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Steps and tips for completing an academic assignment

Whether you’re a university student or in secondary school, you’ll inevitably be given a writing assignment. to get good grades on writing assignments, it’s important to follow a few steps as you complete the work. to help you as you complete your assignment, we’ve listed some important steps and provided some useful tips., steps for completing an assignment.

• First, carefully read the assignment. Make sure you understand what your instructor is looking for in terms of content, formatting and structure. It’s also vital that you know when the assignment is due and start working on it well before the due date. If you have any questions about the assignment, ask your instructor as soon as possible so he or she has sufficient time to give you an answer.
• Conduct any necessary research to find information to include in your assignment. Make sure you keep notes from your research, including the publication information for each source.
• Make some notes and create a draft outline of the information you need to include in the assignment. For example, if your teacher has asked you to write about Albert Einstein’s most important accomplishments, create a chronological list of those accomplishments so you don’t forget to include any. This step also helps you organize the information so it flows clearly and coherently.
• Once your draft outline is complete, begin writing your text. Some people like to start with the introduction, which lays out your topic and explains what you’re writing about. Others like to start with the body of the document, which includes the main part of the text, and then return to complete the introduction once the body is complete. If you’re not sure which approach will work best for you, try writing the introduction first. If you struggle to come up with content, switch to writing the body of the document.
• Once your introduction and the body of the document are complete, write your conclusion, which sums up everything you’ve written about so far. Remember that the conclusion should not introduce any new information or ideas that were not discussed in the body of the text.
• If your instructor requires a list of references, create a list at the end of the document and make sure you have in-text citations to each source. Make sure to follow your instructor’s preferred style guide for the citations and references.
• Before you turn the assignment in, make sure you edit and proofread the text to ensure that there are no lingering errors in the text and that the text makes sense. It might help to have someone else look over the document to point out text that isn’t clear.

Tips for completing an academic assignment

• Before you begin writing, think about where you work best. Most of us do not work well when we are distracted by loud noises, conversations, the TV, etc. Find a quiet, comfortable place to write.
• Remember that academic assignments almost always require formal academic language. Unless your teacher specifically asks you to write informally, remember to use a formal writing style. For help with formal academic writing, see our introduction to academic writing.
• Remember that each paragraph in your work should discuss one main topic or idea. You should present that idea in the first sentence of the paragraph, and all the following information in that paragraph should support the main idea of the paragraph. Don’t combine two disparate ideas into one paragraph.

You should never plagiarise another author’s work. If you get information from another source, you must acknowledge that the information came from someone else. Furthermore, you should absolutely never copy and paste text from another author into your assignment and try to submit it as your own work.

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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gopu prathibha

I resented the deadlines though it is not unlocked

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Hi @gopu prathibha

Sorry to hear that assignment is locked. Please check the below help article, why assignments and quizzes has been locked.

https://learner.coursera.help/hc/en-us/articles/209818783-Solve-problems-with-quizzes-assignments

In case help article doesn't cover your issue means you will need to contact help center who can help you to resolve your issue. Make sure you are login into account and scroll down to the end of help article you will see small envelope ' ​​​​​​'contact us' ​' click on that and it will take you here ​​​ link page and submit your query via email. Hope this helps you.

@gopu prathibha

Still assignment is locked means you will need to contact help center by sending an email to resolve your issue. Make sure you are login into account and the end of help article you can see contact us icon. If suppose you can't find contact us icon then use this help article here:-

https://learner.coursera.help/hc/en-us/articles/360036160591-Get-Help-with-Coursera

You will see technical or accessibility issue, you can email us here ​​​ click on that and submit your query via email. Supporting team will get back to you as soon as possible and fix your problem. Hope this helps you.

Hi! @gopu prathibha have you checked the reason for assignment locked on your assignment page? if not kindly look for that,if it shows it's locked my the mentor,you need to do is to get help from a support agent.

Please enter the Help Center and log in from the top right corner. Then, look for the option to contact [Contact us] button at the bottom of this Direct link .

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User16321227929633805308

Please tell me where to download the excel file samples that are used throughout the course, I cannot follow the course with trying in the excel files. Please help me urgently! Thanks

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Everyday Excel, Part 1 Coursera Quiz Answers – Networking Funda

• In Computer Science Quiz
• In Everyday Excel Specialization
• On April 2, 2024

Table of Contents

Everyday excel, part 1 week 01 quiz answers.

