidates assessed two essays from fictitious students, which may have influenced the interactive nature of feedback. Teachers often hold beliefs of their students’ competence and motivation, leading to different patterns of communication. Exploring how pre-service teachers provide feedback when assessing a writing assignment during their internship training would be of special interest to draw a more ecologically valid picture of feedback practices. At the same time, by using standardized essays, we were able to draw conclusions about differences in teacher feedback while holding the quality of essays constant.

Second, providing feedback requires teachers to activate cognitive and metacognitive processes when assessing an assignment. To the best of our knowledge, no study has examined teachers’ cognitive processing when crafting feedback. Future studies may explore these mechanisms and processes. Furthermore, in our study, teacher candidates did not receive any specific training on evidence-based instructional principles that may support feedback construction. Future research may examine the extent to which training candidates to deliver effective feedback on specific assignments (e.g., writing tasks) may improve their feedback practices (Dempsey et al., 2009 ). It may also be relevant to account for the teacher candidates’ background to assess writing, the role of their own experiences receiving feedback, and the extent to which general or discipline-based training experiences make a difference in delivering feedback.

To be effective, feedback comments have to be received, processed, and used by students. Previous studies suggest that teachers sometimes overestimate the quality of their feedback comments compared to their students’ perceptions (Orrell, 2006 ). Research also indicates that students use feedback comments to make adjustments to their assignments even when no future-oriented comments are provided (Arts et al., 2016 ). Given that our study demonstrates that teacher candidates are able to deliver future-oriented comments, we call for research that carefully examines how students take up this particular type of feedback, and whether these comments translate into enhanced engagement and task improvements. Finally, this study was conducted in a sample of teacher trainees in a single university in Spain. Replicating this study in other universities and countries could be a fruitful avenue for research.

9 Implications and conclusions

In general, our findings offer several insights regarding instructional implications for teacher training programs and for student learning. Literature suggests that feedback effectiveness depends on teachers’ abilities to deliver information in a manner that can trigger actions that facilitate learning improvements (e.g., Carless & Boud, 2018 ; Winstone et al., 2017 ). The coding scheme that we employed to classify feedback permitted us to dig deeper into the quality of the feedback comments pre-service high school teachers can provide to their students when assessing writing assignments. Contrary to previous findings (Hawe et al., 2008 ), we observed that teacher candidates treated the written products as work-in-progress rather than finished work, thus including a good number of comments on the writing process along with future-oriented messages. However, some of the candidates systematically focused on students’ task outcomes, which may mean that they paid more attention to the product and the specifics of the task, thus reducing the odds of promoting learning improvements. We also found that overall, teacher candidates were capable of delivering neutral informative comments—something that research shows could be most conducive to improvement (e.g., Lipnevich & Smith, 2009 ,  2022 ).

Taken together, our results suggest that there is a pressing need to provide structured training for teacher candidates, facilitating their ability to deliver spontaneous feedback across a spectrum of assignments, while considering its characteristics, such as focus, content, emotional tone, and orientation. Initial efforts should prioritize the identification of candidates who naturally gravitate towards assessing student products and task-specific elements, laying the groundwork for instruction on evidence-based feedback practices. Subsequently, the implementation of authentic, hands-on experiences becomes paramount, aimed at cultivating feedback strategies that prioritize the writing process, adopt a forward-looking perspective, and are conveyed in a neutral tone. Such an approach holds a potential in harnessing the power of feedback to enhance writing proficiency and foster academic improvement (Parr & Timperley, 2010 ; Pitt & Norton, 2017 ). Notably, it is important to caution teacher trainers regarding various considerations during training sessions. Factors such as candidates’ gender may influence the characteristics of feedback, with men providing more comments on the arguments and women offering more comments on the grammar aspects of student work. Similarly, disciplinary differences must be acknowledged, wherein male social science educators may provide fewer neutral comments than language candidates, whereas male science instructors may provide more future-oriented suggestions compared to language educators.

This study holds significant implications for student learning within the classroom setting. Broadly speaking, research findings suggest that the provision of high-quality and effective feedback can greatly contribute to the acquisition and enhancement of higher-order writing skills, such as managing text structure and constructing compelling arguments. However, it goes without saying that not all students receive identical types of feedback. Our research revealed that lower-performing students may receive fewer opportunities to cultivate critical writing skills compared to their higher-performing peers. Moreover, they may encounter a higher frequency of critical feedback, potentially dampening their motivation. Additionally, it is important to recognize that students may derive varying benefits from different types of feedback, influenced by the subject matter at hand. For instance, language teachers often prioritize mechanics and offer suggestions to refine the written product, whereas science instructors may focus more on evaluating the strength of arguments presented. Despite the significance of these implications, it is essential to approach our results with caution, as participants in our study did not know the students who produced the essays.

In this study, we attempted to provide a fine-grained picture of the type of written feedback that high school teacher candidates deliver when assessing written assignments, as well as to examine the extent to which the quality of the student’s essay, candidate’s gender, and academic discipline predicted the type of comments they generate. Despite the fact that some feedback comments did not align with evidence-based instructional principles, the bulk of the comments included effective and valuable information that has a great potential of enhancing students’ writing. All in all, the findings of this study are quite optimistic. Teacher candidates in our sample delivered comments of higher quality than what was predicted by the literature. There is always room for improvement, but we shall choose to remain pleased with the participating cohort of teacher educators.

Data availability

The data that support the findings of this study are available from the authors.

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5 Excellent Tips To Deliver Quality Assignments

In this post

1. know your role, 2. prepare a plan, 3. research thoroughly, 4. write like pro, 5. edit & proofread to perfection.

