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Homework - List of Free Essay Examples And Topic Ideas

Homework refers to tasks assigned to students by teachers to be completed outside the classroom. Essays on homework could explore the effectiveness of homework in enhancing learning outcomes, the impact of homework on academic achievement, or the challenges and stress associated with homework. They might also delve into the historical evolution of homework practices, the variations in homework policies and practices across different educational systems, or the perspectives of students, parents, and educators on homework. We have collected a large number of free essay examples about Homework you can find at PapersOwl Website. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Why Homework should be Banned Forever

Homework. An absolute nightmare for all kids. Besides it being work in general, have you ever wondered the effects it has on you? Homework may seem harmless when you are young, like it is just a chore but doesn’t really matter. Homework actually has major effects on the child and most of the time, it is useless work. That’s why homework should be removed in schools. Homework is horrible for young kids, and make impacts on them that affect their […]

Rethinking Homework: Balancing Learning and Life for Students

In the ongoing discourse surrounding education, coursework is frequently the focal point. As an authority in the field, I am captivated by this topic, which transcends its immediate ramifications for students and possesses more extensive ramifications for educational methodologies and philosophical standards. Central to this discourse is the inquiry into whether assignments should be assigned to students, and if so, to what degree. The conventional perspective on assignments is founded upon the tenet that "practice makes perfect." Advocates contend that […]

Should School Start Later in the Morning

It is no surprise that teenagers across the country are struggling with the farcical school-day schedule that begins with waking up at 6 a.m. and ends with rushing to finish homework at 11 p.m. According to the National Sleep Foundation, teenagers need at least 9 ½ hours of sleep. Sleep- deprivation, substandard performance in school, and stress can all be attributed to the disparity between the recommended amount of sleep and the reality of what adolescents are getting. While it […]

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Boosting Academic Progress with Homework Intervention Strategies

Homework intervention strategies have emerged as a beacon of hope in the realm of academic progress, offering tailored solutions to the myriad challenges students face. These initiatives, designed to cater to individual needs, serve as catalysts for enhanced learning outcomes in diverse educational settings. One of the key dilemmas tackled by these strategies is the variance in student readiness and proficiency levels. Traditional classroom setups often struggle to accommodate this diversity, resulting in discrepancies in comprehension and performance. Intervention strategies […]

Homework Diversity: Insights into Global Practices

Homework, a ubiquitous aspect of education, manifests differently across cultures, reflecting diverse pedagogical philosophies and societal norms. Through a comparative lens, we delve into various cultural approaches to homework, shedding light on practices and perceptions worldwide. In many Western societies, homework is viewed as a means to reinforce classroom learning, foster independence, and instill discipline. Students are expected to complete assignments individually, often under minimal parental involvement. This approach emphasizes personal responsibility and time management skills, preparing students for the […]

The Pedagogical Significance of Homework: a Critical Examination

Homework, a ubiquitous aspect of educational practice, has been a subject of perennial debate among educators, policymakers, and parents alike. This essay critically examines the pedagogical significance of homework, delving into its historical evolution, theoretical underpinnings, and contemporary educational implications. Historical Evolution The concept of homework traces its roots back to ancient civilizations, where scholars would assign tasks to students outside of formal instructional settings. However, it wasn't until the Industrial Revolution that homework became a widespread educational practice, influenced […]

The Pedagogical Implications of Homework: a Critical Examination

Homework, a ubiquitous element of educational systems worldwide, has garnered significant attention from educators, policymakers, and researchers. This essay critically examines the pedagogical implications of homework, exploring its theoretical underpinnings, efficacy, and potential drawbacks. Homework has been a fixture in education for centuries, with its roots tracing back to ancient civilizations such as Greece and Rome. However, its modern form emerged in the late 19th century, coinciding with the rise of compulsory schooling. Initially conceptualized as a means to reinforce […]

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Sat / act prep online guides and tips, how to do homework: 15 expert tips and tricks.

Coursework/GPA

Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

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• June 29, 2021
• By Homework Help Global

How to APA Format Anything: The Ultimate APA Style Guide

While it may seem tedious and annoying, formatting your paper properly is essential in any course, class, or field. In fact, if you take a look at your rubric, you’ll see that there is usually an entire section of grading based on your ability to properly format your paper and follow the style guidelines. Following these guidelines ensures you avoid any potential plagiarism ; getting caught for plagiarism, even if it’s accidental, could get you kicked out of school and derail your academic career.

APA format for student academic papers tends to be a little more complex than MLA or Chicago Style. There are a few extra steps you’ll need to take, and your citations are going to be a little longer than what you might be used to if you’ve never written an APA style paper before.

This guide will show you how to APA format all of the sources you’ll need to use in your assignments, essays, academic papers, and references list.

APA Style: The Basics

Let’s start with the basics: What is APA style? APA stands for the American Psychological Association , who sets out the rules and guidelines for this particular format. It was originally created in 1929 for people working in the sciences and humanities in order to establish some type of cohesion and standard for publications within various disciplines such as psychology, anthropology, or business.

Since then, APA style has become more widely used in a range of disciplines and areas of study. Some of the courses and disciplines in which you will likely need to use it include:

● Psychology

● Engineering

● Natural sciences

● Behavioural sciences

● Social sciences

● Communications

One of the tricky things about paper formatting is the fact that style guidelines change periodically. This happens to just about every style manual, and APA is no different. APA style recently added an update to the 7th edition last year in 2020, and this is the guideline we’re going to show you in this article.

We’re going to break down each type of source you might need to use and show you how to APA format all of those sources so you’re well prepared no matter what type of assignment you have to complete.

The Structure of an APA Paper

A small, but key, element to learning how to APA format your assignment is knowing what order each of the pages needs to go in. This will tell you how you should structure your paper.

Typically, an APA style paper will follow this structure:

1. Title page

2. Abstract

3. Text of your essay

4. References page

5. Footnotes

8. Appendices

The pages in this list show everything you would possibly ever need to include in your paper, but chances are you likely won’t use some of those elements. Most student APA style papers will include the title page, essay text, and references page.

