A Simple Trick for Success with One-Pagers

May 26, 2019

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Listen to my interview with Betsy Potash ( transcript ):

Sponsored by Chill Expeditions and Kiddom

Have you heard the whispers about one-pagers in the online teacher hallways? The concept of a one-pager, in which students share their most important takeaways on a single piece of blank paper, has really taken off recently.  

The one-pagers I see on Instagram draw me in like a slice of double chocolate mousse cake. The artistry students bring to representing their texts on a single piece of paper, blending images and ideas in creative color, is almost hypnotizing for me. Perhaps you’ve had the same experience.

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But it’s the very beauty of the models that get posted that can drive students and teachers away from the one-pager activity. Sure, it’s great for super artistic students , we tend to think, but what about everyone else?

Turns out it CAN be great for everyone. As long as you know how to structure it.

What Is a One-Pager?

Let’s backtrack a bit and talk more about what a one-pager is. It’s pretty simple, really. Students take what they’ve learned—from a history textbook, a novel, a poem, a podcast, a Ted Talk, a guest speaker, a film—and put the highlights onto a single piece of paper. AVID first developed this strategy, but now it’s widely used in and out of AVID classrooms.

But why is this seemingly simple assignment so powerful?

As students create one-pagers, the information they put down becomes more memorable to them as they mix images and information. According to Allan Paivio’s dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. Students will remember more when they’ve mixed language and imagery.

Plus, one-pagers provide variety, a way for them to share what they’ve learned that goes beyond the usual written options. Students tend to surprise themselves with what they come up with, and their work makes for powerful displays of learning. Plus, they’re fun to make. Let’s not pretend that doesn’t matter.

So, assuming you’re sold on trying this out, you’re probably wondering what exactly goes into a one-pager?

Students might include quotations, ideas, images, analysis, key names and dates, and more. They might use their one-pagers to make connections to their own lives, to art or films, to pop culture, to what they’re learning in their other classes. They might even do it all. You’d be amazed at how much can fit on a single piece of paper.

Many teachers create lists of what students should put inside their one-pagers. Knowing they need two quotations, several symbolic images, one key theme, etc., helps guide students in their work.

The Art Problem

When creating one-pagers, artistic students tend to feature more sketches, doodles, icons and lettering. Students wary of art tend to feature more text, and can be reluctant to engage with the visual part of the assignment at all.

It was this issue—the issue of the art-haters—that first drew me into one-pagers two years ago. I had seen some stunning one-pagers posted in my Facebook group, Creative High School English . But the comments that followed were always the same. “That’s amazing work! But so many of my students don’t like art….”

Those comments struck a chord with me. For years I had dealt with comments from some of my own students about their distaste for artistic materials when I would introduce creative projects. No matter how much I explained that it was the intention behind their choices that mattered, I always got some pushback if there were any artistic elements involved in a project.

Was there a way to tweak the one-pager assignment so every student would feel confident in their success?

Another problem was one of overall design: Though they knew they needed to hit all the requirements their teachers listed, students still seemed to be overwhelmed by that huge blank page. What should go where? Did colored pencils really have to be involved?

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A Simple Solution: Templates

As I thought about the problem, I wondered if students would feel less overwhelmed if they knew what needed to go where. If the quotations had to be in the middle, the themes in the upper left, the images across the bottom, etc. I began to play around with the shapes tool in PowerPoint, creating different one-pager templates.  

Then I began shaping my requirements, correlating each element with a space on the paper. Maybe the border could be the key quotations. The center would feature an important symbol. The themes could go in circles around the center. I developed a bunch of different templates for varied ways to respond to novels. Then I tried podcasts. Films. Poetry.

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As I shared these templates with other teachers, I kept getting the same feedback: “It’s working!”  

That little bit of creative constraint actually frees students to use their imagination to represent what they have learned on the page without fear. They know what they need to put down, and where, but they are also free to expand and add to the template. To choose their own colors. To bring out what is most important to them through their creativity and artistry. And those super artistic students? They can just flip the template over and use the blank page on the back.

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Beyond Novels

There are so many ways to integrate this creative strategy into your classroom. While one-pagers lend themselves beautifully to final assessments after reading independent novels, literature circle selections, or whole class novels, that’s really just the beginning.

You can use them to get to know students better, as with a name tent or “about me” one-pager at the beginning of the year. One school used templates to have every student create a one-pager about their own lives, collecting them all into hallway displays as part of a project they called “Tell your Story.”

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You can also use them to help students focus in on the most important information in nonfiction articles and books. One EFL teacher in Croatia used the templates to have students share key takeaways from articles they read about social media. Not only did students have to analyze the text deeply to figure out what was most important, but the dual-coding theory suggests the process of creating the one-pagers will help them remember the information better.

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Another great use for one-pagers is to keep students focused while absorbing media. When students are watching a film, listening to a podcast, or even attending an assembly with a guest speaker, they can be creating one-pagers as they listen, a kind of formalized version of sketchnotes.

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Simple Steps for One-Pager Success

Whenever you’re considering your options for assessment, throw one-pagers into the mix. The steps below should help you in creating an assignment for which every student has a roadmap to success.

1.    Choose the elements you want your students to put onto their one-pagers. For example, quotations, key themes, literary elements, discussion of style, important characters or dates, connections to other disciplines, connections to their lives, connections to modern culture.

2.    Create a layout using the shapes tool in PowerPoint or something similar (or grab a free set of templates here or here ).

3.    Connect your instructions to your layout. Make it clear which elements should go in which area of your template.

4.    Create a simple rubric with the key categories you want your students to succeed with. With literary one-pagers, I use “Textual Analysis,” “Required Elements,” and “Thoroughness.”

5. As you introduce the assignment, show students some examples of one-pagers to give them a sense for how they might proceed.

6.    Give students time to work on their one-pagers in class so they can ask you questions. Consider providing some artistic materials if you can, or inviting students to bring them in. You can always let them complete the work at home if necessary.

7.    Do a gallery walk of the one-pagers before you collect them, or have them present to each other in small groups. The students will learn a lot from seeing each other’s representations.

8.    Create a display after you grade the one-pagers with your rubric.

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You can find more of Betsy’s great ideas on her website, Spark Creativity .

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

What to Read Next

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Categories: Instruction , Podcast

Tags: assessment , English language arts , teaching strategies

57 Comments

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Using this for assessment is also a great idea to provide an idea of student learning. Can you comment on how you use these for assessment and how you assess the one-pagers? Thanks!

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Hi Kim, I think one-pagers make a great closing assessment for many units. They provide a chance for kids to really sum up everything they’ve learned, whether it’s from a novel, a series of poems, a part of history, etc. I think it helps a lot to grade them from a clear rubric – if you download my free set of templates, it includes the rubric I designed. You might want to grab it, just to help you design your own if you prefer. Hope this helps! Betsy

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i think the students really help between to encourage other students to be creative and loyal to others and make up your own ideas.

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Can you share a link to your rubric templates?

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Hi Tish, you can go to A Simple Trick for Success with One-Pagers and find the links to the rubrics. If you look at the captions under the images, there’s a link to download them directly. Hope this helps!

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I assess one-pagers against our education department’s rubric for written work – we have one for personal response (ideas + presentation) and another, more elaborate one for essays (content + support + form/structure + choices + correctness). It transfers nicely to one-pagers, and provides enough buffer for the kids who fear the artistic components. Here are our rubrics: https://www.alberta.ca/assets/documents/edc-2019-2020-ela30-1-scoring-guide.pdf

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Hi there! This is awesome! Do you have any samples or formats for a math class? Algebra 1 and Geometry? I can see this more so with geometry since there’s lots of shapes and visuals. Thanks for your help and input!

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I had students make a math one (I teach 6th grade) as a 2nd semester review. They had to include 3 things from each unit from that semester. Since we had 5 units, they broke the paper up into 5 sections.

Hi Brittany, That sounds like a wonderful review! Did you encourage them to bring in some visuals and color to help bring the concepts to life? I hope it went well! Betsy

Hi Janice, I’m afraid I don’t have any examples for math, but I think it would work very similarly. I would suggest template sections on main ideas from the unit, illustrations of the main ideas, connections to students’ own lives and the modern world, connections to other math concepts, etc. I hope that’s helpful! Betsy

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I love this idea! I’m wondering how to tweak it to use in our math classrooms. Time to start experimenting. Thank you for this!

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This is so helpful. I am a math teacher and a mother. My teenage son would come to a screeching halt whenever he had to generate a visual representation, because he dd not know how. I finally convinced him that, since the teacher had not *taught* him any art, and would not be *assessing* him on the artistic merit of his work, that, for instance, tracing was an ok thing to do. We expect kids to “do art” when they have not been taught how to, and some of them are not in a position (for whatever reason) to spontaneously “do art.” Why is this? (BTW, I hold a BFA.)

Hi Johanna, I hear you! It’s sad for me how little artistic outlet our students get these days, if they don’t choose to follow it on their own. It’s one reason I love this type of assignment, that can let those who flourish with art fly, and provide some reasonable small steps for those who feel intimidated by it. I’m glad you found these ideas helpful! Betsy

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I’ve been hearing about these for a while! So glad to see this break down of the activity. I think creating templates is such a wonderful idea to help those students who struggle to see themselves as creative. I had my writing students create infographics this past semester, and showing them all the templates on canva really helped them feel more comfortable with creating their own examples of the genre. I’m definitely going to give this activity a try, potentially as a shareable attachment to their short autobiographies at the beginning of the semester. Thanks for the idea!

Erika, I’m so glad you find the template idea helpful! I couldn’t agree with you more about how helpful it is to share some structure ideas when approaching a design task – I love Canva too. I’ve seen some great results with one-pagers reflecting kids’ own lives, so I hope the autobiographical one-pagers will turn out well for you!

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Another way to get around the “art” issue, is to use digital templates online such as the pre-set templates available on platforms like Pictochart, or create your own to share and use within Google Classroom. Encourage students to use free graphics from Copyright Commons approved sites, create comic strips to import from tools such as Pixton, etc. Another way to increase student engagement and engage in multimodal meaning making…

What great ideas! I love giving kids the option to go digital if they feel comfortable in that design space, and these are a lot of wonderful specific options. Thanks!

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I teach high school physics. I can think of ways for astronomy and earth science but what of Newton’s laws or projectile motion. A section for equations. A definition perhaps. What else? Any suggestions?

What about sections that illustrate some of the principals, and a section that shows examples of practical applications of the scientific laws in students’ own lives?

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I’m a science teacher, too. I know someone who assigned “Newtoons”, where kids had to think of a real world example and apply Newton’s laws to it in the form of a cartoon. Perhaps that could be incorporated into a one pager?

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I think I will check out Newtoons

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I would love some advice on how to use this with college math students.

Hi Lauren, I think it can be adapted to math with pretty similar template sections. You could have sections for main concepts, key equations, connections to other math or science concepts, connections to the real world, etc. And throughout, you could encourage students to create visuals that demonstrate the information to go with their text. I hope that’s helpful! Betsy

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I went digital with one pagers this spring. Students used Adobe Spark to create and published on a class Padlet. Voila! No art supplies needed (and by May, few are to be had!).

Digital is a great option for one-pagers! Canva would be another fun place to experiment for those without access to Spark.

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One other alternative is to pair up two students for the one-pager. One student could be more artistic/visual and the other more textual. Such a pair would have to learn to cooperate, communicate, and build on each other’s strengths. The process could be just as important as the product. Alternatively, each person in the pair could separately come up with various parts of the design. They would then meet to choose which elements to include or re-design to make the one-pager.

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Tim, This is a great idea! Thanks for sharing.

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Hi, I love having students gallery Walk their one pagers, but not sure what sort of accountability piece to have students complete as they do the gallery Walk and examine each other’s works. Any suggestions would be great!

Hi Courtney, I may have some suggestions for you for this. When my students do gallery walks, they usually complete a graphic organizer that sits with the work of each author. There are two forms I like to use: the Glows and Grows and the TAG sheet. The format is up to you but it can be as simple as a 2- or 3-column table on a page. The Glows and Grows is just two categories: One glow telling what the author did well, and one grow telling what they can do to make their work even better. The TAG sheet is similar but takes it one step further. T- Tell something you liked, A- Ask a question, G- Give a suggestion. I find that both these tools help students recognize good practices in their work of their peers, help them to spot errors that they might want to avoid, and give solid feedback that they respect because it’s coming from their peers. Hope you find this helpful!

What a cool way to let each student play to their own strengths. Thanks for sharing!

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Thanks for this simple break down. I do a lot of writing and I’d like my students to be more reflective of what they learn from each assignment, particularly when we address a new style of writing. Any suggestions on how to use this with writing?

Hi Lauren, There are a few solid ways to use one-pagers around writing. One is to use it as an argument writing activity, or pre-writing. You can create a template where there are places for main ideas, counterarguments, quotations, and a thesis, all to be shared through both text and imagery. Another option would be to get meta and create a one-pager that is actually about the type of writing the student has just tried out and reflects the work they did and what they need to improve. With this type of template, you could create space for the main structures of the writing, what the student excelled at, and what they need to work on for the next iteration. Again, all to be shared through both text and imagery. Yet one more option would be to create a series of mini-one-pagers throughout the year that reflect writing type. So you could teach them the structures of different types of writing and have them create small illustrated versions to put together as a guide for themselves moving forwards. At the end of the year, they’d have a little book illustrating argument writing, opinion writing, compare and contrast, etc. Hope those ideas help! Betsy

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I love one pagers and have used them for the last few years both with and without the template. I also taught my students how to make an infographic this year using Canva and they loved it. I think next year, I will combine the two and have them make their one-pager electronically so that both the artistic kids and the non-art lovers can be equally successful.

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I have been doing projects similar to these for many years:))) Love the way you broke the ideas into steps and defined the process. Templates are great!!!!

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I provide the option of collaging from magazines for my students who see themselves as less artistically inclined. They can do just collage or combine collage elements with some of their own drawings. I find this makes them feel less insecure about their drawing abilities. An unintended bonus is that some students have realized that they can be artistic without having to put pencil or paint to paper.

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Love this idea of a collage for an option! I am trying one pagers this year in history to review units prior to quizzes and tests.

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Love these. I have often used the Frayer model – with adaptions- for math and science concepts and or just terminology.

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I used One-Pagers with my AP Human students as an end of year review. Students had to do one One-Pager per chapter. My students told me this was the best review and the most enjoyable work they did all year. They really felt this prepared them for the AP exam. Even the non-artistic students did a beautiful job!

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I am using this as a project for a movie we’re watching. I’m allowing them to utilize the template or free-style, as I have quite the range of skill and anxiety in my class. Thank you for sharing.

Vickie, We are glad to hear that you’re planning to use one-pagers in your class. Let us know how it goes with your students.

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How do you encourage students to use images? In providing a checklist of items I wanted students to include, somehow the One-Pagers my students recently completed for social studies included mostly text. Do I also require a certain number of images? amount of color? When I used One-Pagers last year, they were much more successful. I don’t recall how my prompt was different. I use your marvelous templates (thank you) and examples (thank you again) and the directions that identifying specific information needs to be considered. What is missing? Why aren’t the images a focus? How might I change my prompt.

With appreciation, Lisa

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Hello! What is the research behind one-pagers? I would like to incorporate this method into my classroom.

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This is wonderful, and it’s exactly what my students need! I’ve wanted to incorporate one-pagers into our units, but my anti-art, special ed students have balked at the idea. Thanks for sharing these templates!

Stacy, We are glad that this is exactly what you needed for your students!

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I agree with all of you

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I love this concept of a one pager to summarize a lesson. I teach kindergarten and can see how the students can use this technique to introduce themselves to the class.

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I have never heard of the concept of using one-pagers in a classroom, though I can vaguely remember doing something very similar in a high school English class. After reading this blog post and listening to the interview, I am very excited to work this into a lesson plan that I am currently working on! Thank you for the tips and information on how to do these correctly.

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I’ve tried to incorporate one pagers in my high school history classes but have struggled with how to use them effectively. The students were often intimidated or overwhelmed and the lessons seemed to flop every time. Thank you for the walk through of your process and templates. My attempts were missing the structure/parameters my students needed to be successful. I’m excited to tweak my lessons for next year and use the strategies you discussed.

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Does anyone know of research related to using digital tools to write and draw and does this help or hinder learning?

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Hello there. I am 14 years old. i need some help unfortunately with completing a one pager for school online. Do you know where I could go?

– Bella

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Hey Isabella,

We’re sorry to hear you’re having trouble with this. Our advise is to reach out to your teacher or classmates – they should be able to help you. Good luck!

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HI! Just wanted to give you a heads up that the AVID link at the beginning of the post is not working–it routed me to website that looked like a professional soccer club. I am not sure which one because the website is in Chinese, or Korean, or Japanese, or some other language I don’t know well enough to recognize! Thanks!

Hey Kelly, Thanks so much for the heads up! The link has been updated.

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hey kelly , thanks so much for the heads up and thanks for everything.# love it give you the deets.

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This will be my first use of a one-pager. Your information will be most valuable as I present it to the students..

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This is an amazing idea! As I was reading my brain was coming up with all kinds of way I could adapt this further for Special Education when some students needs a different way to express what they’ve learned throughout a unit. I feel like so many people shy away from artistic projects so that they don’t pressure those “less artistic” students when they should be supporting their creative processes by making these projects more accessible. Wonderful read.

