submission of assignment

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

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

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How To Write an Email For Submission Of Assignment

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

Table of Contents

What To Do Before Writing the Email

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

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

What to Include In the Email

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

Subject Line

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

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

Introduction

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

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

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

Email Template – Assignment Submission

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

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

Additional tips:

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

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How to submit an Assignment on myModules

Watch the video below on how to submit a written assignment:

  https://youtu.be/nRhY7Usx7ms  

Follow the steps below to complete an Written Assignment assessment:

• Open the Assignment  assessment.

• Complete the Take-Home assessment in MS Word or on paper. Note: MS Word documents needs to be saved as a PDF document and paper based answers needs to be scanned in to a combined PDF document.

• Note the file requirements such as:
• File size limit.
• Number of files that can be submitted.
• File formats allowed.

Watch the video below on drafts vs submission for grading:

  https://youtu.be/gd-QI1A7T0c  

Watch the video below on editing or replacing an assignment submission:

  https://youtu.be/2Av2Ng-IqEA  

Watch the video below on improving on an attempt:

  https://youtu.be/21BDprBaj2g  

Watch the video below on checking your grades and feedback:

  https://youtu.be/CeKQ_4TdPn0  

Watch the video below on the assignment submission status page:

  https://youtu.be/Y7obyBvkQAs  

Complete the  Assignment Activity  next before continuing to the next section.

Submit to an assignment

Before getting started.

• To submit a paper to an assignment on Turnitin, the user must log in and upload a file to an existing assignment.
• Assignments in Turnitin cannot accept student submissions until the assignment start date and time has passed.
• Assignments may also reject submissions after the due date and time set by the instructor. 
• This action opens a pop-up window showing assignment preference information, including start and due dates/times as well as other assignment information or special instructions.

After the submission has completed, a digital receipt is displayed in your browser window. A copy is also sent via email. It is important to use a valid email address to receive this copy of the digital receipt. Save the receipt and the submission ID it contains, as this is proof of a completed submission. If the digital receipt is not shown on screen after submission, return to the class portfolio page and view the assignment to ensure the paper submission completed correctly. Submissions can be checked and viewed by clicking on the title of the paper under the title column to the right of the assignment name.

Log in to turnitin.com (or turnitinuk.com if you're in the UK).

Psst! See Logging in if you can't quite remember how to log in toTurnitin.

• Once you've logged in, you should see your homepage listing the classes you enrolled in .
• Click the name of the class where you'd like to upload a file. This will take you to your Class Homepage for that class.

Click the Submit button to the right of the assignment name. This will take you to the file submission page.

On the file submission page, make sure the phrase next to the Submit: heading says "Single File Upload." If it says "Cut and Paste Upload," use the dropdown menu (the down arrow) next to Submit: to switch to "Single File Upload." This will allow you to upload your file rather than using the Cut and paste file submission feature.

• Enter a title for the submission.
• Click the What can I submit? link to review the types of files and file sizes Turnitin can accept.
• the computer you're using OR
• Dropbox   OR
• Google Drive
• Click one of the submission buttons (computer, Dropbox , or Google Drive).
• Select the file you want to upload.
• Click the Upload button on the file submission page.
• Review the preview panel (and congratulate yourself on getting your paper done).
• Then, you must click the  Confirm button to officially upload the file to the assignment.

If you have multiple assignments due, do not submit from the same browser using separate tabs. This may cause a failed upload for one, some, or all of the assignments.

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Assignments help lecturers to see whether you understand the module, and they help you to learn the work and prepare for exams. They’re critical and compulsory – you won’t be allowed to write the examination unless you’ve completed the relevant assignments.

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Be The First to Submit Your Assignment: 5 Tricks to Write Faster

A ssignments are given to students to heighten their knowledge about a particular topic. Assignments help students guide their learning. Every assignment (a research paper, a math problem, or writing case studies) has a specific purpose and enables learning.

However, finishing an assignment takes time and serious effort. Many students tend to get overwhelmed and procrastinate until the last minute, leading to subpar work that does not meet the reader’s expectations.

With assignment writing services like Ivory Research essay writing service, you can speed up the process and save yourself the headache.

But what do you do when the deadline is near, and you have no option but to get writing (typing)?

This blog post has compiled the best tricks to help you finish your assignment faster.

Setting deadlines is a way to challenge yourself to finish a task faster. The shorter the deadlines you give yourself, the faster you can write. Without deadlines, we waste time and save everything for the last moment.

Deadlines act as a motivator to get things done. If you can’t focus, set yourself a timer and write as fast as you can in that said timer. You will be shocked to see how fascinating your brain functions and gets work done.