Q1. What will happen in the following spreadsheet setup if we: 1) Press Enter , 2) copy the formula in cell B3 using Ctrl-C (or Copy ), and 3) paste the formula into cell A3 ?  What value will result in cell A3 ?

Q2. Which of the following sets of “moves” will take the initial worksheet setup and result in the final worksheet setup? Multiple correct answers possible, and all must be selected!

• Highlight Rows 3 and 4
• Right-click on Rows 3 and 4 –> Cut
• Right-click on Row 2 –> Insert Cut Cells
• Highlight Row 2
• Right-click on Row 2 –> Cut
• Right-click on Row 5 –> Insert Cut Cells
• Select cells A2:B2
• Right-click –> Cut
• Right-click in cell A5 –> Insert Cut Cells
• Select cells A3:B4
• Right-click in cell A2 –> Insert Cut Cells

Q3. In the spreadsheet setup shown below, which of the following formulas could we place into cell B4 that we could copy/paste (or drag down) to cells B5:B7  so that we could multiple a (the constant value in cell B1 ) by the x-values in cells A4:A7 ?  Multiple answers may be correct.

Q4. If we wish to name a cell “Temp” so that we can use “Temp” as a variable name in a calculation and as an absolute reference, how do we do this? Multiple answers are possible, and all must be selected for credit.

• Just type it into the cell to the left of the cell that you want to name.
• Define a name using the Name Manager.
• Define a name using the Formula Bar.
• Hold down Ctrl-Shift-N then type in the name.
• Define a name in the Name Box.

Q5. Which of the following numbers, text strings, or dates on the left side of each arrow could we put into a single cell and drag down and Auto Fill would convert the next cell down to that on the right side of the arrow? Multiple answers correct, and all must be selected for credit.

• Wednesday –> Thursday
• 3/4/20 –> 3/5/20
• Day 1 –> Day 2
• March –> April

Everyday Excel, Part 1 Week 02 Quiz Answers

Q1. Which of the following is correct syntax for writing out the following expression in Excel? Assume that the variable x has been named “ x ” in the Name Manager or Name Box .

• (5*1)+3/(7+x)
• =5*(1+3/(7+x))
• =5*1+3/(7+x)
• 5*(1+3)/(7+x)

Q2. What value will be displayed in cell A6 when the Enter key is pressed? Enter your answer as an integer (counting number, no decimals).

• Comment Down Correct Answers

Q3. We would like to set up a simple Excel worksheet to calculate the number of 24-packs of tiles that we need for a certain tiling job. Tiles are only sold in packs of 24, and we must round up to the nearest multiple of 24 tiles. For example, if we need 155 tiles, then we’d need to round up and purchase 7 x 24-packs (6 x 24-packs would only be 144 tiles, so we need 7 of them).

• =ROUNDUP(B1/24,0)
• =CEILING(B1,24)
• =CEILING(B1,24)/24
• =MROUND(B1,24)/24

Q4. What will the value in cell B4 be when the Enter key is pressed? Leave your answer as an integer (counting number) with no decimals.

Q5. Whose name will appear in cell A1 when Enter is pressed? The name “ dwarves ” refers to cells A3:A6 .

Everyday Excel, Part 1 Week 03 Quiz Answers

Q1. Which formula shown below could you use to determine the monthly payment on a $5,000 loan if you want to pay it off in 10 years? The annual interest rate is 5% and interest is compounded monthly.

• =PMT(0.05,120,5000,0)
• =PMT(0.05,10,5000,0)
• =PV(0.05,12,5000)
• =PMT(0.05/12,120,5000,0)
• =FV(0.05,12,5000)

Q2. Which of the following Excel formulas below could we place into cell G5 to calculate the maximum temperature on the day of the week that is input into cell G4 ? The formula should provide the maximum on that day of the week over the last two weeks (rows 3 through 16) and should automatically update if the day of the week in cell G4 is changed.

• =MAXIF(B3:B16=”Wednesday”,D3:D16,0)
• =MAX(D3:D16,G4)
• =MAXIF(B3:B16,G4,D3:D16)
• =MAX(IF(B3:B16=G4,D3:D16,0))
• =MAX(IF(B3:B16,G4,D3:D16))

Q3. Which of the following formulas could be placed into cell B4 to provide the result shown? Multiple correct answers, and all must be selected for credit.

