Everyday Chaos and Calm

Free Printable Assignment Trackers for Students

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Need to stay more organized at school? Keep track of all of your assignments with these free printable assignment trackers! They are perfect for students, parents, and teachers to use to help kids ( or adults!) stay on top of their assignments and never forget to turn something in!

Whether you have a middle school, high school, or college student these assignment tracker templates can help them stay organized and get better grades!

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They can  be used to track general homework assignments, reports, quizzes, exams, and more. They are also perfect for tracking the grades received on assignments to make sure you are on track for the grade you want in a specific class. 

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How to Print and Use the Assignment Trackers

These assignment tracker templates help you stay on track of all assignments, reports, tests, and homework throughout a class or school year. 

Each tracker has columns  to list the assignment, the due date, and if the assignment has been completed. 

Some of the trackers also have a place to prioritize  the assignments and record the grade received.

These homework trackers deserve a place in any student’s school notebook or binder to help them keep their grades up! 

You might also like these organizational tools to help keep your school days organized:

Printable To Do List Templates

Printable Daily Planners

Weekly To Do List Templates

 Printable Attendance Sheets

Free Printable Calendars

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Download the Printable Assignment Trackers Now

There are lots of different assignment tracker templates to choose from- so pick on that works best for you!

To download, simply click on the image of the tracker you want and a new window will open for you to download to your device. 

These trackers are free for personal or classroom use only. 

Assignment Tracker Template #1

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Assignment Tracker Template #2

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You are free to use these printable homework trackers for personal use at home or in the classroom. Please don’t share the file, but if you’d like to share the trackers with friends, please forward this page to them so that they can download the file themselves. These downloads may not be used in any commercial fashion.

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Assignment Trackers

July 13, 2022 by Printabulls Team Leave a Comment

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Having once been students ourselves, we know that all students start off the school year with good intentions of keeping track of assignments and due dates and generally staying ahead of all that is required of them. Inevitably, the workload starts to pile up and there are many small assignments in addition to the bigger tests and projects, and it can be quite difficult to keep tabs on everything .

With quite a few assignments up in the air at any given time multiplied by several subjects, we wanted to create something to help every student keep track of it all. The 12 Free Printable Assignment Trackers you’ll see below are intended to accomplish just that!

In these assignment trackers, you’ll find spaces to write in your specific assignment, the due date, and a space to indicate if it was completed or submitted, amongst other details.

To find the assignment tracker that is just right for you or your student(s) all you need to do is look through the options below, click on the image of the one that you think will work just right, download the PDF file to your computer, and print!

We can’t do your homework for you, but we can help you keep it organized! If you want more ways to organize your time better this school year, be sure to check out these other free printables:

Free Printable Calendars

Free Printable 2022 – 2023 Academic Calendars

Free Printable To Do Lists

Free Printable Hourly Planners

Free Printable Weekly To Do Lists

Free Printable Two Week Planners

Free Printable Monthly To Do Lists

Free Printable Note Pages

Free Printable Cornell Note Templates For Studying

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Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

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Classroom Forms

These ready-to-use forms will help you keep your classroom, lesson plans, and paperwork organized. Get ready for the new school year with our printable passes, teacher stationery, and student information sheets. The forms below will help you keep track of attendance, homework assignments, and students' grades throughout the year. You'll also find great resources for parent-teacher conferences and group projects. Use charts to monitor behavior, and reward outstanding work with our many awards.

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Customizable Classroom Passes

These customizable, blank library passes are especially useful for new teachers. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Use these blank passes to send students to the bathroom or hall. This printable is customizable - you can tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

When students must go to the nurse, teachers can fill out this customizable, blank pass for them. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

These customizable, blank passes are especially useful for new teachers, when they need to send a student to the office or guidance office. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Forms for Substitute Teachers

Filling in these sheets will provide your substitutes with the necessary information to run your class efficiently in your absence.

Access a quick reference of daily subject and lesson plan information for substitute teachers with this form.

This blank, customizable form encourages a substitute teacher's feedback about your students by providing a collective place for comments. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

This customizable printable is designed to make basic classroom information and directions available for substitute teachers. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing. New teachers will find this resource particularly valuable when providing materials for substitutes.

Forms for New Teachers

Print notepaper that can be personalized for messages to students, parents, administrators, substitute teachers, and colleagues. Use this stationery for notes following Open House Night or parent-teacher conferences. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Recognize progress or reward outstanding work with these good news notes. They're a positive way to communicate with parents, plus they'll help foster students' self-confidence. Each printable note is customizable. Tailor the PDF to your needs by typing in the highlighted fields before printing.

Back to School Forms

This blank, customizable chart is ready to be filled in with students' names and information. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing. The class list can be used to check off everything from grades to permission slips.

Complete this form during or immediately after a parent-teacher conference. Have all parties involved sign the form. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Try the acceptable use policy, and draft a letter to parents using the sample provided.

Keep folders and student portfolios organized with this printable table of contents, shaped like a file.

Use this sheet to help your students get to know each other and you. Give a copy to each student and one to yourself. Share your answers with the class to break the ice. This is a useful activity for the first week of school.

Use a chart to track student and parent names and phone numbers, as well as addresses, emergency contact information, and more. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Parent-Teacher Conference Forms

Use this survey to gather information about your students' parents, such as their hobbies and skills, and whether they can volunteer to share their interests with their child's class.

Use this telephone log to document dates, times, and topics of telephone conversations with parents.

Classroom Organization Forms

Keep track of your students' grades with this handy chart. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Use this printable as a method for getting organized in the classroom. This spreadsheet database form can be used for a variety of purposes, from recording grades for completed assignments to checking off students' attendance.

Behavior Management Forms

  • Sample Behavior Contract, Version 2

After completing this behavior contract with a teacher, students are bound to following it. This behavior management printable is customizable. Tailor the PDF to your needs by typing in the highlighted fields before printing.

A chart to keep you organized if you are using a point system to track behavior.

Use this report for quick documentation when a behavior incident occurs in your classroom. This behavior management printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Use this form to evaluate all kinds of portfolios. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Students can use this format to evaluate a completed portfolio.

Have your students use this for their final portfolio to record the work they have done.

This organizational tool will help plan a comprehensive and effective portfolio.

Customizable Permission Slips and Forms

Provide this permission slip to parents, guardians or caregivers to secure consent for participation in class parties and other in-school celebrations. The permission form includes space for parents and guardians to specify any necessary accommodations such as food allergies and cultural sensitivities that might need to be made for individual students.