Setting up an APA Style Paper: Quick Notes on APA Paper Formatting

Like any academic style guide, an APA style paper must follow specific guidelines and rules, down to the very small details. Here are some of the formatting guidelines you’ll need to know before you even get into the citations and referencing.

● Spacing : All papers should be double-spaced. Do not add an extra space between paragraphs in the main body of your paper.

● Font size: Fonts should be 12-point.

● Page numbers: All page numbers go in the top right corner of every page, starting on the title page, and include only the number (no headers or titles).

● Margin sizes: Use one-inch margin sizes on each side of each page.

● Page headers: These aren’t required for student papers and only need to be included in professional papers, which you likely aren’t writing while in an undergraduate program.

How to APA Format Your Title Page

The first thing anyone is going to read is your title page. A title page serves many practical purposes, including telling your professor whose paper they’re marking and what topic your paper is about. That’s very important if you want to get full marks!

Some styles, like MLA style, don’t require the use of a title page unless there are certain circumstances applied. However, with APA style, the title page is mandatory for all of your academic papers or essays. For more information on the differences between MLA and APA style papers, check out Episode 54 of the Homework Help Show where we go over each one.

An APA style title page includes the following information:

● The paper’s title

● Your first and last name

● The name of your school (institution)

● The course name

● Your instructor’s name

● The due date

● Page number

As for the structure of your title page, there are a few specific placement rules you need to follow. Your page number goes in the top right corner and consists of just the number (1). This is important to know because if you’ve learned how to APA format a paper in the past, you were likely taught to include a “running head” on the title page, followed by the essay title with each page number throughout the rest of the essay. The current edition of APA style, updated in 2020, no longer requires this for student papers unless your professor specifically asks for it.

After your page number, write your essay title. The title should be centred, bolded, and placed three or four lines below the top of the page. All of the major words should be capitalized. If you have a subtitle, you can place it on the next line below the main title following the same bolded, centred, and capitalized format.

Leave one full double-spaced line underneath your title or subtitle and place your full name. Your name should be centred, but not bolded – only your title is bolded. On the next line directly below your name, write your institution or affiliation (department) name, centred, followed by your course name centred on the next line. Your instructor or professor’s name goes centred on the next line below your course, and then the due date is centred on the next line after that.

If you ever get stuck on your APA style title page and aren’t sure if you’re doing it right, you can consult the official APA Style Student Title Page Guide .

Writing an Abstract

Occasionally you may be required to write an abstract for your essay. This isn’t always part of your rubric, but in some disciplines (such as the sciences) you may be asked to provide one. Since APA format is often used within the sciences, it’s likely you will need to know the basics at some point.

An abstract is a very brief, short summary of the key points or findings of your research. It should include your topic, research questions, and any conclusions you’ve made. For a scientific paper, which is the most common paper you’ll need to write an abstract for, include the details of your study or experiment: your participants, research method, hypothesis, and results.

An APA style abstract begins with the title “Abstract” on its own line, centred and bolded. On the next line, write your abstract in a single paragraph. The abstract should not be indented, but if you choose to include keywords on the next line, indent those.

Adding Extras: Headings, Tables and Figures

Sometimes you might be required to include tables and figures in your essay or assignment. Tables and figures have a few of their own rules and guidelines you need to follow. In academic papers, tables are a set of columns and rows that display data, usually in the form of words or numbers. Figures, on the other hand, are visual displays of data that aren’t in rows or columns, like bar graphs or pie charts.

When using tables, use the table number (for example, Table 1) first, bolded, in the order you mentioned it in your paper. The first table you mentioned is Table 1, the second is Table 2, and so on. On the next line below the table number, write the table title in italics. Your table title should be a brief description of what the table shows. Next comes the table, and in the main body of the table include headings for each column. You can single-space the text in the table if you prefer.

For figures, use a sans serif font such as Calibri, Arial, or Lucida Sans Unicode. The font size should be between 8 and 14. However, it’s recommended that you stick to size 11 as an average. Figures follow the same setup as tables: start with the bolded figure number (Figure 1, etc.), then the italicized title, then add your figure. Make sure you include a legend or key.

In APA style, there are 5 levels of headings you might use. Most academic papers and essays don’t use headings within the main body, but scientific reports do. When using headings in an APA style paper, you do not leave any extra spaces before or after the heading, and all major words should be capitalized. A level 1 heading is a main heading, and each level after that is a subheading of the level above it. In other words, if you use a level 1 heading, the next one in that section should be a level 2 heading, and this pattern continues. You do not need to use an introduction heading for your introduction.

Here is how each APA style heading should be structured based on which of the 5 types of headings you use:

● Level 1: Centred, bolded, and on its own line

● Level 2: Flush left, bolded, and on its own line

● Level 3: Flush left, bolded, italicized, and on its own line

● Level 4: Indented, bolded, ending with a period, and on the same line as the paragraph text

● Level 5: Indented, bolded, italicized, ending with a period, and on the same line as the paragraph text

APA Style Guidelines: In-Text Citations

When you’re learning how to APA format your paper, the first thing you’ll need to know in terms of the writing process is how to format your in-text citations. In-text citations go within your paragraphs after you’ve used or quoted any information that isn’t your original thought or idea. In an APA style paper, your citations will follow the author-date system.

In-text citations for one author include the author’s last name, the year of publication, and the page number only if you directly quoted that author. If you paraphrased some information and didn’t directly quote anything, you only need to include the author’s last name and year of publication. If you’re citing poems or plays, use line numbers instead of page numbers.

Here are some examples: The most effective solutions for homelessness could have some impact, but would take a significant amount of time to implement (Smith, 2002). While some consider homelessness to be “America’s silent epidemic,” the most pertinent solutions take some time to implement (Smith, 2002, p. 45).

If you use the author’s name within the sentence, you don’t need to repeat it in the in-text citation. Here’s an example: Smith argues that “homelessness is America’s silent epidemic” (2002, p. 45).

