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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

Hands on a keyboard using the Ctrl C copy function

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

Young woman sitting at desk with laptop and checking notes for assignment

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

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Formatting your assignments

Illustrated step-by-step guides to help you understand the formatting and presentation expectations of university assignments.

Introduction

Although formatting your essay, report or dissertation can feel like a lesser priority than the process of research and writing itself, it is an important way to ensure your ideas are given the spotlight through visually accessible, professional presentation. Formatting can be a minefield, especially when you’re formatting at the last minute; it’s important to leave a few days at the end of your essay writing process for working on your formatting, and to spend some time familiarising yourself with the different aspects of formatting.

301 Recommends:

Our Essay Structure and Planning workshop will outline how to analyse your essay question, discuss approaches logically structure all your ideas, help you make your introductions and conclusions more effective, and teach how to link your ideas and ensure all essay content flows logically from the introduction.

Below, you will find some general introductions to the key areas.

Action: know the rules

Because formatting rules can vary greatly depending on your department or assignment, it’s crucial to check the formatting specifications in your assignment description/rubric, and any general departmental presentation standards, as a first port of call. Many referencing systems also have specific rules about how to format your work, so make sure to familiarise yourself with the university library’s referencing guides . Many referencing systems also have more detailed style guides available via their websites.

Formatting key information

Assignment cover sheets .

In some departments, you may be expected to include a cover sheet on the front page of your assignment. This is a page including key information about your assignment, such as your module number, student registration number, essay title, and submission date.

You may be asked to submit a plagiarism declaration and to make your markers aware of any disabilities through the yellow sticker system . If you are asked to include a cover sheet in your assignment, your department should make you aware of where you can access this.

Assignment titles

Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title:

To bring focus to your essay, draft a working title at the essay planning stage. You can come back and review this title in light of your finished essay draft.
Make sure to use action words in your essay title that reflect the skills your assessors are looking for, both in the assignment description and the marking criteria you have been given. For example, if heavy emphasis is placed on critical analysis, you could use a title like ‘Analyse the effect of…’ See this glossary of essay terms , containing examples that you can use in your own titles.
The action words you choose can also help you to reflect the structure of the essay in your question. For example, an essay using the action word ‘Discuss’ might use a for/against/conclusion or advantages/disadvantages/conclusion structure, or an essay using the term ‘Analyse’ might break an issue down into parts, e.g. into key themes, to understand its meaning as a whole. Think about the type of essay you want to write: do you want it to be comparative, look at several topics equally, or do you have a clear argument that you want to put forward? You can then create a question that gives you the opportunity to approach the topic from your own perspective.
Make sure to include the main terminology you are working with in your assignment title.
Make sure your question has a realistic scope, without being so broad that you cannot answer it within the limitations of your essay. To limit your question, you could include any limiting factors you are working with, such as specific time periods, geographical regions or sub-themes within the overall topic area. For example, in the title ‘Evaluate the proposition that a global monoculture will destroy diversity and difference’, the broad topic of global monoculture is limited down through a specific sub-focus on diversity and difference.

Stating word counts

Depending on the instructions you have been given, you may be asked to state your word count, either on your cover sheet or at the beginning of your essay. If you are asked to include this information, make sure your word count accurately reflects the assessment guidance: for example, are references included in your word count?

Visual clarity

Line spacing .

Most assignment descriptions specify that you should increase the space between each line on the page, from the standard 1.0 spacing to either 1.5 or 2.0 spacing. You are asked to do this to make the essay more visually accessible and easier to read, by breaking up the number of lines on each page.

Download this step-by-step illustrated guide to line spacing in Microsoft Word and Google Docs.

Fonts

All non-examination based assignments should be word processed rather than handwritten. Most assignment descriptions will specify that for visual clarity, and to ensure a professional appearance, you should use a plain, sans-serif font such as Arial. For readability, this should be in 11 or 12 point size. Check your departmental or assignment guidance for any specific rules about font choices.

Page numbering, headers and footers

Including page numbers in your assignments makes them more accessible. Depending on the departmental guidance you have been given, you may be asked to include these in either the header or the footer of your essay (the blank space above and below where the text would go on a normal page in a word processor). It may also be helpful to include your registration number and the module code of the essay in the same header or footers that specify the page number.

