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16 Ideas for Student Projects Using Google Docs, Slides, and Forms

July 31, 2016

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As you probably know, Google Drive is far more than a place to store files online. It also includes a suite of versatile creation tools, many of which perform the same functions as the ones we use in other spaces. These include  Google Docs,  a word processing program that behaves similarly to Microsoft Word,  Google Slides,  a presentation program similar to PowerPoint, and  Google Forms,  a survey-creation tool similar to Survey Monkey.  Although Drive also includes other tools, these three are particularly useful for creating rigorous, academically robust projects. If your school uses Google Classroom or at least gives students access to Google Drive, your students are probably already using these tools to write papers or create slideshow presentations, but there are other projects they could be doing that you may not have thought of.

Below I have listed 16 great ideas for projects using Google Docs, Slides, and Forms.

Annotated Bibliography By the time a student reaches the later years of high school, and certainly by the time she’s gotten to college, it’s likely that she’ll be required to write an annotated bibliography, a list of resources that not only includes the bibliographical information of each source, but also a short paragraph summarizing the resource and reflecting on its usefulness for a given project. Usually an annotated bibliography is required as a part of a larger research paper, but it could stand alone as an assignment that tasks students with seeking out and evaluating sources just for the practice of doing so. And the research tools in Google Docs allow students to locate, read, and cite their sources all in one place. To learn more, see this guide from Cornell University Library on How to Prepare an Annotated Bibliography .

Book Review Instead of a book report, have students write a book review instead. This is certainly not a new idea, but publishing the work electronically allows students to enhance the final product with the book’s cover image, a link to the book’s page on Amazon, and even links to other titles the author has written or articles on related topics. For models and inspiration, elementary and middle school students can read student-written reviews on sites like Spaghetti Book Club . Older or advanced students might work toward more sophisticated, nuanced review styles like book reviews written on Oprah.com .

Collaborative Story Because Google Docs is cloud-based, multiple people can work on a Doc at the same time. So students can work together on a story, a script for a play, or any other kind of group writing project. They can use the comments feature to give each other feedback and make decisions together. And because students can work from any location with an Internet connection, collaboration isn’t restricted to school hours; each group member can work on the project from any location whenever they have time.

Media-Rich Research Paper Any kind of research paper can be given a big boost when done in a Google Doc, because students can insert images, drawings, and links to other relevant resources, like articles and videos. Using the research tools built into Docs, students can research their topics and include in-text citations with footnotes.

Super Simple Blog If you don’t want to mess with actual blogging platforms, but want students to be able to experience writing blog posts that contain images and hyperlinks to other websites, this could be accomplished easily in a single running Google Doc.

Table Being able to organize information visually is an important skill, and students who understand how to build a table in Google Docs will have a skill for presenting all kinds of information in the future. They can be used as a compare and contrast exercise, to display data from an experiment, or even put together a schedule. Yes, you could do these things yourself, print them, and have students fill them out, but why not have students practice creating the tables themselves? 

Choose-Your-Own-Adventure Story Because slides can contain hyperlinks to other slides, students could build a whole story where the reader chooses different options at key points in the story, leading them down completely different paths. The reader would consume the content as a slideshow, clicking on the links themselves as they go through. This could be a pretty massive undertaking, but we all know students who would be totally up for the challenge.

E-book These could take a variety of forms: mini-textbooks, children’s books, cookbooks or how-to manuals, personal art or writing portfolios, even yearbook-style memory books. To learn more about the possibilities, see my post from earlier this year on  Student E-Books .

Magazine Along the same lines as an e-book, students could use a similar template to create a PDF magazine or newsletter that is shared online on a regular schedule. The possibilities here are endless, useful for student clubs or sports teams, classroom or grade-level newsletters, or magazines put out by groups of students who share a common interest, like gaming systems, soccer, or books.

Museum Kiosk Imagine if we could enhance science fair projects with a looping video display that provides the audience with vivid visuals and text about our topic. Or imagine an art show, where a self-running informational slideshow could be placed beside an art display to share the story behind the piece and photos of the work in progress? This is possible and EASY in Google Slides: Simply create a slideshow, then use the “Publish to the Web” feature to create a slideshow that auto-advances and has no need for a presenter. Pop that up on an iPad or laptop and you’re all set. This mock-up of a slideshow on Coral Reefs shows you what it could look like (click the image to open in a new window).

Short Film Students can upload their own images and add text boxes to a slideshow to create an animated story, then record the slideshow with a Google extension called Screencastify . They can either record their own voice as narration, add background music, or both. There are so many different kinds of films students could produce: illustrated stories or poems, final reflections for a 20 Time or Genius Hour project, video textbooks on content-related topics, or news-like feature stories of school or community events. In this quick sample, I added music from YouTube’s library of royalty-free music that anyone can use to enhance their recordings:

Video Tutorial Using the same screencasting software mentioned above, students could also create their own video tutorials by creating a Slides presentation on their topic (such as “How to Open a Combination Lock”), then recording the slideshow with narration. This would make a nice final product for a unit on informational writing or a way for students to demonstrate their learning at the end of a unit in science (“How to Take Care of Lab Equipment”), social studies (“How to Measure Distance on a Map”), or math (“How to Multiply Fractions”). Student-made tutorials could even be created to teach classroom procedures. And any tutorials students make could be stored for later, so other students can also benefit from them.  Learn more about how Screencastify works right inside Chrome .