This permission slip covers school-provided transportation to and from extracurricular events like field trips, athletics, performances, etc.

Use this permission slip when parent or guardian consent is required for viewing of movies, digital media, virtual field trips, etc., in class - it is particularly helpful when parental approval might be required for viewing of sensitive or controversial media.

This printable permission form can be used for parent or guardian consent for student attendance at dances, socials, or other after-school events. Includes information on rules, requirements, deadlines, and event details.

This editable permission form can be used when parent or guardian consent is needed for taking and posting student photos on school websites, social media accounts, newsletters, etc.

Lesson Planning Forms

Ask your students to use this printable proposal so that they are clear and focused when completing projects. This printable is customizable. Tailor the PDF to your needs by typing in the highlighted fields before printing.

Use this customizable printable to help you prepare notes, teaching objectives, and materials for your next lesson plan.

Create a project sketch for any subject with this printable planning page.

Describe and develop team projects with this form. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing. New teachers will find this resource particularly valuable.

This blank, customizable printable lesson plan form is ready to be filled in with the week's objectives. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing. New teachers will find this especially useful for organizing their curriculum.

Teachers can use this blank monthly calendar to plan out their daily activities. Tailor the customizable PDF to your teaching needs by typing in the highlighted fields before printing. New teachers will find this resource particularly valuable when planning a new school year.

This printable will help teachers organize their weekly plans in a customizable chart. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing. New teachers will find this resource particularly valuable when planning their curriculum for upcoming months.

Assessment Charts & Forms

Distribute this worksheet that helps evaluate a student's progress in speaking in front of a group and listening to lectures and speakers.

Distribute this worksheet that helps evaluates a student's progress in listening to lectures and speakers.

A weekly grade sheet allows you to see what has been completed at a glance and works well for teachers working with emotionally and behaviorally challenged students. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Evaluate student progress within a team and by subject area with this customizable form.

Use this worksheet to check students' understanding of lesson objectives for each chapter in their science textbook.

Teachers can use this blank printable to organize their class list and grades. This printable is customizable. Tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

This blank grid will make it easy for you to create rubrics. This printable is customizable. Tailor the PDF to your needs by typing in the highlighted fields before printing.

Classroom Checklists

This checklist will help you make sure that all aspects of your classroom are ready for students. Items include your floor plan, furniture, and equipment arrangement. This printable list is intended as a general guide to help you arrange your classroom for back to school. Some items on this list vary by floor plan, teaching style, and grade.

Help your students get organized by filling in this customizable, blank printable resource with daily assignments, and checking off completed homework. You can tailor the PDF to your teaching needs by typing in the highlighted fields before printing.

Distribute this supply list to parents to get your students prepared for the new school year.

Use this printable checklist to monitor students' use of the problem-solving process.

Awards & Certificates

Reward your students with an award, a note, or a certificate for outstanding work or behavior.

Give an award for a special student -- every day! This printable is customizable. Tailor the PDF to your needs by typing in the highlighted fields before printing.

Project Forms

Allow group members to evaluate their productivity during classroom activities. This is an excellent way to encourage students to assess and understand their own progress. This is a great cooperative learning tool.

Using this printable group work log, you can monitor and evaluate group assignments. Students must keep track of all assignments and work completed.

Have students describe what they did in daily group activities. This printable will help you monitor and evaluate group assignments.

Additional Forms & Resources

Establish an effective hall pass policy. This printable includes classroom management advice from veteran teachers and a reproducible hall pass for classroom use.

Recognize students' academic accomplishments and outstanding behavior with personalized awards and certificates.

Great teachers know how useful graphic organizers are in every subject.

Our extensive library of rubrics will help you assess your students' work in all subjects, from reading & language arts, to science, to social studies.

Graphic organizers to help children to organize ideas and communicate more effectively. All of our printable graphic organizers are designed to facilitate understanding of key concepts.

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  • Reflective Journals and Learning Logs

Reflective journals are personal records of students’ learning experiences. Students typically are asked by their instructors to record learning-related incidents, sometimes during the learning process but more often just after they occur. Entries in journals and learning logs can be prompted by questions about course content, assignments, exams, students’ own ideas or students’ thought processes about what happened in a particular class period. Journals and learning logs are then submitted to the instructor for feedback. Both paper-based and online journals or logs can be turned in before or after each class period or at any other designated time.

A student’s writing style for journals and logs can be informal and sometimes inappropriate. However, to help students learn more about a particular subject or content, you can require students to write more formal entries using correct terminology, facts, and connections to course content. Consider providing guidelines and/or rules to help students write meaningful and authentic journals or logs.

Journals have long been used in exploratory writing activities but also can benefit the student beyond learning how to write. As with any instructional or learning activity, selecting to use reflective journals or learning logs as part of a course should fit your teaching style and also connect with the course learning goals and objectives (Bean, 1996). Because it takes time for students to write in their reflective journals or learning logs, so too, it will take time for you to read and respond.

Journals have long been used in exploratory writing activities but also can benefit the student beyond learning how to write.

The literature is not consistent in defining the differences between reflective journals and learning logs. One may be considered less personal than the other; one might incorporate more instructor prompts and questions while the other might be more student-driven. “Journals often focus subjectively on personal experiences, reactions, and reflections while learning logs are more documentary records of students’ work process (what they are doing), their accomplishments, ideas, or questions” (Equipped for the Future, 2004). However, there is evidence that the art of reflection can help boost students’ critical thinking skills, encourage students to think about their own thinking (meta-cognition), and help students prepare for assignments and examinations (Homik, M. & Melis, E., 2007; Johnson, S., n.d.; RMIT, 2006).

…reflection can help boost students’ critical thinking skills, encourage students to think about their own thinking (meta-cognition), and help students prepare for assignments and examinations…

Types of Reflections

Journals and learning logs can be used to reflect on a range of issues and situations from numerous viewpoints and perspectives (RMIT, 2006). RMIT (2006) lists six types of reflections. The following descriptions depict a reflection on university student groups and drinking. Possible student comments are in italics.

Observations

At this stage a student would write about what they actually saw or their viewpoint on a particular event. For example , At the pre-game parties outside the stadium I saw student groups guzzling buckets of beer.  

Upon reflection, the student could ask the question, Why do the all of the student groups drink together at football games but don’t seem to get along when they don’t drink?                              

Speculations

After thinking about the situation, the student could reflect, Maybe it’s possible that that student groups drink because it’s easier to socialize that way. Or, maybe they think that they have to drink because everyone else does!