Download this step-by-step illustrated guide to adding page numbers and using headers and footers in Microsoft Word and Google Docs.

Page layout

Margins .

A margin is the amount of blank space on either side of a paragraph in a normal word processor. Traditionally, assignment descriptions specified that the margins should be made wider at the binding edge (the left hand side) of the page, to allow for easier reading of printed essays. However, with the shift to online essays, you might not be asked to do this any more and the default settings on your word processor are likely to be sufficiently wide.

For printed dissertations and theses, you may receive specific guidance about the suitable layout of margins, as these are more likely to be printed: see this university guide on formatting PhD theses .

Download this step-by-step illustrated guide to adjusting margins in Microsoft Word and Google Docs.

Paragraph alignment

Most formatting instructions specify that paragraphs should be lined up in a straight line (aligned) on the left hand edge, but left jagged on the right hand edge (like this page). This is called left alignment, or flush-left style, and should be the default alignment setting for your word processor. This style can be helpful for visual accessibility, but check any specific instructions you have been given by your department to see which style of alignment you have been asked to use.

Download this step-by-step illustrated guide to adjusting paragraph alignment in Microsoft Word and Google Docs.

Paragraph indentation

You may be asked to add indents to your paragraphs: an indent is an additional small gap between the margin and the beginning of a paragraph (it makes a ‘dent’ in the first line of your paragraph). Indents are used to provide extra clarification that the reader is starting a new paragraph after finishing the last one: therefore, they should not be used in the first paragraph of your essay. Indents are not always required, and whether you are expected to use them may depend on your referencing style , and any formatting instructions you have been given by your department.

Download this step-by-step illustrated guide to indenting paragraphs in Microsoft Word and Google Docs.

Formatting referenced material

Footnotes and endnotes .

Some referencing systems require you to use footnotes or endnotes to format your references (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). Inserting a footnote into your word document when you have cited from a source adds a superscript number (a number formatted in a smaller font) to the sentence. It creates a note with a matching number at the bottom of the page you are working on (in the footer), which you can add the reference information to.

Endnotes work in the same way, but instead of appearing at the bottom of the page, the reference list appears at the end of the document.

Download this step-by-step illustrated guide to manually inserting footnotes and endnotes in Microsoft Word and Google Docs.

References and bibliographies

Instead of, or alongside footnotes/endnotes, some referencing systems ask you to include a bibliography and/or a reference list at the end of the essay (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). A reference list is a list of all the sources you have directly referred to in the essay, which could be ordered numerically or alphabetically, depending on your referencing style.

A bibliography could be used alongside, or instead of, a reference list, depending on your referencing style; here, you list all the sources you have consulted that have influenced your ideas, whether they are included in the essay or not. The way this is ordered also depends on your referencing style.

If you auto-generate your citations in Microsoft Word or Google Docs, you can auto-generate your bibliography instead of creating it manually: instructions for doing so are in the resource below. If you use a different reference manager, such as Mendeley, Zotero, or Endnote, these have their own specific instructions for auto-generating bibliographies. See the reference management resources offered by the university.

Download this step-by-step illustrated guide to manually or automatically formatting a bibliography or reference list in Microsoft Word and Google Docs.

Block quotations

When you need to include a quotation in your essay that is three or more lines long, you can add this as a block quotation. A block quotation appears on a separate line to the other parts of the paragraph, and is indented (i.e. there is a wider gap between a block quotation and the left-hand margin than there is between the rest of the paragraph and the left-hand margin). Block quotations aren’t placed in quotation marks, so the indentation is used to indicate that you are using a quotation.

Check your referencing guide and any departmental guidance to learn more about the specific rules on formatting block quotations in your department. Because they take up large chunks of your word count, and break up the flow of your texts, make sure to use block quotations sparingly: they are especially helpful when you are going to perform close analysis of a large section of text. For more information on different types of quotation and how to use them, see our workshop on paraphrasing and using academic sources.

Download this step-by-step illustrated guide to formatting block quotations in Microsoft Word and Google Docs.

Advanced formatting

Headings and contents tables .

Most standard short essays do not include headings, other than the essay title and reference list and/or bibliography. Section headings may be required for some longer or more structured types of academic writing, such as reports; reports often follow a very closely prescribed structure, so it is essential to pay very careful attention to the specific guidelines issued with your brief. Make sure that any system you use for numbering your headings and subheadings is consistently applied throughout the document.