Peer Survey Whenever students need to gather data to support an argumentative essay or speech, let them gather data quickly and easily by creating a survey with Google Forms. Links to the survey can be sent out via email, QR codes , or through a post in a learning management system like Edmodo or Google Classroom. When results come in, students can use them to support whatever claim they are trying to make in their argument, or make adjustments based on what they discover in their research.

Feedback Form Have students provide feedback to each other’s presentations, speeches, even videos using Google Forms. Here’s how it would work: Each student creates her own form, asking for the kind of feedback she wants on the project. As other students view or the project, they can be sent to a form to offer praise or constructive criticism, which the creator would then be able to view privately and use to improve the project. Students could even use their feedback to write a reflection on their process after the project is done.

Quiz One great way to learn material is to create a test or quiz over the content. Have students use Google Forms to create their own multiple-choice, True/False, fill-in-the-blank, or open-ended quizzes on the content they are learning.

Visual Representation of Data Sets Whenever people enter responses to a Form, Google allows the form creator to view responses in charts and graphs. Have students gain a better understanding of how data can be represented visually by accepting responses (or entering their own fake ones) into a Form, then looking at how the numbers are represented in graphs. This could work well as a series of math lessons.

Way Beyond Worksheets

Just this morning on Twitter, someone posted a comment along these lines: “A worksheet on a Google Doc is STILL a worksheet. Students should be using tech to create!” I’ve heard this sentiment over and over, and it’s exactly why I’ve put this list together. Google offers some incredibly powerful tools if we know how to use them. I hope this list has given you a few new ideas to put into your students’ hands. ♦

What to Read Next

Categories: Instruction , Technology

Tags: assessment , content area literacy , English language arts , Grades 3-5 , Grades 6-8 , Grades 9-12 , project-based learning , teaching with tech , tech tools

51 Comments

This is wonderful.

This is my first year teaching in an alternative high school. All students have IEP’s as well as social and emotional disabilities. I really want to focus on literacy as many are well below grade-level, ability wise. Writing of course is a big part of literacy. I’m looking for ideas that they can collaborate on, via Google Docs, Slides, etc. Any thoughts would be appreciated.

Check out Boomwriter: A Fun Twist on Collaborative Writing . Lots of good resources there that you might like. Also take a look at Student-Made E-Books: A Beautiful Way to Demonstrate Learning .

I am an RSP teacher in Anaheim. For summer school I am going to have them build a “Bucket List” in Google slides.

Thanks for compiling these resources. I use many already but haven’t tried Screencastify yet. My district uses Google Classroom, but the forms app is blocked on student accounts- I think because it’s a perfect medium for under-the-radar cyberbullying (“How much do you hate Linda?…A little, a lot, a ton…”). Before teachers plan a lesson using forms, they should make sure the feature is enabled for students in their district. In my district, students can access forms and create them but they cannot send them to other students.

Thanks, Robyn. Good to know!

I love these ideas! You are so creative and now I have GREAT ideas for my SS project! Thanks! XD

this is all true

Our district is allowing extra credit this year and I have always been totally opposed to offering extra credit. These ideas are worth extra credit, and my focus this year is on what the students can teach me and the rest of their peers.

This gave me some good ideas for culminating activities. Thanks!

Thank you so much for sharing these ideas about creating projects by using the Google Drive! The middle school I teach at implemented a 1:1 program last year with Chromebooks, so the students have easy access to all of the Google apps. I had always grown up using Word docs and I was a little hesitant to start using Google docs at first. After just a few weeks, I absolutely fell in love with it! It is amazing how you can access all of your docs, forms, slides that you create from any device you’re using and the fact that everything automatically saves is just the cherry on top. I am grateful for this feature, especially working in a middle school where it is easy for students to forget to save something before exiting out. Although I teach Math, I found a lot of your project ideas to be utilized cross-curriculum and I truly appreciate it. I got my feet wet last year and had my students create google slides presentations in groups. At the beginning of this year, I started with a google form I created where students answered review questions from 6th grade Math. I love that when you get the results from all of the forms, you can easily see which areas students are struggling in and which areas they are proficient in because it is presented the results in graphs and charts. I just learned recently that you can create quizzes now, which is awesome because all of the testing in my district is done on the computers, so this will help prepare my students. I want to borrow your idea of having students create peer surveys that they can post on Google classroom in order to gather information and analyze results. This is a great skill for students to have. Thanks again, I truly enjoy reading your blogs!

Be positive at all time

Great collection of resources! Easy to read and very helpful for teachers who often do not get the tutorials they need to instruct with GAFE. I particular like the Museum Kiosk idea. It will work great will my history classes.

– Kevin

Hi everyone! I also would like to suggest my own (free) templates site. Im designing these presentations using “free” resources from other sites such as FreePik, FlatIcon,… and I think the result is pretty good. I invite you to have a look. The site is https://slidesppt.com

In the section of student blog posts, can you clarify how all the students in one class could be writing and posting a running blog which everyone in the class can read and respond to ?