When using in-text citations for a work by more than one author, you can write up to three names. For sources with more than three authors, use the first author’s last name followed by “et al.” Go with the first author’s name listed in the source. If the source you’re using doesn’t have a publishing date, write n.d. in place of the year.

About Your References Page

Before we get into how to add each specific type of source to your references list, we’re going to give you some more information about the references page itself. In an APA style paper, your references page (bibliography) is called your References List.

Anything you cite in the main body of your essay should have a corresponding references list entry, and vice versa. If you’re just using a source for general information and not as a reference, it doesn’t need an entry. All references should be listed in alphabetical order by author’s last name, and every line after the first one in each entry is indented.

Sometimes a source might be missing some of the key elements in a references list entry. Depending on what it is, you can leave this out. For example, if you’re citing a magazine article and it doesn’t have a volume number, you can just not include it. When your publication doesn’t have a date, write (n.d) where you would normally write the year.

All sources you access online should include the DOI. If your source doesn’t have a DOI, you can use the stable URL or the regular URL, but only use these if you can’t use a DOI. Include a retrieval date if you accessed a website that could potentially be updated or altered, like an organization’s website.

Since we already went over how to do your in-text citations, the next sections will explain how to APA format your references list entries for the most common types of sources you’ll likely be using. We’ve included an example for each type of entry so you can see them at work. Please note that while we haven’t done so in the examples below, in your references list you will need to indent every line after the first one for each entry.

A book: Author Last Name, First Initial. (Year of publication, month date). Title of work in lowercase with only the first word capitalized: Capital letter in the first word of the subtitle . Publisher Name.

Townshend, C. (2000). The Oxford history of modern war . Oxford University Press.

Books with more than one author (up to 20 authors): Author Last Name, First Initial., & Second Author Last Name, First Initial., & Third Author Last Name, First Initial. (Year of publication, month date). Title of work in lowercase with only the first word capitalized: Capital letter in the first word of the subtitle . Publisher Name.

Pratchett, T. & Gaiman, N. (1990, May 1). Good omens: The nice and accurate prophecies of Agnes Nutter, witch . William Morrow.

Book with an editor: Author Last Name, First Initial. (Year of publication, month date). Title of work in lowercase with only the first word capitalized: Capital letter in the first word of the subtitle (E. Editor, Ed.). Publisher Name.

Jones, M. (1998, Oct. 14). The long hard road to income equality (H. Timmins, Ed.). Oxford University Press.

A book with multiple editions or volumes: Author Last Name, First Initial. (Year of publication, month date). Title of work in lowercase with only the first word capitalized: Capital letter in the first word of the subtitle (# edition/vol. #). Publisher Name.

Nickson, R. (2011). The unabridged history of early modern Europe (vol. 2). Cambridge University Press.

Chapters, plays, or articles in books or anthologies: Author Last Name, First Initial. (Year of publication, month date). Title of chapter in lowercase with first word capitalized. In E. E. Editor & F. F. Editor (Eds.), Title of work in lowercase with only the first word capitalized: Capital letter in the first word of the subtitle (pp. pages of chapter). Publisher Name.

Gunn, S. (2010). War and the emergence of the state: Western Europe, 1350-1600. In F. Tallet & D.J.B. Trim (Eds.), European warfare, 1350-1750 (pp. 50-74). Cambridge University Press.

Journal Articles

Journal articles accessed in print: Author Last Name, First Initial. (Year of publication, month date). Title of the article in lowercase with first word capitalized. Title of Periodical, volume number (issue number), pages.

Nickelson, R. (1997, Sept. 15). The glass ceiling: Solutions to closing the income equality gap. The Journal of Societal Issues, vol. 33 (1), pp. 115-140.

Journal articles accessed online: Author Last Name, First Initial. (Year of publication, month date). Title of the article in lowercase with first word capitalized. Title of Periodical, volume number (issue number), pages. DOI

Blinden, M. (2015, April 22). Making the good stuff: A look at the cultural practices of farming in China. The Journal of Agriculture, vol. 66 (43), pp. 56-120. DOI: 10.1109/5.771073

Magazine and Newspaper Articles

Newspaper articles: Author Last Name, First Initial. (Year of publication, month date). Title of the article in lowercase with first word capitalized. Newspaper Title , Section.

Michaels, F. (2019, March 14). Toronto woman wins big ticket lottery. The Toronto Star , A4-A5.

Newspaper articles accessed online: Author Last Name, First Initial. (Year of publication, month date). Title of the article in lowercase with first word capitalized. Newspaper Title , Section. DOI or URL

Weston, F. (2014, March 10). Holiday celebrations planned for next week. The Spectator . http://www.thespectator.com/holiday-celebrations-planned-for-next-week

Magazine articles: Author Last Name, First Initial. (Year of publication, month date). Title of the article in lowercase with first word capitalized. Title of Magazine, volume number (issue number), pages.

Phillips, T. (2020, Sept. 29). The best albums of 2020. Rolling Stone, vol. 333 , pp. 45-46.

Magazine articles accessed online: Author Last Name, First Initial. (Year of publication, month date). Title of the article in lowercase with first word capitalized. Title of Magazine, volume number (issue number), pages. DOI or URL

Moss, G. (2018, Aug. 3). The best reads for this summer. Chatelaine . http://chatelaine.com/best-reads-summer-2018

Websites and Web Pages

If your website was written by a company or an organization and not an individual author, use the organization in place of the author name in your entry. Additionally, any time you reference an online source from a website or page that could potentially change, add a retrieval date.

An entire website: Author Last Name, First Initial. (Year of publication, month date). Title of website in lowercase with first word capitalized. Website Name. Retrieved Month date, year, from URL

Amazon Inc. (1996). Kindle eBooks store. Amazon.com. Retrieved 28 May, 2021, from https://www.amazon.ca/ebooks-kindle/b?ie=UTF8&node=2980423011

A page on a website: Author Last Name, First Initial. (Year of publication, month date). Title of web page in lowercase with first word capitalized . Website Name. Retrieved Month date, year, from URL

Spinks, R. (2021, May 27). In the midst of chaos there is still one thing you can control . Medium. Retrieved 28 May, 2021, from https://rojospinks.medium.com/in-the-midst-of-chaos-there-is-still-one-thing-you-can-cont Rol-d72d0946292b

E-books and Audiobooks

E-books: Author Last Name, First Initial. (Year of publication, month date). Title of work in lowercase with only the first word capitalized: Capital letter in the first word of the subtitle [eBook edition]. Publisher Name. URL

Homework Help Global. (2020, May 5). Making the grade: A guide to essay writing like a pro [eBook edition]. Homework Help Global.