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Hi Lauren, There are a few solid ways to use one-pagers around writing. One is to use it as an argument writing activity, or pre-writing. You can create a template where there are places for main ideas, counterarguments, quotations, and a thesis, all to be shared through both text and imagery. Another option would be to get meta and create a one-pager that is actually about the type of writing the student has just tried out and reflects the work they did and what they need to improve. With this type of template, you could create space for the main structures of the writing, what the student excelled at, and what they need to work on for the next iteration. Again, all to be shared through both text and imagery. Yet one more option would be to create a series of mini-one-pagers throughout the year that reflect writing type. So you could teach them the structures of different types of writing and have them create small illustrated versions to put together as a guide for themselves moving forwards. At the end of the year, they’d have a little book illustrating argument writing, opinion writing, compare and contrast, etc. Hope those ideas help! Betsy

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

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This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

  • Read the prompt the entire way through once. This gives you an overall view of what is going on.
  • Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
  • Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
  • Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
  • Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
  • Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

  • What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
  • Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
  • What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
  • Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

  • how the poster addresses its audience and is affected by context I'll do this first - 1.
  • general layout, use of color, contours of light and shade, etc.
  • use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
  • the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
  • possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
  • ethical implications
  • how the poster affects us emotionally, or what mood it evokes
  • the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
  • how the song addresses its audience
  • lyrics: how they rhyme, repeat, what they say
  • use of music, tempo, different instruments
  • possible cultural ramifications or social issues that have bearing
  • emotional effects
  • the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

  • Design Plan due: Thurs. 10/19
  • Rough Draft due: Monday 10/30
  • Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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MIT Comparative Media Studies/Writing

Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

  • the kind of writing expected
  • the scope of acceptable subject matter
  • the length requirements
  • formatting requirements
  • documentation format
  • the amount and type of research expected (if any)
  • the writer’s role
  • deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

  • How exactly does this assignment fit with the objectives of your course?
  • Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
  • What do you want the students to learn or experience from this writing assignment?
  • Should this assignment be an individual or a collaborative effort?
  • What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

  • Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
  • Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
  • What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
  • What is the required form (e.g., expository essay, lab report, memo, business report)?
  • What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

  • Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
  • What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
  • What is the probable educational and economic background of the intended readers?

Defining the writer’s role

  • Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

  • depth of coverage
  • organization
  • critical thinking
  • original thinking
  • use of research
  • logical demonstration
  • appropriate mode of structure and analysis (e.g., comparison, argument)
  • correct use of sources
  • grammar and mechanics
  • professional tone
  • correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

  • Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
  • Does the assignment suggest a topic, thesis, and format? Should it?
  • Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
  • If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
  • Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

  • Sequencing provides a sense of coherence for the course.
  • This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
  • It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
  • If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
  • It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

Classroom Science

Using One-Page Assignments as Alternative Assessments

  • Feb 3, 2020

By Vickie Harri, EdD

Not too long ago the Advancement Via Individual Determination (AVID) Coordinator at my middle school sent an email requesting teachers to share their one-pagers (also known as one-sheets) with her for our AVID revalidation. My response was simply “one-what?” I had never heard of such a thing. Then, someone on the CSTA middle school science teacher Facebook group posted a type of alternative assessment where students interact with their learning by drawing, labeling, and writing by utilizing notebooks and other instructional resources. This, I was informed, was a one-pager.  One-pagers were developed by AVID and are a “creative response to your learning experience. It allows you to respond imaginatively while being brief and concise in making connections between words and images. We think about what we see and read differently when we are asked to do something with what we have seen or read. We learn best when we create our own ideas. Your personal thinking about what you have experienced should be understood by the audience that views the One-Pager.”

assignment 1 page

The objective of one-pagers is for students to be able to “express comprehension of, reactions to, and connections with a specific topic or piece of text.”  Betsy Potash states that one-pagers provide a variety of and a way for students to share what they’ve learned beyond the typical question/answer options.  Learning becomes more memorable as students mix images with information.  One-pagers also allow students’ creativity to come out in powerful displays of learning.

So, what are the components of a one-page assignment?  One-pagers use white unlined paper and are colorful, with the entire page filled with text and diagrams.  According to the AVID Teacher’s Guide, one-pagers should have excerpts from the reading or text, graphic representations of their learning, and a personal response.

When I assigned my first one-pager on the formation of the universe I had my students include a title, an essential question, and a colored border demonstrating the concept we were studying.  We also included three drawings of the universe, before, during and after the big bang and, of course, a written description of each drawing.  I had them write and answer five questions using Costa’s Levels of questions as well.  Finally, they wrote a summary answering the essential question.  Some advocates of one-pagers provide their students with templates to use in the execution of the assignment.  I chose not to provide a template because I felt it limited student creativity. As I teach 8th grade, the assignment took longer than I expected (three days instead of two), but the creativity and learning was worth the extra time.

assignment 1 page

For assessment, I created a simple rubric listing the requirements of the assignment; title, essential question, border, drawings with written description, five questions and answers, summary, full color, and creativity. The grading categories were Met, Somewhat Met and Did Not Meet. My students enjoyed doing the one-pagers, creating some spectacular projects, and as a teacher, they gave me a good indication of their learning and understanding of the concept.  And as an added bonus, they look really good on the classroom wall.  All the pictures are samples of student work.

Resources: Cult of Pedagogy - A Simple Trick for Success with One-pagers AVID Middle Level Writing with Integrated Reading and Oral Language Teacher Guide Vickie Harri, EdD.  is an 8th grade science teacher at Oaks Middle School in the Ontario-Montclair School District and a CSTA member.

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From time to time CASE receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CASE. By publishing these articles CASE does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CASE’s Disclaimer Policy .

The Daring English Teacher on Teachers Pay Teachers

Night One Pager: Assigning a One-Pager Project as a Culminating Project

Assigning a One-Pager as a Culminating Project. A one pager project for Night

I recently assigned a one pager final project to my sophomores for their culminating Night project. I wanted to combine as many rigorous ELA content ideas as possible, while also designing a fun project for students that provided them with a bit of choice. This Night one pager project was the perfect way to finish the memoir!

To make this one pager project rigorous, I required my students to include multiple MLA-cited quotations with a literary analysis explanation. These are skills my students have learned and practiced all year long, so it was a way for me to assess that skill. I also wanted to give my students an opportunity to express their creativity, and it came through. In considering all of these elements, the one pager was the perfect culminating activity for Night!

What is a One Pager?

A one pager is a classroom assignment, activity, or assessment where students place all of their work on one page. With a one pager, students combine visual and text elements to demonstrate a thematic and symbolic meaning of a text. A one pager can include quotes from a text, quote analysis, critical thinking questions and answers, and visual representations of a setting, symbol, or character.

Furthermore, the one pager is also extremely versatile, and teachers can tailor it to fit their needs. You can read more about the one pager, sketch notes, and mind maps in this blog about coloring in the secondary ELA classroom .

Assigning a One Pager Project as a Culminating Activity for Night

For the actual assignment, I created a one-pager choice board that is similar that requires students to connect four elements. Every student had to complete the quotes, questions, and images element of the project. From there, students had their choice of four different items they could include: a connection to a song, a timeline, a setting, or a figurative language option. By providing students with a choice, they feel like they have more say with their work.

I reviewed the assignment with my students, explained my expectations, passed out the handout (which was printed double-sided with the instructions on the front and the brainstorming organizer and checklist on the back), and showed my students some examples. Keep reading the post. You can sign-up for my emails to receive a free Google Docs copy of this assignment which includes the assignment, checklist, planning sheet, and a rubric.

Slide17 1

On the day projects were due, I provided my students with an opportunity to present their one-page to class. I did this as an extra-credit option. For each student who volunteered to present their project, I gave them an extra 5 points on their project).

The Night One-Pager was an enjoyable project for my students, and it was the perfect final project to assign at the end of the school year.

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Teaching Night in the High School Classroom

When I teach Night to my sophomores, I use this Night Teaching Unit that includes a 5-week pacing guide.

This Night Activities Bundle includes pre-reading, during reading, and post-reading activities to use when teaching Night. This Night Teaching Unit Begin includes teaching resources and activities for you to complete with your students before, during, and after you read Night.

Assigning a One-Pager as a Culminating Project

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How to Create a One-Pager: A Guide for Our End-of-Semester Challenge

Tips, links and encouragement for expressing yourself creatively on the Times topic of your choice.

assignment 1 page

By Katherine Schulten

Now updated for 2023-24, with last year’s winners as mentor texts.

Are you participating in our one-pager challenge ? If so, you might already know you’re allowed to choose any article, opinion essay , video , graph , photo collection or podcast from The New York Times that was published this year, and that you can respond to it in almost any way you like. All you have to do is show us — via words and images — how you engaged with the ideas and information in the piece.

But where do you begin? Here are some steps you can take to find a meaningful piece, review it carefully and react to it authentically, and then figure out how to create an illustrated one-page response that expresses what you’d most like to say.

Here are the steps:

1. choose something from the new york times., 2. make notes about your thoughts and reactions., 3. decide what you want to say., 4. check out some teen-created examples., 5. design your one-pager..

If your family, school or local library has a subscription to The Times, whether print or digital, you might begin by exploring and saving the stories that jump out at you. Here is a guide we created in 2020, “ 21 Things Teenagers Can Do With a New York Times Subscription ,” that can offer ideas and introduce you to corners of nytimes.com that you might not know existed.

If you don’t have a subscription, you can explore via The Learning Network, since we publish many daily features, all of which link to free Times content. (Keep in mind that you need to choose something published in 2023 or early 2024 if you are participating in our challenge, which runs from Dec. 6 to Jan. 10.)

Here are some options:

We have created a special collection just for this contest. Our latest edition of Teenagers in The Times contains over 75 links to articles that published this fall about young athletes, artists, activists and more. There is something on the list for everyone.

Search our site, or scroll through its features, looking for topics you care about. For instance, if you start with our writing prompts you’ll find pieces on fandoms , friendship , learning from failure , phones in school , ChatGPT , mental health , gun violence , celebrity relationships and much, much more.

Or, check out our multimedia offerings to find films about the joys and challenges of growing up , stuttering , how to be a good listener , and what it means to be young, Black and queer today . Or, find graphs about football and C.T.E ., electric cars , Spelling Bee words or global temperatures .

Finally, you can take a look at our lesson plans, each of which links to multiple Times pieces on topics like hip-hop history , applying to college in the era of A.I., the Israel-Hamas war , Latino cooking , the child-labor crisis , and what it’s like to be 13 years old today .

Once you find a topic, click in to find the related Times piece. We don’t care what you choose, or whether you loved it or hated it. We care about your engagement with the ideas and information.

So whether you were moved by an article, enlightened by an podcast, irked by an editorial or inspired by a video, find something in The Times that genuinely interests you and explore why, as honestly and originally as you can.

Before you decide what belongs on your one-pager, read, watch or listen to the piece several times. As you go, make notes about your thoughts and reactions.

Our post Annotating to Engage, Analyze, Connect and Create , published in 2015 back when The Learning Network was a blog, offers many ideas for creative ways to do this, but here are some starting questions:

What do you notice?

What do you wonder?

What words, lines or details jump out at you? Why?

What emotions are you feeling as you explore the text?

How does this text connect to you or to your world?

How does it connect to other things you have read, seen or heard?

What do you admire about this piece? Does it offer you any lessons for something you might want to create?

Is there anything you don’t like about this piece? What and why?

What, if anything, is missing from this piece? Why?

What is your overall reaction to it? Why?

After you’ve noted your first reactions, step back and think about your selection some more. You might discuss it with others, or click on any links within it to read related information. You might follow up on some of the questions it raised for you, or see if other news sources have covered the topic differently. Or, you might focus on how the piece changed your understanding of an issue or idea, and why. What might you do with this new information?

assignment 1 page

Video from the article, “ TikTok Is Dead (Maybe). Long Live TikTok Dance. ”

Now the creative fun begins. Read over your notes and annotations and decide what is most important or interesting for you to capture about your selection.

Here are two ways to think about what belongs on your one-pager.

Pick responses that all follow a theme:

Let’s say you’re a video game fanatic and skimmed The Times looking for news you could use. Maybe you read “ 12 Video Games Releasing This Fall ” and learned about some you had never heard of — or remembered some of your favorite games of the past. Or, maybe you were fascinated by “ Russia Takes Its Ukraine Information War Into Video Games ” and how propaganda is appearing in Minecraft and other popular games and discussion groups. Perhaps you’ve even started to notice some of that propaganda in the games you play. Or, maybe you’re fascinated by the connection between gaming and A.I., so you devoured this article about how A.I. can help you design your characters . Whichever of these articles you chose, your one pager could focus on what you learned from it, or how it helps you as a player, or what you now understand about how the video game industry is changing.

Or, let’s say you read a Modern Love essay , and most of your responses are about the language you admired, the flashes of humor in the piece, the introduction of words that were new to you, and your observations about the author’s use of point of view. Your one-pager might then be focused on the writer’s craft and what you can learn from it for your own work. You might even try imitating a mentor sentence from the essay in a section of your one-pager.

Or, pick a range of your most interesting, original, insightful or useful responses:

Maybe your responses were all over the place. Maybe you are a TikTok dance enthusiast, so you read the article about the evolution of dance trends on the app, and how influential they’ve been. That might remind you of other TikTok dance videos, past or present — and you might then be able to apply some of what was in the Times piece to those. Maybe you think the Times reporter missed some key information that should have been in the article. Or maybe you clicked on the links in the piece and have been captivated by information about new artists, dance subcultures, or some of the issues around creative crediting that have arisen. Any and all of these thoughts and observations can lead to great responses, and become part of your one-pager.

Take a close look at the image above. It was one of 15 winners of our 2022-23 contest . (You can click to enlarge this image and the three below to help study details.)

“How to Save Yourself From ‘Task Paralysis’” is by Vivian Wang, a 15-year-old from India, who wrote in her accompanying process statement, “My goal was to make my one-pager focused, like an infographic, but with the playful energy of a children’s book.”

Did she succeed? Which elements here are more “infographic” and which are more “children’s book”?

Here are some more things to notice about her work, and some questions for you.

Things to notice: This student chose a piece that was “news she could use” — information applicable to her own life — then she made her thinking about it visible through word and image. She summarized key points from the piece, then applied them to her own struggles, pulling out the sentences and details that she wanted to remember. She illustrated each segment with appealing animal characters that get across the emotions the article explores — worry and confusion, but also relief.

Questions for you: What New York Times pieces would constitute news you could use? Perhaps something from the Health section ? Tips and tricks from the Gameplay section if you enjoy word games? Ideas from the Food section if you cook? How can you both impart what you learned and show how it connects to your own life?

Below, three more of our winners, with their own “Things to notice” and “Questions for you.” But we encourage you to look through all 15 and choose the ones you like best. Then, drill down to try to name exactly what each student did that you admire. Finally, ask yourself questions about how you could borrow those ideas and strategies for your own work.

Things to notice: “How Wild Turkeys Find Love” was one of the few laugh-out-loud submissions we received, and that alone moved it forward in the judging rounds. But look closely, because everything about this submission works, starting with the cleverness of Kylie Doherty’s method. By taking lines from a science article about the mating habits of turkeys and translating them into comic illustrations, this student both surfaced important facts in the article and took the information in an imaginative new direction. Even the “new word I learned” is funny, as is (of course) the related illustration. Note the attention to detail, too, like the hearts and turkey tracks that form the border.

Questions for you: Can you make a comic out of a Times article? As you can see from this one, your drawings don’t have to be elaborate. Try illustrating scenes that express some of your favorite facts from a science, politics, sports or arts-related article. Don’t be afraid to express your sense of humor!

Things to notice: This one-pager about parkour-activists marries the content of the original article and the visual display of that information so perfectly that it’s a pleasure to follow this student's thinking. And yet, as dynamic as the illustrations are, the comments are just as interesting. Throughout, Mythri Margam engages with both philosophical and practical questions about the article, coming to the conclusion that this is a “noble cause.”

Questions for you: Does the article you’ve chosen lend itself to a dramatic visual display? If so, how can you choose a color palette and create illustrations that are equally dramatic and help tell the story for you? As for your written comments, what big-picture questions does the Times piece raise for you? How did you wrestle with them as you read?

Things to notice: This one-pager effectively summarizes a problem and helps us focus on the important questions around it. The illustrations are simple but effective, and show that you don’t have to have spent hours in art classes to express your ideas visually. The use of shape and color alone help our eyes move around the page. But notice that Shannon Hitscherich’s most elaborate comment is about what she feels the Times piece is missing. That’s a reaction our judges especially admire, both because we know it demands close reading, and because it always makes us think.

Questions for you: If you’re unused to expressing yourself visually, we have three questions. 1. What colors and simple shapes might express what you want to say and help your words pop? 2. Do you know another student who can help? You are allowed to work in pairs for this contest. 3. What digital tools can you use? If you look at the full list of last year’s winners, you’ll see that several are created that way. (Just make sure you follow our rules about copyright, and note that we do not allow A.I.-created images.)

Not enough examples? If you’d like to see still more, here are some links to one-pagers from around the web:

NCTE | The Magic of One-Pagers

Cult of Pedagogy | A Simple Trick for Success with One-Pagers

Spark Creativity | One-Pagers Roundup: Examples to Inspire

We Are Teachers | 20 One-Pager Examples, Plus Advice for Using Them With Your Students

Finally, below is a slide show of fun one-pagers made in 2022 by students at Glenbard West High School in Glen Ellyn, Ill. Teachers there regularly bring their students to respond to our writing prompts, so we emailed the school that fall and asked them to do us a favor. We wanted a few teenagers to try our challenge before we made the first one public, and we wondered if any students there might volunteer. A few who had never done a one-pager before raised their hands, and, though their teachers offered this as an optional final assignment, they did not otherwise guide it. We love all the different directions these students’ work took. Which inspire you most? Why?

assignment 1 page

Now that you have seen several examples, you’re ready to create your own. You are welcome to work with a partner, but each of you can submit only once.