Self-awareness

At this point a student may place himself or herself in the situation by considering the ramifications. I really don’t think I need to drink to be able to socialize with my friends and think we would get into trouble if we decided to drink as much as the groups do.

Integration of theory and ideas

By reflecting on theories or ideas about cultural norms the student has connected the experience with what he or she has learned. The student might write, Social norm theory explains that particular group members think other group members drink more than their group does.

This is where the student may self-reflect on or “critique” the situation by writing, I can now reflect on my own drinking experiences to see if I really drink because my friends do.

By reflecting on theories or ideas about cultural norms the student has connected the experience with what he or she has learned.

Reflecting is a cyclical process, where recording ones thoughts (reflecting) “leads to improvement and/or insight” (RMIT, 2006). Improvement could mean progress, development, growth, maturity, enhancement, or any number of words which could imply change. In education, we want students to change for the better, to grow while learning and to mature into knowledgeable adults. Recording what has happened, reflecting on processes and analyzing to improve deeper learning all can lead to new dimensions of students’ inner selves.

There are a number of stages through which students progress when writing reflective journals or learning logs. Each source outlines the stage or process somewhat differently yet with a similar approach. The essence of these models is presented below as the fundamental method of reflective journal and learning log entries. Note that each of the items below could be modified to fit a personal situation (for the reflective journal) or a learning environment/situation (for the learning log).

Method of Creating Reflective Journals and Learning Logs

It is suggested that students capture all formal and informal events which will prove useful when the time comes to return to the reflective journal or learning log for review. Students should focus on the areas which pose the most problems or difficulty in addition to those which are less problematic. Key to reflective journals and learning logs is to see progression over a period of time and to “gain a sense of achievement” (Dalhousie University, n.d.).

Key to reflective journals and learning logs is to see progression over a period of time and to “gain a sense of achievement.”

Write, record

  • Describe the situation (the course, the context)
  • Who was involved with the situation?
  • What did they have to do with the situation?

Reflect, think about

  • What are your reactions?
  • What are your feelings?
  • What are the good and the bad aspects of the situation?
  • What you have learned?

Analyze, explain, gain insight

  • What was really going on?
  • What sense can you make of the situation?
  • Can you integrate theory into the experience/situation?
  • Can you demonstrate an improved awareness and self-development because of the situation?

Conclusions

  • What can be concluded in a general and specific sense from this situation/experience and the analyses you have undertaken?

Personal action plan

  • What are you going to do differently in this type of situation next time?
  • What steps are you going to take on the basis of what you have learned?”

(Sources include: Homik, M. & Melis, E., 2007; Johnson, S., n.d.; RMIT, 2006) 

Reflective journals and learning logs can be useful as a teaching and learning tool. Either format can be adopted in any discipline where you can determine what students are learning and in what areas they need assistance. Be open to read entries by students who might request feedback more often than scheduled.

Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass Publishers.

Equipped for the Future (2004). Teaching/Learning Toolkit. Learning logs. http://eff.cls.utk.edu/toolkit/tools_learning_logs.htm

Johnson, S. (n.d.) Faculty strategies for promoting student learning. http://www.csudh.edu/titlev/learninglog.htm

RMIT University, Study and Learning Centre, Melbourne, Australia (2006). Reflective journals. https://www.dlsweb.rmit.edu.au/lsu/content/2_AssessmentTasks/assess_tuts/reflective%20journal_LL/index.html

Selected Resources

Dalhousie University (n.d.). Learning logs. http://channelcontent.dal.ca/portfolio/r_learnlogs.html

Paskevicius, M (n.d.). Conversations in the cloud: The use of blogs to support learning in higher education. https://bluelightdistrict.org/assets/SharedBlogs_2010_v5-completeFinal.doc

Writing to learn learning logs (n.d.). http://www.wku.edu/3kinds/mfllmpg.html#Independent%20Study

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Northern Illinois University Center for Innovative Teaching and Learning. (2012). Reflective journals and learning logs. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

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assignment log for students

Teacher Organization Tips for Managing Student Assignments in 2024

Before I share some teacher organization tips for managing student assignments in your classroom, I would like you to pause and think about this question: In which of the two classrooms described below would you rather be the teacher?

Classroom A has 3 kids thrusting papers in your face, 2 dropping their work on your desk, 8 yelling out “I’m done. What do I do next?” and at least 3 who had no idea what to do in the first place. Their desks are jammed with unfinished tasks and you don’t know where to begin catching them up.

Classroom B has all students working on task with the completed assignments neatly placed in a labeled container. You can tell at a glance who has fallen behind on their workload and have the ability to tell within a minute exactly which assignments each student has completed.

I know which one I prefer!

Kids work at different paces, on differentiated assignments, and come and go from interventions and services throughout the day. That’s why it’s so important to have clear expectations, routines, and procedures for turning in and completing assignments in your classroom. Read below to get some teacher organization tips and ideas to help you manage student assignments!

assignment log for students

  • 5 Teacher Organization Tips for Managing Student Assignments

If you feel disorganized, stressed and overwhelmed, try these 5 easy-to-implement teacher organization tips for streamline managing student assignments.

1. Determine what you will  be collecting and grading each week.

As you write your weekly lesson plans, write down exactly what written assignments the students will need to complete. Enter these into a checklist. This will provide you with a simple way to definitively track completed assignments. These teacher checklists may be helpful!

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2. Designate spaces for turning in assignments.

Never utter the words, “put that on my desk.”. Instead, have containers set out in permanent spots for students to place their work in when completed. I recommend having a designated spot for each subject area. This will be the one central area that all completed assignments get turned in. Students will learn this procedure and be able to quickly turn in their work and move onto the next activity. This will prevent them from wasting time standing around waiting to ask, “What do I do with this now that I’m done?”

Tips for Setting Up Turn-In Bins

Let’s talk about turn in bins. Below are my best tips for setting up turn-in bins.

Choose a Type of Container.

I found dishpans worked great, but other teachers have found success with boxes, baskets, binders, folders, and other containers. It doesn’t matter what you use; however, there are some things to consider. First and foremost, you need to make sure it is large enough to hold 8.5 x 11 papers or larger. Another thing to consider is using a different color bucket for each subject area with color-coordinated folders. Also consider using an ELA bucket as opposed to a reading bucket, a word study bucket, and a writing bucket. Finally, if you alternate between teaching a science and social studies unit like I did in my classroom, put those two labels (science and social studies) on opposite sides of the same bucket. You can rotate it around to reflect which subject you are teaching.

Label Your Containers

Label each container with the subject area. You can stick laminated labels to containers easily using tape, glue, hot glue, or Modge Podge. You could also tie it on using string. You may find these turn-in bin labels helpful !