Making The Grade: A Guide To Essay Writing Like a Pro

Audiobooks: Author Last Name, First Initial. (Year of publication, month date). Title of work in lowercase with only the first word capitalized: Capital letter in the first word of the subtitle (First Initial. Last Name of Narrator, Narr.) [Audiobook]. Publisher Name. URL

Homework Help Global. (2020). Making the grade: A guide to essay writing like a pro (L. Cornelius, Narr.) [Audiobook]. Homework Help Global. https://www.audible.ca/pd/Making-the-Grade-Audiobook/B08FBQKMRL?qid=162244091 2&sr=1-2&ref=a_search_c3_lProduct_1_2&pf_rd_p=b278ed0a-c3b2-4491-808c-7cb219 0a487c&pf_rd_r=CMEB637GDVBP3CT61ERP

Poems and Poetry Collections

Poems aren’t specifically covered in the APA style guide, so technically there isn’t a wrong way to cite a poem if you include the right information. Here are some guidelines to follow for poetry.

A poem in a collection, anthology, or other book: Poet Last Name, First Initial. (Year of publication). Poem title in lowercase with only the first word capitalized. In Editor Initial Last Name (Ed.), Book title in lowercase with only the first word capitalized (pp. xx-xx). Publisher.

Poe, E.A. (1845). The raven. In L. Markham (Ed.), 19th century poetry (pp. 33-34). Oxford University Press.

A poem accessed online: Poet Last Name, First Initial. (Year of publication). Poem title in lowercase with only the first word capitalized. URL

Poe, E.A. (1845). The raven. https://www.poetryfoundation.org/poems/48860/the-raven

Films, Music, and Online Media

A film on a DVD or other physical copy: Director Last Name, First Initial. (Director). (Year of publication, month date). Title of film in lowercase with only the first word capitalized [Film]. Production Company.

Whedon, J. (Director). (2012, April 11). The avengers [Film]. Marvel Studios.

Television shows: Executive Producer Last Name, First Initial. (Executive Producer). (Date range of show). Title of show in lowercase with only the first word capitalized [TV series]. Production Company.

Levitan, S. (Executive Producer). (2009-2020). Modern family [TV series]. 20th Century Fox.

An episode of a television show: Writer Last Name, First Initial. (Writer), & Director’s Last Name, First Initial. (Director). (Original air date year, month date). Title of episode in lowercase with only the first word capitalized (season number, episode number). [TV series episode]. In Executive Producer First Initial and Last Name (Executive Producer), Series title in lowercase with only the first word capitalized . Production Company.

Ko, E. (Writer), & Statman, A. (Director). (2013, Oct. 9). Farm strong (season 5, episode 4). [TV series episode]. In S. Levitan (Executive Producer), Modern family . 20th Century Fox.

A music album: Recording Artist or Band Name. (Year of album release). Album title in lowercase with only the first word capitalized [Album]. Record Label.

Metallica. (1984). Ride the lightning [Album]. Megaforce.

One song or track from an album: Recording Artist or Band Name. (Year of album or song release). Song title in lowercase with only the first word capitalized [Song]. On Album title in lowercase with only the first word capitalized [Album]. Record Label.

Metallica. (1984). For whom the bell tolls [Song]. On Ride the lightning [Album]. Megaforce.

YouTube videos: Creator Last Name, First Initial. [Username]. (Year of publication, month date). Title of video in lowercase with only the first word capitalized [Video]. Streaming Service. URL

Swizzle, A. [A Swizzle]. (2017, Feb. 23). Jennifer Aniston on David Letterman most hilarious interview [Video]. YouTube. https://www.youtube.com/watch?v=lKsDUaA4v98

A TED Talk: Author Last Name, First Initial. (Year of publication, month date). Title of talk in lowercase with only the first word capitalized [Video]. TED. URL

Gunter, J. (2021, May). Why you don’t need 8 glasses of water a day [Video]. TED. https://www.ted.com/talks/jen_gunter_why_you_don_t_need_8_glasses_of_water_a_da y

Podcast episodes: Host Last Name, First Initial. (Host). (Year of publication, month date). Title of episode in lowercase with only the first word capitalized (No. if provided) [Audio podcast episode]. In Podcast name not capitalized . Publisher Name. URL

Glass, I. (Host). (2021, Feb. 12). What lies beneath (No. 731) [Audio podcast episode]. In This American life . This American Life. https://www.thisamericanlife.org/731/what-lies-beneath

Class Presentations and Lecture Notes

Author Last Name, First Initial. (Year of publication, month date). Title of presentation in lowercase with only the first word capitalized [Type: Lecture notes, PowerPoint slides, etc]. Publisher Name. URL

Finkman, J. (2021, Jan. 4). Week 12: The human genome [Lecture presentation]. The University of California. [Course website].

Primary Sources

Making citations for primary sources in your reference list can be very tricky. There are so many different kinds of primary sources out there, and it’s impossible to know exactly which ones you’ll need at any point in your academic career. However, we’re going to show you a few of the more common types of primary sources you might need to use in an APA style paper.

Letters from a collection, archive, or repository: Sender’s Last Name, First Initial. (Year of publication, month date). [Letter to Recipient]. Name of Archive or Collection. (Series Number, Box Number, Folder Number if applicable), City, Country where archive is located.

Ferguson, D. (1667). [Letter to R. Ferguson]. Personal Collection. Rome, Italy.

Documents or reports from an organization, government, or corporation: Organization of Company That Produced the Report. (Year of publication, month date). Title of Report in Capitalized Letters . Title of Collection if Applicable, Archive Location Where Document is Located, Institution if Applicable, City, Country.