Assignments and essays are indispensable and unavoidable aspects of an academic career. Many students tend to undermine the importance of academic assignments, considering them as an unnecessary burden on overtaxed minds. In reality, essay and assignment write-ups are the perfect training gauntlet to develop our academic, professional, intuitive, and a host of other skills. Academic tasks and assignments help students give their absolute best and offer them a chance to test & temper their skills & capabilities. 

If you are one such person who struggles incessantly with their essays/assignments, considers them futile, or panics at their very mention, then this article is for you. Below are five potent tips that can help you deliver arresting assignments & essays on any subject under the sun.

Let’s begin right away.

Your assignments and essays will be based on some designated reading lists on a particular subject or module in your course. Read up everything on that list thoroughly and connect everything with your assignment requirements. Gather valuable insights on the topics involved, solve exercises if possible and be meticulous in your effort. 

Make sure to understand your assignment tasks properly, as that is vital for preparing an essay/assignment writing routine, the information being gathered, and determining what approach to take.

Expert Tips: If time is on your side, try to read up from some additional sources to prepare better.

Once you have some decent ideas about your assignment objectives, it is time to chalk up an efficient & effective writing plan. Check your submission deadlines and develop a timeline to complete every assignment task & sub-task. Conjure up a proper writing routine, gather all essential information sources and then get to work.

Break down the whole work into sub-tasks and ascertain the time necessary to complete each one in the best way possible. Dedicate a particular time slot for writing your assignments and divide that slot into manageable chunks, allocating each chunk to specific assignment-related tasks. Follow the routine with discipline and reschedule it as necessary to keep your momentum going.

Expert Tips: Be realistic about the time in your hand and the time you can spare. Schedule your assignment writing sessions keeping in mind your other responsibilities and working capacity.

In-depth research is key to delivering a perfect essay/assignment. Research your assignment questions & problems and gather reliable data from course materials in the reading list & other related sources.

Critically think about all the information you gather and determine whether it answers the question adequately.  Question and analyze collected data in light of your assignment problems & requirements. Go through ideas, arguments, shreds of evidence, and concepts carefully before reaching your conclusion.

Expert Tips: Check what information is suitable for your assignment by checking its relevancy, date, authority, accuracy, and purpose. Gather, evaluate, write and repeat. 

Properly structured answers and solutions have a higher probability of garnering better marks. Expert writers from reputed academic & assignment writing help services online will tell you how a well-structured solution leaves a better impression than a hodge-podge of information. 

• Writing quality essays or delivering impressive solutions can prove to be troublesome sometimes. Online essay writing services across the Web receive “Can you write my essay ? ” requests almost daily. In some instances, students resort to paraphrasing tools to rehash existing content and submit it on their own. While asking help from professional academic writers is a good strategy for tackling challenging assignments, modifying other’s answers and presenting those as solutions are highly unethical.
• Remember to stick to given assignment writing guidelines and instructions. Academic essays & assignments follow a professional and neutral tone. Deliver proper logical arguments, connect with existing concepts and support all your answers with sufficient shreds of evidence. Add intriguing introductions, craft an informative body, and write convincing conclusions for the perfect grades.

Expert Tips: If you are writing from different sources, make a reference list to track all the information you are gathering. Overcome any instances of writer’s block by reading ahead, re-reading what you have written, changing your routine a bit, or just taking a short break.

Editing and writing go hand-in-hand. Editing should run parallelly with writing and is a continuous process. Modify the content of your solutions, making sure that it answers the question perfectly and has a proper narrative & structure. 

• If you finish up your assignment early, then take a step back and go through everything after some gap. Put your first draft aside for the day, go through the assignment objectives and then re-read your answers. It will be easier to spot mistakes and other issues in the content. 
• Edit the rough draft to make the final solution as effective as possible. Do everything possible to refine your answers and align them perfectly with your assignment questions. For essays, add or remove content & information and restructure them to improve the overall quality of the final draft. Look at the bigger picture while going through your essays/assignment solutions and present the perfect document to your evaluators.

Proofread the final draft, check & re-check it for spellings, punctuations & grammar and cite all sources in the appropriate style, if necessary. 

Academic assignments such as essays, projects, theses, etc., often vary in their extensiveness, intricacies, and nature. Some require a long & thorough research process involving both primary & secondary research, while some require writers to pore through numerous existing works of literature & reflect upon them.  

The above five tips work for any kind of academic assignment, irrespective of the domain or level. Follow these tips well and in case of any further trouble, look for genuine online assignment help services for holistic writing assistance.

Anne P Gill is a professional academic writer from MyAssignmenthelp.com, a leading assignment help service in the USA. Serving globally, MyAssignmenthelp.com is a dominant digital brand offering quality writing help and an array of free online academic tools such as plagiarism checkers, paraphrasing tools, etc.

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The Ultimate Guide to Assignment Editing [Tools Included!]

Elise Williams

Effective editing and proofreading are crucial to producing high-quality assignments. Proper editing ensures that your work is error-free and well-organized, enabling you to communicate your ideas clearly and concisely. By taking the time to carefully review and refine your work, you demonstrate your attention to detail and commitment to producing work of the highest possible standard.

One tool that can be particularly helpful for editing assignments is PDFelement. This powerful PDF editor enables you to easily make changes and corrections to your work, whether dealing with text, images, or other types of content. In this article, we'll look at how to use PDFelement's features for proofreading and rewriting assignments, so you can streamline your editing process and produce polished, professional work.

In this article

Common mistakes to avoid when editing assignments.

Regarding editing assignments, some common mistakes students make can have negative consequences. One common mistake is relying too heavily on spell-check or grammar-check tools. While these tools can be helpful, they could be more foolproof and avoid errors or suggest incorrect corrections. It's important to manually review your work to catch any mistakes automated tools may have missed.