That being said, do not give yourself unrealistic deadlines. Set timers for tasks you think can be completed precisely in the given time.

Setting up a perfect study environment allows you to work effectively without distractions. Imagine you are trying to finish your essay while relaxing in your bed or sitting amidst family in the living room. The comfort of the bedroom will make you lazy, and the noise of the living room will not let you focus.

Hence, choose a space with a comfortable table and chair and appropriate lighting to complete your assignment. Based on research, the environment plays a key role in getting work done faster with better quality.

Make sure the lighting is good and does not strain your eyes. Practice the 20-20-20 rule (where you look at something 20 feet away for 20 seconds after every 20 minutes) to reduce eye strain.

Do not ignore the ventilation and noise level of your environment. Try to write in a hyper-focused space with limited noise level (some people work better with soft classical background music) and soothing temperature and proper ventilation.

Turn off that phone (or simply put it on mute or flight mode). While writing, your mind might get distracted by much more exciting things that are next to you (especially your phone).

If you want to finish your assignment in peace, you must get rid of all distractions. The best thing to do is keep your phone as far as you can from you while you write.

Other distractions might include your friends and family. Instruct them to keep out of your room while you focus on completing your assignment.

Put a “do not disturb” sign outside your door if they are not around. Inform your friends that you won’t be able to hang out for a few hours. It is a very polite way to let them know you are busy.

Get your resources ready:

This way, you will save time without having to search for everything.

Before you start writing, ensure to draw an outline and follow the skeleton to complete the assignment. Creating an outline saves you time, especially when your planning is done.

Without an outline the whole assignment paper will seem a mess and nothing else. So, take your time and make smart moves by creating an outline for the whole paper.

Don’t aim for perfectionism from the start. Instead, make your draft essay and focus on improving it. It will gradally comes to you!

The creative block is hitting you? Use the tool Freewriting to overcome this. Set a timer for around 5 to 10 minutes and write non-stop. In this stage do not focus on spellings, grammar, spaces, etc. This technique will spark new ideas and help you overcome writer’s block.

Do not forget to take breaks. Writing for a long time can get frustrating, and your mind will get boggled, leading to writer’s block. Without breaks, your mind will get overwhelmed, and you will find yourself stuck in the same place repeatedly without finding the right answer.

Give yourself milestones and take breaks after you finish writing a particular section. Take a break, relax, and return with a fresh mind and better ideas.

Some activities you can do in your break are:

However, you must be cautious when taking these breaks. You do not want to take long breaks that push your deadline by hours. Ensure your breaks are timed.

Take a 5-minute break every 30 minutes. If you feel tired, take a power nap of around 20 minutes. But do not prolong it.

At all costs avoid seeing your phone. Keep the phone away from your reach even during breaks. Using the phone will break the focus of your assignment and push your mind towards unnecessary topics.

Don’t forget to celebrate yourself. Celebrate those milestones and finished tasks. Reward yourself after you hit the deadlines and finish a task.

This positive reinforcement keeps you motivated throughout your entire assignment writing journey.

Completing an assignment is not such a daunting task as students would say. The only issue lies in the flawed approach. These tricks will help you write faster and better and produce high-quality assignments.

These tips are logical and sure-shot ways to boost your productivity. Follow them and forget the days of procrastination.

So, what are you waiting for? You have got the ideas and now it’s time for smart moves.

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Online Programme learners are advised to submit their Assignments at LMS Portal only.

Lms link: https://lms.ignouonline.ac.in/login/index.php, note: other regional centre learners are advised not to submit the assignments at the study centre under regional centre delhi-3., for odl programme learners: click here for details  , format of front page  for assignment submission: click here, for agniveer learners:, bscas prog. -  https://forms.gle/ bntnnm6rnk5pvasz9, baas, bcomas prog. - click here  (by rc lucknow), baas, bcomas prog. - click here (by rc patna).

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Incomplete Report Instructions

The Incomplete Report eForm must be completed in addition to Loyola Self-Service grading. It provides supporting documentation and requirements for resolving an Incomplete grade according to University policy. It is important to fill out the Incomplete Report correctly for students and instructors to meet specified deadlines. This form is to confirm what you have discussed and agreed upon with the student. After successful submission, the student receives a notification email with a unique URL to the completed form for his/her reference.

Accessing the Incomplete Report eForm:

Log into Inside Loyola , then select Loyola Self-Service > Daily Work icon on left side menu > Faculty> Incomplete Report.

Field-Specific Information:

All of the following fields are required in order to successfully submit the Incomplete Report eForm. The following sections correspond with fields on the Incomplete Report eForm. Please refer to the eForm while following along.