As you’ve seen from the examples in Step 4, you do not have to have a background in art to make an excellent one-pager. Stick figures, simple graphics and the use of color can do all the visual work needed to highlight your thoughts. What we’ll be focusing on is your engagement with the ideas and information in the text. Use the space on your page to make visible what happened to you as you engaged with your selection and made meaning from it.

Here are a few questions to help you plan:

How can you divide up your page to accommodate everything you want to say?

How can you use elements of design like color, shape and line to emphasize your ideas?

Will you have one central illustration, or several smaller ones?

How can you make the most of space like the borders of the page, but use it in such a way that your work is still legible?

How does this one-pager trace your thinking about the topic and show highlights from it? How does it show connections between those ideas?

Good luck, and remember to submit by Jan. 10, 2024. We can’t wait to see what you make!

The images for the photo collage in this post all come from Times pieces from this year. Photo credits (from left to right): Top row : Eric Hartline/USA Today Sports, via Reuters Con; Illustration by Nicolás Ortega, photograph by Getty Images; Charlie Riedel/Associated Press; Ritchie B Tongo/EPA, via Shutterstock; Carmen Abd Ali for The New York Times; Rose Wong. Middle row: Kendrick Brinson for The New York Times; NASA, ESA, CSA, STScI, Klaus Pontoppidan (STScI); Warner Bros.; Sergey Ponomarev for The New York Times. Bottom row: Simon Bailly/Sepia; Cassidy Araiza for The New York Times; Illustration by Jon Key; Bryan Anselm for The New York Times; Erin Schaff for The New York Times; Amy Lombard for The New York Times.

Katherine Schulten has been a Learning Network editor since 2006. Before that, she spent 19 years in New York City public schools as an English teacher, school-newspaper adviser and literacy coach. More about Katherine Schulten

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5 Steps Guide On How To Write Assignment First Page

How To Write Assignment First Page

The assignment’s first page acts like a welcoming handshake—it’s the initial impression that sets the stage for your work. It grabs attention, providing essential details about what follows. A well-crafted first page isn’t just about rules; it’s your chance to engage your reader and show your commitment to delivering quality work. 

It isn’t just about looks—it’s the mood setter. It cues readers about what to expect, conveying the vibe and seriousness of your work. It’s like the opening scene of a movie, shaping expectations and guiding your audience through the journey ahead.

So today we are going to see the answer to a very common question i.e. how to write assignment first page. It will serve as a complete guide book for you. 

Importance Of A Good Assignment

Table of Contents

Assignment’s are the basis of your grades and not only grades it represents your character and thinking. It plays an important role in a student’s life and following are some points which will make it more to you.

  • Academic Success: A well-crafted assignment demonstrates understanding and mastery of the subject matter, contributing to academic achievements.
  • Demonstration of Knowledge: It showcases your grasp of concepts, theories, and application of learned materials.
  • Preparation for Real-world Skills: It cultivates skills like time management, organisation, and research, which are valuable in professional settings.
  • Feedback and Improvement: Feedback received on assignments helps identify areas for improvement, aiding in continuous learning and growth.
  • Building a Portfolio: High-quality assignments can serve as a portfolio demonstrating expertise and skills for future opportunities.

After this the importance of a well-executed assignment cannot be overstated. In recognizing the crucial role of a well-executed assignment, we understand the challenges students face in meeting these academic standards.

 That’s why our assignment help service is here as a guiding hand, supporting students in crafting exceptional assignments that not only meet requirements but also exceed expectations. 

5 Steps: How To Write Assignment First Page

For helping you in order to make an effective first page for assignment and creating a good impression we have summarised all the essentials in 5 steps and they are as:

How to write assignment’s first page

Step 1: Grasping Specific Formatting Requirements For Assignment First Page

 It is always required to understand the specific formatting requirements, such as font size, spacing, and placement of details, to create a professional and polished cover page. Different universities and departments may have varying formatting guidelines, so it’s crucial to check the assignment description and rubric for specific instructions.

Step 2: Guidelines On Font Spacing And Margins

Follow these standards ensures a clean and professional appearance for your assignment’s first page:

Font Style and Size:

  • Use a readable font style like Times New Roman, Arial, or Calibri.
  • Typical font size is 12 points for the main text.
  • For headings and subheadings, consider slightly larger sizes (14-16 points) for differentiation.
  • Double-space the entire text, including the title, subtitles, and body paragraphs.
  • Ensure consistency in spacing—don’t mix double-spacing with single-spacing within the document.
  • Set margins on one-inch margins on each side of the page (top, bottom, left, and right).
  • Check if your instructor or institution specifies different margin requirements.

Step 3: Structuring The First Page

Structuring the First Page is crucial in laying the groundwork for a well-presented assignment. Proper placement of elements like Title and Subtitle sets the tone, guiding readers into your work. Author Information and Affiliation lend credibility, while Date and Course Details establish context, forming the backbone of your assignment’s initial impression. Mastering these placements ensures a professional and organised first page. Here are some key points to consider:

  • Title and Subtitle Placement: The Title and Subtitle are the front door of your assignment; they should be clear and inviting. Place the main title at the center, standing out boldly, while the subtitle, if used, can follow underneath to offer a sneak peek into your assignment’s focus. Keep them concise yet informative, giving readers a glimpse of what’s to come.
  • Author Information and Affiliation: Author Information and Affiliation is like introducing yourself before a conversation. It goes at the bottom of the title page, including your name and any relevant details like your university or course. It adds credibility to your work, helping readers understand your perspective and expertise in the subject.
  • Date and Course Details : The Date and Course Details are the assignment’s GPS they show where and when it belongs. Placed below the author’s info, they provide context, indicating when the assignment was crafted and for which course. It helps organise your work and ensures clarity for anyone reading it, making sure they know its relevance and timeline.

Step 4:Crafting A Compelling Title For Assignment First Page 

Crafting an appealing Title requires a perfect mix of creativity and clarity, essential for catching readers’ attention while staying true to the assignment’s essence. Here are some tips to achieve this balance:

  • Be Specific yet Engaging: Craft a title that hints at the assignment’s focus without giving away everything, sparking curiosity.
  • Use Powerful Language: Incorporate strong, descriptive words that evoke interest and relevance to the assignment’s content.
  • Consider the Tone: Match the title’s tone to the assignment’s nature, whether it’s formal, informative, or creative.
  • Avoid Ambiguity: Ensure the title accurately represents the assignment’s core concepts while avoiding vagueness or confusion.
  • Get Feedback: Test the title’s impact by seeking opinions from peers or colleagues to gauge its effectiveness in grabbing attention while maintaining clarity.

Step 5: Subtitle Or Abstract

The Subtitle or Abstract serves as a supporting actor, providing additional context to the main title and offering a concise summary of your assignment. Its inclusion is vital for:

  • Enhanced Clarity: The subtitle elucidates the main title, providing a brief overview of the assignment’s scope or focus.
  • Informative Preview: It offers readers a glimpse into the assignment’s content, helping them understand what to expect.
  • Summary of Main Points: Briefly outline the central themes or objectives of the assignment.
  • Relevance: Explain the assignment’s significance or relevance to the subject matter.
  • Scope: Highlight the boundaries or limitations of the assignment’s coverage.
  • Engagement: Aim for a captivating summary that entices readers to delve deeper into the assignment.

Dos And Don’ts For The First Page

A professional and powerful beginning to your work is ensured by following the Dos and Don’ts for the First Page. Here are some of them:

  • Follow Guidelines: Adhere strictly to formatting and style guidelines provided by your institution or instructor.
  • Ensure Accuracy: Double-check all details such as names, dates, and course information for accuracy.
  • Maintain Professionalism: Use a formal tone, proper language, and avoid casual or colloquial expressions .

Don’ts:

  • Avoid Overcrowding : Refrain from cluttering the page with excessive information or decorative elements.
  • Skipping Proofreading: Never submit without proofreading; errors can diminish the assignment’s credibility.
  • Steer Clear of Plagiarism: Always cite sources properly to avoid plagiarism issues.

Best Practices:

  • Consistency is Key: Ensure uniformity in font, spacing, and margins throughout the first page.
  • Prioritise Clarity: Keep content concise, clear, and relevant, avoiding unnecessary information.
  • Seek Feedback: Consider seeking feedback from peers or mentors to refine the first page for maximum impact.

In crafting an assignment first page, following these five essential steps of formatting, title creation, abstract drafting, structuring, and adhering to dos and don’ts can make a significant difference. By understanding the importance of formatting guidelines (for How To Write Assignment First Page), creating an engaging title and informative abstract, structuring the page effectively, and avoiding common pitfalls, anyone can set the stage for a compelling and professional assignment. Remember, the first page acts as a gateway, making a lasting impression on your readers. Paying attention to these steps ensures clarity, professionalism, and an inviting introduction to your work, ultimately ensuring the way to a successful academic journey.

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Why One-Pagers Are Awesome!

one pager example

Learn why one-pagers are one of my go-to activities for breaking down complex topics and texts. Understand what they are, why you and your students will love them, and how to implement them in your ELA classroom. I even have the advice to help you tackle the biggest obstacle you’ll encounter with this activity.

One-pagers have been gaining in popularity and relevance over the past few years. In the world of Tweets and captions, our students are used to digesting (and creating) bite-sized content. One-pagers are a great way to bring this concept into your classroom, encouraging your students to engage with literature in a fun, new way.

Read on for everything you need to know about these one-page wonders and how to implement them in your classroom.

Okay, But What Even is a One-Pager?

A one-pager hones in on a student’s response to a text. How? As you might have guessed by the name, the response is limited to a single page. And I’m not talking about a written  response, per se. Instead, one-pagers invite students to combine written and visual responses through a mix of anything from quotes and symbols to words and drawings. 

In ELA, one-pagers are often used to interpret and analyze a theme or character development in a narrative text or the main idea of an informational text. Either way, this activity is all about helping students process a text thoughtfully. Students must engage in critical thought as they carefully select what goes on the one-pager.

Think of one-pagers as the highlight reel of a student’s analysis. It might include what they deem to be the most important quotes, symbols, connections, questions, and analysis, among many other things.

assignment 1 page

The Benefits of One-Pagers in the ELA Classroom

This activity is a colorful and visually appealing alternative to the traditional worksheets and written responses. However, that doesn’t mean they don’t require deep and critical thought. In fact, it’s exactly the opposite. Due to the limited space on a one-pager, students are encouraged to sift through the fluff and choose to display what they deem most important. Therefore, one-pagers open the door for a different yet meaningful approach to reviewing, unpacking, and analyzing literature.  

Additionally, I’ve found one-pagers to be a great way to check student understanding of a text. While some students get hung up on their anxieties or uncertainties, or (let’s face it) laziness, associated with a more traditional piece of analytical writing, these one-pagers allow them the focus solely on their critical thinking. Instead of figuring out how to string sentences, let alone paragraphs, together, students take more of a collage approach to showcase their thought process.

Finally, research shows visual arts mixed with text can help students remember details. That’s especially beneficial if you’re doing this activity in conjunction with a larger project or assessment.

An added bonus? These one-pagers are fun to grade!

one pager project all about me

Avoid This Popular One-Pager Problem

The truth is, some students will resist the initial idea of the one-pager due to their perceived lack of creativity. I’m not artistic , they’ll complain. But that’s where it’s important to remind students that this assignment is not about artistic ability. Sure, you can require that they use colors to make it pop, but remind students it’s all about critical thinking. When I remind students that this activity is about their interpretation and analysis of the text, not the artwork, I always see a pair or two of tense shoulders loosen up.

Additionally, be sure to provide clear guidelines for your expectations and, ultimately, their success. These guidelines can help put struggling students at ease and, if you can, provide plenty of examples and templates to help students get started.

one pager project for any film

One-Pager Examples (English Language Arts)

I could go on and on about all the fun ways to incorporate one-pagers into the ELA classroom. But because I’m sure you have papers to grade or lessons to plan, I’ll keep this to a few of my favorites.

  • Summer reading projects. If your students are assigned summer reading, have them share their book through a one-pager. Then, you can hang up the colorful projects around the room to give students a sense of belonging in the classroom. Talk about building a positive classroom culture!
  • Free choice reading projects. It can be difficult to assess students’ free-choice reading. (Do you really want to read 25+ essays about 25+ different novels?) One-pagers are a great way to ask students to express the central theme, the main character, or the biggest takeaways from their novel. Then, let students share with the class or do a gallery walk, encouraging them to note any titles they might like to read next.
  • End-of-novel review: Preparing for a longer written assignment, project, or test? One-pagers are a perfect review activity, requiring students to dive back into the novel in an engaging way. Short on time? Simply tailor your guidelines so this assignment is assessment-worthy!
  • Literature circles. Incorporate one-pagers as a rotating “job” within the literature circle, or as an end-of-book project. Personally, I love using them when I have literature circles with a unifying theme. That way, each group creates a theme-based one-pager to share with the class. It’s a great way to begin a whole-class discussion regarding the theme.
  • Diversifying and differentiating student responses. One-pagers are a great activity to throw in here and there in general. They’re also a great option for students who struggle to express their thoughts in long-form writing assignments since the activity still requires students to interpret and make meaning of a text.

Creating Guidelines for Your One-Pager Activity

When it comes to one-pagers, guidelines can help struggling students find success and keep the most creative students’ feet on the ground. However, you don’t want to squash students’ creativity by providing too strict of or too many guidelines. Ultimately, how you structure the guidelines is up to you.

Step one, however, should be to clearly define the purpose or goal of the one-pager to keep students focused. Then, I like to include a  list of required elements as well as a list they can choose from. (I also require color, neatness, cohesivity, and neatness.)

For example, you may want to require the book title and author to be on the page. I might also require stand-out quotes and symbolic art that highlight the one-pagers purpose, such as a theme or character development.

Additionally, here are some other elements you might ask your students to include:

  • Essential ideas or theme
  • Major events and dates
  • Short analysis
  • Connections to self, other literature, or society.
  • A symbolic border
  • Important words
  • Original poems
  • Illustrations of character, setting, important scenes
  • Get techy with a character tweet or thematic hashtag

The options are endless! You’d be amazed at how creative students get and just how much they can squeeze on a single page.

Alternatively, you can provide students with templates. A straightforward template will help struggling students know exactly what kind of information or art to put where. Bye-bye writers block!

As for grading, there are so many existing rubrics for one-pagers online. All it takes is a simple Google search and print! Or, you can use them as inspiration as you create your own. Again, just be sure that you are not grading students on creativity, but instead, on things like their overall analysis and thought process.

View this post on Instagram A post shared by Samantha Ribera (@chompingatthelit)

The Giver One Pager Project

Show Them Off!

Consider hanging up your students’ one-pagers to offer a colorful POP to your walls! Besides, whether they admit it or not, students get all giddy when they see that their work is part of the classroom décor.

Imagine What Your Students Could Come Up With!

Showing examples of successful one-pagers (and ones that miss the mark) can help students understand your expectations for this assignment.

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Now that you’ve read this post, you probably have an idea of how you can incorporate one-pagers into your classroom already, right? Well, this is where it gets even more exciting.

One-pagers are perfect for any grade and– get this– any subject . With a few adjustments, you can incorporate one-pagers across the board. A one-pager on ancient Rome? The Revolutionary War? Industrial Revolution? For life and earth sciences? I mean, how fun! So, be sure to share this idea with all your teacher friends!

black history month one pager

8 thoughts on “Why One-Pagers Are Awesome!”

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Love this idea, I think kids would benefit from learning this way as it is more fun.

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Does this one pager assignment work with graphic novels? Has anyone tried it? What are things I would need to modify?

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I have a product in my TpT store that works with any novel. While I have never used it with a graphic novel, there is no reason it shouldn’t work. As long as your novel contains literary elements, you should be good to go. -Sam

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What about artworks, are there any examples of kids analyzing artworks or reporting on their knowledge of an artists life or a movement? Can imaging doing one.

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Thanks so much for the visual examples and guidelines!

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This looks awesome! Considering ways to modify for third graders. Any new ideas of ways to engage them in their reading and writing are greatly appreciated! Thanks for sharing!

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Hi! Do you have a rubric for this project? I can’t figure out how it would be marked otherwise. Thank you!

Yes!!! My one pager projects include holistic rubrics.

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One-Pager Assignment: How to Effectively Use It

  • January 22, 2021

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The one-pager assignment has been around the teacher blogosphere for a while now. It seems like everyone uses them all the time! And I won’t lie, I’ve definitely used the one-pager with my students. In my most recent teaching years, I used it as the culminating assignment for quite a few of my novels studies – including The Outsiders and The House on Mango Street.

And don’t get me wrong. I love them! They are a great opportunity for students to demonstrate their knowledge in a more creative format. The final products my students submitted always turned out visually pleasing and made for a great gallery walk.

But … there was one big *problem* I ran into with one-pagers when I first used them with my middle school students …

After grading the finished products, I was incredibly underwhelmed  by the level of analysis from my students. They really weren’t looking at the text critically or making deeper connections like I wanted them to.

AND it was difficult to figure out what questions were being answered from the assignment page. I was constantly having to go back and check the rubric to see if I could match the question posed to one of their answers.

UGH! Clearly, I could improve upon this situation. (Maybe you’ve even felt the same way!)