Another mistake is checking for formatting, tone, or style consistency. Inconsistent font sizes, headers, or citation styles can make your work look unprofessional and distract the reader from your content. Not taking enough time to edit can also result in errors or unclear writing. Editing can be time-consuming, but it is crucial to producing high-quality work. Please edit thoroughly to avoid lower grades or misunderstandings by the reader.

The negative consequences of these mistakes can include lower grades and a lack of credibility with your reader. Poorly edited work can make it difficult for the reader to understand your ideas, undermining your assignment's effectiveness. By avoiding these common mistakes and taking the time to carefully review and refine your work, you can ensure that your assignments are clear, concise, and error-free.

Using PDFelement for Assignment Editing

Wondershare PDFelement - PDF Editor is a powerful PDF editing tool that can be extremely helpful for editing and proofreading assignments. Some of the key features of PDFelement that can be useful for assignment editing include:

Text Editing : With PDFelement, you can easily make changes to the text of your assignment, whether you need to correct errors or make other revisions.

Markup Tools : PDFelement includes a range of markup tools that you can use to highlight important passages, add comments, and make other annotations to your assignments.

Image Editing : In addition to text, PDFelement also allows you to edit images in your assignments. You can crop images, adjust their size and position, and even replace them with new ones.

OCR Technology : If you are working with scanned documents or PDFs that contain images, PDFelement's OCR technology can be particularly helpful. This feature allows you to convert scanned images into editable text, making editing and refining your work easier.

Page Management : PDFelement also includes various page management tools, such as merging or splitting PDF documents, which can help organize your assignment and ensure it is well-structured.

By using PDFelement's tools for assignment editing, you can streamline your editing process and produce polished and professional work. Whether you are looking to correct errors, improve the flow of your writing, or leave feedback for others, PDFelement has the features you need to get the job done efficiently and effectively.

Proofread Feature

PDFelement's "Proofread" feature is a powerful tool that can help you quickly and easily check your assignments for grammar and spelling errors. Here's how to use it:

Step 1 Open your assignment in PDFelement and select the "Proofread" option from the toolbar.

Step 2 In the pop-up window, enter the content you want to proofread in the "Content" box and click "Proofread." Alternatively, you can select the content in the PDF and access the PDF AI robot from the floating toolbar.

Step 3 Lumi, the PDF AI robot, will analyze the text and suggest improving grammar, spelling, and word choice. You can review the suggested changes in the Response box.

Step 4 To apply the suggested changes, copy and paste the revised content into your document, or use the "Replace" function to automatically replace the original text with the revised version.

Here's an example of how to use the "Proofread" feature in PDFelement:

Let's say you've written a paragraph for your assignment that reads:

"The study found a significant correlation between exercise and mental health."

You're unsure if you've used the correct form of "there," and you're concerned that there may also be other errors in the paragraph. To check for errors, you can use the "Proofread" feature in PDFelement.

Step 1 Select the paragraph you want to proofread in PDFelement.

Step 2 Click on the "Proofread" option from the toolbar or the floating toolbar.

Step 3 In the pop-up window, Lumi will suggest that you change "their" to "there" and "mental" to "emotional." The revised paragraph will appear in the Response box.

Step 4 You can copy and paste the revised paragraph into your document or use the "Replace" function to automatically replace the original text with the revised version.

Using the "Proofread" feature in PDFelement can help you catch errors and improve the overall quality of your assignments.

Rewrite Feature

PDFelement's "Rewrite" feature is a valuable tool for improving the clarity and style of your writing. Here's how to use it:

Step 1 Open your assignment in PDFelement and select the "Rewrite" option from the toolbar.

Step 2 In the pop-up window, enter the content you want to rewrite in the "Content" box and click "Rewrite."

Step 3 Lumi, the PDF AI robot, will analyze the text and suggest improving word selection, sentence structure, and overall readability. You can review the suggested changes in the Response box.

Here's an example of how to use the "Rewrite" feature in PDFelement:

Let's say you've written a sentence for your assignment that reads:

"The study revealed that the majority of participants were very happy with the experiment's outcome."

You're concerned that the sentence is too long and could be more concise. To improve the sentence, you can use the "Rewrite" feature in PDFelement.

Step 1 Select the sentence you want to rewrite in PDFelement.

Step 2 Click on the "Rewrite" option from the toolbar.

Step 3 In the pop-up window, Lumi will suggest that you change the sentence to: "Most participants were happy with the experiment's outcome." The revised sentence will appear in the Response box.

Step 4 You can copy and paste the revised sentence into your document or use the "Replace" function to automatically replace the original text with the revised version.

It's worth noting that the PDFelement Proofread and Rewrite features have a "Replace original text" button, which can be very useful when proofreading a document. This function allows you to easily replace the original text with the proofread or rewritten version without manually making the changes yourself. This can save you time and effort, especially when working with longer documents or multiple assignments.

To use the "Replace original text" button, select the revised text in the Response box after using the Proofread or Rewrite feature and click the button. The original text will be replaced with the revised version automatically. This feature ensures that your edited document is error-free and easy to read, helping you to achieve higher grades and better results.

Let's Chat Feature

PDFelement's "Let's Chat" feature is a unique tool that allows you to ask questions about your assignments and receive prompt and helpful responses. Here's how to use it:

Step 1 Open your assignment in PDFelement and select the "Let's Chat" option from the toolbar.

Step 2 Type in your question or inquiry related to your assignment, such as checking the citation format.

Step 3 Lumi will analyze your question and provide a helpful response in the chat box.

Step 4 To copy and paste the response into your file, simply click the "copy" button and paste the content into your file.

For example, if you're unsure about the citation format in your assignment, you can ask Lumi through the "Let's Chat" feature. Lumi will analyze your question and provide a clear and concise response on properly formatting the citation. This feature is incredibly useful for students who may need guidance or assistance with specific aspects of their assignments.