This is Holly Burcham, a Customer Experience Manager. The idea Jenn laid out here is to simply create a shared Google Doc where each student would basically be responsible for his/her own page (literally page 1, page 2, etc.). Within a shared Doc, everyone with permission can be in and typing at the same time. Once “posts” are written, students can go in and add comments to others’ work. The comments would show up in the margins and would be arranged by corresponding content, not time like a typical blog post.

But, as you can imagine, this could quickly become very convoluted and a bit messy. The thought behind using Docs as a student blog is more for writing practice, getting the feel for writing a blog post without doing the real thing…

So, if you’re interested in your students truly creating a blog, we highly recommend checking out Edublogs and Kidblog . Hope this helps!

How are these good for projects? you said that these are for kid presentations, all I see are essay templates and idea’s for teachers to map out their classroom jobs(other then the coral)

Hi, Isaac! I’m not sure what could be used to map out classroom jobs specifically from this post, and I think the ideas here go way beyond essay outlines–please get back to me to clarify exactly what you’re referring to, because we believe all the ideas here are good for student use. Thanks!

You might update this post. Google Forms now supports branching which would be much easier to create a “choose your own” adventure type experience.

Thanks for the suggestion. I can picture how that would work, yes, but I guess the aesthetic experience might be lacking in a Google Form. With Slides you have complete creative freedom to design the slides like a real book. I guess it would be a matter of personal preference?

Where do I go to find accessibility features of Google docs, slides, and forms? I am a teacher of the blind and visually impaired. This technology is wonderful but without the ability to navigate the site independently, my students are at a lost. Can you direct me?

Hi! A couple of things that may be of help: Go to “Tools” in the menu bar and select Voice Typing (use Google Chrome). You can also click on Add-Ons in the menu bar and add the Speech Recognition Soundwriter extension for free. Here’s a link to find more Google Accessibility features — you just have to spend a bit of time looking through the list to see what may be relevant to your needs. I hope this helps!

You can also combine Google forms and docs to simplify book reports for elementary students: https://electriceducator.blogspot.com/2016/03/elementary-book-report-machine.html?m=1

Is there an available rubric or assessment piece for the museum kiosk activity?

Hi Colleen! No, sorry, I don’t have anything on that!

Hi I am a teacher at a elementary school and I was wondering if you had any ideas for what I could do for an autobiography book report.

Hi Madison,

There really are so many things you can have the kids do — I would first think about what you’re expecting the kids to be able to do in the end. What will actually be assessed and what will they be accountable for? (I suggest checking out Understanding Backward Design if you haven’t already.) From there, they can choose how to present what they learned, meeting the assessment criteria. I think using some of the ideas in the Slides section of the post could work really well, especially Student Made E-Books , or making a short film.

Madison, I love the idea of using Google Slides for autobiography book report. I’m thinking about Jennifer’s Slides suggestions and just tailoring it to your book report criteria/rubric. Thoughts?

thank you very much!!

Thank you! I can’t wait to explore some of these options more. This list is very much appreciated! 🙂

I really appreciate your kindness and your efforts and I’m going to try everything you have mentioned in this wonderful article

Thanks. Higher Ed ESOL Prof -no lesson prep for me… but I DO have my reading list for the next several (10-12) hours! All suggestions added to the original post are appreciated.

I am a huge fan of Google resources, but you have showed me some new ways I can use these. Thank you for sharing!

Thanks for some great ideas! I have another suggestion that I have used before- my students really liked it- a collaborative Google Slides presentation. I did this for types of organic molecules as an intro to organic chemistry. Each pair of students in the class was assigned a specific molecule to research. They had to create 1 slide with some specific information and add to a collaborative google slides presentation that I shared on Google Classroom. When the slideshow was complete, they could all access it, and they used it to take notes.

Great suggestion Susan! Thanks so much for sharing this idea.

I am wondering if I can find similar google instructions to send to my students now that we are teaching remotely and 90% of them probably don’t know how to use Google. This would be a fantastic use of their time. Thank you

Take a look at Jenn’s Google Drive Basics video course ! I think it’s got what you’re looking for – it’s for teachers and students!

I am thinking about doing a Rap Challenge in which they (as teams based on which class period they are in) create lyrics using WWII vocabulary we have used.

I create raps for my students and my though was that I would take parts of ALL of their submissions and create a WWII rap to add to the collection they have heard already.

Which of the Google Drive features would be my best bet for collaboration like that while the students are all working from home?

Hi Jim! I think this could be done in Google Docs pretty easily, as they are just writing a script, correct? If you want to share video or audio, you can just put these files into a shared folder in Drive and give all students access to those files. I hope this helps!

Amazing ideas

An innovative way to eliminate paper.

Hi! I love this site. I am beginning to use technology in my higehr education classroom. Could you help me to suggest some kind of game to use in Communication Skilss? Thanks a lot

Hi! Check out our Gamification Pinterest board and see what might be relevant. Hope this helps!

I’m a college student (who is now a nanny which brought me to this page) and for the screen recording, I highly reccomend Loom over Screencastify. In my experience using both during the remote learning period, the video quality is much higher on Loom, the user interface is easier, and you can’t edit Screencastify videos in an external editor like iMovie. (I had to do a group presentation and since partner lived in Kuwait we used this vs Zoom, etc. to record the presentation since we weren’t recording at the same time. It was very difficult to figure out how to merge our parts of the presentation into a single file.)