After reflecting for a bit and mulling it over with Jessica, we came up with a list of ways we could make the one-pager more effective in my classroom:

  • I needed to have clearer expectations on the required elements for the one-pager.
  • I needed to provide my students with more analytical and in-depth choices to include on their one-pager.
  • Some students needed just a bit more structure.
  • I needed an easy method for checking which prompts students were including on their final draft

So, Jessica and I worked together to revamp my one-pager assignment and came up with a format that had my students immediately producing the *quality* work they were more than capable of. (Plus, they appreciated how much clearer the expectations were!)

One pager assignment for middle school

Here’s what we did to create a stronger one-pager assignment:

First, we decided to make the one-pager a student choice board. We created eleven Common Core-aligned literature analysis activities and arranged them on a choice board. (I set this up so that students chose a set number of activities to complete. For example, I might require my students to choose 5 activities.) I love the choice board concept because it allows for student buy-in with the project as they get to chose activities they are confident in. That’s a win!

But, it doesn’t stop there! We also included a Student Cheat Sheet that goes into much greater detail about the expectations for each activity. Explicit instructions ensure that students know what needs to be included in each component on their final draft.

Additionally, we created some basic templates for students who might need more structure. A blank page can be a bit daunting for students, and let’s face it, there are always those students who don’t double-check the rubric to see if they included all the requirements. With these templates, students will know that each box must be filled in with one activity, providing them with an easy visual for what is expected.

Finally, and, this is super simple (kicking ourselves for not doing it sooner!) , we made it a requirement to have our students circle/color in the boxes on the choice board that correspond to the activities they included on their one-pager. One quick glance, and we know exactly what to look for on their final product!

Making these simple, yet powerful adjustments to our one-pager choice board assignment made all the difference in the quality of work I received.

Take a peek at what we created!

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When we created this one-pager resource for my classroom, we also created it with you in mind . We wanted any teacher to be able to use it with any text!

Some of the options we included on the choice board have students focus on setting, character analysis, evidence and justification, artwork, poetic devices, thematic statements, and personal connections to the text. We also included two simple templates if differentiation is needed, as well as an editable rubric for easy grading 🙂

You can grab this great resource by clicking here – just print and implement!

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I would love to be added to your waiting list. I love your choice board and my students would definitely benefit from utilizing it. Absolutely amazing!

Join our email list and grab a free Murder Mystery lesson to hold you over! https://ebacademics.mykajabi.com/eb-detective-free-lesson

THIS IS AWESOME and I would like to be added to your wait-list for this resource!!!!!!

Hey Gina! You can grab it from our TpT shop here: https://www.teacherspayteachers.com/Product/DIGITAL-and-PRINT-One-Pager-for-Reading-Activity-Choice-Board-Distance-Learning-4282241

Feel free to let us know if you have any questions! 🙂

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I am trying to purchase this on TPT and I can’t find it.

Can you help?

Hey there! We’ve recently revamped our TpT store. Most resources are exclusive to our EB Teachers’ Club. If you’d like to request to join or grab info about getting your admin to pay for it, click this link. https://www.ebteacher.com/invite-only-3-strategies-eg

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DOWNLOAD THE FREE RESOURCE

Then, pick the date you’re going to teach it in your classroom, and sit back while you watch as your students show up to your classroom pumped about what the day holds…and gush about your class to their parents on the car ride home!

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How to Collect and Pass Back Student Papers

Designing Writing Assignments

Designing Writing Assignments designing-assignments

As you think about creating writing assignments, use these five principles:

  • Tie the writing task to specific pedagogical goals.
  • Note rhetorical aspects of the task, i.e., audience, purpose, writing situation.
  • Make all elements of the task clear.
  • Include grading criteria on the assignment sheet.
  • Break down the task into manageable steps.

You'll find discussions of these principles in the following sections of this guide.

Writing Should Meet Teaching Goals

Working backwards from goals, guidelines for writing assignments, resource: checksheets, resources: sample assignments.

  • Citation Information

To guarantee that writing tasks tie directly to the teaching goals for your class, ask yourself questions such as the following:

  • What specific course objectives will the writing assignment meet?
  • Will informal or formal writing better meet my teaching goals?
  • Will students be writing to learn course material, to master writing conventions in this discipline, or both?
  • Does the assignment make sense?

Although it might seem awkward at first, working backwards from what you hope the final papers will look like often produces the best assignment sheets. We recommend jotting down several points that will help you with this step in writing your assignments:

  • Why should students write in your class? State your goals for the final product as clearly and concretely as possible.
  • Determine what writing products will meet these goals and fit your teaching style/preferences.
  • Note specific skills that will contribute to the final product.
  • Sequence activities (reading, researching, writing) to build toward the final product.

Successful writing assignments depend on preparation, careful and thorough instructions, and on explicit criteria for evaluation. Although your experience with a given assignment will suggest ways of improving a specific paper in your class, the following guidelines should help you anticipate many potential problems and considerably reduce your grading time.

  • Explain the purpose of the writing assignment.
  • Make the format of the writing assignment fit the purpose (format: research paper, position paper, brief or abstract, lab report, problem-solving paper, etc.).

II. The assignment

  • Provide complete written instructions.
  • Provide format models where possible.
  • Discuss sample strong, average, and weak papers.

III. Revision of written drafts

Where appropriate, peer group workshops on rough drafts of papers may improve the overall quality of papers. For example, have students critique each others' papers one week before the due date for format, organization, or mechanics. For these workshops, outline specific and limited tasks on a checksheet. These workshops also give you an opportunity to make sure that all the students are progressing satisfactorily on the project.

IV. Evaluation

On a grading sheet, indicate the percentage of the grade devoted to content and the percentage devoted to writing skills (expression, punctuation, spelling, mechanics). The grading sheet should indicate the important content features as well as the writing skills you consider significant.

Visitors to this site are welcome to download and print these guidelines

Checksheet 1: (thanks to Kate Kiefer and Donna Lecourt)

  • written out the assignment so that students can take away a copy of the precise task?
  • made clear which course goals this writing task helps students meet?
  • specified the audience and purpose of the assignment?
  • outlined clearly all required sub-parts of the assignment (if any)?
  • included my grading criteria on the assignment sheet?
  • pointed students toward appropriate prewriting activities or sources of information?
  • specified the format of the final paper (including documentation, headings or sections, page layout)?
  • given students models or appropriate samples?
  • set a schedule that will encourage students to review each other's drafts and revise their papers?

Checksheet 2: (thanks to Jean Wyrick)

  • Is the assignment written clearly on the board or on a handout?
  • Do the instructions explain the purpose(s) of the assignment?
  • Does the assignment fit the purpose?
  • Is the assignment stated in precise language that cannot be misunderstood?
  • If choices are possible, are these options clearly marked?
  • Are there instructions for the appropriate format? (examples: length? typed? cover sheet? type of paper?)
  • Are there any special instructions, such as use of a particular citation format or kinds of headings? If so, are these clearly stated?
  • Is the due date clearly visible? (Are late assignments accepted? If so, any penalty?)
  • Are any potential problems anticipated and explained?
  • Are the grading criteria spelled out as specifically as possible? How much does content count? Organization? Writing skills? One grade or separate grades on form and content? Etc.
  • Does the grading criteria section specifically indicate which writing skills the teacher considers important as well as the various aspects of content?
  • What part of the course grade is this assignment?
  • Does the assignment include use of models (strong, average, weak) or samples outlines?

Sample Full-Semester Assignment from Ag Econ 4XX

Good analytical writing is a rigorous and difficult task. It involves a process of editing and rewriting, and it is common to do a half dozen or more drafts. Because of the difficulty of analytical writing and the need for drafting, we will be completing the assignment in four stages. A draft of each of the sections described below is due when we finish the class unit related to that topic (see due dates on syllabus). I will read the drafts of each section and provide comments; these drafts will not be graded but failure to pass in a complete version of a section will result in a deduction in your final paper grade. Because of the time both you and I are investing in the project, it will constitute one-half of your semester grade.

Content, Concepts and Substance

Papers will focus on the peoples and policies related to population, food, and the environment of your chosen country. As well as exploring each of these subsets, papers need to highlight the interrelations among them. These interrelations should form part of your revision focus for the final draft. Important concepts relevant to the papers will be covered in class; therefore, your research should be focused on the collection of information on your chosen country or region to substantiate your themes. Specifically, the paper needs to address the following questions.

  • Population - Developing countries have undergone large changes in population. Explain the dynamic nature of this continuing change in your country or region and the forces underlying the changes. Better papers will go beyond description and analyze the situation at hand. That is, go behind the numbers to explain what is happening in your country with respect to the underlying population dynamics: structure of growth, population momentum, rural/urban migration, age structure of population, unanticipated populations shocks, etc. DUE: WEEK 4.
  • Food - What is the nature of food consumption in your country or region? Is the average daily consumption below recommended levels? Is food consumption increasing with economic growth? What is the income elasticity of demand? Use Engel's law to discuss this behavior. Is production able to stay abreast with demand given these trends? What is the nature of agricultural production: traditional agriculture or green revolution technology? Is the trend in food production towards self-sufficiency? If not, can comparative advantage explain this? Does the country import or export food? Is the politico-economic regime supportive of a progressive agricultural sector? DUE: WEEK 8.
  • Environment - This is the third issue to be covered in class. It is crucial to show in your paper the environmental impact of agricultural production techniques as well as any direct impacts from population changes. This is especially true in countries that have evolved from traditional agriculture to green revolution techniques in the wake of population pressures. While there are private benefits to increased production, the use of petroleum-based inputs leads to environmental and human health related social costs which are exacerbated by poorly defined property rights. Use the concepts of technological externalities, assimilative capacity, property rights, etc. to explain the nature of this situation in your country or region. What other environmental problems are evident? Discuss the problems and methods for economically measuring environmental degradation. DUE: WEEK 12.
  • Final Draft - The final draft of the project should consider the economic situation of agriculture in your specified country or region from the three perspectives outlined above. Key to such an analysis are the interrelationships of the three perspectives. How does each factor contribute to an overall analysis of the successes and problems in agricultural policy and production of your chosen country or region? The paper may conclude with recommendations, but, at the very least, it should provide a clear summary statement about the challenges facing your country or region. DUE: WEEK15.

Landscape Architecture 3XX: Design Critique

Critical yet often overlooked components of the landscape architect's professional skills are the ability to critically evaluate existing designs and the ability to eloquently express him/herself in writing. To develop your skills at these fundamental components, you are to professionally critique a built project with which you are personally and directly familiar. The critique is intended for the "informed public" as might be expected to be read in such features in The New York Times or Columbus Monthly ; therefore, it should be insightful and professionally valid, yet also entertaining and eloquent. It should reflect a sophisticated knowledge of the subject without being burdened with professional jargon.

As in most critiques or reviews, you are attempting not only to identify the project's good and bad features but also to interpret the project's significance and meaning. As such, the critique should have a clear "point of view" or thesis that is then supported by evidence (your description of the place) that persuades the reader that your thesis is valid. Note, however, that your primary goal is not to force the reader to agree with your point of view but rather to present a valid discussion that enriches and broadens the reader's understanding of the project.

To assist in the development of the best possible paper, you are to submit a typed draft by 1:00 pm, Monday, February 10th. The drafts will be reviewed as a set and will then serve as a basis of an in-class writing improvement seminar on Friday, February 14th. The seminar will focus on problems identified in the set of drafts, so individual papers will not have been commented on or marked. You may also submit a typed draft of your paper to the course instructor for review and comment at any time prior to the final submission.

Final papers are due at 2:00 pm, Friday, February 23rd.

Animal/Dairy/Poultry Science 2XX: Comparative Animal Nutrition

Purpose: Students should be able to integrate lecture and laboratory material, relate class material to industry situations, and improve their problem-solving abilities.

Assignment 1: Weekly laboratory reports (50 points)

For the first laboratory, students will be expected to provide depth and breadth of knowledge, creativity, and proper writing format in a one-page, typed, double-spaced report. Thus, conciseness will be stressed. Five points total will be possible for the first draft, another five points possible will be given to a student peer-reviewer of the draft, and five final points will be available for a second draft. This assignment, in its entirety, will be due before the first midterm (class 20). Any major writing flaws will be addressed early so that students can grasp concepts stressed by the instructors without major impact on their grades. Additional objectives are to provide students with skills in critically reviewing papers and to acquaint writers and reviewers of the instructors' expectations for assignments 2 and 3, which are weighted much more heavily.

Students will submit seven one-page handwritten reports from each week's previous laboratory. These reports will cover laboratory classes 2-9; note that one report can be dropped and week 10 has no laboratory. Reports will be graded (5 points each) by the instructors for integration of relevant lecture material or prior experience with the current laboratory.

Assignment 2: Group problem-solving approach to a nutritional problem in the animal industry (50 points)

Students will be divided into groups of four. Several problems will be offered by the instructors, but a group can choose an alternative, approved topic. Students should propose a solution to the problem. Because most real-life problems are solved by groups of employees and (or) consultants, this exercise should provide students an opportunity to practice skills they will need after graduation. Groups will divide the assignment as they see fit. However, 25 points will be based on an individual's separate assignment (1-2 typed pages), and 25 points will be based on the group's total document. Thus, it is assumed that papers will be peer-reviewed. The audience intended will be marketing directors, who will need suitable background, illustrations, etc., to help their salespersons sell more products. This assignment will be started in about the second week of class and will be due by class 28.

Assignment 3: Students will develop a topic of their own choosing (approved by instructors) to be written for two audiences (100 points).

The first assignment (25 points) will be written in "common language," e.g., to farmers or salespersons. High clarity of presentation will be expected. It also will be graded for content to assure that the student has developed the topic adequately. This assignment will be due by class 38.

Concomitant with this assignment will be a first draft of a scientific term paper on the same subject. Ten scientific articles and five typed, double-spaced pages are minimum requirements. Basic knowledge of scientific principles will be incorporated into this term paper written to an audience of alumni of this course working in a nutrition-related field. This draft (25 points) will be due by class 38. It will be reviewed by a peer who will receive up to 25 points for his/her critique. It will be returned to the student and instructor by class 43. The final draft, worth an additional 25 points, will be due before class 50 and will be returned to the student during the final exam period.

Integration Papers - HD 3XX

Two papers will be assigned for the semester, each to be no more than three typewritten pages in length. Each paper will be worth 50 points.

Purpose:   The purpose of this assignment is to aid the student in learning skills necessary in forming policy-making decisions and to encourage the student to consider the integral relationship between theory, research, and social policy.

Format:   The student may choose any issue of interest that is appropriate to the socialization focus of the course, but the issue must be clearly stated and the student is advised to carefully limit the scope of the issue question.

There are three sections to the paper:

First:   One page will summarize two conflicting theoretical approaches to the chosen issue. Summarize only what the selected theories may or would say about the particular question you've posed; do not try to summarize the entire theory. Make clear to a reader in what way the two theories disagree or contrast. Your text should provide you with the basic information to do this section.

Second:   On the second page, summarize (abstract) one relevant piece of current research. The research article must be chosen from a professional journal (not a secondary source) written within the last five years. The article should be abstracted and then the student should clearly show how the research relates to the theoretical position(s) stated earlier, in particular, and to the socialization issue chosen in general. Be sure the subjects used, methodology, and assumptions can be reasonably extended to your concern.

Third:   On the third page, the student will present a policy guideline (for example, the Colorado courts should be required to include, on the child's behalf, a child development specialist's testimony at all custody hearings) that can be supported by the information gained and presented in the first two pages. My advice is that you picture a specific audience and the final purpose or use of such a policy guideline. For example, perhaps as a child development specialist you have been requested to present an informed opinion to a federal or state committee whose charge is to develop a particular type of human development program or service. Be specific about your hypothetical situation and this will help you write a realistic policy guideline.

Sample papers will be available in the department reading room.

SP3XX Short Essay Grading Criteria

A (90-100): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of both style and content, the essay is a pleasure to read; ideas are brought forth with clarity and follow each other logically and effortlessly. Essay is virtually free of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

B (80-89): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of style and content, the essay is still clear and progresses logically, but the essay is somewhat weaker due to awkward word choice, sentence structure, or organization. Essay may have a few (approximately 3) instances of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

C (70-79): There is a thesis, but the reader may have to hunt for it a bit. All the paragraphs contribute to the thesis, but the organization of these paragraphs is less than clear. Final paragraph simply summarizes essay without successfully integrating the ideas presented into a unified support for thesis. In terms of style and content, the reader is able to discern the intent of the essay and the support for the thesis, but some amount of mental gymnastics and "reading between the lines" is necessary; the essay is not easy to read, but it still has said some important things. Essay may have instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

D (60-69): Thesis is not clear. Individual paragraphs may have interesting insights, but the paragraphs do not work together well in support of the thesis. In terms of style and content, the essay is difficult to read and to understand, but the reader can see there was a (less than successful) effort to engage a meaningful subject. Essay may have several instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

Teacher Comments

Patrick Fitzhorn, Mechanical Engineering: My expectations for freshman are relatively high. I'm jaded with the seniors, who keep disappointing me. Often, we don't agree on the grading criteria.

There's three parts to our writing in engineering. The first part, is the assignment itself.

The four types: lab reports, technical papers, design reports, and proposals. The other part is expectations in terms of a growth of writing style at each level in our curriculum and an understanding of that from students so they understand that high school writing is not acceptable as a senior in college. Third, is how we transform our expectations into justifiable grades that have real feedback for the students.

To the freshman, I might give a page to a page and one half to here's how I want the design report. To the seniors it was three pages long. We try to capture how our expectations change from freshman to senior. I bet the structure is almost identical...