Tips for Managing Turn-In Bins

Utilize student helpers.

At designated times during the day (e.g. snack and dismissal), have students help you. They can first sort the work into piles by assignment. Next, they can arrange them in numerical order using the number in the corner. Finally, they can clip them together with a number sheet on top. By doing so, you are able to quickly see who has not turned in an assignment. 

Log Grades Weekly

Consider using a printable to track the assignments. If it is being graded, record the grades directly onto these sheets. I log grades in once a week. This lets me return the graded work quicker. It also makes it easy for me to record grades when I do sit down to do that.

Store District Assessments

You may find that your district requires you to hold on to certain assessments. It is helpful to set up a box, file drawer or plastic tub in advance for this purpose. I have a box designated for this purpose. At the end of each marking period, I staple together any assignments that serve as support for a student’s grade and house them in this same box. Typically I don’t need to revisit these documents, but they are handy to have if a parent questions a report card grade or I decide to bring a child up for testing.

turn-in work set up in an elementary classroom

The picture above gives a glimpse into how I set up my turn-in work area. I designated one specific space in our classroom to house all of the incoming and outgoing papers. As you can see, I used a single shelf in the front of the classroom for everything students need to turn in (folders, worksheets, homework, etc.). I included a basket for the students to place their folders into each morning as well as a tray for collecting homework. In addition, I provided labeled bins for the students to use when passing in their assignments. This whole bookcase was dedicated to managing so many of the papers we deal with daily. 

In addition to those materials, I used the bookshelf to house my daily lesson plans and daily work boxes. The only other thing I kept in this area was the district-wide assessments that the children take throughout the year on the bottom shelf as well.

3. Use student numbers.

A third teacher organization tip is to use student numbers. Train your students to not only write their name on every paper but to also write their student number in the top right corner of each page. This will enable you (or better yet a student assigned to do the task as part of your classroom job system) to place the piles in numerical order for quick checklist completion. Check out these student number cards !

student number card labels

4. Invest in Unfinished Work Boxes.

Buy a sturdy paper sorter and label the slots with numbers. Each student will use the box with his number to house unfinished work.

As a side note, I purchased two literature organizers. One was for student mailboxes and the other was for unfinished work. These two organization tools, as well as a large paper sorter for construction paper are some of my all-time best classroom investments. The time they saved was priceless!

Never ever ever ever ever (to infinity) have your students place their papers into their desk. Instead, instruct them to place all unfinished work into their designated spot within the sorter. This will enable you, at a quick glance, to see exactly how much work each student has to do. 

This system is great because it allows the teacher to tell at a glance who is falling behind on classwork. You can easily see who has work to complete and who has A LOT of work to complete. You can also tell when children are making “may do” choices when they should be doing their unfinished work from the “must do” board.

It is beneficial to have everything in one place. Your “late finishers” are often your more disorganized students. You no longer need to spend time helping them find their missing assignments before they could finish it. Now it’s all in one central location.

student work boxes for unfinished work

Tips for Setting Up and Managing Unfinished Work Boxes

Assign each student a box.

I used a paper sorter so each student had a slot that was labeled with their student number. I chose to label them with student numbers rather than student names so I wouldn’t have to replace the labels every school year.

Empty the Box at the End of the Week

At the end of each week, empty the unfinished work boxes. You could have students come in before school or after school to finish the work. Another option is to send it home to be completed over the weekend.

Don’t Keep Long Term Projects in Unfinished Work Boxes

If you are working on a whole-class ongoing project, collect the student work and hold onto it until the next time they are going to work on it. However, if the children have not completed work during the allotted time, tell them to put it into their unfinished box. The students will then slide their assignment into their box until a time arises when they can finish it. 

5. Create a “Must Do / May Do” Assignment Board.

The last teacher organization tip on this list it to create a Must Do May Do Board . You can do this using a whiteboard or pocket charts and is easily one of the most effective classroom management tools I’ve ever used.

Divide the board into two columns. Label the left “Must Do” and the right “May Do.” As you give an assignment, list it on the must-do side. Include specific page numbers and any other information needed. This tells the students which tasks must be completed and provides a reference for those who may not comprehend or remember auditory directions.

Use the right side to list the activities they “May Do” when all their work is finished. I highly suggest making the may do choices be purposeful, but not so inviting that students rush through the required assignments. Avoid things like “free choice” or “technology time” if you don’t think your students will put forth their best efforts. Some of the activities I found to be perfect as may do choices include: monthly writing prompts, read to self, student book clubs, and enrichment activities such as animal research or making a game to reinforce skills.

If you want to save time, I do have printable resources available for labeling turn in bins as well as planning and tracking assignments and creating a Must Do and May Do Board . Not only will you not need to take the time to design them, but they are offered at a price that is less than the clipart to make them would cost you. There are editable components which means you customize and print components from the resource. You can also alter the look of them by mounting them on colored card stock or patterned scrapbook paper to match your classroom theme or classroom color scheme.

Must Do May Do board for managing students

Each of these are available on their own via the links below or as part of my Classroom Management Bundle . That bundle includes an eBook with tons of tips and ideas for all aspects of classroom management, an editable teacher workbook to guide you to planning out how you will effectively manage your classroom and 30 printable resources.

Teachers can improve classroom management by creating a system for managing student assignments. This article explains how to create an easy plan to log and track student assignments so elementary school students always know what is expected.

We hope you found this post about teacher organization tips for managing student assignments helpful! If you did, then you may also be interested in these posts:

  • Behavior Management Strategies for Elementary Teachers
  • 10 Strategies For Increasing Student Engagement
  • Fast Finisher Activities and Ideas
  • Absent Students: How Teachers Can Keep Track of Makeup Work

Check out these easy classroom organization tips and strategies for how to manage paper and student assignments through using must do and may do activities, student work boards, fast finisher activities, long term projects, packets, printables, and more!

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Assignment Completion Log #2

by Admin · 11 December, 2008

This assignment log form helps students keep track of assignment due dates and grades. For each assignment entered it has space for the assignment title, due date, date turned in, grade and whether or not it was late.

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Missing Work Log

March 25, 2014

*Originally posted on E, Myself, and I (4/2011 and updated 8/2013).