Also with screencastify the time limit per video on the free version (5 min I think) was frustrating as my work was longer. May not be a problem for students but for educators using the tool who don’t have the premium, this could be highly inconvenient. With Loom there isn’t a time limit.

What an adventure for me, who’s relatively new to this google drive thing. Mind blowing resources. It’s amazing. I’m excited as to what I can do with and in google drive. I’m definitely taking it one day at a time, will surely enjoy this ‘CRUISE’. Thank you Jennifer.

What does it mean to type I am from Germany?

Hi Flannery! It can mean a few different things depending on the context–either typing on a keyboard or the “kind” of something (“What type of ice cream do you like?”). We’d love to give a specific answer, so please let us know which part of the post or which comment you saw that you’d like more clarification on. Thanks!

Thanks for sharing these ideas. July 2021

I love all the awesome ways to incorporate technology in the classroom. This post had so many options to choose from and some that I personally loved when I was in school. There are so many different ways to make learning fun with technology!

So glad you enjoyed the post!

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10 Google Docs Lessons for Students

By Med Kharbach, PhD | Last Update: May 14, 2024

Applied Digital Skills is a great resource from Google for Education that offers a wide variety of digitally-focused lessons to integrate in both in-class and distance instruction. Its library includes over 100 video-based lessons spanning various topics and skill sets. You can browse the lessons by audience (late elementary, middle school, high school, or adult learners), digital tool (e.g., Docs, Drawings, Slides, Sheets, Meet, Sites, etc), and by topic (e.g., Art, Digital Citizenship, Science, Math, Social Studies, Computer Science, etc.). 

In this post, I am sharing with you  10 lessons or Google Docs activities  I curated from Applied Digital Skills library showcasing the different ways you can use Google Docs with your students in class. Each lesson comes with a sample rubric, a lesson plan, instructional videos, Google Docs activities, and printable certificates of completion. Click on the title of each of these lessons to access its resources. For Google Forms check out these Forms activities to use with students in class.

1- Annotate text in Google Docs

In this lesson, “students make digital notes in an article to increase their engagement with and understanding of what they read”. Skills targeted include: document formatting, researching a topic, and writing strategies.

2- Create a Photo Journal in Google Docs

This lesson helps students learn how to create a photo journal that embeds formatted text, visuals, and creative writing using Google Docs. Skills targeted include: communication, document formatting, and writing strategies.

3- Write a Press Release

In this lesson, “students will write a press release in Google Docs to communicate the important details of their project to the public. You can use this lesson to facilitate the selection and completion of a community service project with a class or large group of students.” Skills targeted include: communication, digital publishing, document formatting and writing strategies.

4- Take Notes in a Table

In this lesson students will practice taking notes using a table created in Google Docs. Some of the objectives of this lesson include: “know how to set up a template for table-based note-taking, understand the purpose of the different table sections”, and more.

5- Write a Story Using Emojis

The lesson engages students in writing and sharing emoji rebus stories. The objectives of the lesson include helping students write stories within the assigned word count, use images together with text to create representational meanings, among others. 

6- Revise and Edit a Piece of Writing

“In Revise and Edit a Piece of Writing, students will Interact and collaborate with a group to revise and edit a document to strengthen the writing using standard English conventions.” Objectives of the lesson include: use editing rules and guidelines to improve a piece of writing, and collaborate with a group to decide how to make a piece of writing stronger”.

7- Analyze Book Characters and Cast Them in a Movie

In this lesson, students use a table created in Google Docs to analyze characters and cast a movie of the  book. Targeted objectives include: “identify character traits of a book character, support students understanding of a character using textual evidence, and create an imaginary cast list for a film adaptation.”

8- How to write a cover letter

This lesson teaches students how to conduct “research on a potential employer or company and write a tailored cover letter for a specific job”.

9- Create a resume in Google Docs

In this lesson students learn how to use pre-made templates in Google Docs to design resumes that communicate relevant information about themselves. Some of the skills students  get to practice as they complete this lesson include: use a spell check, comment in a document, share a document, and make formatting changes.

10- Make a family newsletter

Students learn how to create a newsletter using Google Docs. By the end of the lesson students should be able to “gather stories and other family related items and plan a newsletter, write a newsletter, and format a newsletter.” For more newsletters creating tools you can check this list . 

Final thoughts

In conclusion, Applied Digital Skills from Google for Education is an invaluable resource for integrating digitally-focused lessons into both in-class and distance learning environments. With over 100 video-based lessons covering a range of topics and skill sets, educators can easily find and implement engaging activities that enhance students’ digital literacy. The curated Google Docs activities showcased in this post demonstrate practical applications of these skills, from annotating texts and creating photo journals to writing press releases and crafting resumes.

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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C Assignment Operators

• 6 contributors

An assignment operation assigns the value of the right-hand operand to the storage location named by the left-hand operand. Therefore, the left-hand operand of an assignment operation must be a modifiable l-value. After the assignment, an assignment expression has the value of the left operand but isn't an l-value.

assignment-expression :   conditional-expression   unary-expression assignment-operator assignment-expression

assignment-operator : one of   = *= /= %= += -= <<= >>= &= ^= |=

The assignment operators in C can both transform and assign values in a single operation. C provides the following assignment operators:

In assignment, the type of the right-hand value is converted to the type of the left-hand value, and the value is stored in the left operand after the assignment has taken place. The left operand must not be an array, a function, or a constant. The specific conversion path, which depends on the two types, is outlined in detail in Type Conversions .