• =CONCAT(A1:A9)
• =CONCAT(A1:A2)&CONCAT(A4:A6)&CONCAT(A8:A9)
• =TEXTJOIN(A1:A9)
• =CONCATENATE(A1:A9)
• =TEXTJOIN(“”,TRUE,A1:A9)

Q4. Which range of cells on the following worksheet are being referenced to by the following Excel formula?

Q5. Which of the following Excel formulas could we put into cell B8 to count the number of items in the range A1:D6 that are less than 50?

• =COUNTIF(A1:D6,”<50″)
• =SUMIF(A1:D6,”<50″)
• =COUNTIF(A1:D6,<50)
• =COUNTIF(A1:D6<50)
• =SUMIF(A1:D6<50)

Everyday Excel, Part 1 Week 04 Quiz Answers

Q1. Which of the following shows how the Custom Sort tool was filled completed to accomplish this sort?

Q2. Which of the following are TRUE statements about material learned in Week 4? Select all that apply.

• Filters can be used only to filter out categorical data and not a range of values and dates. For example, filters cannot be used to select for numbers between 2 and 10.
• The VLOOKUP function will always look for the lookup value in the left-most column of the lookup array.
• The Go To Special tool can be used to identify all cells that have the value 100 in them.
• Excel Tables have built-in filters.
• The Remove Duplicates tool can only be used to remove duplicate values that show up in the left-most column of an array.

Q3. What word (proper spelling and no capitalization and no spaces) will be displayed in cell A13 when the Enter key is pressed?

• Comment Answers below if you found

Everyday Excel, Part 1 Week 05 Quiz Answers

Q1. The plot shown below depicts natural gas consumption (in therms) as a function of time for a particular home.

• We could select the chart then choose the Chart Design tab, then choose Select Data and add a new series.
• We would go to the green + sign to add a new data series.
• We could right click in the plot area and go to Select Data then add a new series.
• We could select the therms data for 2017, copy that data, then left click in the center of the plot and then paste the data.
• Any column of data input adjacent to previous data in Excel is automatically added to any preexisting plot .

Q2. This is a cumulative question that uses some things that you have learned not just in Week 5 but throughout the entire course! We have annual expense data as a function of year for several different categories:

Which of the following formulas could we place in cell B9 that we could copy/paste over into the entire range B9:G9 to make the chart dynamically update when we change the year in cell A9 ? Select all that apply.

• =INDEX(B4:G7,MATCH($A$9,$A$4:$A$7))
• =VLOOKUP(A9,A4:A7,MATCH($A$9,$A$4:$A$7),FALSE)
• =INDEX(B4:B7,MATCH($A$9,$A$4:$A$7,0))
• =VLOOKUP($A$9,$A$4:$G$7,COLUMN(),FALSE)
• =SUMIF($A$4:$A$7,$A$9,B4:B7)

Q3. Which of the following statements are TRUE ?

• If we wished to plot the average fuel economy of cars in the United States as a function of year and we also wanted to plot the average fuel economy of cars in Norway as a function of year, we would need to add a secondary axis.
• You are preparing a PowerPoint presentation for someone else across the world and you will email them the file when you are finished. You decide to embed an Excel chart into the PowerPoint presentation and then you email them the file. However, you forget to email them the embedded .xlsx file. When they open up the PowerPoint file they will NOT be able to see the embedded chart.
• Excel objects can be linked to both Word documents and PowerPoint presentations, but in either case the linked .xlsx file must always be available (i.e., on the same computer) in order for the linked object to show up.
• You cannot add multiple series to a traditional pie chart.
• When printing off Excel worksheets, there is no way to display column and row headings, unfortunately.

Q4. Which of the following correctly shows how we dragged and dropped the various fields into the Pivot Table tool?

Q5. We wish to plot the following energy usage as a function of time on a scatterplot. Columns B and C represent the natural gas usage (in therms) for 2015 and 2016, respectively. Column D represents electricity consumption (in kWh) for 2016. Which of the following plots properly shows how we can visualize this information?

Note: Answers may be subject to wrong/missing or not available, please contact us on telegram or comment below if you found correct answers to avoid wrong/misguidance. it will help other students .