The United Nations Human Rights Committee. (2019, March 29). Annual report of the human rights committee . UN Treaty Body Database, New York, United States.

Final APA Tips and Tricks

Here are a few final tips and tricks you can use when you’re writing your APA style paper.

● Stick to a common, widely accessible font. APA format doesn’t have a set font you’re required to use, but it’s recommended that you stick to a serif or sans serif font. Times New Roman, Arial, Calibri, and Georgia are your best bet.

● Always use an academic writing style. That means formal writing with no contractions, no casual language or slang, and no profanity unless it’s in a direct quote.

● Don’t include a period after the DOI. In APA format, you’re required to use a period after every element in your reference entry (such as author, date, etc.) except the URL or DOI. If you do include a period at the end, this could impact the link’s functionality if anyone is viewing your assignment online.

● Brush up on your writing skills. Regardless of what referencing and writing style you’re using, you should always make sure you use proper punctuation , grammar, and sentence structure .

Still Not Sure How to APA Format Your Paper? We’re Here to Help.

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51 Constructive Feedback Examples for Students

Constructive feedback is feedback that helps students learn and grow.

Even though it highlights students’ weaknesses, it is not negative feedback because it has a purpose. It is designed to help them identify areas for improvement.

It serves both as an example of positive reinforcement and a reminder that there is always room for further improvement. Studies show that students generally like feedback that points them in the right direction and helps them to improve. It can also increase motivation for students.

Why Give Constructive Feedback?

Constructive feedback is given to help students improve. It can help people develop a growth mindset by helping them understand what they need to do to improve.

It can also help people to see that their efforts are paying off and that they can continue to grow and improve with continued effort.

Additionally, constructive feedback helps people to feel supported and motivated to keep working hard. It shows that we believe in their ability to grow and succeed and that we are willing to help them along the way.

How to Give Constructive Feedback

Generally, when giving feedback, it’s best to:

• Make your feedback specific to the student’s work
• Point out areas where the student showed effort and where they did well
• Offer clear examples of how to improve
• Be positive about the student’s prospects if they put in the hard work to improve
• Encourage the student to ask questions if they don’t understand your feedback

Furthermore, it is best to follow up with students to see if they have managed to implement the feedback provided.

General Constructive Feedback Examples for Students

The below examples are general templates that need to be edited so they are specific to the student’s work.

1. You are on the right track. By starting to study for the exam earlier, you may be able to retain more knowledge on exam day.

2. I have seen your improvement over time. As a next step, it is a good idea to…

3. You have improved a lot and should start to look towards taking on harder tasks for the future to achieve more self-development.

4. You have potential and should work on your weaknesses to achieve better outcomes. One area for improvement is…

5. Keep up the good work! You will see better results in the future if you make the effort to attend our study groups more regularly.

6. You are doing well, but there is always room for improvement. Try these tips to get better results: …

7. You have made some good progress, but it would be good to see you focusing harder on the assignment question so you don’t misinterpret it next time.

8. Your efforts are commendable, but you could still do better if you provide more specific examples in your explanations.

9. You have done well so far, but don’t become complacent – there is always room for improvement! I have noticed several errors in your notes, including…

10. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results. It would be good to see you editing your work to remove the small errors creeping into your work…

11. You have put in a lot of hard work, and it is starting to show. One area for improvement is your tone of voice, which sometimes comes across too soft. Don’t be afraid to project your voice next time.

12. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

13. Your efforts are commendable, but it would have been good to have seen you focus throughout as your performance waned towards the end of the session.

15. While your work is good, I feel you are becoming complacent – keep looking for ways to improve. For example, it would be good to see you concentrating harder on providing critique of the ideas explored in the class.

16. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results! Try to improve your handwriting by slowing down and focusing on every single letter.

17. You have put in a lot of hard work, and it is starting to show. Keep up the good work and you will see your grades slowly grow more and more. I’d like to see you improving your vocabulary for future pieces.

18. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

19. You have potential and should work on your using more appropriate sources to achieve better outcomes. As a next step, it is a good idea to…

Constructive Feedback for an Essay

1. Your writing style is good but you need to use more academic references in your paragraphs.

2. While you have reached the required word count, it would be good to focus on making sure every paragraph addresses the essay question.

3. You have a good structure for your essay, but you could improve your grammar and spelling.

4. You have made some good points, but you could develop them further by using more examples.

5. Your essay is well-written, but it would be helpful to provide more analysis of the topic.

6. You have answered the question well, but you could improve your writing style by being more concise.

7. Excellent job! You have covered all the key points and your writing is clear and concise.

8. There are a few errors in your essay, but overall it is well-written and easy to understand.

9. There are some mistakes in terms of grammar and spelling, but you have some good ideas worth expanding on.

10. Your essay is well-written, but it needs more development in terms of academic research and evidence.

11. You have done a great job with what you wrote, but you missed a key part of the essay question.

12. The examples you used were interesting, but you could have elaborated more on their relevance to the essay.

13. There are a few errors in terms of grammar and spelling, but your essay is overall well-constructed.

14. Your essay is easy to understand and covers all the key points, but you could use more evaluative language to strengthen your argument.

15. You have provided a good thesis statement , but the examples seem overly theoretical. Are there some practical examples that you could provide?

Constructive Feedback for Student Reports

1. You have worked very hard this semester. Next semester, work on being more consistent with your homework.

2. You have improved a lot this semester, but you need to focus on not procrastinating.

3. You are doing well in most subjects, but you could improve your grades by paying more attention in class and completing all your homework.

4. You are doing well in most subjects, but you could still improve your grades by studying more and asking for help when you don’t understand something.

5. You have shown great improvement this semester, keep up the good work! However, you might want to focus on improving your test scores by practicing more.

6. You have made some good progress this semester, but you need to continue working hard if you want to get good grades next year when the standards will rise again.

7. Next semester, focus on completing all your homework on time and paying more attention in class.

8. You have worked hard this semester, but you could still improve your grades by taking your time rather than racing through the work.