• Assignment Operators

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What does an assignment return?

Why does an expression i = 2 return 2? What is the rule this is based on?

printf("%d\n", i = 2 ); /* prints 2 */

I am in C domain after spending long time in Java/C#. Forgive my ignorance.

5 Answers 5

It evaluates to 2 because that's how the standard defines it. From C11 Standard , section 6.5.16:

An assignment expression has the value of the left operand after the assignment

It's to allow things like this:

(although there's some debate as to whether code like that is a good thing or not.)

Incidentally, this behaviour is replicated in Java (and I would bet that it's the same in C# too).

• 1 I generally am ok with this when a and b are really the same thing as opposed to just happening to be the same value. I use the same reasoning to decide between int presentValue, previousValue; vs. int myAge; int myHeight; . Present and previous values should never have different types while I may choose to use a float for my height instead of an int . Just another layer of intent that can be either captured. –  altendky Commented Aug 28, 2015 at 14:09
• 4 Updated link by @SurajJain to C11. What this construct also allows is the (much more useful) if ( ( ptr = func() ) != NULL ) ... –  DevSolar Commented Feb 20, 2017 at 9:01

The rule is to return the right-hand operand of = converted to the type of the variable which is assigned to.

• 1 Could you provide a reference? Oli Charlesworth says that in C99 it is the value of the left operand, so this would be a difference with C++? –  Benoit Commented Mar 1, 2012 at 10:35
• So, this is in contradiction with your answer (rvalue => lvalue, right side => left side). –  Benoit Commented Mar 1, 2012 at 10:39
• 1 There's no real contradiction. "rvalue converted to the variable type" is exactly what the variable (the lvalue) will be after the assignment. Two ways of saying the same. The "lvalue after assignment" rule also applies as-is for += etc. –  ugoren Commented Mar 1, 2012 at 11:10
• 2 IIRC there is indeed a difference here - b = 4.5 evaluates to a value 4.5 in C, but in C++ it's an lvalue referring to b . A difficult lvalue to actually use on the LHS of an assignment, since for example (a = b) = 1 is UB anyway due to the lack of a sequence point between the two modifications of a . But I think in C++ you can take the address &(a = 1) and it's the address of a , and in C you can't. Someone correct me if I'm wrong. –  Steve Jessop Commented Mar 1, 2012 at 11:18

It consider the expression firstly then print the leftmost variable.

x++ is postfix and ++x is prefix so:

• you know calculations are done from right to left. not really. Calculations can be done in any order, including assignments. Argument values are computed before the function is called, but that's about the only assumption you can make. The important thing to understand is the concept of sequence point. –  chqrlie Commented Feb 20, 2017 at 10:03
• You are right man! but I mean the simple ones like x=y+z, I edited the answer, Thank you. –  Ahmed Salah Commented Feb 20, 2017 at 10:20
• Assign the value 2 to i
• Evaluate the i variable and display it

In C (almost) all expressions have 2 things 1) a value 2) a side effect

The value of the expression

is 2 ; its side effect is "none";

is 2 ; its side effect is "changing the value in the object named i to 2";

• Fully 50% of possible C expressions are (void) followed by another expression (for certain values of "proportion of an infinite set"). Do they count has having a value, or not? ;-) –  Steve Jessop Commented Mar 1, 2012 at 11:21
• No, (void) expressions have no value. Eg: the expression free(pointer) has no value. –  pmg Commented Mar 1, 2012 at 11:34
• @pmg: free(pointer) indeed has no value, but it is not worthless, although many programmers consider it not worth the effort. –  chqrlie Commented Feb 20, 2017 at 9:59

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Free Assignment Tracking Template for Google Sheets

• Last updated December 14, 2023

Are you looking for an assignment tracking template? When your tasks begin to pile up into several imaginary towers, it’s easy for you to be overwhelmed, not knowing where to start. Moreover, you might not even be able to keep track of all of them, resulting in missed assignments and potentially bad marks.

Having an assignment tracker to keep every task means you’ll be able to organize, stay on top, and complete all your assignments on time. All you need to do is open our Assignment Tracking Template , hit the  “Make a copy”  button and start sorting out your to-do list.

Access Template

While it’s easy to navigate, make sure you read ahead to discover how to use our assignment tracking template to the fullest. We also have another assignment tracking template  that lets you map out your assignments throughout the semester—a perfect fit for your syllabus.

Table of Contents

What Should a Good Homework Spreadsheet Have?

In general, you’ll want a few fields that will help describe your assigned tasks and some markers for better organization. Here are some essential components to look for:

• Assignment description: An efficient assignment tracking template will have space so you can jot down assignment notes. This avoids confusion and lets you anticipate the difficulty of your to-dos.
• Dates:  Having dedicated fields for your due dates lets you plan your schedule better. This way, you know how much time you have to complete a task. Additionally, when paired with your assignment notes, you can sort them according to priority levels.
• Completion status: Keeping track of task statuses lets you know which tasks have started, are in progress, are accomplished, or need revision. Moreover, it’s also a great way to remember which tasks you need to return to.
• Subject and type:  You also want to categorize your assignments into their respective subjects. Another way to group them is by assignment type, including papers, lab reports, collaborative work, and similar tasks.