We always give them pretty rigorous outlines. Often times, the way students write is to take the outline we give them and students write that chunk. Virtually every writing assignment we give, we provide a writing outline of the writing style we want. These patterns are then used in industry. One organization style works for each of the writing styles. Between faculty, some minute details may change with organization, but there is a standard for writers to follow.

Interviewer: How do students determine purpose

Ken Reardon, Chemical Engineerin: Students usually respond to an assignment. That tells them what the purpose is. . . . I think it's something they infer from the assignment sheet.

Interviewer What types of purposes are there?

Ken Reardon: Persuading is the case with proposals. And informing with progress and the final results. Informing is to just "Here are the results of analysis; here's the answer to the question." It's presenting information. Persuasion is analyzing some information and coming to a conclusion. More of the writing I've seen engineers do is a soft version of persuasion, where they're not trying to sell. "Here's my analysis, here's how I interpreted those results and so here's what I think is worthwhile." Justifying.

Interviewer: Why do students need to be aware of this concept?

Ken Reardon: It helps to tell the reader what they're reading. Without it, readers don't know how to read.

Kate Kiefer. (2018). Designing Writing Assignments. The WAC Clearinghouse. Retrieved from https://wac.colostate.edu/repository/teaching/guides/designing-assignments/. Originally developed for Writing@CSU (https://writing.colostate.edu).

Ideas, Inspiration, and Giveaways for Teachers

We Am Teachers

We Are Teachers

20 One-Pager Case, Plus Advice for Using Them With Your Students

A single page of notes can be a real game-changer.

WeAreTeachers Staff

One-pagers real Sketchnotes have become incredibly prevailing in recent years, and it’s easy to see wherefore. Rather easier just jotting down words on a next, students make one-pagers to optics represent key points and takeaways. They’re fun to create and have ampere real impact on memory furthermore comprehension. Here’s instructions to use diehards, plus lots of terrific one-pager examples to inspire you and your students.

Whatever Are One-Pagers?

That Hunger Games one-pager with illustration and edit

Source: Chomping under the Lit

One-pagers invite students to think deeply about one text and make one singular site to represent its many important aspects. They usually include some images, doesodles, or other graphic elements, giving diehards the alternate names Sketchnotes . One-pagers can often all of color and maybe incorporate more image than words, depending on the student. They’re greatest commonly used in ELA classroom but can be helpful in other subjects too.

Aforementioned note-taking concept where pioneered by AVID , a group that search to preview all students for college. As one-pagers caught on, teachers found that students anybody used one-pagers made ampere deeper relationship to the text and had better retention of key concepts. AVID’s guidelines encourage students to share their one-pagers with one next, helping until inspire study inches a variety of optical way.

Methods To Get Started With One-Pagers

One pager examples using ampere variety of templates

Source: Spark Generate

One create teachers face when encouraging kids to usage one-pagers is that some academics don’t sense “artistic” enough. Your may also not know where to initiate. If classroom kids to use Sketchnote one-pagers, provide more route the start. Start by showing babies one-pager examples (see below). Ask what they notice regarding like Sketchnotes. A characteristics they might note:

  • The information and images fill the whole page.
  • They’re colorful and full of illustrations.
  • The illustrations don’t need to may expert, they just help underscore an connection.
  • Words am diligently chosen to highlight key concepts.

Some your will take the idea and execute with it right off an bat. Select will want a small more help. In dieser case, supply one-pager templates like these from Spark Creativity can true help.

You can also share these specific get from AVID , which provide guidance on what to insert on each page. Giving students a clear tabbed away what to hide will increase confidence and free them up to be creative. For example, in English Language Arts, you might ask student to:

  • Sketch one visual symbol is represents the text’s wichtig main.
  • Write leave two quotations that show the author’s style.
  • Include a sketch and a sets representing the setting.
  • Make connections between the text and current events using sketches and text.
  • Kontrolle one or two main characters and her development.
  • Identify three symbols through design or topic.
  • Include a statement about one thing they connected with in the reading.

One-Pager Examples and Ideas

Here are some outstandingly one-pager examples upon a diverse of texte and themes. Note the incredible array of styles, which her can use to remind kids that there’s no an right way to use Sketchnotes. Encourage her to be creative! Who Charm from One-Pagers

Simple DNA One-Pager

Single one-pager sketchnotes for DNA, the illustrations of terms like helicase, primase, and ligase (One-Pager Examples)

Spring: @sciencelessonsthatrock

We favorite this one-pager example because computer ausstellungen college so you don’t need to remain an expert artist to create any meaningful.

Poetry One-Pager

One-pager of notebook for one Wordsworth poem I Wandered Loney as a Cloud, with illustrated of daffodils and notes about personification and memory

Source: @prestoplans

Here’s an case of how a preview can provide students with strong guidance to get them started. This one-pager had more words than illustrations, but it’s still colorful and engagers.

Full One-Pager

Digital one-pager on the importance of adjusting in The Rebel, with digital photo and video (One-Pager Examples)

Source: @readitwriteitlearnit

One-pagers can go digital too! Try a bulletin tool like Jamboard to induce the process slight.

This Outsiders One-Pagers

Digital one-pager for And Maverick with clipboard expertise and text (One-Pager Examples)

Source: @wonderingwithmrswatto, The Outsiders

The Outsiders one-pager with hand-written notes added to a clip-art template

Source: @wonderingwithmrswatto, Digital The Outsiders

Take a look along these two different one-pager view, one handwritten and one digital—and both effective!

Notation One-Pager

Symbolism one-pagers with drawings of symbol from letters and handwritten descriptions

Source: @studyallknight

Here’s another terrific mode to use a template. Students can sketch the symbol, then add in handwritten notes on more info.

Beowulf One-Pager

Beowulf one-pager with showing of man fighting a dragon (One-Pager Examples)

Source: @gretazefo

This note-taking option very is artistic current a take to sparkle! Just make sure they add enough information (graphic or text) to help them perform contact at what they’ve read.

The Great Gatsby One-Pager

The Great Gatsby one-pager by illustrations of great characters furthermore citations (One-Pager Examples)

Input: @mrsreganreads

Sketching characters away books pot bring them go life for readers. Highlight a little quotes that truly express their personalities.

Power Profiles One-Pager

A variety of colorful Power Profiles one-pagers

Origin: @laumom

Students can use one-pagers for demonstrate about them know. They do interests alternatives to articles or book reports.

Because out Winn-Dixie One-Pagers

A bulletin boardroom of one-pagers up Because of Winn-Dixie all using which same basic template (One-Pager Examples)

Source: @enrichingelementary

Note that although jeder student use the identical basic template (hand-drawn too, so don’t worry about making copies!), they each created something different and meaningful to themselves.

Fahrenheit 451 One-Pager

Temperature 451 one-pager with basic books (One-Pagers Examples)

Source: @mudandinkteaching

Encourage academics to zusatz at least several images to their Sketchnotes, even if they’re in simple as stick figures or outlines. This engages different parts concerning the mind than just writing words are, press it deepens recall. They may breathe called one page, but there is definitely more than one basic to create these cool communication tools.

Letter From Birmingham Print One-Pager

Letter from a Birmingham Jail one-pager with illustrations and handwrite text (One-Pager Examples)

Citation: @thehodgenator

Even when writing read, try to use a variety of colors and styles forward emphasis. Just shading a background can draw the rear on something important.

Geography One-Pager

One-pager comparing the landscape of India and Chinaware

Source: @wmscl4

One-pagers are terrific for comparing press divergent information, please this one comparing how my affects the lifetimes of people to China and India. A One-Pager a an artist response to will learning undergo. It allows you to show imaginatively while being short real concise in makeup connections ...

The Running Dream One-Pager

The Running Dream one-pager with a news cloud and examples (One-Pager Examples)

Resource: @mayor_james

Ourselves love the idea of adding a word cloud in a one-pager! If you’re make an digital versioning, try these word cloud generators .

Intro One-Pager

One-pager introducing a personal, with interested facts, hobbies, and more (One-Pager Examples)

Source: @nowsparkcreativity

One-pagers are like a fun way at go a getting-to-know-you activity on the first sun of grade.

Frayer Model Vocab One-Pager

Vocab one-time pager using that Frayer model for the word "Engineer"

Reference: @missjackiesroom

The Frayer model graphic organizer is a terrifying lead-in to more creative one-pagers, and a good way for get students more comfortable with the format. One-Pagers since adenine Response to Literature — TeachWriting.org

Inaugural Address One-Pager

AMPERE one-pager analysis Barack Obama's 2008 Inaugural Ip

Print: @mrsprzbooks

The home likeness choice can set the mood for an entire one-pager analyze.

USA One-Pager

United States of The one-pager schema organizer with images, dates, and more

Source: Teach With Tanya

Don’t will afraid in check one-pagers in any class, fork anywhere topics!

Wish to share more one-pager instances or ask for advice? Join the conversation in the WeAreTeachers HELPLINE user on Facebook .

Besides, get the clear reading insight strategies bundle ..

20 One-Pager Examples, Plus Advice for Using They With Your Students

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assignment 1 page

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Blog Training and Development

7 One Pager Examples with Ideas and Templates

By Jennifer Gaskin , Oct 11, 2023

The humble one pager has a simple name, but in reality, it’s anything but one dimensional.

That’s because teachers, business owners, sales teams and training managers can all make use of this utility player document.

Let’s learn more about one pagers and explore tips for creating your own, whether it’s to sell your company’s services or help reinforce training materials .

Click to jump ahead:

What is a one pager, what should a one pager include, 7 one pager examples, how to write a one pager.

One pager is a single page of content, most often no larger than a letter- or A4-sized sheet of paper. Because they have such broad uses, though, what’s actually in a one pager will depend on your needs and the purpose of the materials.

One pager definition

In a business context, we most often see one pagers used to summarize the services a company offers. They’re also often used to aid in employee training and development . And that brings us to the overlap between training and education, as a teacher might use a one pager as a learning tool for their students.

(Not sure visual training content works? Let us change your mind.)

The exact content of a one pager will depend on why it’s needed and who’s creating it. I assume you’ve landed here because you’re looking for one pagers related to some aspect of business.

So for now, I’m going to focus on how businesses tend to use one pagers. (I’ll talk more about educational one pagers later.)For a business, a one pager can have pretty much limitless applications. But here are the most successful uses I’ve seen and the types of information you should include in each:

A company one pager is meant to describe what your business does, whether that’s selling goods or providing a service.

For a successful company one pager, all companies should include a few things:

  • Mission/values statement
  • Services offered
  • Value proposition
  • Contact information

Many companies use their basic one pager as a sell sheet, particularly if they are known for making one or two main products.

But a sell sheet should include things like:

  • Your pricing model
  • Project timelines (if applicable)
  • Product or service specifications
  • Ordering information

Product flyer

A close cousin to a sell sheet, a product flyer is essentially a sell sheet for a particular good or service that you create or sell. What distinguishes them from sell sheets is they focus on a singular good or service rather than all the goods or services your company sells.

Product flyers should have:

  • Logo (company and/or product logo, if applicable)
  • Photos of your product (or images that represent your services)
  • Product specs
  • Sale information (if applicable)
  • Purchasing information
  • Contact information/social media

Investor pitch

If you’re looking for financial backing for your company, you’re probably going to create a pitch deck . But if you distill that information into a single page too, it can help set you apart from other potential investments — it shows you have a firm grasp on your unique value proposition and business plan and you respect the time of those you’re pitching.

Consider including the following in your investor pitch one pager:

  • Logo (or the name of your business if you don’t have a logo yet)
  • Unique value proposition
  • Market analysis and revenue projections
  • List of officers and key team members
  • Launch timeline
  • Fundraising goal

Standard operating procedure

One pagers are incredibly useful when learning how to do something new, whether you’re just starting a job or you’re taking on new responsibilities. Give your employees a leg up by creating standard operating procedure one pagers written tutorials they can refer back to. These types of one pagers can help them commit tasks to memory so they become second-nature.

An SOP one pager should have:

  • Description of document’s purpose
  • Summary of procedures or specific task
  • Policies and procedures necessary to understand task

A training one pager may be quite similar to a standard operating procedure one pager. But it has the specific purpose of ensuring team members know how to tackle a new task, technology or process. Also called job aids , these types of one pagers are closest in purpose to those used for education: their goal is getting information to stick.

The specific content will vary, but generally training one pagers should include:

  • Name of task
  • List of steps to complete task
  • FAQ about task
  • Contact information if help is needed

Sales report

One pagers are perfect for summarizing lengthy material. This is why they’re so useful in training materials , which we just explored. But they can also be used to highlight important aspects of broader information or data, such as sales data. Your company may have a seemingly endless number of sales- and revenue-related data points… summarizing it all in a one pager can make the material easier to digest.

Here’s what a sales one pager could include:

  • Quarter/annual/fiscal year
  • Income and expenses
  • Year-over-year change (or month-over-month/quarter-over-quarter)
  • Projections
  • Return on investment
  • Important milestones/events

Project report

What is a one pager for a project? Similar to a sell sheet or product flyer, a project report one pager summarizes key information about an ongoing (or upcoming) project. One pagers are excellent tools for keeping your team on track during any project.

Include things like:

  • Images of project (if applicable)
  • Timeline, including noting if team is falling behind
  • Projected new timeline (if applicable)
  • Key team members

Now that we’ve explored the different business and training applications of one pagers, let’s take a look at some examples — both inside and outside of a corporate context.

Business one pager s

Here are some general business one pager examples:

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This project one pager focuses on a product launch. Note how different departments are color-coded. This allows team members to see what areas they’re responsible for at a glance.

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Use your product flyer, sell sheet or even investor pitch one pager to compare your product or service to a chief competitor with a comparison one pager. Seeing key specs side-by-side can really make your products stand out.

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Showcase the variety of products or service your company offers with this product flyer one pager template. Make sure you have high-quality photos (or use icons and graphics to represent your services).

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Take a page (ahem, one page) from this real estate sales flyer for your next sell sheet. Summarize key points in the bulleted list and highlight the contact information for your sales team.

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Give potential customers a 35,000-foot view of your business by creating a company one pager using a template like this one. Include your logo, hours, contact information, website and address to give the reader all the most important details.

Training and development one pager s

Ensuring team members have the skills they need and follow the right procedures is an ideal use for one pagers in a business of any size. Here are a few examples and templates to get you started:

assignment 1 page

While this one pager was designed to keep track of equipment, you could easily modify it to make sure other procedures — particularly ones you’ve recently put in place — are followed. Research has shown that writing things on paper (or a tablet) can improve information retention, so your training and development one pagers should be printer-friendly.

assignment 1 page

Create individualized learning and development plans for your employees with this template. Modify it to list things like courses they’ll complete, certifications they can earn or new tasks they want to take on.

assignment 1 page

Keep track of training and development schedules with a one pager that lists each person’s sessions and how long they’ll last.

assignment 1 page

Learning and development in a professional setting can sometimes feel isolating, particularly if team members are on their own throughout the training process. But by creating a training one pager like this, the whole team can see where their peers stand and provide moral support and motivation.

one pager

Use a flyer design like this to make sure everyone at your company knows that learning and development opportunities are available — whether you offer them in-house or provide outside tools.

Education one pager s

I’m not a teacher, but I know one pagers are also quite popular in education, from elementary school to college. While they’re similar in some ways to those used in business, they typically vary in one big way: students make them, rather than teachers.

An education one pager is a document that a student creates to show what they’ve learned. They can be used in place of tests or quizzes or as a companion to a more traditional written assignment. They often include drawings or other artistic depictions (here are some cool examples of creative one pagers made by students ).

Project one pagers

A project one-pager provides a high-level overview of a specific project and is designed to capture the key details of the project.

Want to make sure everyone’s on the same page for your upcoming project? A project one pager is just what you need. It squeezes all the important bits onto a single page – perfect for those who want to get the gist without getting overwhelmed.

If you’ve got stakeholders in the mix who are a bit crunched for time and not keen on diving into the nitty-gritty project docs, I’ve got your back. Check out this example of a project one-pager to make sure you catch all the important stuff.

assignment 1 page

You can also use a project one pager to help divide job scope by clearly outlining responsibilities and tasks for each team member or department. It’s like a simple guide that keeps things organized and everyone in check.

assignment 1 page

Company one pagers

A company one-pager is a brief document that gives a snapshot of essential information about your company.

It’s like the quick intro to your business – from what the company does to its mission and a glimpse of its achievements. The one-pager is the go-to cheat sheet for anyone wanting to understand your business in a nutshell.

Consider putting together a company one-pager to share what services you offer. It’s a simple way to highlight what makes your business unique and help clients or partners understand how your services differ from competitors.

assignment 1 page

Product one pagers

Ever feel like explaining your product is like untangling a knot of spaghetti? Imagine a concise, one-page document summarizing your product’s magic: what it does, who it helps and why it’s special.

And that, is exactly why you need a product one pager.

Instead of sifting through loads of info, your customers get a quick overview of what the product is and why they might be interested – all neatly packaged in one page. It’s like the go-to guide for products, keeping things straightforward and easy to grasp.

You’re not just limited to selling stuff—it could be a service or, in this case, even a cool business startup course!

assignment 1 page

Alternatively, you can craft a product launch one-pager to outline your marketing strategy and organize the launch of your new product.

assignment 1 page

Personal one pagers

Personal one-pagers are documents that provide a snapshot of an individual’s key details, achievements, and skills.