9. Next semester, focus on completing all your homework in advance so you have time to check it over before submission.

10. While you usually understand the instructions, don’t forget to ask for help when you don’t understand something rather than guessing.

11. You have shown great improvement this semester, but you need to focus some more on being self-motivated rather than relying on me to keep you on task.

Constructive feedback on Homework

1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough.

2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes.

3. You did a great job on this assignment, but try to be more concise in your writing for future assignments.

4. This homework is well-done, but you could have benefited from more time spent on research.

5. You have a good understanding of the material, but try to use more examples in your future assignments.

6. You completed the assignment on time and with great accuracy. I noticed you didn’t do the extension tasks. I’d like to see you challenging yourself in the future.

Related Articles

• Examples of Feedback for Teachers
• 75 Formative Assessment Examples

Giving and receiving feedback is an important part of any learning process. All feedback needs to not only grade work, but give advice on next steps so students can learn to be lifelong learners. By providing constructive feedback, we can help our students to iteratively improve over time. It can be challenging to provide useful feedback, but by following the simple guidelines and examples outlined in this article, I hope you can provide comments that are helpful and meaningful.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 17 Behaviorism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Positive Psychology Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples

2 thoughts on “51 Constructive Feedback Examples for Students”

Very helpful to see so much great developmental feedback with so many different examples.

Great examples of constructive feedback, also has reinforced on the current approach i take.

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3.9: Student Sample Paper: Susan Moore’s “The Desire for Perfection in Hawthorne’s ‘The Birthmark’”

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Susan Moore

John Pennington

Literary Theory and Writing

February 26, 20–

The Desire for Perfection in Hawthorne’s “The Birthmark”

“Beauty is only skin deep,” or so people say. If so, then the presence of a birthmark should not affect how its owner is viewed, for nothing the person did warranted the mark: he or she just happened to be born with this natural blemish, symbolic of human’s original sin. However, in Nathaniel Hawthorne’s tale “The Birthmark,” a small mark on a woman’s face becomes the obsession of her husband, who insists upon removing it with his scientific expertise. Because of his passionate pleas, the woman gives in to his demands, thus dying. A psychoanalytic interpretation of the plot adds a new dimension to the literal level of the story. Freud’s division of the mind into three elements (the id, ego, and superego) plays an enormous role in a psychoanalytic interpretation of “The Birthmark.” The id contains all human passions and desires that lead to pleasure, conforming to Freud’s “pleasure principle.” The superego, the id’s opposite, follows the “reality principle,” for it is the moral conscience of the individual that is created by parents’ rule and society’s laws. The ego is a mediator between the two, as it directs the pleasure principle to the reality principle, telling the person how to act properly.

What happens when the ego fails to do its job? “The Birthmark” is a sobering example. When the scientist Aylmer lets his desire for perfection loose upon his wife (under the guise of his superego, science), he kills Georgiana (thus killing the symbolic id of himself). The ego, represented by his servant Aminadab, fails to be the mediator necessary for balance. Hawthorne suggests that a competent ego is necessary to prevent the devastating consequences of Aylmer’s behavior. Without the ego’s balancing effects, either the id or the superego will take control of a person, shutting out the other half with horrible results.

In this dark tale, science acts as a pseudo-superego. Science strives to find through rigorous experimentation the answers to all of nature’s mysteries. Science represents the rational and permissible, and the scientist, hoping to help perfect life, is permitted to experiment to help benefit humanity. Science is exact—the scientist continues to strive for that exact, perfect answer that will satisfy him or her. Aylmer lives and breathes science: “He had devoted himself … too unreservedly to scientific studies ever to be weaned from them by any second passion” (Hawthorne 212). Aylmer is therefore an agent of the superego science, giving himself over to the search for perfection. Through this rational mode of thinking Aylmer strives for the flawlessness the superego symbolizes. He says to his wife, Georgiana, that she has led him even farther into science than his previous experiments. To this he adds: “I feel myself fully competent to render this dear cheek as faultless as its fellow; and then, most beloved, what will be my triumph when I shall have corrected what Nature left imperfect in her fairest work” (215).

What is it about this flaw that so repulses the superego side of Aylmer? The birthmark, as little as it is, could represent the “evil” or impulsive id-like side of a person. It is red and hand-shaped, similar to the mark that would remain if someone slapped another on the face. Maybe the presence of this mark calls forth the same sort of reprimand by the superego that slapping someone would; the evil in that person is pointed out. However, the blemish appears on the face of an otherwise beautiful woman, so perhaps Hawthorne’s symbolic meaning is that such a small blemish should not really matter, for we are all “blemished” in a small way. Furthermore, the mark is natural, and so it should not be condemned. If the blemish represents imperfection, then science as superego has permission to eliminate the blemish in the name of science. If the blemish, however, represents the impulses of the id, science as superego will be naturally opposed to it, trying to “kill” it, even though the ego needs the balance of the id and superego.

The fact that the mark is so tiny shows just how obsessed the superego can become with perfection. Aylmer feels driven to remove even this small reminder of the human his wife is: “But seeing her otherwise so perfect, he found this one defect grow more and more intolerable with every moment of their united lives” (213). As his wife is a part of him through the symbolic union of marriage, he sees the mark as a reflection of himself—imperfect. Consequently, he wants to repress or hide in his unconscious the reminder that his wife is not perfect, for if he cannot make her perfect, he would have to admit his own humanity and ultimate failure as a scientist. Thus he is tempted by his superego to achieve perfection: “No, dearest Georgiana, you came so nearly perfect from the hand of Nature that this slightest possible defect, which we hesitate whether to term a defect or a beauty, shocks me, as being the mark of earthly imperfection” (212).