The components above are only a few useful fields in an assignment tracking template. For example, some spreadsheets also include monthly views or trackers for semester-wide assignment lists . Templates such as these will undoubtedly have other categories you’d need to explore.

Basic Assignment Tracking Template

With all the considerations laid out above, we created a simple but effective assignment tracking template you can use for free. While it may only feature a single functional tab, it has nine named columns you can organize according to your tasks.

If you haven’t already, you can download our free assignment tracking template here:

Let’s discuss the template in more detail .

Column A—Days Remaining

This is self-explanatory, but you can refer to this column to see the number of days you have left to do or submit your assignment. Depending on the days remaining, you can also decide which tasks to prioritize according to their deadlines.

The cells under this column are automatically updated using our pre-loaded formulas , so avoid modifying them. Instead, you can change the values under the last two columns of this template.

Columns B to D—Tags for Status, Subject, and Task Type

Under these columns, you can set the categories of your assignments either by their completion status, class, or assignment type. You can select the values from the drop-down lists that come with the template based on the American curriculum.

Additionally, these statuses are associated with specific colors, making them more visual so that you can view and handle multiple ongoing tasks more efficiently. If the subjects listed differ from what you’re currently taking, you can modify the options.

To modify the subject options, follow the steps below:

• First, click on a cell’s drop-down list and locate the pen icon at the bottom.

• Click the pen icon to open the drop-down settings on the left-hand side of your screen.
• Change the values listed on the options, such as editing Math  to Physics.
• Once you’ve set your preferred selection, click the “ Done” button.

• Upon clicking, a pop-out might appear on your screen asking whether to apply the changes to a wider cell range.
• Simply click “Apply   to all”  to replicate the changes to the other cells.

Another handy feature is the filter option in the “Status”  column. You can use this to view your tasks based on their completion level. For example, you can choose to see only the in-progress tasks. Here’s how you do it.

• To get started, click on the filter icon next to the “Status”  label.

• You should see a list of values with checkmarks on their left side once you scroll down.
• To deselect all of them, click on “ Clear.”

• Next, begin selecting the tasks you want to see per status, such as To start  and In-progress.
• Finally, click “OK.”

• To revert the view, simply follow steps one to five, ensuring to select all the categories again.

Columns E to I—Assignment Details

You can start entering the information you know about the tasks at hand. The columns E to G are divided into three categories: Assignment Title, Description, and Files/Links. If your assignment has attachments and URLs, such as resources, you can keep them in the last column mentioned.

Meanwhile, columns H to I serve as fields where you can input the dates when your task is given and when you need to submit it. Take note that these are installed with data validation rules—you can’t enter values that aren’t valid dates. These values are also used to calculate the Days Remaining column.

Semester Assignment Spreadsheet

If you are looking to plan your entire semester ahead of time with your potential tasks, this is a helpful assignment tracking template. It’s much simpler than the previous spreadsheet discussed and gives you a semester-wide overview of your assignments.

Get the template here:   Semester Assignment Spreadsheet

This assignment tracking template has only three fields that you can update. The first field is the (1) Date , which is located under the seven days of the week (with a total of fifteen weeks in the spreadsheet as per the American semester.)

The second is the (2) Tags  field, which allows you to categorize your tasks according to the subject. As with the other template, these tags are color-coded for an easier view. Lastly, you can also populate the (3) Assignment Details , the blank spaces beside the tags.

Why Use Our Assignment Schedule Templates?

You can virtually make a never-ending list of benefits from using a homework spreadsheet, but to name a few, here are some reasons why they’re beneficial for managing your workload.

• Organization: As repeatedly emphasized, these assignment tracking templates help you categorize your tasks according to subject, type, and completion status, making it easier to organize your workload.
• Time Management:  You can keep track of your due dates better with the automated counting of the days remaining for a task. You can manage your time better and learn to prioritize tasks according to deadlines.
• Easy Access:  Our spreadsheets run on Google Sheets , which you can easily access anywhere, as long as you are connected to the internet. On top of that, they’re also ready to be filled out as soon as you make a copy for yourself.

Wrapping Up

Sticking to your deadlines and organizing your tasks doesn’t need to be complicated. You can easily do this with the help of our assignment tracking template on Google Sheets. Access more of these excellent templates by visiting our other blogs too!

If you want to learn about Google Sheets to the next level, consider checking out relevant courses at Udemy .

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Gemini now has added data protection. chat now ., easily distribute, analyze, and grade student work with assignments for your lms.

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02 beginner, 03 intermediate, 04 advanced, 05 training programs, c programming assignment operators, free c programming online course with certificate, what is an assignment operator in c, types of assignment operators in c.

1. Simple Assignment Operator (=)

Example of simple assignment operator.

2. Compound Assignment Operators

Example of Augmented Arithmetic and Assignment Operators

Example of Augmented Bitwise and Assignment Operators

Practice problems on assignment operators in c, 1. what will the value of "x" be after the execution of the following code, 2. after executing the following code, what is the value of the number variable, benefits of using assignment operators, best practices and tips for using the assignment operator, live classes schedule.