EDITED TO ADD: My Missing Work Log/ “Yellow Sheet” is an idea I got from a veteran teacher during my field experience in college.  I have used it for eight years now with great success.  Many of my own colleagues (and lots of you – thanks to the ole internet) have also adapted this classroom routine, and I’ve received a lot of great feedback.  This year, I updated the sheet a little bit and made a simple printable version so it can be used in your class right away.  I hope you will find it useful… To start, here’s a quick explanation of how the Missing Work Log works:

On the day an assignment is due, the rule in my classroom is that EVERYONE turns SOMETHING in.  If a student does not have his/her assignment, he/she must fill out one of these Missing Work Logs (which I affectionately call “The Yellow Sheet” because they are printed out bright yellow paper) and turn it in in place of said assignment.  Blank logs are kept in a stack at the front of my classroom, and my students know to grab one if they are missing an assignment on a due date. (Over the years, this journey to retrieve a yellow sheet at the front of the room has become known as the “walk of shame” in class.  It’s all in good humor; but, it does play on their pride and keep them in line a bit.)

The log itself asks for basic information like the assignment title, due date, and student signature.  Once it has been filled out and turned in, I keep the Missing Work log in my stack of collected papers for the assignment OR on my attendance clipboard so I know to nag remind those students constantly until the assignment is turned in.

DSC_0496

The next day/week/month when the late assignment is (finally) turned in, I record the date it was turned in, the number of points deducted (based on school policy – ours is 10% per day late), and the final score.  **This version of the log also includes a spot to record contact with the student and parent about missing work too.  I don’t make personal contact for every missing assignment; but, it is nice to have a spot to record that information right there when I do.

The bottom portion of the sheet is detached when an assignment is turned in and stapled to the assignment, so the student (and parent) knows exactly why they got the score they did on an assignment.  The top portion gets filed and saved in my record.

 If the assignment never comes in, a zero is recorded in the grade book and the yellow sheet gets filed. These work GREAT on parent teacher conference day and help to keep me from being accused of losing student work, etc.

Here’s a closer look:

MissingWorkLog_zps1c798a74

Click here to download the log as a PDF and start using it right away!  (Again, I usually print mine on bright yellow paper so that they stand out among ALL the papers I usually have.)

Easy, right?!?

I’ve had a lot of success using this method in my classroom and have received plenty of positive feedback from other teachers who have implemented it too.  I’d love to hear how it works for you if you decide to give it a try!

*One last thing… I didn’t include a watermark or copyright on the image itself (because, really, your students don’t need to read my blog); BUT, if possible, please PIN the images directly from this page & include a link back here if you share it on any social media.  I REALLY appreciate it!

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June 12, 2014 at 2:22 PM

First, I LOVE your website! There are so many things I’m going to start doing 🙂 I have one question though about the missing assignment sheet…have you ever had a student refuse to fill one out?

July 31, 2014 at 3:38 PM

Ummm… Yeah… Hello!!! I love this idea! I totally have to implement this! Thank you!!!

August 1, 2014 at 12:12 PM

Do you use this for class work or just homework?

August 8, 2014 at 11:37 PM

This is great! I use a modified version of this, but have been looking to revamp mine. I have a question about yours: when the student does finally turn in the assignment, how do the get the bottom portion back to fill out? Do you have to go retrieve it for them or do you have a system for that? Thanks!

August 22, 2015 at 1:35 PM

I think it only gets detached once the homework is handed in.

Love the blog!

August 12, 2014 at 8:00 PM

This is random, but can you tell me what font you used for the banner at the top? I love the look of it! Thanks!!

August 17, 2014 at 7:50 PM

Just wanted to say I really enjoy your blog/site. I am in my second year of teaching and this has been a great help with revamping and adding to some of the things I already had in place, AS WELL AS bringing new ideas. I really think we all can benefit from other professionals. So keep up the great work! `Alabama Teacher

March 14, 2015 at 2:33 PM

What if the student does not turn in the yellow sheet?? I can see some of the students refusing to fill out the yellow sheet. Have you found this to be a problem? Can any other teachers comment on this?? I have a major issue with missing assignments and am looking for ways to reign it in!!

May 29, 2015 at 5:20 PM

I was wondering if I could get the poster of the guy from Office?

October 6, 2015 at 11:37 PM

Check out TeacherMemes.com

April 29, 2016 at 1:53 AM

That’s not just the best anrswe. It’s the bestest answer!

April 30, 2016 at 8:39 PM

published. Get your copy today and help feed The Geekerella and her many, many cats!Both Plans and People Who Should Know Better

June 3, 2016 at 10:01 AM

I’ve been doing something similar for a long time now. It’s gotten more complicated with the advent of electronic assignments, but I still keep a stack of pink paper handy… https://teacherseducation.wordpress.com/2009/10/31/pink-paper-policy/

June 4, 2016 at 10:36 AM

Bovidino / Qualquer atividade humana em excesso é prejudicial.A insaciabilidade do sexo além de muito desconfortável certamente deve ser altamente destrutiva.Há casos de pessoas simplesmente viciadas em sexo que acabam totalmente destruídas, como outras que são viciadas em drogas.Gostei deste comentário ou não: 1

June 7, 2016 at 6:18 AM

Il y a finalement quelque consolation ? être une vieille peau aigrie. Lorsque Le pacte des loups est sorti, j’étais déj? adulte. J’ai donc pu me rédiger un mot de dispense de cinéma ce jour-l? . Pareil pour Matrix. Ou le Seigneur des Anneaux. Ou Star Trek. Rien qu’? y repenser, j’exulte.

July 11, 2016 at 6:46 PM

The problem is not likely to be reliable. You can afford to fix it? Can you afford not to have a car for a couple of days? How are you going to work? The other problem with older cars is that you might have trouble finding parts for that, depending on the coche.Yo say it's a bad idea for a first car. Just buy a decent car, a couple of years to a great couple. When you get older and can afford two vehicles, then do it. Plenty of time for that.

August 13, 2016 at 3:45 PM

I found your blog last night and I’m in love. Thanks for sharing! Seven years at my prior school and I never had a problem with homework. Last year I began teaching at a new school (after taking off five years) and homework (or any outside assignments) were rarely turned in on time. I’m implementing the log this year and I’m so excited. Thanks!

October 10, 2016 at 2:58 PM

Would you be able to send me an editable version of this resource?

September 9, 2018 at 3:21 PM

Thank you x a million! This is amazing! This is going to be so perfect in my classroom! I can’t wait to share with my peers!

Thank you!!

October 24, 2018 at 7:57 PM

You have wonderful ideas to implement.

I do have one thought to consider with memes:

The image with the office manager (Gary Cole) from the film, Office Space, is from a movie that I loved.

However, this movie has some adult themes and humor that I don’t think we should be associated with as teachers. It’s one of those movies that we might forget that there is an amped up sexual scene with the office manager (Gary Cole) and the Jennifer Aniston character.