They are similar to resumes but are typically more visually appealing and designed to give a quick overview of a person’s professional background, expertise and personal brand. Personal one-pagers can be used in job applications, networking events or as part of a personal branding strategy.

Imagine it as a sort of personalized business card, but way more fun. It’s your chance to move beyond the usual “hi, I do X” and highlight what makes you, well, you.

If you’re a freelancer or contractor, think of personal one-pagers as a handy way to share what you’re good at, highlight past projects, and let them know about the services you offer. Just like this example here:

assignment 1 page

The goal of a one-pager is to quickly and effectively communicate your message, so brevity and clarity are essential. You want the reader to grasp the key points in a matter of seconds.

Here’s a general outline for creating a one-pager:

  • Header: Start with a clear and eye-catching title at the top of the page and include your name or the name of your organization.
  • Introduction: Provide a brief introductory paragraph or a few sentences that explain the purpose and context of the one-pager.
  • Problem statement or opportunity: Clearly state the problem you’re addressing or the opportunity you’re seizing. This is the “why” of your project.
  • Solution or idea: Present your solution, idea or project in a concise manner. Explain how it addresses the problem or leverages the opportunity.
  • Key benefits: Highlight the key benefits or advantages of your solution. This can include things like cost savings, increased efficiency or market advantages.
  • Key features or components: List the most important features, components or elements of your project or product. Bullet points work well for this section.
  • Target audience: Describe the target audience or customers for your project. Who will benefit from it, and who is it designed for?
  • Market opportunity (if applicable): If your one-pager is for a business idea or startup, provide some information about the market opportunity, such as size, growth,and trends.
  • Implementation plan or timeline: If relevant, outline the steps or timeline for implementing your project. This can include key milestones or phases.
  • Call to action: Conclude with a clear call to action. What do you want the reader to do next? Contact you, invest, or take some other specific action?
  • Contact information: Provide your contact information, including email, phone number and any relevant social media or website links.
  • Visual elements (optional): Consider including visuals such as charts, graphs, images or infographics to make your one-pager more engaging and informative.
  • Formatting and design: Keep the layout clean and easy to read. Use a legible font, appropriate font size and simple colors. Ensure that the document is well-organized.
  • Proofread and edit: Carefully proofread your one-pager for spelling and grammar errors. Ensure that it conveys your message clearly and concisely.
  • Review and feedback: Before finalizing your one-pager, have someone else review it to get feedback and make improvements.

One-pagers excel in business communication with their compact size and versatility

As we’ve explored, you can create a one pager for your business that highlights your services, convinces an investor to give you money or helps keep your team’s skills sharp.

Whether you’re an executive or a learning and development professional, you can create all of these one pagers and more with Venngage for Business.

Simply sign up for a free account , choose a template from our library of professionally designed options and create your own in just a few clicks!

Trending Post : 12 Powerful Discussion Strategies to Engage Students

Reading and Writing Haven; English Teaching Ideas

How to Use One Pagers with Literature and Informational Texts

Are you googling one pagers because you’re trying to avoid grading yet another stack of essays? I don’t blame you. That’s how I started, too. Or, maybe you are wondering whether a one pager is the right assignment for your students? Maybe it’s that you’re not sure how to create one, when to assign it, or how to provide structure? One pagers can be meaningful as a creative response to literature. Sprinkling them into your ELA curriculum is a powerful way to ask students to reflect upon what they have read. Plus, it lightens your grading load. Keep reading for tips that will help you assign a one pager in your secondary classroom. (P.S. – They aren’t just for ELA!)

WHAT IS A ONE PAGER?

As its name indicates, a one pager is a single page response to a text. They typically focus on showcasing the theme of a narrative or the topic of an informational text. Students include a variety of information to show they can think critically about a story, poem, book, article, video clip, or other text. For example, students might include important quotes, analysis, symbolism, figurative language, themes, images, doodles, connections, questions, and more. One pagers move students beyond basic comprehension to a more mature way of thinking about a text.

WHY ASSIGN A ONE PAGER?

I find one pagers valuable ways to check for understanding. Perhaps you want to see how students are thinking about what they have read. Assigning a one pager can give teachers the insight while still allowing students creativity in expression. One pagers also ask students to move beyond summarizing to a deeper level. Besides, one pagers are an excellent way for non-ELA teachers to promote literacy. Any time students are reading a text (even in science, history, or art class, for instance), they can create a one pager in response.

WHEN SHOULD I ASSIGN A ONE PAGER?

One pagers are excellent forms of differentiation. I enjoy using them as an option for students to respond to a text. Perhaps you’ve just finished grading essays and can’t stand the thought of drowning in yet another stack (already!). One pagers are usually quick and easy to grade, but they still require that students are thinking and making meaning. One pagers are excellent complements to choice reading units, poetry units, short story units, whole class novel units, literature circles, and book clubs. Want to see how students are relating the central idea of paired texts? Use a one pager!

How to use one pagers plus lesson plans, examples, and templates for middle and high school #OnePager #LiteraryAnalysis #HighSchoolELA

WHAT SHOULD I AVOID WITH A ONE PAGER?

Creating too few or too many guidelines..

It’s important to think about the age of your students. Most middle school students need structure and guidance; students who are not used to thinking from an abstract angle can struggle. Because one pagers are not concrete, teachers need to be specific in their expectations with younger students. High school students who are comfortable with creative thinking and who are used to coloring outside the lines thrive with less scaffolding.

GRADING ON ARTISTIC ABILITY. 

It can be easy to get caught up in beautiful one pagers. If you’ve ever made one yourself, you understand how difficult they really are. It’s important to encourage students for their creative thought process – not their creative drawings or beautiful coloring.

DESIGNING RUBRICS BASED ON EFFORT. 

With creative assignments, it’s important to validate students’ thinking. When we design rubrics based off of perceived effort, we undermine the content students create. A one pager rubric should reflect skills that are tangible and measurable. For example, I would not include a category for “Effort.” Instead, I would include a category for “Content.” Within that category, it would be reasonable to ask students to cover the page with their reflection on the text. It’s something you can measure. Either the page is covered, or it’s not. Effort, on the other hand, is much more difficult to grade objectively.

USING IT TO “PROVE READING”.

Like most reading projects, one pagers don’t “prove” students have read something. Granted, it’s extremely difficult to create an exemplary one pager without a solid understanding of a text. Still, when I assign one pagers, it’s because I want to see how students are analyzing and synthesizing a text. I use them as a way to measure learning toward standards…not a way to  force reading. If you are concerned students aren’t reading a text, the best thing you can do is to confer with them as regularly as possible.

UNDERESTIMATING THE TIME THEY TAKE.

Creating an inspiring one pager takes time. If you’ve never tried to make one before, I encourage you to take on the task before assigning it to students. The first time I did this I was struck by two facts:  mine was terrible …and it took way longer than I expected . I still believe they are worth the time and energy, but creating my own example gave me better perspective for what I should expect from students. Plus, I understood I needed to provide them more class time than I originally anticipated in order to complete the work.

TIPS FOR ONE PAGER SUCCESS

Complete one yourself.  .

Making a one pager was a humbling experience for me. It really gave me insight into my students’ struggles. What was in my head is not what came out on paper. This experience resulted in a more empathetic and appreciative view of the one pagers I graded.

BRAINSTORM WITH STUDENTS.  

Come up with a list of expectations for the assignment. Then, with students, brainstorm possible content to include. Secondary students have fabulous ideas and can inspire one another. Plus, discussing possibilities as a group gives teachers the opportunity to identify appropriate content and redirect students if necessary.

ANALYZE EXAMPLES.  

It’s hard to visualize a one pager without looking at examples . I google “one pager examples” and display some of the search results on the projector. I’ve also saved some examples to Google Classroom so that students can view them from their iPads. As we study the images, students begin to see how different they are. We note what works and what doesn’t. We talk about examples that exceed expectations and those that don’t.

USE TEMPLATES.

Scaffold students’ experience with one pagers by providing templates. Use the templates to help students brainstorm and make a strategic plan for how they will maximize their space. The first time I assigned a one pager, I made all the mistakes…and found out that students don’t always know what to do with a blank page. That’s when I created these materials , which supported their thinking and led them toward the standards.

DON’T BOX YOURSELF IN.  

It’s important that you don’t go into the one pager assignment thinking there are “rules.” There really aren’t! You can be as creative as you want, and students can, too. If they want their one pager to incorporate a mind map or a collage, that works. If you want them to add texture, don’t hesitate. Do you want students to create a one pager that incorporates multiple texts? Awesome! You do you.

USE THE ONE PAGER TO PROMOTE LITERACY.  

It’s all about creating a literacy culture. We need secondary students to appreciate reading – to want to read. Providing students with a variety of ways to respond to a text is a way to achieve that goal. Saving the one pager for special occasions will help to ensure students don’t become burnt out with it. If you feel brave, allow students to work in partners to create a collaborative one pager. Many will love the social aspect of responding to reading. Building positive relationships between reading and how we ask students to respond to literature is a huge step in the process of building a community of readers.

RELATED RESOURCE:

One pagers are a valuable tool for any teacher. They should not replace all traditional essays, and they shouldn’t be assigned after every course text, but they are a wonderful alternative when used modestly. This resource contains scaffolded tools for getting started with literary and informational text one pagers .

Scaffolded one pager lessons for informational texts and literature

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Assignment Front Page Format, Design, and PDF File

Today we are sharing the assignment first page format for schools and college students. This format very useful for students for their assignment submission in school, college and university. You can also download this assignment front page design in word file format.

Note: There is a no specific and pre-defined format for assignment cover page. The front page of assignment define by school, college, university, etc. But there is general format for assignment submission which is use globally. You can change or modified this format according to you.

Assignment front cover

1. Assignment Front Page Format

2. assignment cover page design.

Assignment Front Page Format

3. Download Assignment Design PDF & Word File

Here you can download the assignment front page format in word download. You can easily download assignment design file and edit it as per your need. You can also find this files in your Microsoft Office. Choose you best assignment front page design and impress your teachers or professors.

Assignment Front Page Format Word File

Source File & Credit: Microsoft Office

Use Microsoft Word to edit this file. You can easily edit this file in Microsoft Office. Replace the file with your college name, logo, etc.

Assignment is a very crucial part in academic. Your project report front page or assignment first page design play an important role like first impression is last impression. If you impress your processor or teacher then you will score good mark.

See More: General Topics for Presentation

Should I insert “page 1” at the top of a one-page assignment?

Note: This post relates to content in the eighth edition of the MLA Handbook . For up-to-date guidance, see the ninth edition of the MLA Handbook .

Listing a page number for a one-page assignment is likely not necessary, but you should check with your instructor about pagination and other formatting matters .

Assignment 1: Reading a Paper

Research gets transmitted in many forms — demos, code, talks, and more — but its formal report most often occurs through a written paper. The paper explains the problem, the approach, and an evaluation. When ready, the academic submits the paper for review by other academics; once it passes this peer review process, the paper appears at a venue such as conference or journal. Since most research is disseminated in the form of papers, it's critical to be able to read research papers and make sense of them.

Your first assignment will be to read a paper in the area of your project interest, and to synthesize its main argument into a detailed outline. In addition, you will be getting set up with any prerequisites for your section. Don't underestimate the time required for either of these!

Part 1: Read a Paper

Read a paper and outline its argument and structure.

Each section has listed one paper below. Find yourself a quiet place and work your way through it. Don't worry if you can't understand every detail; focus on understanding the paper's big ideas and how they are argued. It can take time to read a paper — don't feel discouraged if it takes you a long time.

Outlining a Paper

Your outline should recompress the paper back into an outline format that explains the paper's argument. We suggest the following structure of one paragraph per bullet, with an example outline following the description:

  • Title : What paper did you read?
  • Problem : What problem is it solving? Why does this problem matter?
  • Assumption in prior work : What was the assumption that prior research made when solving this problem? Why was that assumption inadequate?
  • Insight : What is the novel idea that this paper introduces, breaking from that prior assumption?
  • Technical overview : How did the paper implement that insight? I.e., What did they build, or what did they prove, and how?
  • Proof : How did the paper evaluate or prove that its insight is correct, and is better than holding on to the old assumption?
  • Impact : What are the implications of this paper? How will it change how we think about the problem?

You may adapt this structure if needed for the paper you are outlining; check with your TA first if your proposed structure deviates by more than one bullet.

Example, for the paper Flash Organizations: Crowdsourcing Complex Work by Structuring Crowds As Organizations:

  • Title : Flash Organizations: Crowdsourcing Complex Work by Structuring Crowds As Organizations
  • Problem : Crowdsourcing has been used successfully for many goals that can be decomposed into small, modular microtasks, but it has struggled to achieve more complex goals such as design and engineering. For example, tasks such as image labeling work because it's modularizable, but design is interdependent and requires adapting as you go, so crowdsourcing has succeeded at image labeling but failed at design. If crowdsourcing is limited to modular tasks, then it will never be able to achieve goals of meaningful complexity, which will limit its impact on the world.
  • Assumption in prior work : Prior work all takes an algorithmic model of crowdsourcing: the programmer specifies who does what, and when, in a kind of big algorithmic recipe to follow. This assumption shows up in goals ranging from Wikipedia ("edit this page"), to interactive crowd-powered interfaces ("find errors" --> "fix errors" --> "verify fixes"), to open source software ("create a module with this fixed API").
  • Insight : This paper proposed that instead of coordinating crowds as we do algorithms, that we should be coordinating crowds as we do with organizations. They propose a series of computationally-enhanced versions of the structures that organizations use — roles, tasks, hierarchy, and so on — and introduce the idea of a flash organization, which is a rapidly assembled collective of online collaborators who use these computational organizational structures to coordinate.
  • Technical overview : The authors created a system called Foundry that implements these ideas. Foundry is a web interface that connects to the Upwork online labor marketplace to draw on-demand expertise. It uses a combination of first-come-first-served hiring queues and Slack integration to bring workers onboard and keep them updated. It introduces an adaptation model drawn from the metaphor of code branching and merging to enable the organization to adapt.
  • Proof : Three non-crowdsourcing experts used the system to convene and lead flash organizations to achieve proof-of-concept complex goals. These experts created (1) a tablet system for EMTs to report medical trauma cases enroute to the hospital, (2) a card game for storytelling, which was playtested and iterated upon, and (3) an enterprise-grade event planning system that had to meet branding and security standards.
  • Impact : Flash organizations offer a broad new view of crowdsourcing — one that's not rooted in Tayloristic algorithms, but instead in an organizational metaphor. This approach can achieve far more complex outcomes, enabling crowdsourcing to apply to a broad new class of problems. It has implications for the future of work (how do we protect labor rights?), for organizations (what will organizations look like in the future if flash organizations are widely deployed?), and for collaboration (will we all work remotely?).

Here are the papers per section. Look at your section's project list and pick the paper that corresponds to a project that intrigues you.

Note : If you encounter a "Get Access" paywall on the below links (e.g., for IEEE or ACM), make sure you are using Stanford's EZproxy .

AI: A Simple Framework for Contrastive Learning of Visual Representations

Hci: data-driven interaction techniques for improving navigation of educational videos, systems: chaff: engineering an efficient sat solver.

  • Chain-of-Thought Prompting Elicits Reasoning in Large Language Models
  • See starter task bellow.
  • For the media bias project: Fair and Balanced? Quantifying Media Bias through Crowdsourced Content Analysis
  • Others: Book chapters on causal inference (Chapters 1-5, 10-11, and 18)

Part 2: Section Starter Task

Complete starter task for your section

Kanishk's section: starter task details .

Brando's section: starter task details .

Hamed's section: No starter tasks, focus on the readings

Set up Google Colab and train a model on MNIST using PyTorch to at least 95% test accuracy. You may use any resource you want as long as you clearly cite it and understand what the code is doing. You may wholesale copying code, but you MUST cite any code you copy. Not citing used code constitutes an honor code violation.

  • Note 1 : Google Colab uses your Google Drive space, so please use your Stanford drive if you want to avoid using storage space on your personal account (your Stanford drive has unlimited storage).
  • Note 2 : Make sure to set an accelerator for improved speeds (Edit -> Notebook settings -> Hardware accelerator -> GPU). You may have to do this every time you open a notebook.

Instructions:

  • Walk through the welcome Colab notebook (watch the video, run a few lines of Python): https://colab.research.google.com/notebooks/welcome.ipynb
  • Set up a new notebook for this assignment.
  • Torch should already be installed in Colab
  • Use Python 3
  • Don’t just read the code, actually run it in Colab
  • Read and understand the following code: https://github.com/pytorch/examples/tree/master/mnist
  • Transfer the code from that repository to the Colab. You may copy code.

Familiarize yourself with git by:

  • Browsing through the documentation: https://git-scm.com/book/en/v2/Getting-Started-About-Version-Control
  • Going through a tutorial: https://docs.gitlab.com/ee/gitlab-basics/start-using-git.html
  • Read about some uses of large language models: https://github.com/elyase/awesome-gpt3
  • Create a free account and play with a large language model. Try to find interesting successes or failures! https://www.ai21.com/studio

Deliverables : Combine the following into a single PDF and upload it to Canvas.

  • A short (one paragraph) writeup on using Colab, git, PyTorch, (language models if you tried it), and what was difficult in the process.
  • The notebook exported as a PDF.
  • A link to the notebook (your instructor may request access to it).
  • Prototyping: Lecture 2 — The Power of Prototyping | HCI | Stanford University
  • Wizard of Oz: Lecture 11 — Faking it - Wizard of Oz | HCI Course | Stanford University
  • Hello World: https://reactjs.org/docs/hello-world.html
  • Introducing JSX: https://reactjs.org/docs/introducing-jsx.html
  • Rendering Elements: https://reactjs.org/docs/rendering-elements.html
  • Components and Props: https://reactjs.org/docs/components-and-props.html
  • State and Lifecycle: https://reactjs.org/docs/state-and-lifecycle.html

Deliverables: Write a brief reflection (1-3 paragraphs) of your thoughts regarding the power of prototyping and your first impressions of wizard of oz studies and upload it to Canvas.