Type of Change:

You must choose one Type of Change. You may complete this report for 1 of 3 reasons:

• Loyola Self-Service is Open for Grading: You have assigned an Incomplete grade in Loyola Self-Service and are using this form to confirm required assignments, determine when assignments are due to the instructor, and establish a date when the instructor will submit the Final grade to Records.
• Loyola Self-Service is Closed for Grading: (the deadline has passed) and you would like Records to enter the Incomplete grade in Loyola Self-Service. Required assignments and due dates are still necessary.
• Student has Grade of Incomplete: You need to extend the Final Grade Submission Date past those prescribed by University policy. Dean’s approval will be sought for these instances by Records. Required assignments and due dates are still necessary.

Reason for Incomplete:

A grade of I must be assigned based on one of the reasons outlined in the Incomplete Grade policy as listed in the current, corresponding Academic Catalogue .

Required Assignment(s) to be Completed:

List ALL assignments the student is required to submit to resolve the Incomplete grade (please be specific and detailed).

Required Assignments Due Date:

This is the date when the student MUST submit ALL required assignments to the instructor for review and final grade calculation. Please allow sufficient time to review and calculate the final grade to meet the Final Grade Submission Date.

Final Grade Submission Date:

To determine when grades of incomplete are due, refer to the Incomplete Grade policy in the current academic catalogue . To extend this submission date beyond University policy, approval from the appropriate Dean will be sought by Records. If this date is not met, the grade of Incomplete expires and automatically converts to a Final grade of  F  on the student’s record.

Records reviews all submitted forms and obtains any additional approvals needed, such as:

• Any report with a Final Grade Submission Date beyond the policy dates set in the University’s catalogue.
• Any report of Incomplete for a graduating student – refer to the Incomplete Grade policy as listed in the current, corresponding Academic Catalogue .   

Form Submission and confirmation:

• Selecting the Sign and Date/Submit buttons routes the completed form to Records via Perceptive Content for processing.
• A confirmation email will be sent to your Loyola email address with an attachment of the form you completed.

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For help with the Incomplete Report eForm, please contact the Office of the Registrar at 410-617-2263 and for other assistance and hours of operation, please visit the Contact Us page.

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IGNOU June 2024 TEE: Assignment submission deadline extended till May 31

Ignou assignment's last date 2024 has been extended for odl and online programmes for the june tee session. the university will now accept assignments (both hard copy and soft copy) till may 31, 2024..

IGNOU TEE assignment submission 2024: The Indira Gandhi National Open University (IGNOU) has extended the assignment submission last date for ODL and online courses. Now, students can submit their assignments both in soft and hard copies by May 31.

Candidates enrolled in ODL, online programmes, GOAL, and EVBB for the June 2024 TEE can submit their projects, dissertations, practical files, and internship reports online at the official website – ignou.ac.in,  the open university said in an official notification.

However, students are suggested to submit the assignment before the last date to avoid last minute rush. Students must note that the IGNOU assignment submission last date 2024 is common for all programmes irrespective of admission year, mode or programme. 

Candidates are required to attach a copy of the fee receipt with the project report at the time of submission of hardcopy or by uploading it to the online portal. 

IGNOU June TEE 2024: Steps for assignment submission

Step 1: Go to the official website – ignou.ac.in

Step 2: Navigate to the assignment submission link available on the homepage

Step 3: Login using the necessary credentials in the designated field

Step 4: Upload the scanned assignment with the respective code

Step 5: Submit the assignment

Step 6: Students are advised to take a screenshot of the assignment submission receipt for further reference

“With the approval of the competent authority, the last date for submission of assignments (both in hard copy and soft copy) for term end examination, June 2024 for both ODL and online programmes, GOAL and EVBB has been extended up to May 31,” read the notification. 

The IGNOU has stared the fresh admission cycle for undergraduate, postgraduate, and other programmes for the July 24 academic year. The last date to apply for the various programmes at IGNOU is June 30. The university offers certificates, diplomas, advanced diplomas, postgraduate diplomas, and degrees. The University is offering more than 290 UG, PG, PG diploma, diploma, certificate and awareness programmes through ODL and online mode.

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The Supreme Court has dismissed petitions seeking review of its 2023 judgement on the abrogation of Article 370. In a 5-0 ruling, the court had upheld the 2019 move by the Union government and deemed Article 370 as a temporary provision with a purpose in J&K. The Constitution Bench led by CJI Chandrachud also upheld the constitutional validity of two Presidential Orders.

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Submitting your manuscript.

Many Sage journals are hosted on Sage Track, a web based online submission and peer review system powered by ScholarOne™ Manuscripts. Please see the submission guidelines of the journal you wish to submit to find out its preferred submission method. 