These memes can blur the boundaries between teachers and students, so we need to take great care with what we share with our students as it is connected to us.

October 24, 2018 at 9:42 PM

Karen, that image has transformed into an internet meme. Students recognize it as a meme. They are not associating it with a sex scene (seriously? This is what you think about when you see that picture????)

August 31, 2019 at 2:19 PM

The link is broken ☹️

October 21, 2019 at 11:25 PM

Hi I just found your blog and was trying to download the file but it keeps saying not available is there anyway you can send me PDF version? First yr teacher and I got a bunch of for what assignment you talking about ‍♀️Brittney

August 13, 2021 at 12:07 PM

Thanks for the great teaching advice!

August 22, 2022 at 12:02 AM

Do you happen to have the file for this still? The link says it isn’t available anymore. Thank you!

[…] staying in touch with parents about zeros, and keeping records for conferences, etc.  Check out this post for a downloadable copy and more details about how I use […]

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  • 3.2 Literacy Narrative Trailblazer: Tara Westover
  • 3.3 Glance at Genre: The Literacy Narrative
  • 3.4 Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass
  • 3.5 Writing Process: Tracing the Beginnings of Literacy
  • 3.6 Editing Focus: Sentence Structure
  • 3.7 Evaluation: Self-Evaluating
  • 3.8 Spotlight on … The Digital Archive of Literacy Narratives (DALN)
  • 3.9 Portfolio: A Literacy Artifact
  • Works Consulted
  • 2 Unit Introduction
  • 4.1 Exploring the Past to Understand the Present
  • 4.2 Memoir Trailblazer: Ta-Nehisi Coates
  • 4.3 Glance at Genre: Conflict, Detail, and Revelation
  • 4.4 Annotated Sample Reading: from Life on the Mississippi by Mark Twain
  • 4.5 Writing Process: Making the Personal Public
  • 4.6 Editing Focus: More on Characterization and Point of View
  • 4.7 Evaluation: Structure and Organization
  • 4.8 Spotlight on … Multilingual Writers
  • 4.9 Portfolio: Filtered Memories
  • 5.1 Profiles as Inspiration
  • 5.2 Profile Trailblazer: Veronica Chambers
  • 5.3 Glance at Genre: Subject, Angle, Background, and Description
  • 5.4 Annotated Sample Reading: “Remembering John Lewis” by Carla D. Hayden
  • 5.5 Writing Process: Focusing on the Angle of Your Subject
  • 5.6 Editing Focus: Verb Tense Consistency
  • 5.7 Evaluation: Text as Personal Introduction
  • 5.8 Spotlight on … Profiling a Cultural Artifact
  • 5.9 Portfolio: Subject as a Reflection of Self
  • 6.1 Proposing Change: Thinking Critically About Problems and Solutions
  • 6.2 Proposal Trailblazer: Atul Gawande
  • 6.3 Glance at Genre: Features of Proposals
  • 6.4 Annotated Student Sample: “Slowing Climate Change” by Shawn Krukowski
  • 6.5 Writing Process: Creating a Proposal
  • 6.6 Editing Focus: Subject-Verb Agreement
  • 6.7 Evaluation: Conventions, Clarity, and Coherence
  • 6.8 Spotlight on … Technical Writing as a Career
  • 6.9 Portfolio: Reflecting on Problems and Solutions
  • 7.1 Thumbs Up or Down?
  • 7.2 Review Trailblazer: Michiko Kakutani
  • 7.3 Glance at Genre: Criteria, Evidence, Evaluation
  • 7.4 Annotated Student Sample: "Black Representation in Film" by Caelia Marshall
  • 7.5 Writing Process: Thinking Critically About Entertainment
  • 7.6 Editing Focus: Quotations
  • 7.7 Evaluation: Effect on Audience
  • 7.8 Spotlight on … Language and Culture
  • 7.9 Portfolio: What the Arts Say About You
  • 8.1 Information and Critical Thinking
  • 8.2 Analytical Report Trailblazer: Barbara Ehrenreich
  • 8.3 Glance at Genre: Informal and Formal Analytical Reports
  • 8.4 Annotated Student Sample: "U.S. Response to COVID-19" by Trevor Garcia
  • 8.5 Writing Process: Creating an Analytical Report
  • 8.6 Editing Focus: Commas with Nonessential and Essential Information
  • 8.7 Evaluation: Reviewing the Final Draft
  • 8.8 Spotlight on … Discipline-Specific and Technical Language
  • 8.9 Portfolio: Evidence and Objectivity
  • 9.1 Breaking the Whole into Its Parts
  • 9.2 Rhetorical Analysis Trailblazer: Jamil Smith
  • 9.3 Glance at Genre: Rhetorical Strategies
  • 9.4 Annotated Student Sample: “Rhetorical Analysis: Evicted by Matthew Desmond” by Eliana Evans
  • 9.5 Writing Process: Thinking Critically about Rhetoric
  • 9.6 Editing Focus: Mixed Sentence Constructions
  • 9.7 Evaluation: Rhetorical Analysis
  • 9.8 Spotlight on … Business and Law
  • 9.9 Portfolio: How Thinking Critically about Rhetoric Affects Intellectual Growth
  • 10.1 Making a Case: Defining a Position Argument
  • 10.2 Position Argument Trailblazer: Charles Blow
  • 10.3 Glance at Genre: Thesis, Reasoning, and Evidence
  • 10.4 Annotated Sample Reading: "Remarks at the University of Michigan" by Lyndon B. Johnson
  • 10.5 Writing Process: Creating a Position Argument
  • 10.6 Editing Focus: Paragraphs and Transitions
  • 10.7 Evaluation: Varied Appeals
  • 10.8 Spotlight on … Citation
  • 10.9 Portfolio: Growth in the Development of Argument
  • 11.1 Developing Your Sense of Logic
  • 11.2 Reasoning Trailblazer: Paul D. N. Hebert
  • 11.3 Glance at Genre: Reasoning Strategies and Signal Words
  • 11.4 Annotated Sample Reading: from Book VII of The Republic by Plato
  • 11.5 Writing Process: Reasoning Supported by Evidence
  • 12.1 Introducing Research and Research Evidence
  • 12.2 Argumentative Research Trailblazer: Samin Nosrat
  • 12.3 Glance at Genre: Introducing Research as Evidence
  • 12.4 Annotated Student Sample: "Healthy Diets from Sustainable Sources Can Save the Earth" by Lily Tran
  • 12.5 Writing Process: Integrating Research
  • 12.6 Editing Focus: Integrating Sources and Quotations
  • 12.7 Evaluation: Effectiveness of Research Paper
  • 12.8 Spotlight on … Bias in Language and Research
  • 12.9 Portfolio: Why Facts Matter in Research Argumentation
  • 13.1 The Research Process: Where to Look for Existing Sources
  • 13.2 The Research Process: How to Create Sources
  • 13.3 Glance at the Research Process: Key Skills
  • 13.4 Annotated Student Sample: Research Log
  • 13.6 Spotlight on … Ethical Research
  • 14.1 Compiling Sources for an Annotated Bibliography
  • 14.2 Glance at Form: Citation Style, Purpose, and Formatting
  • 14.3 Annotated Student Sample: “Healthy Diets from Sustainable Sources Can Save the Earth” by Lily Tran
  • 14.4 Writing Process: Informing and Analyzing
  • 15.1 Tracing a Broad Issue in the Individual
  • 15.2 Case Study Trailblazer: Vilayanur S. Ramachandran
  • 15.3 Glance at Genre: Observation, Description, and Analysis
  • 15.4 Annotated Sample Reading: Case Study on Louis Victor "Tan" Leborgne
  • 15.5 Writing Process: Thinking Critically About How People and Language Interact
  • 15.6 Editing Focus: Words Often Confused
  • 15.7 Evaluation: Presentation and Analysis of Case Study
  • 15.8 Spotlight on … Applied Linguistics
  • 15.9 Portfolio: Your Own Uses of Language
  • 3 Unit Introduction
  • 16.1 An Author’s Choices: What Text Says and How It Says It
  • 16.2 Textual Analysis Trailblazer: bell hooks
  • 16.3 Glance at Genre: Print or Textual Analysis
  • 16.4 Annotated Student Sample: "Artists at Work" by Gwyn Garrison
  • 16.5 Writing Process: Thinking Critically About Text
  • 16.6 Editing Focus: Literary Works Live in the Present
  • 16.7 Evaluation: Self-Directed Assessment
  • 16.8 Spotlight on … Humanities
  • 16.9 Portfolio: The Academic and the Personal
  • 17.1 “Reading” Images
  • 17.2 Image Trailblazer: Sara Ludy
  • 17.3 Glance at Genre: Relationship Between Image and Rhetoric
  • 17.4 Annotated Student Sample: “Hints of the Homoerotic” by Leo Davis
  • 17.5 Writing Process: Thinking Critically and Writing Persuasively About Images
  • 17.6 Editing Focus: Descriptive Diction
  • 17.7 Evaluation: Relationship Between Analysis and Image
  • 17.8 Spotlight on … Video and Film
  • 17.9 Portfolio: Interplay Between Text and Image
  • 18.1 Mixing Genres and Modes
  • 18.2 Multimodal Trailblazer: Torika Bolatagici
  • 18.3 Glance at Genre: Genre, Audience, Purpose, Organization
  • 18.4 Annotated Sample Reading: “Celebrating a Win-Win” by Alexandra Dapolito Dunn
  • 18.5 Writing Process: Create a Multimodal Advocacy Project
  • 18.6 Evaluation: Transitions
  • 18.7 Spotlight on . . . Technology
  • 18.8 Portfolio: Multimodalism
  • 19.1 Writing, Speaking, and Activism
  • 19.2 Podcast Trailblazer: Alice Wong
  • 19.3 Glance at Genre: Language Performance and Visuals
  • 19.4 Annotated Student Sample: “Are New DOT Regulations Discriminatory?” by Zain A. Kumar
  • 19.5 Writing Process: Writing to Speak
  • 19.6 Evaluation: Bridging Writing and Speaking
  • 19.7 Spotlight on … Delivery/Public Speaking
  • 19.8 Portfolio: Everyday Rhetoric, Rhetoric Every Day
  • 20.1 Thinking Critically about Your Semester
  • 20.2 Reflection Trailblazer: Sandra Cisneros
  • 20.3 Glance at Genre: Purpose and Structure
  • 20.4 Annotated Sample Reading: “Don’t Expect Congrats” by Dale Trumbore
  • 20.5 Writing Process: Looking Back, Looking Forward
  • 20.6 Editing Focus: Pronouns
  • 20.7 Evaluation: Evaluating Self-Reflection
  • 20.8 Spotlight on … Pronouns in Context