Install TeXLive (or MacTeX), following the instructions online . If you are running Ubuntu, you should be able to get away with: sudo apt install texlive-full

Make sure you have git and make installed. On Ubuntu, you should be able to get away with: sudo apt install git build-essential If not already, it's probably a good idea to get acquainted with git .

Clone the systems monorepo and build the example LaTeX document. You should get RW access to the repo during section. git clone [email protected]:matthewsot/cs197-systems.git

Make sure you can build the example LaTeX document. cd cs197-systems/starter-task/latex-test make This should create a file build/main.pdf . Check that it looks reasonable.

Download the latest CVC5 SMT solver binary for your platform here . Then use CVC5 to check satisfiability of the SMT-LIB2 file in the starter repo. cd cs197-systems/starter-task/smt cvc5 --produce-models --incremental --dump-proofs example.smt2

Write an SMT-LIB2 file that tells CVC5 to look for integer solutions to the equation x^2 + x + 1 = 0 . You can base it off of the example.smt2 file from before. CVC5 should report there are no solutions ("unsat").

Deliverables : a .zip or .tar.gz of (1) the main.pdf file generated by the LaTeX example, (2) the output of CVC5 on example.smt2 , (3) your custom SMT-LIB2 file for solving x^2 + x + 1 = 0 .

Part 3 (AI): Submit Project Interest Rankings

Finally, if you are in the AI section please submit project interest rankings for the projects in your section. These rankings will not be used to assign projects. Rather, they will give the course staff information to help facilitate the creation of teams during your next section.

Fill out the project interest form here .

  • AI project list
  • HCI project list
  • CompBio project list

You are expected to submit two PDFs and one form for this assignment:

  • Submit a PDF with your paper outline on Canvas.
  • Submit a PDF for your section’s starter task on Canvas.
  • Submit your responses to the project ranking form linked above.

Your outline will be graded on the following rubric:

  • Accuracy: does the description correctly describe the paper?
  • Completeness: does the description capture all the important ideas in the paper? (Not all the ideas! All the important ideas.)
  • Clarity: does the description convey the ideas understandably to the reader?

In addition, your starter task will be graded based on completion.

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James Jones

I'm James Jones. My full-time job is teaching mathematics at a community college, with an extra-duty assignment that involves Canvas. I hate repetitive tasks and will spend 13 hours writing a computer program to automate something that takes 5 minutes to do. This often benefits others in the form of Canvancements, which are my Canvas Enhancments that I freely contribute to the Canvas Community.

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Mighty Gadget Blog: UK Technology News and Reviews

How to Write an Assignment First Page

assignment 1 page

Any links to online stores should be assumed to be affiliates. The company or PR agency provides all or most review samples. They have no control over my content, and I provide my honest opinion.

It is common for students not to create the front page for assignments as they do with other parts of the project. This is because they don’t see it as part of the assignment. However, it is crucial to have a good assignment front page because it plays a role in how the instructor or reader perceives the work. 

One of the benefits of a good assignment first page is that it builds people’s interest in your essay and sets the tone for a good grade with the lecturer. It ensures that they can pay attention to your work and give you the grade you deserve and some extra points for the cover page. So, it is a part of the assignment, as the different chapters are. 

However, when discussing how to write essays, papers, and assignments, the assignment cover page is always left out. It’s not a commonly discussed subject, as though it isn’t essential, even though it is. 

When writing an assignment first page, the students must follow specific formats and presentation techniques. In some cases, the lecturer may give clear instructions on how to do it, but if they don’t, there’s a general format that students need to follow. However, if nobody is talking about the title page and the students aren’t asking questions, they won’t learn to create a title page properly, affecting their assignment grades. 

In this article, we will be discussing how to write an assignment first page. This will include the students’ techniques to ensure their assignment stands out from others from the first page. This could play a crucial role in how their work is graded. 

Guidelines for writing title page for assignment

The first page of an assignment is crucial to impress your lecturer and get yourself in their good books before reading other parts of your assignment. So, in writing a cover page, there are several rules and guidelines that you should follow so you can come up with a perfect cover page. Some of these are:

  • Write a precise front page. Your cover page must be precise and, in fact, scanty. It’s not the part of the assignment where you add a lot of information; otherwise, it won’t appear great. It will also put off your lecturer or professor and make them lose interest in reading the other parts of your assignment. 
  • Make sure to create a lasting impression with your cover page. Your instructor reads other parts of your essay with this impression. That’s why your university assignment cover page must be precise, clean, and catchy. 
  • Use an appropriate colour combination on your first page unless your instructor gives specific instructions about this. 
  • Make sure that your front page design is both charming and engaging. However, if you’re not good at creating or planning out your assignment first page, there are several formats that you can choose from. This will help you achieve the same goal and is better than using a shabbily written assignment first page. 

Essentials of an assignment first page

Certain elements make up the cover page or first page of an assignment, and you must include these elements in yours. Sometimes, your lecturer may give specific instructions on the features or essentials that make up your first page. However, if this isn’t the case, there is standard information that you should include, and these include:

  • The project title
  • The subject for which you’re writing the assignment
  • Your details, including name, registration number, and roll number
  • The professor’s name
  • University information, such as name and department you’re registered under
  • Date of submission

These are vital information pieces that you must include in your cover page for assignment unless there’s specific instruction from the instructor about what to have. Remember that the first page is meant to be precise, so none of these details should be lengthy so your teacher doesn’t lose interest in your work.

Tips for writing an excellent assignment first page

There’s always an assignment structure for every paper, or essay students are to write about, and the cover page is part of that structure. There are several tips to write a perfect first page for your essay or project, and some of these are:

  • Display and fonts: Resist the temptation to use fancy texts and fonts for your cover page. Ensure to use texts that are bold, clear, and simple. Some lecturers give specific information about fonts to use. However, when they don’t, ensure to use texts with proper visibility. Make sure to use the same font throughout. 
  • Spelling and grammar: Review your front page before submission to remove all grammar and spelling errors. 
  • Presentation: Your presentation is important because it helps create an impression on whoever reads or grades the paper. 
  • Personal details: Your details are part of the necessary elements of a cover page. Ensure to not miss out on any part of it. Write your name with a slightly bigger size, but make sure the font is uniform. 
  • Restrict the word limit: Don’t forget that your cover page should be precise. So, pay more attention to the quality of words that you use instead of the quantity. 
  • Make sure the information flows: Write all the information on your first page in order or pattern that flows into itself. Make sure each one is interconnected and has a proper sequence. 

Conclusion 

Many students ignore this, but the first page of your essay paper or assignment is essential. Therefore, you must start to treat it as important. Your cover page plays a huge role in the way your lecturer perceives and grades your assignment.

assignment 1 page

I am James, a UK-based tech enthusiast and the Editor and Owner of Mighty Gadget , which I’ve proudly run since 2007. Passionate about all things technology, my expertise spans from computers and networking to mobile, wearables, and smart home devices.

As a fitness fanatic who loves running and cycling, I also have a keen interest in fitness-related technology, and I take every opportunity to cover this niche on my blog. My diverse interests allow me to bring a unique perspective to tech blogging, merging lifestyle, fitness, and the latest tech trends.

In my academic pursuits, I earned a BSc in Information Systems Design from UCLAN, before advancing my learning with a Master’s Degree in Computing. This advanced study also included Cisco CCNA accreditation, further demonstrating my commitment to understanding and staying ahead of the technology curve.

I’m proud to share that Vuelio has consistently ranked Mighty Gadget as one of the top technology blogs in the UK. With my dedication to technology and drive to share my insights, I aim to continue providing my readers with engaging and informative content.

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How to Write a One-Page Proposal

Mary Cullen

Table of Contents

Don’t skimp on preparation.

  • Structuring a one-page proposal

Writing a one-page proposal

  • Formatting is your friend

One-page proposal template

Proposals are an essential tool for winning new business. Writing a persuasive pitch summarizes the value of your offering, how you can resolve your client’s challenges, and reflects the relationship between your organizations. Proposals can range in size and format, but a form that is growing in popularity is the one-page proposal . This brief bid is useful when a client requires the entire solution at a glance. It can be used as an overview before proceeding to a more in-depth proposal, or it may be a stand-alone document that enables sign-off on new work. 

Summarizing a proposal on one page is far more complicated than it sounds. This article will outline how to prepare for the one-pager, the critical sections to include, writing and formatting guidance, and a template to support your proposal development.

Many people confuse a short document with one that’s easy to write. However, it is difficult to include all the necessary information in just one page. Thoughtful preparation is required to ensure the proposal uses every word and square inch effectively. 

Collecting and organizing ideas is the first step, and this process is made easier through the use of mind-mapping software. Mind-mapping allows a freeform collection of all the elements that should be considered in the proposal. Once the ideas are collected, they can be organized and prioritized. This process is valuable both when preparing it on your own or with a team. I recommend Mindmeister for its accessible interface and collaboration options. Mind-mapping will result in a clear outline of your proposal that will clarify the writing process.

The preparation process requires a keen understanding of your potential client. Review the various elements you’ve collected in your mindmap for their relevancy and interest to your client. For example, certain clients want a vision of their company after your work is complete. Others prefer to see only specific deliverables without any fluff. This audience analysis is a valuable filter to identify the information and sections that appeal to your customer.

Are you interested in improving your proposal writing skills? Check out our proposal writing course .

Structuring a one-page proposal  

Each proposal must be unique to your client. The following elements are items that are typically included in a one-page proposal. However, this framework should be modified to include what is relevant to your audience. 

proposal-course-writing

Win more business with strong proposal writing skills.

Our Proposal Writing Course includes instructor feedback & coaching to review any proposal you write.

Selling starts with the title

Your proposal title should be a persuasive summary of an already short document. If you’re writing a one-page proposal, your audience is likely extremely busy. Your reader’s attention is in-demand, and the proposal title’s job is to pique their interest about your offer. 

The Why: Overview 

The overview provides a summary of the proposal. This section should outline the objectives and strategy of the business deal, the products or services you will render, and how they will solve your client’s problems. A persuasive pitch identifies your value proposition and how your work will make your customer’s business more productive, efficient, or otherwise improved. This section should make it obvious to your client why they should say ‘yes!’

The What: Scope 

Each proposal promises a new vision for your client. This vision should be compelling and engaging, but it must also be realistic. Outlining the scope sets a clear boundary of what the client can expect within the contract.

This section may also lay out the roles and responsibilities of your company and your clients. The proposal may be contingent on receiving access to data, platforms, or personnel to enable the project. 

The How: Deliverables 

What will your client receive in exchange for their agreement? Items may be tangible products or intangible services. Product deliverables are typically straightforward to outline. Service deliverables can be more challenging to define. Therefore, it is even more important to clearly and succinctly describe services to avoid any confusion on contract fulfillment. For example, in a social media proposal, the number of posts or level of engagement could define a deliverable. In a safety training proposal, the number of students trained or the production of a tailored training manual could be the metrics. 

The When: Timeline

Clarity on timing is essential to meet client needs and to ensure your ability to deliver. The timeline can be framed relative to contract signing, set by specific dates, or in phases based on client approval. Any format can be acceptable, so long as it’s specified. If appropriate, this section may be integrated with the deliverables.

The How Much: Financials

Financials are the heart of any proposal. Clients want to know exactly what this offer will cost. Budgets can be presented in a diversity of formats, so choose one appropriate for your client and industry. 

Some writers see one-page proposals as an opportunity to simplify the budget as a lump-sum amount. However, customers can balk at a sizeable total because they do not know the value of all individual elements — balance brevity with transparency in preparing this critical section. 

The Fine Print: Contract

This section should explain how to accept the proposal. It may indicate how to request a more in-depth proposal or include an area to sign with approval. In addition, it should include any key legal or taxation information.

One-page proposals often require assumptions to maintain conciseness. These assumptions could cover access, the current status of the client’s business, your subcontractor availability, or any other item. Identifying these assumptions in this section enables these items to be reviewed and accepted by your client. 

The Who: Contact 

One-page proposals are typically provided to customers familiar with your company and therefore do not need an extensive company introduction. This section should include your client’s contact person, contact information, and a brief company overview or website link.  

In any proposal, the ‘About Us’ section should take a back-seat because the core of the proposal is about the client, not yourself. Company information is relevant but should be brief. For example, direct links to your corporate website that includes a strong portfolio and compelling testimonials does not use valuable real estate and is always available. 

Once your mind-mapping has produced a clear structure and outline, the writing process should be relatively straightforward. In a one-page proposal, there is no room for fluff. The content must be included in a way that is both convincing and concise. 

Business writers often find it more challenging to write brief documents compared to more extensive reports. The constraints of one page require each phrase to be carefully thought through, and each sentence to be actively supporting the pitch. It is easy to write a convincing document if all the information you could possibly want to include is included. Brevity is an art and a powerful one. 

If your text continues beyond one page, review each section for content that is duplicative or extraneous. Look for opportunities to combine similar concepts into a singular sentence with more powerful phrasing. A helpful editing technique is to leave the document for a few hours or a day, and then read it from your client’s perspective. This fresh angle can quickly identify passages that need revision or deletion.

Formatting is your friend  

Formatting is vital for an aesthetically pleasing one-page proposal. These documents include a lot of information, and careful formatting allows the reader to absorb it quickly.

For an accessible one-pager, consider these formatting tips:

  • Use whitespace to separate sections, avoid the page from feeling busy, and guide the reader’s eye through the document. 
  • Use two or three columns in some areas to present relevant information in parallel. 
  • Graphics, photos, or icons can support your proposal’s message while also breaking up blocks of text.
  • Tables or charts can be used to summarize text and emphasize key points. 
  • Test that your proposal is truly on one page with a preview by printing or saving it as a PDF document.

The following template puts the structure and formatting together for a framework for a one-page proposal. Feel free to use and refine this template to build your bid and attract new business.

The Title: The Most Important Phrase Objective Summary of the proposal that will get a ‘yes!’ from your client. Make sure to include a clear, short statement of how you will uniquely solve the client's problems. Scope Defining what the proposal will cover. Deliverables Timeline Investment Deliverable #1 Description Delivery Date #1 Budget Item #1 Deliverable #2 Description Delivery Date #2 Budget Item #2 Deliverable #3 Description Delivery Date #3 Budget Item #3 Contract Guidance on how to accept the contract and any assumptions or stipulations the client should consider. We’re Here for You Sales representatives name and direct contact information A one-liner about your company and a link to the corporate website.

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Assignment 1: Static Web: HTML/CSS

Due Sunday, February 7 11:59pm ET

Accept the Github Classroom assignment and clone this repo that contains stencil code for Assignment 1.

Introduction

This is a multi-part assignment with the objective of making you comfortable working with HTML and CSS. By the end of this assignment, you will have styled some rectangular blocks and created a simple version of Twitter's home page.

If this assignment seems overwhelming to you, please come see a TA at TA hours to talk through some strategies for tackling it. We expect this assignment to be a time-consuming assignment as we cover a lot of fundamental techiniques. But with a good strategy, it can be finished in a reasonable amount of time.

Note: Only CSS and HTML will be used for this assignment. If you want to use JavaScript (or libraries such as jQuery) then feel free to, but we will only be grading correctness on your CSS and HTML.

If you can, Start Early!

Specifications

Now that you understand some of the basics of HTML and CSS, let’s take a look at how to align HTML elements. There are multiple ways to align HTML elements, but in this part, we recommend using flexboxes as they are widely used in modern web development (for example BootstrapV4 is built on top of flexboxes).

Refer to this great webpage on how to use flexboxes: CSS Flexbox Guide .

Also feel free to use online resources such as Stack Overflow, MDN, W3, and Google for reference.

Screenshot of Part1 at the beginning

As you can see, there are 9 rectangles. The styling and makeup of the first two rectangles are already built for you. Your task is to apply stylings and add div elements inside of the next 7 green rectangular blocks to create a webpage that looks like this:

Screenshot of Part1 when finished

For the third row, the red and blue end rectangles should remain the same width, and the green space should shrink.

Possible Approach: Have a div with a red background and a div with a blue background, both with fixed width. Use an appropriate value for Justify Content .

For the fourth row, the blue end rectangle should remain the same width, and the red rectangle should shrink.

Possible Approach: Have a div with a red background and a div with a blue background. Have a fixed width on the blue div. Use Flex Grow .

For the fifth row, the red square should remain the same size, but always remain in the center of the green rectangle.

Hint: Think about how to keep a div fixed size and how to align something in the absolute center of the parent element.

For the sixth row, the blue rectangle should remain the same size, while the red rectangles should shrink. The blue rectangle should remain in the center of the row.

Hint: Use two red divs.

For the seventh row, the red rectangle should remain the same width.

Hint: Nest divs and use background-color: transparent

For the eighth row, the orange rectangles should remain the same size while the green space between them shrinks.

For the ninth row, the green space between the orange rectangles should remain the same width while the orange rectangles narrow.

The examples we provided with the first two rectangular blocks use flexboxes. You are not required to use flexboxes for the next 7 rows, but we recommend it as it will also be useful in part 2 of this assignment.