Depending on the advice you have been given, and the length and complexity of a lab report, you may also be required to include a table of contents to help the reader navigate between headings. Contents tables are generally standard practice in longer assignments such as dissertations and theses. Make sure to check any departmental guidance you have been given about formatting reports.

Download this step-by-step illustrated guide to formatting headings and contents tables in Microsoft Word and Google Docs.

301 Recommends: Scientific Writing and Lab Reports Workshop

This workshop will help you to familiarise yourself with some of the specific expectations associated with this assignment format.

Figures and tables

Some kinds of essays, dissertations and reports will require you to make use of figures (pictures, diagrams, and graphs) and tables (any data in a table format). Figures and tables are normally numbered in sequence, e.g. ‘Table 1’, ‘Figure 4’, and are directly referred to in the text according to their number, rather than according to their location on the page (e.g. ‘as shown in Table 2’ rather than ‘as shown below’).

If your text is of dissertation or thesis length, or if your text has several figures, it may also be helpful to include a list of figures immediately after the table of contents. Some referencing guides have specific rules about presenting and referencing tables and figures, so make sure to familiarise yourself with these and carefully read any specific instructions about figures and tables in your assignment brief.

Download this step-by-step illustrated guide to inserting figures and tables and creating lists of figures/tables in Microsoft Word and Google Docs.

Top tips for formatting tables and figures:

Make sure that any tables or figures you use are placed below the paragraph where you refer to them, and that you have directly referred to all figures and tables in the text of the essay.
The caption for a table usually acts as its title, so this is placed above the table in the document. The caption for a figure is usually placed underneath the figure. Do not include unnecessary additional titles in the graph image itself, if the title is already included in your image caption.
Make sure to label your captions consistently, choosing between ‘Fig.’ or ‘Figure’ and consistently using either a full stop or a colon after the label (i.e. ‘Figure 1:’ or ‘Fig. 1.’)
Your caption should clearly and succinctly explain what the figure or table is. If the figure is taken from an external source, you must provide a reference that accurately reflects its copyright status (see these university library guides to inserting and attributing images and figures in university work).
Make sure to include legends in any charts you use (a key that helps to explain the data in the chart). Any data series you use should be clearly distinguishable from each other (e.g. avoid printing a report with coloured graphs in black and white!) If you are only using one series of data, a legend is not always necessary.
Make sure tables are clear and easy to read, using sans serif fonts, a readable font size, and avoiding unnecessary use of colour.
Make sure graphs are clear and easy to read, with clearly and appropriately labelled axes. Be wary of 3D effects that may obscure the clarity of a graph.
Make sure to avoid presenting the same information in a graph and a table.
Images and figures in printed essays, such as dissertations and theses, should be large enough for the text and numbers to be legible on the printed copy. Make sure they do not extend beyond the print margins of the document.

301 Recommends: Displaying Data in Graphs and Tables Workshop

This workshop will provide more technical advice on using graphs and tables in your work. See also this Engineering department guidance on formatting graphs and tables in Engineering lab reports.

Appendices

Appendices commonly appear in dissertations, theses, and lab reports. An appendix provides supporting information that gives the reader a better understanding of the essay, but that might be too long, detailed or awkward to insert into the main body of the essay without breaking up its flow. Interview questions or transcripts, sample questionnaires, raw data, figures, photographs, large/complex datasets, and diagrams are all examples of information that could be included in an appendix, if it is relevant to do so.

The reader should be able to understand the essay without reference to this supporting information, as all the most important and relevant information needed to answer the question should be included in the body (i.e., the appendix should not be used to make room for content that doesn’t fit within your word count). Your appendices must be clearly signposted and explained in the body of your report, highlighting any information that is essential for your reader to understand. Do not include any appendices that are not referenced in the text itself.

The appendices should be placed in numerical or alphabetical order, and signposted according to this specific system (e.g. ‘Appendix B indicates that…’) They should be clearly labelled, using headings that match up to the in-text reference. Appendices usually appear at the very end of the assignment, after your references/bibliography. Make sure to list any appendices used in your table of contents; if you have been instructed to do so by your department or within your referencing system, you could include a list of appendices separate to your contents list.