Despite her overwhelming beauty, Aylmer feels an almost neurotic need to remove the mark from Georgiana’s face and, ironically, this need seems simultaneously a function of the id. Georgiana’s beauty, then, can be seen as desire, for Aylmer wants her as wife (a perfect desirous object) and as specimen (the perfect scientific object). The pressure his wife feels from his id-superego-induced shame is enormous. Bowing to his overwhelming desires, she allows Aylmer free rein to perform any experiment he wishes, as long as the hateful mark is erased. She falls so under his influence that she no longer has any regard for her physical safety: “Danger? There is but one danger—that this horrible stigma shall be left upon my cheek!… Remove it, remove it, whatever be the cost or we shall both go mad!” (221). Georgiana as the id, beautiful to the narrator but flawed to Aylmer, gives way to the demands of the superego. Tragedy results.

This tragedy results because the ego does not balance the id-superego of Georgiana and Aylmer, a responsibility of the servant, Aminadab, the story’s ego. Hawthorne describes Aminadab in earthy terms: “With his vast strength, his shaggy hair, his smoky aspect, and the indescribable earthiness that encrusted him, he seemed to represent man’s physical nature” (216). Aminadab seems a perfect mediator between the abstract scientific superego and the uncontrolled passions of the id. His appearance is founded on the earth, as should be his actions. However, his status as Aylmer’s servant indicates trouble. Hawthorne instantly defines the relationship between the two as one of master-servant (i.e., the superego as master, the ego as servant). Aminadab as ego should perform his duties, but he should balance the id with the superego. Yet he follows only Aylmer’s monomaniacal drive for Georgiana’s perfection: “[He] was admirably fitted for that office by his great mechanical readiness, and the skill with which, while incapable of comprehending a single principle, he executed all the details of his master’s experiments” (216).

At one point Aminadab does try to assert himself, but his actions are too little too late. Hearing of his master’s plan, Aminadab should object. Unfortunately he waits until ordered to “Throw open the door of the boudoir” (216). The door opening is symbolic of throwing open the door into the domain of the id (Georgiana), a place the superego should never directly see. The bedroom as symbol for the id’s desire is reinforced by the dream-like, beautiful description of the room as containing gorgeous curtains draped around the room to give it a heavenly effect: “For aught Georgiana knew, it might be a pavilion among the clouds” (216). This contrasts sharply with Aylmer’s domain of the scientific lab in which “the atmosphere felt oppressively close, and was tainted with gaseous odors which had been tormented forth by the processes of science” (220). The id and superego are represented by these separate rooms. However, Aminadab acquiesces to Aylmer’s request to open the door, offering only a mumbled, “If she were my wife, I’d never part with that birthmark” (216). While his last statement may reflect the ego-like voice (a woman’s life should not be put at risk for a small birthmark), the statement is spoken too softly to be heard by Aylmer, symbolic of Aylmer’s demented drive for scientific perfection. If the remark had been made earlier and more forcefully—as symbolic of the ego’s balance of the id and superego—the ensuing tragedy might have been avoided. Aminadab could have been the voice of reason, informing Aylmer that no matter the spiritual or physical depth of Georgiana’s birthmark, it did not detract from her beauty.

Ironically, Aylmer destroys what is truly beautiful just because there is no force telling him he is acting inappropriately. As his wife was part of him and a reflection of him through marriage, the loss of her is the same as losing an essential piece of himself. Georgiana is now perfect, and the scientific quest is completed but unsuccessful, “yet, had Aylmer reached a profounder wisdom, he need not thus have flung away the happiness which would have woven his mortal life of the selfsame texture with the celestial” (224). If Aylmer had realized that acceptance of the “fault” (of the birthmark, of the id) would be possible in this world, he could have been happy. Like the scientist Rappaccini, who poisons his daughter to make her beautiful, Aylmer commits the Hawthornian unpardonable sin: he allows his zealous desire for scientific perfect to overtake his humanity. From a Freudian perspective, Aylmer, operating with faulty ego, is unwilling to acknowledge his id (Georgiana, her beauty, and her blemish) by destroying it by his superego.

The part Aylmer lost in Georgiana should have been united with him in spirit if the symbolic ego, Aminadab, had performed properly. Perhaps Aminadab’s inaction is intentional as an attempt to teach Aylmer his tragic lesson. When Aylmer thinks that his last scientific treatment is working to remove the birthmark, he hears Aminadab laughing: “Ah, clod! ah, earthly mass!’ cried Aylmer, laughing in a sort of frenzy, ‘you have served me well! Matter and spirit—earth and heaven—have both done their part in this!’” (223). Aylmer thinks the chuckle is a result of the servant’s happiness for his master’s success. Aminadab’s last laugh when Georgiana dies indicates differently. It comes right after Aylmer knows his wife is dead: “The parting breath of the now perfect woman passed into the atmosphere, and her soul, lingering for a moment near her husband, took its heavenward flight. Then a hoarse, chuckling laugh was heard again!” (224). Aminadab seems to laugh at Aylmer’s expense, and at his loss. The scientist discovers what life that strives solely for perfection, or is controlled solely by the superego, will be like. Hawthorne in “The Birthmark” creates a cautionary tale about the limits of reason and passion.

As the story suggests, a life lived with only superego-like tendencies will lead to tragedy. One part cannot exist without its opposite, and both need to be accepted and mediated by the ego to realize the full potential of life. A balance needs to be struck between the drive for perfection and the drive to satisfy more “base” desires. If one element gains control, then it will destroy the other, thus destroying part of the person. A rational (superego-like) world would be dull and dangerous and an irrational (id-like) world would be chaotic and equally dangerous. Why kill a part that could complement and balance the other? Hawthorne’s answer seems that many people are unable to recognize the need for such a balance.

Hawthorne, Nathaniel. “The Birthmark.” Literature: An Introduction to Critical Reading . Ed. William Vesterman. Fort Worth: Harcourt Brace Jovanovich, 1993. 212–24. Print.

100+ Positive Comments to Write on Student Papers That’ll Have a Lasting Impact

by Sara Ipatenco

Everyone loves to hear something nice, and that includes your students! Students of any age will feel so good about themselves when they read positive comments written right on their assignments. Seeing positive words will also give students the motivation to keep working hard because they know their efforts are being recognized. Positive and meaningful praise will also help students form a close bond with their teacher, which encourages children to work hard and learn a lot. Pick up your favorite pen and get writing.