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An operator is a symbol that operates on a value or a variable. For example: + is an operator to perform addition.

C has a wide range of operators to perform various operations.

C Arithmetic Operators

An arithmetic operator performs mathematical operations such as addition, subtraction, multiplication, division etc on numerical values (constants and variables).

Example 1: Arithmetic Operators

The operators + , - and * computes addition, subtraction, and multiplication respectively as you might have expected.

In normal calculation, 9/4 = 2.25 . However, the output is 2 in the program.

It is because both the variables a and b are integers. Hence, the output is also an integer. The compiler neglects the term after the decimal point and shows answer 2 instead of 2.25 .

The modulo operator % computes the remainder. When a=9 is divided by b=4 , the remainder is 1 . The % operator can only be used with integers.

Suppose a = 5.0 , b = 2.0 , c = 5 and d = 2 . Then in C programming,

C Increment and Decrement Operators

C programming has two operators increment ++ and decrement -- to change the value of an operand (constant or variable) by 1.

Increment ++ increases the value by 1 whereas decrement -- decreases the value by 1. These two operators are unary operators, meaning they only operate on a single operand.

Example 2: Increment and Decrement Operators

Here, the operators ++ and -- are used as prefixes. These two operators can also be used as postfixes like a++ and a-- . Visit this page to learn more about how increment and decrement operators work when used as postfix .

C Assignment Operators

An assignment operator is used for assigning a value to a variable. The most common assignment operator is =

Example 3: Assignment Operators

C relational operators.

A relational operator checks the relationship between two operands. If the relation is true, it returns 1; if the relation is false, it returns value 0.

Relational operators are used in decision making and loops .

Example 4: Relational Operators

C logical operators.

An expression containing logical operator returns either 0 or 1 depending upon whether expression results true or false. Logical operators are commonly used in decision making in C programming .

Example 5: Logical Operators

Explanation of logical operator program

• (a == b) && (c > 5) evaluates to 1 because both operands (a == b) and (c > b) is 1 (true).
• (a == b) && (c < b) evaluates to 0 because operand (c < b) is 0 (false).
• (a == b) || (c < b) evaluates to 1 because (a = b) is 1 (true).
• (a != b) || (c < b) evaluates to 0 because both operand (a != b) and (c < b) are 0 (false).
• !(a != b) evaluates to 1 because operand (a != b) is 0 (false). Hence, !(a != b) is 1 (true).
• !(a == b) evaluates to 0 because (a == b) is 1 (true). Hence, !(a == b) is 0 (false).

During computation, mathematical operations like: addition, subtraction, multiplication, division, etc are converted to bit-level which makes processing faster and saves power.

Bitwise operators are used in C programming to perform bit-level operations.

Visit bitwise operator in C to learn more.

Other Operators

Comma operator.

Comma operators are used to link related expressions together. For example:

The sizeof operator

The sizeof is a unary operator that returns the size of data (constants, variables, array, structure, etc).

Example 6: sizeof Operator

Other operators such as ternary operator ?: , reference operator & , dereference operator * and member selection operator  ->  will be discussed in later tutorials.

Table of Contents

• Arithmetic Operators
• Increment and Decrement Operators
• Assignment Operators
• Relational Operators
• Logical Operators
• sizeof Operator

Video: Arithmetic Operators in C

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Assignment Operators in Programming

Assignment operators in programming are symbols used to assign values to variables. They offer shorthand notations for performing arithmetic operations and updating variable values in a single step. These operators are fundamental in most programming languages and help streamline code while improving readability.

Table of Content

What are Assignment Operators?

• Types of Assignment Operators
• Assignment Operators in C
• Assignment Operators in C++
• Assignment Operators in Java
• Assignment Operators in Python
• Assignment Operators in C#
• Assignment Operators in JavaScript
• Application of Assignment Operators

Assignment operators are used in programming to  assign values  to variables. We use an assignment operator to store and update data within a program. They enable programmers to store data in variables and manipulate that data. The most common assignment operator is the equals sign ( = ), which assigns the value on the right side of the operator to the variable on the left side.

Types of Assignment Operators:

• Simple Assignment Operator ( = )
• Addition Assignment Operator ( += )
• Subtraction Assignment Operator ( -= )
• Multiplication Assignment Operator ( *= )
• Division Assignment Operator ( /= )
• Modulus Assignment Operator ( %= )

Below is a table summarizing common assignment operators along with their symbols, description, and examples:

Assignment Operators in C:

Here are the implementation of Assignment Operator in C language:

Assignment Operators in C++:

Here are the implementation of Assignment Operator in C++ language:

Assignment Operators in Java:

Here are the implementation of Assignment Operator in java language:

Assignment Operators in Python:

Here are the implementation of Assignment Operator in python language:

Assignment Operators in C#:

Here are the implementation of Assignment Operator in C# language:

Assignment Operators in Javascript:

Here are the implementation of Assignment Operator in javascript language:

Application of Assignment Operators:

• Variable Initialization : Setting initial values to variables during declaration.
• Mathematical Operations : Combining arithmetic operations with assignment to update variable values.
• Loop Control : Updating loop variables to control loop iterations.
• Conditional Statements : Assigning different values based on conditions in conditional statements.
• Function Return Values : Storing the return values of functions in variables.
• Data Manipulation : Assigning values received from user input or retrieved from databases to variables.