The specific format of the appendix heading, and the reference made to the appendix in the text, depends on your referencing style , so make sure to carefully review this information before you design your appendices.

Download this step-by-step illustrated guide to inserting appendices and creating lists of appendices in Microsoft Word and Google Docs.

Tips and resources

Use this 301 proofreading checklist to check over your work when you are finished.
Use the University Library referencing guide for advice about referencing and formatting that is specific to your referencing style. If you need extra clarification about formatting rules, it is often possible to download an extended style guide from the official website for a specific referencing system.
For further training on referencing, using reference generators, and using images in your work, see the University Library workshop programme .

Related information

Academic Writing

Proofreading

Essay structure and planning

Scientific writing and lab reports

Creating accessible Word documents

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Take advantage of our curated Level Up Your Skills packages and start working through resources for your upcoming level of study, or use study skills online to find specific topics you want to work on.

Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

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Final Grade Goal
Weight of Remaining Tasks

Grade Format:	Points, percentage, mix Letters
Weight Format:	Percentage Points
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Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Letter Grade	GPA	Percentage
A+	4.3	97-100%
A	4	93-96%
A-	3.7	90-92%
B+	3.3	87-89%
B	3	83-86%
B-	2.7	80-82%
C+	2.3	77-79%
C	2	73-76%
C-	1.7	70-72%
D+	1.3	67-69%
D	1	63-66%
D-	0.7	60-62%
F	0	0-59%

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

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This article about how the UK university grading system was updated by the Great British Mag content team on 5 September, 2019

The UK grading system is not terribly different to the grading systems in China , India, USA or the EU. The top grades go to the people who excel and get very high percentages and the pass grades are given to anyone who manages to achieve the minimum grade percentage required. But that is where the similarities end.

Whereas other systems use the alphabet to demonstrate the achievements of the student, the UK system uses a class grade order. This system dates all the way back to the invention of the university itself and reflects the archetype of the British class system .

The UK grading system:

First (1 st ): The best grade you can get. The student has got higher than 70% on their course or assignment. An almost perfect piece of work. You should be very happy with it. The markers definitely were…

2:1 (upper second class): Student achieved between 60%-69%. The work was at a very good level, but there was still room for improvement. Kick back, smile and relax. You’ve done a good job! You will need to get a 2:1 or higher if you’re planning on staying on for a masters or post-graduate degree.

2:2 (lower second class): If you got 50%-59% on a course or assignment, then you have this grade. Even though it is not a perfect score it is still very good. You should still be happy about getting this mark.

Third: If you get between 45%-49%, you need to start thinking about where you went wrong. It’s not the worst mark, but perhaps some tutoring might help next time.

Ordinary degree: The absolute minimum you need to pass the course. Getting between 40%-44% is not where you want to be. You should definitely seek out some extra help if you want to do more than scrape by. Or maybe cut down on the time spent in the pub…

Fail: Anything below 40% constitutes failure. Sorry, but you will need to take the course again to pass.

What is the UK’s new Turing Scheme?

Differences between uk and american work culture.

Imperial College London Imperial College London

Understanding grades

Getting a mark over 50% means that you are beginning to understand the difficult work of your degree. Getting over 60% is excellent because it means you have demonstrated a deep knowledge of your subject to the marker.

You may be used to getting marks of 90–100%, but this is very unlikely to happen at university. Remember that marks in the 50–70% range are perfectly normal. Your grades will improve as you get used to working at university level, and in the style required by your degree subject.

Degree classifications

UK degree classifications are as follows:

First-Class Honours (First or 1st) (70% and above)
Upper Second-Class Honours (2:1, 2.i) (60-70%)
Lower Second-Class Honours (2:2, 2.ii) (50-60%)
Third-Class Honours (Third or 3rd) (40-50%)

Visit the Regulations for further information on degree classifications.

In your first year at university, achieving a grade of 50% or more is a good thing. You can build on your work and improve as you work towards your final grade. Scores above 70% are classed as “First”, so you should be very excited to get a grade in that range.

It is rare for students to achieve grades higher than 90%, though this can happen. Remember as well that you will be surrounded by other highly motivated and capable students, so you may not automatically be top of the class anymore! Don’t worry – lots of your fellow students will be feeling the same, and there is always someone you can talk to about this. Having realistic expectations about your grades will help to reduce the possibility of feeling disappointed with yourself.