IMPORTANT: If submitting through Sage Track, please check whether you already have an account in the system before trying to create a new one. If you have reviewed or authored for the journal in the past year it is likely that you will have had an account created. For further guidance on submitting your manuscript online please visit ScholarOne Online Help. 

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Please view our authorship policies on the Sage Author Gateway , which includes information on criteria for authorship, who should be the corresponding author and more.  

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Tigers’ shortstop prospect begins rehab assignment

• Updated: May. 21, 2024, 9:12 p.m. |
• Published: May. 21, 2024, 7:37 p.m.

Detroit Tigers infielders work out at the club's facility in Lakeland, Fla., on Feb. 21, 2024. (Photo by Evan Woodbery, MLive.com) Evan Woodbery, MLive.com

• Evan Woodbery | [email protected]

Detroit Tigers shortstop Eddys Leonard began a rehab assignment with Class A Lakeland on Tuesday night as he begins to work his way back to the Triple-A Toledo Mud Hens.

Leonard has been on the injured list since straining his left oblique while swinging at a pitch on April 7.

Leonard is the designated hitter for the Flying Tigers on Tuesday night.

In an alternative universe, Leonard might be in the big leagues right now. He had a strong spring training, making him a potential candidate for a call-up when Andy Ibanez went on the IL on April 9.

But with both Leonard and fellow shortstop Ryan Kreidler injured in Toledo, the Tigers turned to outfielder Wenceel Perez, whose hot bat has made him an everyday player in Detroit.

Leonard, 23, was acquired from the Los Angeles Dodgers at least year’s trade deadline (shortly after the Eduardo Rodriguez deal fell through ) and immediately made a positive impression in Toledo.

Shortstop is his natural position but has played all over the diamond and a utility role is likely his quickest path to Detroit.

“I asked him, of all the positions that he’s played, what’s his favorite? He said, ‘Lineup,’” Tigers manager A.J. Hinch said back in February. “And he meant it. I thought that was a pretty good answer.”

Kreidler, who is considered the organization’s best defensive shortstop in the minor leagues, fractured his right finger after being hit by a pitch on April 4. He is not far behind Leonard in his return.

In other injury news, the Double-A Erie Seawolves announced that outfielder TJ Hopkins had been placed on the season-ending injury list.

The Tigers claimed Hopkins off waivers from the Giants this spring , then outrighted him to the minor leagues . Hopkins was injured in an outfield collision on May 7.

Hopkins, 27, was selected by the Cincinnati Reds out of the University of South Carolina in the ninth round in 2019. He had a strong season with Triple-A Louisville in 2023 but went 7-for-41 with 17 strikeouts during a brief look with the Reds at the big-league level.

The Reds traded him to the Giants last December to free up a roster spot. The Giants waived him in February , which is when the Tigers picked him up.

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Jonah Williams gets his assignment with Arizona Cardinals

• Updated: May. 21, 2024, 9:40 p.m. |
• Published: May. 21, 2024, 9:30 p.m.

Cincinnati Bengals offensive tackle Jonah Williams blocks Cleveland Browns defensive end Za’Darius Smith during an NFL game on Sept. 10, 2023, at Cleveland Browns Stadium in Cleveland. (AP Photo/Kirk Irwin)

• Mark Inabinett | [email protected]

When Jonah Williams joined the Arizona Cardinals in NFL free agency for a two-year, $30 million contract on March 13, the former Alabama All-American didn’t know which offensive-tackle spot he would fill for his new team.

On Monday, Cardinals coach Jonathan Gannon settled that – at least for now.

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“Jonah is going to go right, Paris (Johnson) is going to go left, and then we’ll see how that looks,” Gannon said as Arizona opened Phase 3 of its offseason program. “… I think it’s going to be good. Paris, obviously, playing both, Jonah playing both, we’ll start there and see how it goes. Through the first three weeks on the grass, that’s what they’ve been doing. That’s what they’re both comfortable with right now, so we’ll see how it looks.

“But I do have the veto power to switch them back.”

The 11th selection of the 2019 NFL Draft, Williams started at left tackle for the Cincinnati Bengals in the first 47 games of his career. But after the  Bengals signed  four-time Pro Bowler Orlando Brown Jr. in free agency last offseason, they put Brown at left tackle and shifted Williams to right tackle.

The sixth pick in the 2023 NFL Draft, Johnson started every game of his rookie season at right tackle for the Cardinals.

