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To begin with the end in mind, you need to follow three simple steps: Take a few moments to review the assignment and rubric with a pen and highlighter, making notes and underlining key elements the prof wants to see.Once you know what the prof wants, you can write a one sentence reference that you can refer to whenever you feel like you’re going off course.
It’s completely unfair to assess a student if the student doesn’t know what’s expected of them. Once you have that rubric and assignment sheet in hand, you’re ready to discern the things your prof will look for when grading the assignment.
This means you can begin with the end in mind, crafting the paper around what you know the prof wants to see.
Imagine just how much variation and diversity would occur between those 75 people and their papers if the prof left it all to chance—all of these students like different fonts, would cite things differently based on their preferences, and would hand in widely varied papers, at least doubling the time it would take to read those papers. Make that prof love you by following these directions.
If you follow the directions, this prof will direct their ire elsewhere.
Take a look at this assignment from an actual college professor: Yow!
Even with bullets and commands that’s a lot of text.
So, here it is, step-by-step: Now, let’s take a look at a sample assignment.
Say you have to write a paper for your Linguistics class.
Remember, the rubric for the course on the assignment sheet you’ve been given, you will find a general rubric in the class syllabus, or the professor will include a rubric with an assignment sheet.
If the professor does not provide these things to you, don’t be afraid to ask for them.