How to get a high mark

Before starting a piece of work, make sure you understand the assessment criteria . This may vary depending on your course and the specific piece of work; so ask your tutor if you are unsure.

In general, high marks will be given when you display that you have clearly understood the subject and included relevant detail. The best marks will go to students who show that they have read around the subject and brought their own analysis and criticism to the assignment.

Low marks will be given to a piece of work that suggests you don’t understand the subject or includes too much irrelevant detail. This applies to coursework and exams, so planning your work before you start is always a sensible option. Speak to your tutor if you are unsure about the requirements of a specific piece of work.

Don’t be afraid to ask

You may encounter different classifications, or courses that don’t use exactly the same boundaries. If you need help understanding the exact requirements of your course, contact your tutor for clarification.

When you’ve had your work returned to you, remember to look at the feedback to see where you could improve – this will give you the best chance of achieving a better grade in the future.

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University Grade Calculator

University Grade
Final Grade

Disclaimer: Whilst every effort has been made in building our calculator tools, we are not to be held liable for any damages or monetary losses arising out of or in connection with their use. Full disclaimer .

Calculate your uni grade

Our university grade calculator takes a percentage mark for each of your university courses (assignments or modules) or academic years, together with the percentage or credit weighting, and returns a weighted average for the parts you have completed so far.

How do I calculate my weighted university grade?

In order to work out your weighted average grade for your university year, module, or assignment, we take the marks (or grades) multiplied by their respective weights, sum them together, and then divide the total by the sum of the weights. An example is shown below, and the calculation is shown at the bottom of the results.

Example calculation

Student A is studying a degree in Computer Science and has undertaken three modules so far. They want to calculate their average weighted grade for the three modules.

Mark	Weight	Module
66%	20 credits	Data Analysis
55%	10 credits	Databases
71%	10 credits	Experimental Design

Student A's average mark is therefore calculated at 64.5%.

Unweighted calculations

If you wish to carry out an unweighted calculation, simply leave all the weight boxes blank, or make them equal. If you want to work out the mark you require on your final exam, you can use our final grade calculator tool .

What mark do I need from the rest of my course?

Our calculator can help you work out the average mark you need from the remainder of your course, in order to achieve a target percentage, so that you can see whether you're on track to achieve the grade you want.

If you have any problems using our university grade calculator, please contact us .

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Just got 51 on my first ever assignment :(

I found out last night. I knew it wasn’t a perfect report but I thought it was fairly good. I keep saying it’s ok, this year doesn’t count towards our final grade so just use the feedback as a learning curve, but I can’t shake the feeling of being really disappointed. I just didn’t realise everything about my assignment was quite so…meh.

edit: not looking for sympathy or attention here, I simply needed to get it out of my head so I can move on

edit 2: thanks everyone, you’re all really reassuring. I’m still pretty gutted but I’m taking the feedback on board and hopefully my marks will improve with the next assignment :)

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Templates for college and university assignments

Include customizable templates in your college toolbox. stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more..

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Skills for Learning : Assignment Calculator

Assignment calculator, how to use the assignment calculator.

Use this assignment calculator to help plan your time. Just enter your deadline and answer a few questions about how much time you need. The calculator will produce a personalised schedule.

Assignment due date Section 1 / 4

Available study time section 2 / 4, allocating your time section 3 / 4.

How many hours would you like to spend on the different stages of the assignment (ignore the due date at this stage):

Decide what you are required to do. Examine the question or instructions carefully, and then break the task down into its component parts.
Consider your approach to the question or task and the possible lines of reasoning you might follow.
Organise your study space so you are ready to work.
Make a schedule.