Conclusion:

In conclusion, assignment operators in programming are essential tools for assigning values to variables and performing operations in a concise and efficient manner. They allow programmers to manipulate data and control the flow of their programs effectively. Understanding and using assignment operators correctly is fundamental to writing clear, efficient, and maintainable code in various programming languages.

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How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 112,130 times.

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

Restructuring Your Assignment

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

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

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

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

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

Changing Your Focus

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

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

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

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

Community Q&A

You Might Also Like

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

About This Article

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

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Google Assignments, your new grading companion

Aug 14, 2019

[[read-time]] min read

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

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

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

Assignments is your tireless grading companion

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

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

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

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

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

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

Comment and leave suggestions on student work with Google Docs

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

Help students turn in their best work with originality reports

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

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

Getting started with Assignments

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

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

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

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

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cppreference.com

Assignment operators.

Assignment operators modify the value of the object.

[ edit ] Definitions

Copy assignment replaces the contents of the object a with a copy of the contents of b ( b is not modified). For class types, this is performed in a special member function, described in copy assignment operator .

For non-class types, copy and move assignment are indistinguishable and are referred to as direct assignment .

Compound assignment replace the contents of the object a with the result of a binary operation between the previous value of a and the value of b .

[ edit ] Assignment operator syntax

The assignment expressions have the form

• ↑ target-expr must have higher precedence than an assignment expression.
• ↑ new-value cannot be a comma expression, because its precedence is lower.

[ edit ] Built-in simple assignment operator

For the built-in simple assignment, the object referred to by target-expr is modified by replacing its value with the result of new-value . target-expr must be a modifiable lvalue.

The result of a built-in simple assignment is an lvalue of the type of target-expr , referring to target-expr . If target-expr is a bit-field , the result is also a bit-field.

[ edit ] Assignment from an expression

If new-value is an expression, it is implicitly converted to the cv-unqualified type of target-expr . When target-expr is a bit-field that cannot represent the value of the expression, the resulting value of the bit-field is implementation-defined.

If target-expr and new-value identify overlapping objects, the behavior is undefined (unless the overlap is exact and the type is the same).

In overload resolution against user-defined operators , for every type T , the following function signatures participate in overload resolution:

For every enumeration or pointer to member type T , optionally volatile-qualified, the following function signature participates in overload resolution:

For every pair A1 and A2 , where A1 is an arithmetic type (optionally volatile-qualified) and A2 is a promoted arithmetic type, the following function signature participates in overload resolution:

[ edit ] Built-in compound assignment operator

The behavior of every built-in compound-assignment expression target-expr   op   =   new-value is exactly the same as the behavior of the expression target-expr   =   target-expr   op   new-value , except that target-expr is evaluated only once.

The requirements on target-expr and new-value of built-in simple assignment operators also apply. Furthermore:

• For + = and - = , the type of target-expr must be an arithmetic type or a pointer to a (possibly cv-qualified) completely-defined object type .
• For all other compound assignment operators, the type of target-expr must be an arithmetic type.

In overload resolution against user-defined operators , for every pair A1 and A2 , where A1 is an arithmetic type (optionally volatile-qualified) and A2 is a promoted arithmetic type, the following function signatures participate in overload resolution:

For every pair I1 and I2 , where I1 is an integral type (optionally volatile-qualified) and I2 is a promoted integral type, the following function signatures participate in overload resolution:

For every optionally cv-qualified object type T , the following function signatures participate in overload resolution:

[ edit ] Example

Possible output:

[ edit ] Defect reports

The following behavior-changing defect reports were applied retroactively to previously published C++ standards.

[ edit ] See also

Operator precedence

Operator overloading

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Gen ed writes, writing across the disciplines at harvard college.

• Types of Assignments

Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types: 

• Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments. Generally speaking, these kinds of assignments are "expository" in nature, i.e., they ask you to engage with ideas through evidence-base argument, written in formal prose. The majority of essays in Expos courses fall into this category of writing assignment types.  
• Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates. 
• Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations. 
• Less traditional non-academic assignments are those that push the boundaries of typical ‘writing’ assignments and are likely to include some kind of creative or artistic component.

Examples and Resources

Traditional academic.

For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.

Two illustrations of common types include: 

Example 1: Short Essay  Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind. 

Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences. 

Less Traditional Academic

In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience. 

Here are a couple of examples from Gen Ed courses: 

Example 1: Design a conference  For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference  in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt. 

Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors. 

Traditional Non-academic

One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.

The following are several examples of such assignments: 

Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups. 

Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant. 

Example 3: Podcast  Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second. 

Less Traditional Non-academic

These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.

The following are several examples from recently offered Gen Ed courses: 

Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute  iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement. 

Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself. 

Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work. 

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Learn how Assignments LTI™ works

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

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

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

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

Get started with Assignments

Assignments workflow

Step 1: instructor creates an assignment.

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

Step 2: Students submit their assignments

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

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

Step 3: Instructor grades and returns assignments

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

General FAQ

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

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

Can I return classwork without a grade?

Can returned classwork be resubmitted or regraded.

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

Can co-instructors grade assignments?

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

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

Does Assignments support group assignments?

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

Does Assignments support peer review of assignments?

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

Will Assignments work in a course copied in my LMS?

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