CTips for Editing Assignments

Effective editing is critical to producing high-quality assignments that earn top grades. Here are some tips for editing assignments:

● Read the assignment multiple times : Reading your assignment multiple times will help you spot errors and inconsistencies that may have gone unnoticed during the first read-through. Reading the assignment multiple times will also help you catch typos and mistakes.

● Take breaks between editing sessions : Taking breaks between editing sessions will help you stay fresh and focused, which is essential for effective editing. You should take breaks of at least 15-20 minutes between each editing session.

● Read the assignment out loud : Reading your assignment out loud can help you identify awkward phrasing, confusing sentences, and other issues that might not be apparent when you read silently. Additionally, reading out loud can help you spot errors in grammar and punctuation.

Editing is important for ensuring your assignment is free of grammar, spelling, and punctuation errors. These errors can detract from the overall quality of your work and result in a lower grade. Additionally, editing for clarity and organization is important for ensuring your ideas are communicated effectively and coherently. This includes ensuring that your paragraphs flow logically and that your argument is presented clearly and concisely.

For example, suppose you're editing an essay about the impact of social media on mental health. In that case, you might want to focus on editing for clarity and organization by ensuring that your introduction clearly states your thesis, that your body paragraphs flow logically and build on one another, and that your conclusion provides a satisfying summary of your argument.

Taking the time to edit your assignments carefully can make a significant difference in your grades and your overall success as a student. By following these tips and utilizing tools like PDFelement, you can be confident that your assignments will be polished and professional.

Editing and proofreading are crucial for achieving academic success. With PDFelement's powerful editing tools, such as Proofread, Rewrite, and Let's Chat, students can improve their assignments' quality and accuracy. In addition, following the tips for editing assignments can further enhance the clarity and organization of the document. Ultimately, by utilizing these strategies, students can avoid common mistakes and ensure that their assignments are of the highest quality.

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Helpful Tips to Write High-Quality Assignment

Being a student, you need to write an array of assignment in your educational career. Most students may not draft the meritorious papers due to lack of knowledge and reliable guidance. Assignment writing is something, you need a proper planning and in-depth research. Moreover, you have to include unique and error-free content in your documents to get better grades.

If you want to achieve A+ grade from your professors, you must overcome common problems of assignment writing. Most of the students do following mistakes in their documents:

• Unclear concepts • Improper format • Wrong structure • Too much description • Informal language • Irrelevant Data • Weak paraphrasing • Grammatical errors

You should avoid all these mistakes to develop a high-quality assignment . You must give a clear concept in your documents, don’t twist or mold the sentences. Try to write in a proper way without any irrelevant data. Avoid ineffective paraphrasing and informal language. A paraphrasing tool that can keep meaning of the sentence and paragraph is a rare thing on the internet.

You can easily write high-quality assignments with effective strategies and plans. This post unfolds some basic tips that will help you to draft meritorious papers in a short time frame:

Choose an impressive topic: If the topic of your assignment is not allotted by your supervisor, you have an opportunity to choose an impressive one. Start thinking about your interests or likes, it would help you to finalize the most suitable topic. Remember that your topic must be engaging and related to your syllabus.

Planning and research: When you have finalized your topic, it is time to start researching. You must have a proper timetable and plan, thus you can set your goals. Note down the information that you need to collect for your papers. You can visit the library to collect all relevant data also you can find enough information on the web. Remember to check for copied content . If you are unable to find the required information, you can take help from your professors or classmates.

Proper formation and structure: You should draft your document in a standard format. Try to write every section in a correct structure without grammatical errors. Your papers must have following sections:

1. The Introduction 2. Main Body 3. The Conclusion

Try to write all these sections in the most logical way. Don’t use repetitive and complex words as it may confuse the readers. You can highlight heading or any important point to make your assignment more engaging. Also, you can use graphs, maps, diagrams in your documents to define the conclusion of your argument. Use the font’s size and color that is provided by your supervisor or professor.

Proofreading: The quality of the assignment plays a vital role in improving your overall marks. Always double-check your assignment before submitting. You must read out every word and sentence to avoid spelling mistakes . Don’t forget to add all the references correctly. If English is not your native language, you can also get someone else to check your documents.

If you follow all these points, you will be able to draft meritorious documents in a short time frame. Remember that assignments are the pinnacle of your academic career so they must be unique, engaging and grammatically correct.

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Best Cheap Assignment Services – The 5 Top-Rated Websites

In 2023, assignment help services continue to gain in popularity.

The field of helping students with college assignments has multiplied over the years, and today with more and more students turning to them, the market has many options that are guaranteed to help solve any academic problem.

Ordering assignments in 2023 has become more convenient and straightforward than ever.

All that is required of you is to choose the best assignment service for you and save yourself from the unnecessary stress that comes with having academic problems.

The best assignment services help students complete college assignments faster .

Professional experts can quickly and accurately write your paper, regardless of type and complexity.

Many students today have already forgotten about sleepless nights, constant stress, and lack of free time for something other than studying.

You can start using assignment services at any time. All you need is to choose an assignment writing service that is perfect for your academic needs.

Today we have compiled a selection of the best sites for getting professional help. Each site has its key advantages, and it is up to you to decide which is best for you.

Our ranking of the best places for getting help with college assignments includes:

1. EssayShark

If you’re familiar with assignment writing services, EssayShark likely comes to mind immediately.

This fantastic assignment writing service has dominated the market for many years and, during this time, has managed to deliver tens of thousands of high-quality assignments to students worldwide.

By choosing EssayShark, you are choosing quality, reliability, and a guarantee of satisfaction.

If you need assignment writing help with assignment types such as essays, term papers, research papers, or other writing assignments, for many students, EssayShark is your first and best choice.