You should only have to use the div html element to complete this assignment. Also, none of the divs you create inside of the provided wrapper divs should have background-color: green; . But it is valid to specify non-green background colors for any divs, including the wrapper.

  • The color of the boxes we used are background-color: red , blue , and orange
  • Some width/height values we used are 20px, 40px, 80px

You are not required to use Bootstrap in this part. You can use if you want, but we actually recommend writing plain CSS. Just for this part, inline CSS is acceptable, but you should generally avoid using inline CSS in the future.

Any images you'll need can be found in the part2/images folder, which can be referenced as ./images (when CSS is in its own file, URLs are relative to the CSS file, not the page it is loaded on). All of your HTML should go in the index.html file and all of your CSS should go in the index.css file.

Twitter page overview

Feel free to go on Twitter and use your browser’s inspect element to see how they do font sizes, font weights, margins, paddings, text colors, and background colors (use inspector). Our solution is a bit different than Twitter’s architecture because twitter’s HTML/CSS setup is way too complicated for a simple web mockup. If you try to copy Twitter’s code instead of creating the HTML elements yourself, you’ll end up spending way more time trying to figure out what each div does and how to decipher their massive styling code base.

Ethics Requirements

A screen reader needs to know in advance what language your website is in in order to function properly.

To help it out, make sure to declare the language of your website in the lang= attribute of the html tag.

Blind and low-sighted users often can’t see images on a site.

  • To help them enjoy your site’s content, all images must have alt text.
  • The alt text goes in the alt="..." attribute of the image element.
  • You should give a basic description of what is in the image. Putting image in the alt attribute does not count!

Blind or low-sighted users may want to “skim through” a page using their screen reader. To make that easier, the page should have a logical hierarchy using different headings to designate different levels of importance.

Note: your Twitter page won’t have that many headings. Just don’t use headings to style things!

If you want a piece of text that isn’t a heading to be big or bold, use HTML elements like em and b tag or CSS to style it rather than the heading attribute.

For people using screen readers to navigate the page, ARIA landmarks are a big help – they can help users skim the page, or to quickly find the content they need. These are attributes that can be added to any element on the page and appear as role= attributes within a div’s opening tag. The ARIA landmarks you are required to include are:

  • role=navigation (to designate the navigation menu): add this to the navigation bar.
  • role=main (main page content, i.e. the tweets): add this to the div you use to contain your tweets.

Look here for more tips and examples.

Finally, your page should have a skip link (think <a> !) somewhere at the top of the navigation. Skip links are links at the top of the page which allow a user to skip to the main content of the page. They’re important for older browsers and screen readers that may not support ARIA landmark navigation.

  • This can be styled any way you like! However, for this project, hide them using display: none; .
  • To do this, you’ll have to give the div you will be jumping to an ID, and have the link href="..." attribute point to that div’s ID. For example, if I wanted to jump to a div with the ID myDiv, I would have the following link: <a href=”#myDiv”>Jump to myDiv</a>
  • In our case, this means skipping to content-wrapper or content-center , depending on your implementation. More tips and examples can be found here .

We recommend running your page through WAVE’s accessibility checker, which we asked you to add to your Firefox and/or Chrome browsers during lab 1. We’ll be using that tool to test whether your ARIA landmarks and general hierarchy are logical, as well as whether you’ve implemented alt text in your image descriptions.

Note: The Chrome WAVE extension has been a little finicky lately. If you’re having trouble, try running your code on a department machine and/or using Firefox.

For help, take a look at our Accessibility Resource Sheet in Docs or come to TA hours!

Functionality Requirements

In the following, we put together some hints on how to accomplish the functionality requirements. We also encourage you to refer to online resources like MDN and CSSTricks for HTML and CSS properties.

Note: Don't worry about getting the font sizes or font colors exact. That being said, #4AB3F4 is the blue color used in the mockup and #E6ECF0 is the light gray background color.

Twitter page parts dimensions

Twitter's header is fixed which means when you scroll down, the header remains at the top of the webpage. We will require you to implement your header in a similar manner. To do this, use:

  • position: fixed; Adding this to an element makes it stick to whatever position you specify
  • top: 0; left: 0; These are the positions for the fixed element that will keep the element fixed at the top
  • z-index: 100; Adding this to an element makes it positioned above other elements (You could probably make it work with z-index: 5, but we put 100 just to make sure). Elements without a specified z-index have a default z-index of 0. Elements with higher z-indexes are placed over elements with lower z-indexes.

If you decide to use Bootstrap, you may find Navbar Placement to be useful.

Twitter how Navbar Link looks like

Lastly, we require you to have the Twitter logo stay in the middle of the header when you resize the window.

  • Home <i class="fas fa-home"></i>
  • Moments <i class="fas fa-hashtag"></i>
  • Notifications <i class="far fa-bell"></i>
  • Messages <i class="far fa-envelope"></i>

The file path of the twitter logo is ./images/twitter-logo.png

content-wrapper

  • max-width: 1190px; This sets the maximum width of the element.
  • margin: 56px auto; This sets the vertical margins to 56px so that it is below the header and the horizontal margins to automatically center the element.

content-left

How the left content will look like

  • Cover picture (purple)
  • Profile picture (orange)
  • Profile stats (green)

We require you to create the overlapping effect between the profile picture and cover picture. Usually to sepcify priority in stacked display (think it as layers), you will use z-index .

Bootstrap section for positioning

  • The filepath of the cover picture is ./images/ratatouille-banner.png while ./images/ratatouille.jpg is the filepath of the profile picture for Remy and ./images/linguini.png is the filepath of Linguini's profile picture.

content-center

How the center content will look like

We require that you include the profile picture in every one of the tweets. Additionally, in at least one of the tweets you should have a span tag to change the styling of a single word within the tweet.

border-radius: 50%; or Bootstrap class rounded-circle makes an element a circle.

content-right

If you minimize the width of your browser when on Twitter, you will notice that the content on the right disappears at a certain point. This is done using CSS media queries.

We require you to do the same on your mockup. So, use a media query to make content-right disappear when the window’s width is less than or equal to 1200px.

Other than the explicitly stated requirements for this part, we would like you to make your Twitter mockup generally resemble the solution provided above

If you can, please make your webpage compliant across browsers. But we will be testing your assignment on Chrome.

To access Chrome in CIT machine: From the command-line, type chrome .

General Notes

As a reminder, it's a good idea to run your HTML and CSS syntax through validators. You should also consider using an accessibility checker such as WAVE.

Troubleshooting

There are hundreds of HTML and CSS tags, properties, and values, and CS132 does not expect students to learn each one by heart. However, this assignment and the first lab are intended for you to intuitively understand the languages, and to be proficient at knowing how to tackle a design by the end of the semester.

If you’re having problems, there are many guides on HTML and CSS online (CSSTricks and MDN are your friends), as well as on our resources page.

As always, if you are stuck on a particular part, you can always talk to the friendly TAs or ask questions on course piazza (check your email for a signup link).

As a general rule of thumb, do not expect TAs to be able to solve every web problem you have. Even the most adept web developer can struggle a lot with specific CSS rules to use.

To hand in your code for Assignment 1, upload the directory containing your solution to part 1 and part 2 to Gradescope .

4Q Assignment #1, Sociology of Criminology

Yardbarker

There’s only one scapegoat for 49ers’ Super Bowl loss, and it’s not Kyle Shanahan

O n third-and-6 close to midfield during the Kansas City Chiefs’ final drive of overtime, San Francisco 49ers defensive coordinator Steve Wilks decided it was the perfect time to call a cover-zero blitz against Patrick Mahomes with a Super Bowl championship on the line.

49ers head coach Kyle Shanahan recognized the absurdity of what Wilks was about to do (Sunday night wasn’t the first time this season that Wilks wanted to run a cover zero in a critical situation either), calling a timeout to regroup.

However, Mahomes hit rookie Rashee Rice for a 13-yard gain on the next play, converting the Chiefs’ eighth third-down attempt of the game and keeping alive a drive that should have ended three plays earlier when Wilks’ coverage scheme left a huge hole on the right side for Mahomes to run off tackle for eight yards and convert on fourth-and-1.

Shanahan’s overriding of Wilks initial play call wasn’t the 54-year-old coordinator’s only mental gaffe of the overtime period either.

Twice, Mahomes burned the 49ers with his legs in critical situations, converting on separate third-and-1 and fourth-and-1 plays, extending a game that likely should have ended with the 49ers hoisting the Lombardi Trophy had they been in the right defensive alignment, had a QB spy, or simply didn't blitz.

Unfortunately for Wilks, his defensive play-calling miscues were magnified when it mattered most, negating the brilliant game he called through the first three quarters.

During that span, the 49ers held Kansas City to 222 yards on 47 plays (4.7 yards per play) while forcing five punts, a fumble and an interception and allowing one touchdown and two field goals.

But in the fourth quarter and overtime, the Chiefs totaled 208 yards on 36 plays (5.7 yards per play), scoring a touchdown and two field goals on three drives, all of which were 11 plays or longer after having just one such drive in their previous 10.

Sure, Shanahan could have run the ball more than he did in the second half and tried to control the time of possession more, and he certainly should have done so earlier than the start of the fourth quarter (SF called designed passes on 12 of its first 15 plays in the second half).

But it was Wilks’ play-calling that allowed the Chiefs to drive 64 yards down the field in 1:50 while converting twice on third down — including a 22-yard completion to Travis Kelce on a third-and-7 with 16 seconds left — before KC scored the tying field goal with just three seconds left in regulation. 

It was also Wilks’ play-calling that allowed the Chiefs to drive 75 yards in overtime while allowing a combined 40 yards on third-and-6, third-and-1 and fourth-and-1 situations before yielding the winning touchdown from inside the five-yard line.

Want more articles like this? Follow Yardbarker on MSN to see more of our exclusive NFL content.

More must-reads:

  • 49ers Super Bowl LVIII takeaways: Another championship slips away from Kyle Shanahan
  • Inside Super Bowl LVIII numbers: NFL's repeat hex is lifted
  • The 'Super Bowl MVP' quiz

Trending slideshow: The best NFL teams that never made it to a Super Bowl (Provided by Yardbarker)

Steve Wilks

IMAGES

  1. Assignment First Page Format

    assignment 1 page

  2. Assignment Front Page

    assignment 1 page

  3. University Assignment Cover Page

    assignment 1 page

  4. Assignment 1

    assignment 1 page

  5. HTML Assignment by obm255.mooc

    assignment 1 page

  6. Project First Page Sample

    assignment 1 page

VIDEO

  1. PART-106/20 BEAUTIFUL BORDER DESIGNS/ASSIGNMENT FRONT PAGE DESIGN HANDMADE/PROJECT WORK DESIGNS

  2. How to make beautiful assignment front page 🤔.#assignment #design

  3. 50 AMAZING BORDER DESIGNS/PROJECT WORK DESIGNS/ASSIGNMENT FRONT PAGE DESIGN/A4SHEET/PROJECTOR DESIGN

  4. So Easy

  5. February cover page design for school projects and journals

  6. 10 Easy front page design for school projects and idea note journals

COMMENTS

  1. A Simple Trick for Success with One-Pagers

    What Is a One-Pager? Let's backtrack a bit and talk more about what a one-pager is. It's pretty simple, really. Students take what they've learned—from a history textbook, a novel, a poem, a podcast, a Ted Talk, a guest speaker, a film—and put the highlights onto a single piece of paper.

  2. Understanding Writing Assignments

    How to Decipher the Paper Assignment. Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. ... or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline. This project is an expansion of your opinion ...

  3. Understanding Assignments

    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.

  4. Resources for Teachers: Creating Writing Assignments

    For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance. Sequencing Writing Assignments. There are several benefits of sequencing writing assignments:

  5. Using One-Page Assignments as Alternative Assessments

    So, what are the components of a one-page assignment? One-pagers use white unlined paper and are colorful, with the entire page filled with text and diagrams. According to the AVID Teacher's Guide, one-pagers should have excerpts from the reading or text, graphic representations of their learning, and a personal response.

  6. Night One Pager: Assigning a One-Pager Project as a Culminating Project

    A one pager is a classroom assignment, activity, or assessment where students place all of their work on one page. With a one pager, students combine visual and text elements to demonstrate a thematic and symbolic meaning of a text.

  7. How to Create a One-Pager: A Guide for Our End-of-Semester Challenge

    5. Design your one-pager. Now that you have seen several examples, you're ready to create your own. You are welcome to work with a partner, but each of you can submit only once. As you've seen ...

  8. 5 Steps Guide On How To Write Assignment First Page

    For helping you in order to make an effective first page for assignment and creating a good impression we have summarised all the essentials in 5 steps and they are as: Step 1: Grasping Specific Formatting Requirements For Assignment First Page

  9. Why One-Pagers Are Awesome

    One-pagers are a great way to bring this concept into your classroom, encouraging your students to engage with literature in a fun, new way. Read on for everything you need to know about these one-page wonders and how to implement them in your classroom. Okay, But What Even is a One-Pager? A one-pager hones in on a student's response to a text.

  10. One-Pager Assignment: How to Effectively Use It

    The one-pager assignment has been around the teacher blogosphere for a while now. It seems like everyone uses them all the time! And I won't lie, I've definitely used the one-pager with my students. In my most recent teaching years, I used it as the culminating assignment for quite a few of my novels studies - including The Outsiders and The House on Mango Street.

  11. Designing Writing Assignments

    Assignment 1: Weekly laboratory reports (50 points) For the first laboratory, students will be expected to provide depth and breadth of knowledge, creativity, and proper writing format in a one-page, typed, double-spaced report. Thus, conciseness will be stressed. Five points total will be possible for the first draft, another five points ...

  12. 20 One-Pager Examples + Advice for Using Them With Students

    WeAreTeachers Staff on September 28, 2022 One-pagers real Sketchnotes have become incredibly prevailing in recent years, and it's easy to see wherefore. Rather easier just jotting down words on a next, students make one-pagers to optics represent key points and takeaways.

  13. 7 One Pager Examples with Ideas and Templates

    Here's a general outline for creating a one-pager: Header: Start with a clear and eye-catching title at the top of the page and include your name or the name of your organization. Introduction: Provide a brief introductory paragraph or a few sentences that explain the purpose and context of the one-pager.

  14. How to Use One Pagers with Literature and Informational Texts

    As its name indicates, a one pager is a single page response to a text. They typically focus on showcasing the theme of a narrative or the topic of an informational text. Students include a variety of information to show they can think critically about a story, poem, book, article, video clip, or other text. For example, students might include ...

  15. Assignment Front Page Format, Design & PDF

    The front page of assignment define by school, college, university, etc. But there is general format for assignment submission which is use globally. You can change or modified this format according to you. 1. Assignment Front Page Format Name of College with Logo Academic Year Name of Department Assignment Name Name Roll No. Subject

  16. 23+ Free Assignment Cover Page Templates for MS Word

    Download Free Cover Page Templates. Explore our collection of 23 beautifully designed cover page templates in Microsoft Word format. These templates feature captivating colors and layouts that are sure to make a lasting impression. Simply click on the preview image of each template and download it for free.

  17. Should I insert "page 1" at the top of a one-page assignment?

    Listing a page number for a one-page assignment is likely not necessary, but you should check with your instructor about pagination and other formatting matters. Filed Under: formatting a paper, page numbers Published 1 July 2020

  18. CS197

    Assignment 1: Reading a Paper. Summary. Research gets transmitted in many forms — demos, code, talks, and more — but its formal report most often occurs through a written paper. The paper explains the problem, the approach, and an evaluation. When ready, the academic submits the paper for review by other academics; once it passes this peer ...

  19. Title page setup

    The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example. Learn more

  20. Adjust All Assignment Dates on One Page

    Days are integers, so to add a day and keep the same time, just add 1. To add a week, add 7. That allows you to do things like this (the 10 in all of the examples is row 10, change it to match whichever assignment you want to change). My notation is this: E10=B10+1 means go to cell E10 and then type the formula B10+1.

  21. How to Write an Assignment First Page

    One of the benefits of a good assignment first page is that it builds people's interest in your essay and sets the tone for a good grade with the lecturer. It ensures that they can pay attention to your work and give you the grade you deserve and some extra points for the cover page.

  22. How to Write a One-Page Proposal

    Use whitespace to separate sections, avoid the page from feeling busy, and guide the reader's eye through the document. Use two or three columns in some areas to present relevant information in parallel. Graphics, photos, or icons can support your proposal's message while also breaking up blocks of text.

  23. Solved For this assignment you will create a one page

    See Answer. Question: For this assignment you will create a one page overview of a project you see in the community or that you read about in the news. The paper should be times new roman, 12 pt font with references where needed.A project is defined as something that has a start and end date, is unique in its deliverable, can gain resources ...

  24. Assignment 1

    Assignment 1: Static Web: HTML/CSS. Due Sunday, February 7 11:59pm ET. Accept the Github Classroom assignment and clone this repo that contains stencil code for Assignment 1. This is a multi-part assignment with the objective of making you comfortable working with HTML and CSS. By the end of this assignment, you will have styled some ...

  25. 4Q Assignment #1, Sociology of Criminology (pdf)

    Sociology document from Golden West College, 1 page, 4Q Assignment #1 1.) Biological positivism focuses on genetic and physiological factors that may influence behavior.Psychological positivism looks at how individual psychology, such as personality traits or mental health conditions, can impact behavior. W

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  27. There's only one scapegoat for 49ers' Super Bowl loss, and it ...

    During that span, the 49ers held Kansas City to 222 yards on 47 plays (4.7 yards per play) while forcing five punts, a fumble and an interception and allowing one touchdown and two field goals.