Learning Outcomes

By the end of this section, you will be able to:

  • Employ the methods and technologies commonly used for research and communication within various fields.
  • Practice and apply strategies such as interpretation, synthesis, response, and critique to compose texts that integrate the writer’s ideas with those from appropriate sources.
  • Analyze and make informed decisions about intellectual property based on the concepts that motivate them.
  • Apply citation conventions systematically.

As you conduct research, you will work with a range of “texts” in various forms, including sources and documents from online databases as well as images, audio, and video files from the Internet. You may also work with archival materials and with transcribed and analyzed primary data. Additionally, you will be taking notes and recording quotations from secondary sources as you find materials that shape your understanding of your topic and, at the same time, provide you with facts and perspectives. You also may download articles as PDFs that you then annotate. Like many other students, you may find it challenging to keep so much material organized, accessible, and easy to work with while you write a major research paper. As it does for many of those students, a research log for your ideas and sources will help you keep track of the scope, purpose, and possibilities of any research project.

A research log is essentially a journal in which you collect information, ask questions, and monitor the results. Even if you are completing the annotated bibliography for Writing Process: Informing and Analyzing , keeping a research log is an effective organizational tool. Like Lily Tran’s research log entry, most entries have three parts: a part for notes on secondary sources, a part for connections to the thesis or main points, and a part for your own notes or questions. Record source notes by date, and allow room to add cross-references to other entries.

Summary of Assignment: Research Log

Your assignment is to create a research log similar to the student model. You will use it for the argumentative research project assigned in Writing Process: Integrating Research to record all secondary source information: your notes, complete publication data, relation to thesis, and other information as indicated in the right-hand column of the sample entry.

Another Lens. A somewhat different approach to maintaining a research log is to customize it to your needs or preferences. You can apply shading or color coding to headers, rows, and/or columns in the three-column format (for colors and shading). Or you can add columns to accommodate more information, analysis, synthesis, or commentary, formatting them as you wish. Consider adding a column for questions only or one for connections to other sources. Finally, consider a different visual format , such as one without columns. Another possibility is to record some of your comments and questions so that you have an aural rather than a written record of these.