Although it specializes in essay writing, you can get help with many different paper types, which is one reason why many students consider it the best assignment service

Assignment writers from EssayShark can provide qualified assistance with the following kind of assignments:

• Admission essay
• Annotated bibliography
• Argumentative essay
• Article review
• Book/Movie review
• Business plan
• Creative writing
• Critical thinking
• Presentation/Speech
• Research paper
• Research proposal
• Thesis/Dissertation chapter

Communication with Writers

Before the best assignment writer for you starts working on the assignment, you can contact the writer and ask questions regarding your order or the writer’s experience and qualifications.

This is important to feel secure that the writer can handle your specific instructions.

You can also stay in touch with the writer during the writing process to ensure everything is going as you planned.

After the paper is completed, you will receive it by email and will be able to download it from your personal EssayShark account.

Significant Benefit

• You get high-quality papers. All assignment writers are experienced professionals. They complete all orders from scratch according to the customer’s instructions. EssayShark also uses professional proofreading and editing services to double-check the papers before delivery. This way, you can be sure you will receive 100% original and error-free cheap assignment writing.
• You get a paper written within your deadline. EssayShark understands how important it is for students to submit their articles on time. That is why this cheap assignment writing service ensures that all orders are delivered within the deadline specified by the customer.
• You get affordable prices. As one of the best assignment services, EssayShark knows students have a limited budget, so the service offers affordable prices for them. You can also compare bids from writers yourself and choose the most affordable one.
• You get a money-back guarantee. EssayShark offers a money-back guarantee if your paper is not delivered within the specified deadline or doesn’t fulfill the project’s requirements.

2. Write My Essay Online

The demand for online assignment writing services has exploded as the world becomes more digitized. Among the most popular of these services is Write My Essay Online.

The online assignment writing service provides customers with a platform on which to connect with professional writers who can produce high-quality essays and other written assignments.

For many students, WriteMyEssayOnline is the best assignment writing service.

It has set itself apart from its competitors by offering several unique features and benefits. WriteMyEssayOnline.com is one of the few assignment writing services that offer a money-back guarantee.

The guarantee ensures that customers will receive a full refund if they are unsatisfied with their assignments.

This rare and valuable feature gives customers peace of mind when using the site, one reason why they may consider it to be the best assignment service.

One of the best features of WriteMyEssayOnline.com is it gives you the ability to communicate directly with the writers who will be working on your project.

This is a great way to get to know your writer and ensure they are the right fit for the job. It also allows you to ask questions about the project and provide feedback.

Significant Benefits

• The ability to select your writer. When you use WriteMyEssayOnline.com, you can choose the writer you want to work with. Selecting an assignment writer allows you to find a writer you feel comfortable with and know will do a great job on your assignment.
• A money-back guarantee. As mentioned earlier, WriteMyEssayOnline.com offers a money-back guarantee. Money-back guarantee means you will receive a full refund if you are unsatisfied with the final product.
• A wide range of services. WriteMyEssayOnline.com offers a wide range of services beyond just online assignment writing. These services include research papers, dissertations, and even resume writing. A wide range of services makes WriteMyEssayOnline.com a one-stop shop for your “ do my paper for me ” problem.

3. AssignmentShark

AssignmentShark is a one-stop service that can solve any student’s academic problem.

Unlike the previous services on this list, AssignmentShark specializes in technical assignments and offers students an extensive choice of disciplines.

AssignmentShark stands out for its extremely large selection of available professional assignment writers, each of whom is specialized in their field and has extensive academic experience.

Thanks to an individualized approach and a guarantee of satisfaction, when turning to AssignmentShark, a student can be sure that they will receive a high-quality assignment on time.

AssignmentShark offers students assistance in the following disciplines:

• Programming (JavaScript, Assembly, C, C#, C++, Java, Python, Scala, Visual Basic, Database Design, Fortran, GO, HTML/CSS, NoSQL, Perl, Ruby)
• Computer Science (Bioinformatics, Machine Learning, Algorithmics, Computation Theory, Information Theory)
• Engineering (Aviation, Financial Engineering, Robotics, System Engineering)
• Business and Management (Accounting, Business Analysis, Economics, Finance, Human Resources, International Business, Marketing, Project Management, Strategy, Communication Studies)
• Mathematics (MATLAB, Algebra, Calculus, Geometry, Pre-Calculus)
• Statistics (R Programming, Data Analytics)
• Natural Science (Environmental Science, Medicine, Physics, Biology, Chemistry, Nursing)
• Computer Networking (Linux Programming, Cybersecurity)
• Mobile applications (Android Development, IOS Development)
• Individualized approach. The main distinguishing feature of AssignmentShark is an individualized approach tailored to each client. The work’s price and timeline are set depending on the assignment’s requirements and the student’s level. Also, when placing an order, the student can specify all the necessary details and requirements for the task. The experts will consider these requirements and do their best to meet customer expectations.
• High quality. AssignmentShark offers some of the highest quality work on the market. The assignment writing service employs only experienced experts with extensive academic experience. All of them are professionals in their fields and are passionate about their work. Thanks to this, the company can provide its clients with high-quality assignments.
• Satisfaction guarantee. AssignmentShark is so confident in the quality of its services that it offers its clients a money-back satisfaction guarantee. If the customer is not satisfied with the quality of the assignment, he can request a refund.
• Punctuality. Another advantage of AssignmentShark is that the company consistently delivers assignments on time. The customer can be sure he will receive his assignment within the specified timeframe.

4. Get Coding Help

For students who want to get coding help, GetCodingHelp is the perfect solution. The company provides coding assistance to students in a number of programming languages.

Thanks to this individualized approach, each customer can be sure they receive the perfect code for their specific needs.