Useful links:

How to Construct an Argument Activity within Essay Writing
Independent Learning and Time Management
Understanding Assignment Questions Worksheet within Essay Writing
Decide which sources you need to consult. For example, you might use: books, e-books, statistics, journal articles, websites.
Search for relevant material. If you need to, ask the staff in your university library to help you.
Evaluate the sources you have found and decide if they are relevant and useful.
Critically analysing your sources within Critical Thinking
The Library: Resources
The Library: Skills and Subject Support
Skim read material first, or scan through it to look for specific information. Select which sources you need to read thoroughly.
Read the material – keeping specific questions in mind.
Make notes on the material. There are different ways of doing this. Keep full details of sources, especially quotations, to avoid plagiarism.
Being an active learner within Independent Learning and Time Management
Effective reading within Independent Learning and Time Management
The Library: Referencing and Plagiarism
Decide what you want to include.
Work out the line(s) of argument you will take.
Write the plan.
Critical Thinking
Essay Writing
This is usually the most time-consuming stage. Follow your plan and it should go smoothly.
Write (or design a presentation or other type of assignment).
Add your citations and references as you work.
Set yourself targets for each writing session.
How can I improve my academic English skills?
Presentations and Group Work
Copy-edit your work and bring it down to the word limit.
Check your spelling and grammar.
Check your citations and references.
Editing and Proofreadng
This might take longer than expected; allow for delays or problems at this stage.

Your assignment planner Section 4 / 4

Your study time summary.

There's plenty of time left to complete your assignment if you keep to this plan. Here's a suggested planner to help you stay on track.

Want to stick to the times you've suggested for each stage? Then you should aim to complete…

Stage 1	'Planning the task' by the end of
Stage 2	'Sourcing and evaluating information' by the end of
Stage 3	'Reading and note-making' by the end of
Stage 4	'Making a plan' by the end of
Stage 5	'Writing or preparing the assignment' by the end of
Stage 6	'Editing and proofreading' by the end of
Stage 7	'Printing and/or binding (if required)' by the end of

With this estimation you will complete your assignment with days to go. Why not use this time to improve the sections you feel least confident on, or to do further research at each stage?

See below for a suggestion of how to utilise the whole of your time.

Okay, so you haven't got as much time left as you like. However, you should still be able to make it with good time management and organisation. Judging by the amount of time you like to spend on each stage of your assignment, this is how much time you should spend on each stage:

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

What are the absolute rules of the paper?

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

Of course, your instructor has given you an assignment so that 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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assignment scores.

Just a bit of a rant, I had my very first assignment back a little while ago I got a score of 75 which I think is good? Someone please clarify for me!

however, me being me I instantly hated myself for getting my maths wrong and just could not feel happy about my result.

Someone please just come and shake me!!!!

New comment

Hi Claire,

As Rachel has told you 75% is a very good score. If you are doing a level 2 or 3 module then you are on track for a Grade 2 (Grade 1 is 85% or more, Grade 2 is 70 - 84%).

Go girl and don't be so hard on yourself!

You need to consistently get 40% to get a degree. Half way between 40% and 100% is 70%. You got more than that. So you are in the top half of scores for getting a degree. Be happy.

To visualise it, imagine a full classroom of kids. You know the duffers at the back who muck about and cause trouble? They will never complete their level one modules. Throw them out the room. You know the ones who chat and pass messages? They won't finish their degree. Throw them out the room. How many are left - 2/3rds? They're the ones who will complete the degree. Of those, a few will stumble and fail right at the end 'cos life's a bitch like that. Chuck a couple more out. Of those left, that's those who will get their degree. Split that remainder of the class in two. One half, sitting by the window, will get an unclassified or 3rd or a 2:2. The other half, sitting upright and staring at the blackboard, will get a 2:1 or a first. You are in that bunch at the front, paying attention.

Feel better. You're doing just fine.

University marks are not like school marks. Do not expect to get 10/10 for your work. It is intentionally made very hard so there are a spread of scores. In your class is that genius, the one with no social life, has pushy parents, gets paid-for extra tuition and has already read next year's text books, who finds this subject comes naturally. That kid gives perfect answers and deserves a higher score than you and to make that happen, you can't get 100%.

Contrary to media messages, not everyone can come first.

75% - that is really good. Assignments are learning tools as much as records of acheivement. You know what went wrong, you revisited it briefly to fix the correct method in your mind then job done, tied the knot and moved on.

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What grade equals 55%?