Arizona’s left tackle was D.J. Humphries, but on the same day they signed Williams, the Cardinals released Humphries after eight seasons. Humphries had suffered a torn anterior cruciate ligament during Arizona’s next-to-last game of the season on Dec. 31 and was due $22.9 million  in 2024. His release reduced the Cardinals’ salary-cap obligations by  $15.9 million  for this season.

Johnson played left tackle as a senior at Ohio State after playing right guard as a junior. Williams worked as Alabama’s right tackle as a freshman in 2016, then played left tackle in 2017 and 2018 for the Crimson Tide.

Williams and Johnson played every offensive snap at right tackle for their teams in 2024.

Arizona right guard Will Hernandez said it would be “ easy ” to develop the rapport with Williams that he had with Johnson.

“These guys aren’t bringing in just regular Joes,” Hernandez said . “Jonah’s a dog, and I really like him. Same thing as with Paris. We’re clicking quick. He’s also a vet, and he knows what it is and how it’s supposed to look and what you’re supposed to do. I really like it. I like his mindset. And I think we’re going to do big things on the right side again.”

Commonly called OTAs (for Organized Team Activities), Phase 3 practices allow NFL teams to expand their offseason on-the-field work to include 7-on-7 and 11-on-11 drills matching the offense and defense. Contact is still not allowed, but group drills can proceed at more than a walkthrough pace now.

FOR MORE OF AL.COM ’S COVERAGE OF THE NFL, GO TO OUR  NFL PAGE

Mark Inabinett is a sports reporter for Alabama Media Group. Follow him on Twitter at  @ AMarkG1 .

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Guardians designate veteran OF for assignment, promote No. 16 prospect

• Updated: May. 20, 2024, 4:10 p.m. |
• Published: May. 20, 2024, 2:26 p.m.

The Guardians designated outfielder Ramón Laureano for assignment ahead of Monday's series opener against the Mets. Getty Images

• Joe Noga, cleveland.com

CLEVELAND, Ohio — The Guardians have parted ways with struggling outfielder Ramón Laureano, designating the seven-year veteran for assignment ahead of Monday’s series opener against the Mets at Progressive Field.

In a related move, Cleveland recalled outfielder Johnathan Rodriguez from Triple-A Columbus to take Laureano’s spot on the active roster.

Rodriguez, the club’s No. 16 prospect according to MLB Pipeline, was added to the 40-man roster in November after his best year as a professional in 2023. A third-round pick in the 2017 draft, Rodriguez was an Eastern League All-Star and the Guardians Hitting Prospect of the Year in 2023 according to MLB.com.

He split last season between Double-A Akron and Triple-A Columbus, batting .289 with 18 home runs, 55 RBI and an .876 OPS for the RubberDucks. After moving to the Clippers in late July, Rodriguez hit .280 with 11 home runs, 33 RBI and a .936 OPS.

Manager Stephen Vogt said Rodriguez has hit the ball well since opening with Columbus in March.

“He’s been driving the ball all over the ballpark, been playing pretty good defense and really starting to mature and develop as a player overall,” Vogt said. “Really excited to have JRod here and see what he can bring.”

In 156 at-bats for Columbus this year, Rodriguez has a .276 average with seven home runs, 28 RBI and an .838 OPS.

Laureano, 29, joined Cleveland in August 2023 after he was released by Oakland. In 41 games for Cleveland last year, he hit .243 with three home runs, 14 RBI and 41 strikeouts. His .342 on-base percentage after joining the roster Aug. 7 was fourth-best on the club. Laureano reached base safely in 24 of his final 32 games to finish year and posted an .808 OPS after Aug. 24.

The Guardians avoided arbitration with Laureano and signed him to a $5.15 million contract for the 2024 campaign. But the 29-year-old right handed hitter struggled to get on track in the club’s first 47 games. Laureano hit .143 with one home run and four RBI to go along with 32 strikeouts in 83 plate appearances across 31 games.

Vogt said it was a disappointing day with having to release Laureano, a teammate of the Guardians skipper when he was in Oakland.

“It was just time, on both sides,” Vogt said. “Not a fun day or decision, but we wish Ramón nothing but the best and we’re excited that JRod’s here.”

Rodriguez, meanwhile, is tied for fourth in the organization in home runs, RBI and total bases. He has appeared in 26 games in right field and 12 in left while batting .346 with runners in scoring position.

Vogt said the Guardians believe Rodriguez is ready to see what he can do against major league pitching.

“He’s worked really hard and done some things that we asked of him coming out of spring,” Vogt said. “Andy Tracy (Triple-A manager) does such a good job down there of helping those guys develop into major leaguers. We couldn’t be more thankful for the work that Trace and all the guys that have put their hands on ‘em down there in Columbus.”

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