In addition to coding help, GetCodingHelp also offers students assistance in other technical disciplines, such as computer science, engineering, and business.

Thanks to its wide range of experts, the company can provide its clients with high-quality assignments in any of these disciplines.

Here, the customer can specify all the necessary details and requirements for the task.

The assignment writers will consider these requirements and do their best to meet customer expectations.

• 24/7 customer support. The company provides its customers with round-the-clock assistance. You can always contact the customer support team if you have any questions or need assignment writing help.
• Affordable prices. GetCodingHelp offers its services at very reasonable prices. You can be sure that you will not overpay for your assignment.
• A wide range of experts. The company has a team of experts with vast experience in various fields. You can be sure that your assignment will be handled by a qualified professional.
• A wide range of services. GetCodingHelp offers its clients a wide range of services. In addition to cheap assignment help , the company can also assist you with your computer science, engineering, and business assignments.
• High-quality assignments. The company guarantees you will receive a high-quality assignment that meets all your requirements.
• Great customer reviews. GetCodingHelp has many satisfied customers who have left positive reviews about the company.

5. My Coding Homework

The last (but not in terms of quality) service in our rating will be MyCodingHomework.

MyCodingHomework is an excellent option for students looking for help with programming. Qualified experts will help you handle any coding assignment.

MyCodingHomework is famous for its team of experts, among which there are many practicing high-level specialists in the field of programming.

Many students consider MyCodingHomework to be the best assignment service because they can name any programming language and instantly be offered the services of a top-notch expert.

In addition, they can count on 24/7 technical support, a guarantee of satisfaction, and absolute adherence to the designated deadline.

• A wide range of specialized areas. MyCodingHomework is your ultimate solution to the “ do my programming homework ” problem. It is here that you will find highly qualified experts in such narrow-profile areas as Web Programming, Desktop Application Development, Mobile Application Development, Database Design and Optimization, Data Analysis and Reports, Computer Science, 3D CAD Modeling, and Algorithms.
• Original solutions. This service is equally good at helping students with routine homework and offering original solutions to more complicated tasks. In the latter case, you can count on receiving a ready-made project that fully meets your requirements.
• Flexible deadlines. This is a significant advantage, especially for students who often need urgent help with their homework. At MyCodingHomework, you can specify any deadline, even if it is just a few days. The experts working here are used to meeting tight deadlines, so you can be sure that your task will be delivered on time.
• Pricing policy. Another reason many students consider this service to be the best assignment writing service is that the rates are very reasonable, especially considering the high quality of the provided services. You can get a quote for your project by filling out a simple form.
• Ultimate satisfaction for every customer. MyCodingHomework is also considered the best website for assignment help by many of its customers because it is one of those few services that offer a 100% satisfaction guarantee. A satisfaction guarantee means you can request a refund if unsatisfied with the delivered project.
• Risk-free usage. This service takes care of its customers and offers a money-back guarantee in case of any technical problems that prevent the experts from completing the task on time.

Best Assignment Services FAQ

How to choose a perfect assignment writing service.

Choosing the perfect assignment writing service can be tricky.

After all, with numerous providers promising that they’re the best, deciding which one to trust with your papers can be confusing.

Here are a few tips to help you choose the best assignment help for you:

• Look for a service with positive customer reviews. The best way to know if an assignment service is trustworthy is to read customer reviews. Customer reviews are usually honest and give you a good idea of what to expect from the service.
• Choose a service that offers a money-back guarantee. Another way to know if an assignment writing service is reliable is if they offer a money-back guarantee. Money-back guarantee means that if you are not satisfied with the quality of the paper, you can get your money back.
• Check if the service has a good reputation. When choosing a service for online assignment writing, it is important to check its reputation. You can do this by checking online forums and reviewing assignment help websites. Make sure that the service has a team of qualified writers. Only qualified writers will be able to deliver high-quality papers.
• Make sure the service offers 24/7 customer support. It is also vital to be certain that the service you choose offers 24/7 customer support. You never know when you might need to order assignment writing help.
• Make sure the service has a team of qualified writers. You should be sure that the assignment writing service you choose has a team of talented writers. Only qualified writers will be able to deliver high-quality papers.
• Check the service’s accessibility. It is important to choose an online assignment writing service that is accessible. This means that the service should have a customer support team available 24/7. You never know when you might need help.
• Check the service’s location. When choosing an essay writing service, it is important to consider its location. This is because some services may only be available in certain countries. Check the service’s availability in your country before making a decision.
• Check the service’s offerings. When choosing a service for the best assignment writing, it is important to consider its offerings. This is because you want to be sure that the service can cater to your needs. Check the service’s offerings in terms of its team of writers, its range of services, and its customer base.

Assignment writing services are a great way to finish your papers quickly and efficiently. Knowing which to trust can take time and effort.

However, if you keep the tips mentioned above in mind, you will find the perfect assignment writing service for your needs.

Will my assignment be original?

When you use an assignment writing service, you can be confident that your paper will be original.

The service will assign your paper to a cheap assignment writer who is qualified to write on your topic.

The writer will then research your topic and write a paper from scratch.

Are assignment writing services legit?

Yes, assignment writing help is legitimate. Assignment writing services are companies that help students with their academic writing.

Students can either choose to use the service for themselves or have the service write the paper for them.

Can you get caught using a paper writing service?

There are a few risks associated with using an assignment writing service. First, your school or professor may find out and penalize you.

However, this is usually not the case because most paper writing services keep your information confidential.

The second risk is that the paper you receive may not be of high quality. This is why it is important to choose a reputable paper writing service.

A third risk is that you may not receive your paper on time.

This is one reason why the best assignment writing services offer a money-back guarantee.

How to Find a Legit Essay Writing Service?

Many assignment websites offer cheap services, but not all of them are legit.