Writing Center

At this point, or at any other point during the research and writing process, you may find that your school’s writing center can provide extensive assistance. If you are unfamiliar with the writing center, now is a good time to pay your first visit. Writing centers provide free peer tutoring for all types and phases of writing. Discussing your research with a trained writing center tutor can help you clarify, analyze, and connect ideas as well as provide feedback on works in progress.

Quick Launch: Beginning Questions

You may begin your research log with some open pages in which you freewrite, exploring answers to the following questions. Although you generally would do this at the beginning, it is a process to which you likely will return as you find more information about your topic and as your focus changes, as it may during the course of your research.

  • What information have I found so far?
  • What do I still need to find?
  • Where am I most likely to find it?

These are beginning questions. Like Lily Tran, however, you will come across general questions or issues that a quick note or freewrite may help you resolve. The key to this section is to revisit it regularly. Written answers to these and other self-generated questions in your log clarify your tasks as you go along, helping you articulate ideas and examine supporting evidence critically. As you move further into the process, consider answering the following questions in your freewrite:

  • What evidence looks as though it best supports my thesis?
  • What evidence challenges my working thesis?
  • How is my thesis changing from where it started?

Creating the Research Log

As you gather source material for your argumentative research paper, keep in mind that the research is intended to support original thinking. That is, you are not writing an informational report in which you simply supply facts to readers. Instead, you are writing to support a thesis that shows original thinking, and you are collecting and incorporating research into your paper to support that thinking. Therefore, a research log, whether digital or handwritten, is a great way to keep track of your thinking as well as your notes and bibliographic information.

In the model below, Lily Tran records the correct MLA bibliographic citation for the source. Then, she records a note and includes the in-text citation here to avoid having to retrieve this information later. Perhaps most important, Tran records why she noted this information—how it supports her thesis: The human race must turn to sustainable food systems that provide healthy diets with minimal environmental impact, starting now . Finally, she makes a note to herself about an additional visual to include in the final paper to reinforce the point regarding the current pressure on food systems. And she connects the information to other information she finds, thus cross-referencing and establishing a possible synthesis. Use a format similar to that in Table 13.4 to begin your own research log.

Types of Research Notes

Taking good notes will make the research process easier by enabling you to locate and remember sources and use them effectively. While some research projects requiring only a few sources may seem easily tracked, research projects requiring more than a few sources are more effectively managed when you take good bibliographic and informational notes. As you gather evidence for your argumentative research paper, follow the descriptions and the electronic model to record your notes. You can combine these with your research log, or you can use the research log for secondary sources and your own note-taking system for primary sources if a division of this kind is helpful. Either way, be sure to include all necessary information.

Bibliographic Notes

These identify the source you are using. When you locate a useful source, record the information necessary to find that source again. It is important to do this as you find each source, even before taking notes from it. If you create bibliographic notes as you go along, then you can easily arrange them in alphabetical order later to prepare the reference list required at the end of formal academic papers. If your instructor requires you to use MLA formatting for your essay, be sure to record the following information:

  • Title of source
  • Title of container (larger work in which source is included)
  • Other contributors
  • Publication date

When using MLA style with online sources, also record the following information:

  • Date of original publication
  • Date of access
  • DOI (A DOI, or digital object identifier, is a series of digits and letters that leads to the location of an online source. Articles in journals are often assigned DOIs to ensure that the source can be located, even if the URL changes. If your source is listed with a DOI, use that instead of a URL.)

It is important to understand which documentation style your instructor will require you to use. Check the Handbook for MLA Documentation and Format and APA Documentation and Format styles . In addition, you can check the style guide information provided by the Purdue Online Writing Lab .

Informational Notes

These notes record the relevant information found in your sources. When writing your essay, you will work from these notes, so be sure they contain all the information you need from every source you intend to use. Also try to focus your notes on your research question so that their relevance is clear when you read them later. To avoid confusion, work with separate entries for each piece of information recorded. At the top of each entry, identify the source through brief bibliographic identification (author and title), and note the page numbers on which the information appears. Also helpful is to add personal notes, including ideas for possible use of the information or cross-references to other information. As noted in Writing Process: Integrating Research , you will be using a variety of formats when borrowing from sources. Below is a quick review of these formats in terms of note-taking processes. By clarifying whether you are quoting directly, paraphrasing, or summarizing during these stages, you can record information accurately and thus take steps to avoid plagiarism.

Direct Quotations, Paraphrases, and Summaries

A direct quotation is an exact duplication of the author’s words as they appear in the original source. In your notes, put quotation marks around direct quotations so that you remember these words are the author’s, not yours. One advantage of copying exact quotations is that it allows you to decide later whether to include a quotation, paraphrase, or summary. ln general, though, use direct quotations only when the author’s words are particularly lively or persuasive.

A paraphrase is a restatement of the author’s words in your own words. Paraphrase to simplify or clarify the original author’s point. In your notes, use paraphrases when you need to record details but not exact words.

A summary is a brief condensation or distillation of the main point and most important details of the original source. Write a summary in your own words, with facts and ideas accurately represented. A summary is useful when specific details in the source are unimportant or irrelevant to your research question. You may find you can summarize several paragraphs or even an entire article or chapter in just a few sentences without losing useful information. It is a good idea to note when your entry contains a summary to remind you later that it omits detailed information. See Writing Process Integrating Research for more detailed information and examples of quotations, paraphrases, and summaries and when to use them.

Other Systems for Organizing Research Logs and Digital Note-Taking

Students often become frustrated and at times overwhelmed by the quantity of materials to be managed in the research process. If this is your first time working with both primary and secondary sources, finding ways to keep all of the information in one place and well organized is essential.

Because gathering primary evidence may be a relatively new practice, this section is designed to help you navigate the process. As mentioned earlier, information gathered in fieldwork is not cataloged, organized, indexed, or shelved for your convenience. Obtaining it requires diligence, energy, and planning. Online resources can assist you with keeping a research log. Your college library may have subscriptions to tools such as Todoist or EndNote. Consult with a librarian to find out whether you have access to any of these. If not, use something like the template shown in Figure 13.8 , or another like it, as a template for creating your own research notes and organizational tool. You will need to have a record of all field research data as well as the research log for all secondary sources.

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Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction
  • Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
  • Publisher/website: OpenStax
  • Book title: Writing Guide with Handbook
  • Publication date: Dec 21, 2021
  • Location: Houston, Texas
  • Book URL: https://openstax.org/books/writing-guide/pages/1-unit-introduction
  • Section URL: https://openstax.org/books/writing-guide/pages/13-5-research-process-making-notes-synthesizing-information-and-keeping-a-research-log

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