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Completing an Assignment

1. start your assignment.

3. Assignment Code

9. Submit Assignment

Updated on: 16/08/2023

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• Understanding the Data

Assignment - Part 1

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Used to record registration/enrollments into any service provided including courses, conferences, etc.  A Client can only have one Assignment record per course code.

Main Menu > Clients > Assignment

Applies To:    Enterprise    Plus    Basic

Field Details

The Client Assignment record is segmented into five panels. The Information panel can be modified to display fewer or more fields from the other panels using  Custom Field Displays .

Assignment Information Panel

• Course Code:  Full Course Code for client assignment.  Use the Show List button to view a list of Course Sections.
• Start Date: Date Client started activity.  Value defaults to start date of course when a new assignment record is created.
• End Date: Date Client ended activity.  Value defaults to end date of course when a new assignment record is created.
• Client Program:  If using Program Tracking, this select list for program enrollment will display.
• Enrollment Status: Assignment status of client.  Value defaults to Enrolled/Active when a new record is created.  Not a user defined list.  Roster reports include all values except "Applicants" and "Waiting List".  "Enrolled/Hold" is treated exactly the same as "Enrolled/Hold" for Rosters, Countbook, and any report including automatic enrollment counts.  The "Enrolled/Hold" value gives users a method to maintain an active Enrollment Status but flag the Assignment for some special purpose.
• Quantity:  The number of slots being registered.  This field only appears for Corporate clients or Course Sections with a Maximum Qty Purchase greater than 1.
• Status Code: User defined field for customizing internal Assignment enrollment status.  Uses the Status Code table.
• Completion Code: User defined field for customizing internal Assignment completion status.  Uses the Completion Code table.
• Purpose:  Reason or goal for taking course.  This is not a user defined list.  Note that the value “Private” is used to track in-house registrations and will restrict the assignment from displaying on the WebReg module MyAccount registrations page.
• Accepted Refund Policy:  Defaults to No.  Value will automatically update to Yes for WebReg registrations if the Force Refund Acceptance feature is enabled.
• Registration Date:  Date of client registration.  Value defaults to current date when a new record is created.
• Wait List Date and Time: Date and time client added to a waiting list.  Used to help determine order in which clients would be called if a registration opening occurs.  Use the Current Button to automatically add the current date and time.
• Wait List Contact: Status of enrollment after contacted from waiting list.  Not a user defined field.
• Vendor:  If registration is from a third party vendor, select the vendor name from the list.
• Company:  If the registration is for a specific Company, select for the list.  Some features that add multiple assignments may automatically record the Company in this field if the client is a Corporate client or the Company name was selected during the process..
• Registered By: Method client used to register for this activity.  Not a user defined list.
• Primary Member Link:  This field allows a user to link this Assignment to the client’s Primary Account Member, if applicable.  After 2/12/2013, this field autopopulates when using the OnHold feature from the Multiple Assignment function.  If this field has a value, the Primary Member can only see these course assignments in the member’s account when logged into the WebReg module.  Assignments not linked to the Primary Account cannot be only be viewed on the WebReg module in the MyAccount section by the registrant only.
• How Heard: How client heard about the course or activity.  List pulls from Marketing Source table.  This field differs from the "How Heard" in Client/Intake where "How Heard" refers to the overall program organization. 
• Marketing Source:  An open text field for recording a marketing code or catalog code related to a marketing campaign.  Maximum length is 15 characters.

Exit Info Panel

• Reason Left Class: Reason client is no longer active in the activity.  See Termination Reasons for this user defined field.
• Reason No Show: Reason client did not show for activity.  See Termination Reasons for this user defined field.
• Zero Balance Due: This checkbox is used to submit a flag to XenDirect functions and reports that no revenue is due for this course.  Check this field if the client has a no balance due yet based on refunds or other calculations, a balance due exists.  If checked, no balance will appear as due.  An example would be Client Assignments that have had partial or full refunds.
• Reenter Date: If client terminated from activity and then returned within the same program year, this is the date client returned to activity.  Set Enrollment Status back to Enrolled/Active and revise the end date.  Note:  A client cannot have two assignment records in the same course.
• Original Exit Date: If client terminated from activity and then returned within the same program year, this is the date client originally exited from the activity.  Set Enrollment Status back to Enrolled/Active and revise the end date.  Note:  A client cannot have two assignment records in the same course.
• Transferred To: If client left this activity and transferred to another activity, enter the Course Code for the new activity.