Here are a few tips to help you find a legit essay writing service:

• Check the reviews. The best way to know if an essay writing service is legit is to check the reviews. Customer reviews are usually honest and give you a good idea of what to expect from the service.
• Check the writers’ qualifications. Another way to know if an essay writing service is legit is to check the writers’ qualifications. Make sure that the service has a team of talented writers. The best assignment writers will be able to deliver high-quality papers.
• Go through their policies. Reading and understanding a company’s policies is another way of determining whether or not they are legit. This is because reputable companies will have nothing to hide and will be transparent about their terms and conditions.

Why Use Essay Writing Services for Cheap Assignment Help?

It is very important to find the best assignment services to meet your needs and find the one that suits you best. There are several reasons why students may choose to use essay writing services for assignment help.

Some reasons include the following:

• Lack of time. Many students use assignment help websites because they lack time to write their papers. This is especially true for students who have to work while studying. The best assignment help websites understand that students may not have a lot of time and thus deliver high-quality papers on deadline.
• Students need help with research. Students may choose to get assignment writing help because they need help with research. This is especially true for students unfamiliar with the research process. The best assignment writing services have qualified researchers with specialized backgrounds.
• Students need help with writing. Some students may choose to use essay writing services because they need help with writing. This is especially true for students who are not confident in their writing skills. The best assignment writing services have teams of excellent writers and offer students money-back guarantees if the writing quality doesn’t meet students’ expectations.

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Assignment Maker: Your Trusted Partner in Academic Success

Assignments hold significant importance in a student’s academic journey as they serve to evaluate comprehension of subjects and nurture research and composition abilities. Yet, mounting academic demands and concurrent obligations often complicate punctual assignment completion. 

This is where online assignment maker help services come into play. These services offer professional assistance in completing assignments, helping students achieve better grades and, ultimately, a brighter future.

Features of Professional Assignment Makers Service

A. High-Quality Content

Well-researched and original content:  .

Our proficient team of assignment writers ensures the production of meticulously researched and unique content. They deeply immerse themselves in the subject matter, meticulously sourcing and amalgamating information to present precise and pertinent content. They don’t just scratch the surface; they go the extra mile to uncover insights, which makes your assignment stand out.

Plagiarism-free work: 

We fully understand the severe consequences of submitting plagiarized work, including academic penalties and loss of reputation. Therefore, we have strict measures to ensure that our content is plagiarism-free and unique. Each work is run through advanced plagiarism detection software to ensure its originality before submission.

B. Timely Delivery

Adherence to deadlines:  .

We recognize the critical importance of submitting assignments on time. Timely submission not only affects your grades but also reflects on your time management skills and professionalism. Therefore, we make it a priority to deliver your assignments within the stipulated deadline. Our writers have the training to work efficiently and effectively to complete your request “ Do My Assignment ” on time without compromising quality.

Provision for urgent assignments:  

We understand that sometimes, assignments may be required on a very tight deadline. We cater to urgent assignment requests and ensure they are completed and delivered on time, offering our specialized Urgent Assignment Help to cater to your immediate needs. Our team is skilled in managing time effectively, even under pressure, to ensure you do not miss deadlines.

C. Expert Writers

Highly qualified and experienced writers:  .

We select our team based on qualifications and experience, with members boasting degrees from esteemed global universities and a consistent record of delivering excellence. Their diverse educational backgrounds and expertise empower us to extend assignment assistance across various subjects.

Specialization in various subjects:  

Our writers specialize in various subjects, ensuring you get the best quality content, irrespective of the subject matter. Whether it’s a science, arts, or commerce assignment, we have the right expert. This specialization ensures that the content is not just accurate but also comprehensive and insightful.

D. 24/7 Customer Support

Our customer support representatives will attend you round the clock to address all your assignment-related queries and concerns. Whether you have a question about our services, want to track the progress of your assignment, or need to provide additional information, our customer support team is always ready to assist you. 

E. Revision and Money-Back Guarantee

The professional assignments maker online offers free revisions and a money-back guarantee if you are unsatisfied with the final output. While our pursuit is to deliver superlative quality, should the assignment not align with your expectations, revisions are complimentary until you achieve your contentment. Our foremost dedication lies in your satisfaction, and our commitment to providing optimal service remains unwavering.

How Do Perfect Assignment Makers Help Students Achieve Top Grades?

Helping in Understanding the Subject Matter:  

Our expert writers provide well-researched and detailed content that helps students understand the subject matter thoroughly.

Assisting in Proper Structuring and Formatting:  

Our writers are well-versed in various formatting styles and ensure your assignment is structured and formatted correctly.

Ensuring Originality and Quality of Content:  

We provide original, high-quality content written by our local assignment maker online that helps students achieve top grades.

Providing Guidance and Support for Revision:  

Our writers provide guidance and support for revision to ensure that the final assignment is of the highest quality.

Role of Assignment Makers in Improving Career Opportunities

Helping in understanding the subject matter.

Our expert writers provide well-researched and detailed content that helps students understand the subject matter thoroughly. They don’t just provide answers; they explain concepts, break down complex ideas into understandable parts, and provide detailed explanations.

Helping in Achieving Better Academic Grades

Our aim is to help students achieve better academic grades through high-quality, well-researched content. This improvement in grades subsequently enhances their career prospects. This assistance aids students in completing assignments and gaining a deeper grasp of the subject matter, a critical aspect of achieving top grades.

Assisting in Building a Strong Knowledge Base

Our expert writers provide detailed and accurate information that helps build a strong knowledge base. This attention to detail contributes to the overall quality of the assignment and helps achieve top grades.

Developing Research and Writing Skills

We help develop students’ research and writing skills by providing well-researched and structured content. Completing an assignment is not the end; revising it is equally important. Our writers provide guidance and support for revision to ensure the best quality.