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COMMENTS

Got 55% for an assignment....
Bear in mind that university standard is far higher than school and that anything over 70% is fantastic with 55% - 69% being above decent - very good. Also consider that the pass mark is 40%. That kind of mark will lead to a "drinker's degree" otherwise known as a 2:2.
I only got 55% on an essay : r/UniUK
I got 55% on an essay that's worth 33.3% of my grade and I'm white upset because I'm I am in second year and aiming for a 2:1. I also think I've done quite badly in a different essay in a different module so it's just going slightly badly for me currently and I've got a 4K world journal due Monday that I still have 2k words left to do.
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This article about how the UK university grading system was updated by the Great British Mag content team on 5 September, 2019. The UK grading system is not terribly different to the grading systems in China, India, USA or the EU. The top grades go to the people who excel and get very high percentages and the pass grades are given to anyone who manages to achieve the minimum grade percentage ...
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Understanding grades | Imperial students
15 foolproof tips for writing a great assignment
Make sure you recap the key points and arguments you made in your assignment, including supporting evidence if needed. Expert tip: Make sure that you don't introduce any new ideas in your conclusion; this section is purely for summarising your previous arguments. 9. Getting over writer's block.
University Grade Calculator
University Grade Calculator
A Guide to Seeking University Assignment Help and Excelling ...
Balancing academic responsibilities with other aspects of life, such as work, extracurricular activities, and personal well-being, is key to long-term success. In conclusion, seeking help with ...
Just got 51 on my first ever assignment :( : r/UniUK
Uni's totally different to school. At school you were probably expected to get like 80/90/100% on assignments but that just doesn't really happen at uni. 51 for a first assignment is perfectly fine considering you don't really know how to write uni assignments, and that's something that comes with time. 2.
Is 58% bad for my first uni assignment?
Grades at university (as far as I know; I believe the OU is a bit different) work on the following scale: 70%+ First 60%-69% 2:1 50%-59% 2:2 40%-49% Third 39% or below, fail/ordinary degree So 58% isn't bad at all You want to come out with a 2:1 at the end of your degree, if at all possible, or above. But considering that it's your first assignment, it might not even count towards your degree ...
Templates for college and university assignments
Templates for college and university assignments
Assignment calculator
Stage 1: Planning the task. Decide what you are required to do. Examine the question or instructions carefully, and then break the task down into its component parts. Consider your approach to the question or task and the possible lines of reasoning you might follow. Organise your study space so you are ready to work.
Understanding Assignments
Understanding Assignments - UNC Writing Center
How does the UK university grading system work?
How does the UK University Grading System Work?
Just got my first uni assignment back and got 55/100, is this bad?
So, I'm really freaking out. I've just received my first university assignment back and got a 55/100. Now, I know believe in the grading system this would be 2:2 missing out on a 2:1 by 5 marks. This is my first degree and I'm really worried as my work are paying for my course and all of my works graduate programmes I need a 2:1. I'm currently writing my last assignment for this term and now ...
assignment scores.
University marks are not like school marks. Do not expect to get 10/10 for your work. It is intentionally made very hard so there are a spread of scores. In your class is that genius, the one with no social life, has pushy parents, gets paid-for extra tuition and has already read next year's text books, who finds this subject comes naturally.
The Writing Assignment Calculator
The Writing Assignment Calculator. When do you plan to start? - -. Date the assignment is due: - -. The Calculator divides your time frame into ten steps with deadline dates and times. Based on the original Assignment Calculator from the University of Minnesota Libraries . Chat with us.
Math 55
Math 55 - Harvard University ... Math 55
Is 55% out of 100 bad for a uni assignment
21. A lot of students go into uni hoping to get 80% plus in all assignments .. but by the end of the year they're just happy to get 40% haha. You will get a degree with 40%, but try and read over your assignment feedback to see what you can improve for next time. The Student Room and The Uni Guide are both part of The Student Room Group.
AKAD University Assignment Template
Simple Template for Assignments and Labor reports. The format follow the rules of the AKAD university. An online LaTeX editor that's easy to use. No installation, real-time collaboration, version control, hundreds of LaTeX templates, and more. ... AKAD University Assignment Template. Open as Template View Source View PDF. Author. LLU. Last ...
What grade equals 55%?
Well, if a First is an A, a 2.1 would be a B, a 2.2 would be a C, a Third would be a D, and a fail would be, well, a fail. But that's putting it extremely crudely. Most assignments are marked out of 100, so yes, you usually get a mark which is the same as your percentage. If the assignment isn't marked out of 100 it will get converted into a percentage. Generally speaking: 70%-First 60%-2.1 50 ...