Grades and Outcomes Panel

• Grade: The final, overall grade for the activity.  Grade can be alpha or numeric characters.
• Grade Version:  Version of grade being used.
• Exam Grade: Final exam grade.
• Days Attended:  Number of days a client attended this course section.
• Hours Attended:  Number of hours a client attended this course section.
• Date Issued Certificate: Date client was issued a certificate for this activity.
• Earned Credits:  Number of credits earned for this course section.
• Credit Type: Type of Credit.  User defined list.
• Pass/Fail:  Pass = Yes and Fail = No
• Transfer Credits:  Number of credits transferred in.
• Repeat Course:  Check Yes if this course was taken again causing this assignment to be voided.
• Include on Transcript:  Check yes if this should be included in the transcript report.
• Transcript Status:  Status to display on transcript report.  This is not a user defined list.
• Transcript Credits:  Number of credits to display on transcript report if different than Earned Credits.
• Transcript Points:  Number of points to display on transcript report.

Other/Notes Panel

• Non-Traditional Enrollment: Is client's enrollment in this activity considered non-traditional based on gender?
• EPE: Is client's enrollment in this activity eligible for EPE or other contact hours based funding sources?
• CTEDS: Should the client's enrollment in this activity be included in the CTEDS reports?
• CTEDS Outcome:  Select as many of these outcomes as applicable.  This field covers Secondary CTEDS only.  The 'Survey' value is for internal use only and is not taken into account for the CTEDS report.
• CTEDS Status: If CTEDS = Yes, what is the CTEDS completion status for this activity.
• SIRS Status:  Select as many of these status values as applicable.
• Exclude From NRS:  Check this field if this Client's Assignment should NOT be included in the NRS report.  Only relevant to Basic Education and ESOL activities.
• Roster Notes: User notes.  Text entered here will print (optional) on some roster reports. 
• Special Needs: Does client have any special accommodation needs for this enrollment?
• Receipt Notes: User notes.  Text entered here will print (optional) on some receipt reports. 
• Other Notes: User notes.

Invoices Panel

• Non-Traditional Enrollment: Is the Client's enrollment in this activity considered non-traditional based on gender?

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How to Change Directories in Command Prompt?

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The Windows Command Line Tool comes up with a feature that allows you to move inside any Windows Directory with some specific Windows Commands & Symbols .

In this article, we will learn How to Change Directories in Command Prompts , Change Directories at Different Levels , and Troubleshooting Problems While Changing Directories .

What are Directories?

Before diving into the specifics, let’s understand what are Directories , Different Operations on Directories, and how to change directories at different levels.

Directories are nothing but a File System on OS that contains information needed to access files. It’s like folders on your computer where you can organize and store files. They form a hierarchical structure, which means they have different levels, similar to a Tree Data Structure .

Different Levels of Directories

• Roots Directory
• Parent Directory
• Subdirectory
• Nested Subdirectory
• Leaf Directory

How to Change Directories in CMD at Different Levels?

Before moving ahead with Changing Directory to Windows Folders , we have to understand Directory Changing to Different Levels . Let us discuss all the methods for Changing Directories in CMD at different levels:

Level 1: Change Directories in the Root Level

Open Command Prompt . To change to a directory in the root directory (Like “C:\” on Windows) , you can use the `cd` command followed by the directory name. For example:

Changing Directories in the Root Directory

Level 2: Change Directories in the Parent Level

Open Command Prompt . To move to a directory within the parent directory (like going from “Documents” to “Users”), simply use the `cd` command followed by `..` to go up one level, and then the name of the parent directory. For example:

Changing Directories in the Parent Directory

Level 3: Change Directories to Subdirectories Level

Open CMD or Command Prompt . To enter a subdirectory within your current directory (like going from “Documents” to “Photos”), just use the `cd` command followed by the name of the subdirectory. For example:

Changing Directories to Subdirectories

Level 4: Change Directories in Nested Subdirectories Level

Open CMD . To navigate to a deeply nested subdirectory (like going from “Documents” to “Work > Projects”), use the `cd` command with each subdirectory name, separated by a backslash (\). For example:

Changing Directories in Nested Subdirectories

Level 5: Change Directories to Leaf Level

Open Command Prompt . If you want to enter a directory that doesn’t contain any subdirectories (like going to a folder with just files), use the `cd` command followed by the leaf directory’s name. For example:

Changing Directories to Leaf Directories

Note: Remember, you can always type `cd ..` to go up one level and explore different directories easily.