Enhancing Critical Thinking and Problem-Solving Abilities

Our expert writers provide content that helps enhance the student’s critical thinking abilities. These professionals assist you in recognizing areas for improvement, providing suggestions for changes, and aiding in refining your work. This collaborative method guarantees a polished, skillfully crafted final result of the highest caliber. This process nurtures critical thinking and enhances problem-solving abilities in students.

Ensuring Originality and Quality of Content

Our utmost priority is to offer original, top-notch content. We understand the seriousness of plagiarism and the potential consequences it carries. That’s why we implement measures to guarantee that the content we supply is original and of the highest quality. Our writers create content from scratch, carefully citing all the sources used.

Assisting in Proper Structuring and Formatting

A well-structured and formatted assignment is pleasing to the eye and easier to understand. Our writers are well aware of various formatting styles, such as APA, MLA, Harvard, and Chicago, and ensure your assignment is structured and formatted correctly. They organize the content logically, use appropriate headings and subheadings, and ensure font, spacing, and citation style consistency.

Why You Should Choose Our Online Assignment Makers?

Expertise and experience.

Our highly qualified and experienced writers have expertise in various subjects. They hold degrees from reputed universities across the globe and have years of experience in academic writing. This approach ensures they possess the knowledge and skills to craft top-notch assignments across various subjects. Their experience and expertise allow them to comprehend the complexities of different topics, resulting in content that upholds the highest academic standards.

Affordability

We acknowledge the financial constraints that often affect students. To address this, we provide cost-effective services, making them accessible. Our pricing is transparent devoid of hidden fees. Moreover, we offer discounts and special deals, enhancing affordability. This strategy ensures students benefit from our assignment writing services without straining their budgets.

Customization

Each student’s needs, obstacles, and prerequisites are distinct. Given this, a standardized approach isn’t effective for academic assignments. We provide tailored solutions that cater to specific student requirements. Our writers invest time in understanding the unique demands of each assignment, producing content that aligns precisely with those criteria. This individualized method guarantees that assignments meet students’ expectations and contribute to their desired grades.  

Positive Customer Feedback

Our foremost commitment lies in customer satisfaction. We are dedicated to delivering the finest service possible. Positive feedback from our clients’ testimonies of the quality we offer. Our clients value our dedication to excellence, meticulousness, and punctual assignment delivery. This affirmation propels us to continually enhance ourselves to meet and exceed our clients’ anticipations.

Can Assignments4u Help Me To Make My Assignment In the USA?

Availability of service in the usa: .

Assignments4u.com is available in the USA and caters to the specific needs of the students in the country.

Special Features for Students in the USA: 

We offer special features for students in the USA, such as adherence to the specific formatting styles and academic requirements of the universities in the USA.

Popular Assignments We Cover

• Essays: Our skilled writers offer thoroughly researched and organized essays spanning diverse subjects.
• Research Papers: We furnish meticulously researched and comprehensive research papers, enriching your understanding of specific subjects.
• Thesis and Dissertations: Our adept writers deliver meticulously researched and structured theses and dissertations, contributing to improved academic performance.
• Case Studies: Our proficient writers supply in-depth and precise case studies, fostering the development of critical thinking and problem-solving skills.
• Book Reviews: Our proficient writers present comprehensive and accurate book reviews, deepening your comprehension of particular literary works.
• Presentations: Our expert writers provide well-structured and informative presentations that help in enhancing your communication skills.

How Is Our Service Different From Others?

Unique selling propositions (usps): .

Our USPs include high-quality content, timely delivery, expert writers, confidentiality and privacy, 24/7 customer support, and revision and money-back guarantee.

Contrasting with Other Services:

Distinguished from other services, we furnish superior, unique content, honor deadlines, propose budget-friendly rates, and tailor solutions.

Customer Testimonials: 

Positive customer ratings, reviews, and feedback stand as evidence of our service quality.

Hear From Those Who Experienced Our Services

Frequently Asked Questions

1. can you make my assignment for me.

We’d be happy to help you with your assignment! Provide us with more details about the assignment topic, requirements, and any specific instructions you have.

2. How Do You Create a Unique Assignment?

To create a unique assignment, research the topic thoroughly, collect relevant information, and organize it logically. Ensure to cite all the sources correctly and confirm that the content is original and not copied from anywhere. Professional assignment makers ensure the originality and uniqueness of the content by creating it from scratch and using advanced plagiarism detection software.

3. How Experienced Are Your Perfect Assignment Makers?

Our perfect assignment makers are highly experienced and qualified. They hold degrees from reputed universities across the globe and have years of experience in academic writing. Their expertise and experience enable them to create high-quality assignments on various topics and subjects.

4. Is Taking Academic Help From An Assignment Maker Legal?

Yes, taking academic help from an online assignment creator is completely legal. It is similar to taking tutoring or guidance from a teacher. However, ensuring that the assignment creator you choose is reputable and provides original, plagiarism-free content is essential.

5.What Subjects Do Your Assignment Makers Cover?

Our assignment makers have expertise in various subjects, including but not limited to Mathematics, Science, Engineering, Business, Law, Humanities, and Social Sciences. This ensures you can get help with assignments in any subject you need.

6. How Do I Place an Order for an Assignment?

Placing an order for an assignment is simple. Just visit our website, fill in the order form with all the necessary details, make the payment, and we will assign the task to one of our expert writers. They will help you receive the completed assignment within the stipulated deadline.

7. What Is the Turnaround Time for an Assignment?

The time required for an assignment hinges on its intricacy and length. Nevertheless, recognizing the significance of punctual submission, we prioritize adhering to your deadlines. We also cater to urgent assignment requests and ensure they are completed and delivered on time.