Here are more than 100 positive comments your students would love to read!

• This is some awesome thinking!
• What terrific math skills you’re showing!
• You are an amazing writer!
• Wow! You have improved so much!
• You are showing excellent understanding!
• This is clear, concise, and complete!
• What a powerful argument!
• I knew you could do it!
• Wonderful ideas!
• It was a pleasure to grade this!
• Keep up the incredible work!
• My goodness, how impressive!
• You’re showing inventive ideas!
• You’ve shown so much growth!
• Interesting thoughts!
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Your students will glow when they review their work as they read your positive comments. They’ll love it so much that you can look forward to even more excellent work to comment on!

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A department homework guide for the written paper for GCSE drama AQA 8261 specification.

Subject: Drama

Age range: 14-16

Resource type: Assessment and revision

Last updated

25 May 2024

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This thirty page homework guide can be printed and handout out to your students as a guide for how to answer section A, B and C of the written paper.

The guide has Blood Brothers as the set text for section B and the Woman in Black for the live theatre review for section C; but feel free to adapt and change as necessary to suit your chosen texts.

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Divorce Argumentative Essay Sample

Divorce is a major issue in the United States. It’s estimated that half of all marriages will end in divorce, and many people have to go through this process several times throughout their lives.  It’s bad enough to have to go through the immense stress of a divorce from your spouse.  This sample will serve as an example for an argumentative essay about divorce to help you formulate your own opinion and understand the opposition’s perspective.

Essay Sample On Divorce Argumentative

• Thesis Statement – Divorce Argumentative Essay
• Introduction – Divorce Argumentative Essay
• Main Body – Divorce Argumentative Essay
• Conclusion – Divorce Argumentative Essay

Thesis Statement – Divorce Argumentative Essay The divorce laws in the USA should be modified to reduce dissolutions. Introduction – Divorce Argumentative Essay Divorce is nowadays much more common than it used to be. The change in values and the belief of people about marriage, as well as social reasons such as education and financial independence of women, have led to a high rate of divorce in many countries. However, there are still some states that do not recognize no-fault divorces completely or that totally prohibit them. It causes many problems for couples who want a divorce but do not have sufficient grounds under their state law to obtain one. For example, someone married in New York might move to Florida and then wish for a divorce because he or she realizes that his/her marriage is not working. Then the only way to get a divorce is by proving that his/her spouse was at fault, which will cause lots of arguments and problems. Some other causes for dissolutions are bigamy, adultery or mental illness, etc. Get Non-Plagiarized Custom Essay on Divorce Argumentative in USA Order Now Main Body – Divorce Argumentative Essay Divorce is a big social and legal issue that is associated with many important aspects of life. We can see it as the integral decision of a person’s life because when a couple gets separated it affects people who come in the boundary of the relationship that is the immediate family of the couple. It is the right of a person whether female or male to get detached from a bond in which he or she does not want to continue further. There are different procedures in various countries for getting a divorce some belief in religious rituals to get apart from each other while others are based on legal prosecution by the judiciary. Here this essay is based on the arguments that are it right to forcefully get divorced when the other partner is not willing to separate. As long as we talk about the idea of a one-sided divorce it is very difficult to react in such cases for the judiciary. Some patriarchal societies give preference to the male section of the society to decide on the matter of divorce while others believe inequality in this concern. When only one partner is dissatisfied with the bond of marriage and wants to walk away full concern is shown during the judicial prosecution and time is given to think on the matter again so that couple can take a wise and fair decision. But still, if the person is firm to his decision strong excuses are needed to prove the reason for divorce and then the court decides its decision or judgment based on the circumstances. In the case of women’s right to get separated from their husbands based on the allegations of violence and cruelty stern actions are taken to know the depth of the truth and if the husband is found to be guilty immediate divorce is given to them. The children and their custody are given to the parents based on their capabilities to bring them up in good conditions. Those who can think and interpret can choose on their own whether they want to go with the mother or father. Talking about the divorce rules they are in serious need to change in many countries which finds women unsuitable to take this important decision of their life. Every single person has the right to live their life with full freedom without any discrimination based on sex, gender, class, and descent. The government must pay attention to this dark end of human rights where exploitation of women is at its peak by not allowing them to get divorced as per their will. Buy Customized Essay on Divorce Argumentative At Cheapest Price Order Now Important measures need to be taken for sure regarding the divorce law and their prosecution in a real sense. Only then we can think of a world that is equal for both men and women both. Here the fight is not based on the grounds of Women empowerment or Men empowerment but the issue is about equality among humans. Living a life of misery is not the right of human beings and each one of us can do something well to make out life happy by putting colors to it and giving another chance to it. It is completely fine to give a second chance to marriage but in some cases, no such thoughts are needed when domestic violence and social torture are there. Suffering and becoming a victim of the crime on the hand of your partner is not a good decision and it must be understood to male and female both. Some female partners dominate over the male and set their hegemony on them. This can be put to an end by divorce after a meticulous ponder on the issue. That is how divorce can become a medium of getting you out of the violence that a relationship gives. It is not important to bear the burden of a relationship that is not working for a long time. Conclusion – Divorce Argumentative Essay I strongly believe that the current laws on divorces should be modified or changed in order to reduce dissolutions. Of course, it might also lead to some problems for couples who do not have sufficient ground under their state law to get a divorce. However, this can be solved by making new laws and redefining what “sufficient grounds” mean. Hire USA Experts for Divorce Argumentative Essay Order Now

Get Custom Argumentative Essay Writing Examples On Divorce

If you are also assigned an argumentative essay by your professors then make sure to read this sample on Argumentative Essay about divorce. This example is written by the Students Assignment Help experts to guide those college students who have coursework essays on a given topic. Online essay writing services are also available to write an argumentative essay from the best essayist. You will be happy by grabbing the quality Essay Writing Help which is given by the professionals. Certified proofreaders and editors are also involved in the essay editing and proofreading help to the graduates as well. This is how the essays can be completed on time.

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