How to Change Directories in Command Prompt to Different Folders?

Now, after discussing Directory Change in Different Levels , we will now discuss all the possible methods that are required to Change Directories to Folders in the Windows Command Line Tool .

Method 1: Change Directories in Command Prompt using Drag and Drop

For those who prefer a graphical approach, changing directories using drag and drop is simple. You can open File Explorer , locate the desired directory, and drag it to the Command Prompt window. This action automatically populates the Command Line with the directory path.

Change Directories Using Drag and Drop

Method 2: Change Directories in Command Prompt using Commands

Changing directories using commands may seem tricky at first, but it’s essential to get the hang of it in Command Prompt. Here are some easy methods to do it:

1. Absolute Paths:

This is like using a full address to find a place. In Command Prompt, you can use the full path to a folder to get there directly. This will take you straight to your “Documents” folder. For instance:

2. Relative Paths:

Think of this as giving directions from where you are. You can use `..` to move up one level and the folder name to go into a subfolder. This will take you up one level from where you are right now. For example:

using Relative Paths

3. Drive Letters:

Imagine switching between different drives as changing streets. To switch to a different drive, just type its letter and a colon. This will take you to the D: drive. For example:

using Drive Paths

4. Environment Variables:

These are like shortcuts to important places. You can use names like `%USERPROFILE%` to go to common folders without typing the whole path. This will take you to your user profile folder. For example:

using Environment Variable

5. Tab Auto-Completion:

Think of this as your Command Prompt assistant. When you start typing a folder name and press Tab, Command Prompt will try to finish it for you. If there’s more than one option, it will show you a list.

6. Previous Directory (`cd ..`):

This is like having a “go back” button. If you want to return to the folder you were in before, just type ` cd .. `. It’s like a quick way to backtrack.

7. Using Wildcards:

Wildcards are like search filters. You can use `*` to find folders based on patterns. This will take you to a folder with a name starting with “sep”. For example:

8. Using the “dir” command:

It is used to list all Windows Files and Directories (folders) in the current directories. This helps the users to quickly see what Files and Directories are present in a particular location

For example, if you want to list the content of ” C:\Users\GFG0338\Desktop\mystuff\my_Doc “, you would type the following. This will give you a list of Files and Directories in that folder along with respective attributes.

using dir Command

How Do I Navigate to a Specific Folder in Command Prompt?

When you want to go to a specific folder using Command Prompt, it’s like giving your computer directions. Here’s how to do it in simple steps:

• Open Command Prompt: First, you need to open Command Prompt. You can do this by pressing the Windows key, typing “Command Prompt,” and hitting Enter.
• Understand Your Starting Point: Before you start, it’s good to know where you are. Command Prompt opens in a default location, usually your user folder.
• Type ‘cd’ and Space: To tell Command Prompt you want to change the folder, type `cd` (which stands for “change directory”) followed by a space.
• Enter the Folder Name: Now, type the name of the folder you want to go to. If your folder name has spaces, put it in double quotes. For example, if you want to go to a folder named “My Stuff,” you’d type: cd “My Stuff”
• Hit Enter: Press the Enter key on your keyboard. This tells Command Prompt to follow your directions and take you to the folder.
• Check Your Location: To make sure you’re in the right place, you can type `cd` without any folder name and press Enter. Command Prompt will show you the full path of where you are.

Note: Remember, you can always use the `cd ..` command to go up one level if you ever want to backtrack.

The complete guide on “How to Change Directories in CMD (Command Prompt)” is discussed above. Don’t worry if it feels a bit confusing at first. With time, you’ll become a Command Prompt Expert . Practice will make you more comfortable with these Simple Windows Commands for changing Directories at Different Levels in Command Prompt .

• Most Useful CMD Commands in Windows
• 10 Ways to Open the Command Prompt in Windows 10

How to Change Directories in Command Prompt – FAQs

How can i change the quotes used in directory of command prompt in windows.

To change the directory in the Command Prompt of Windows, the CD Command will be highly used. The CD Command along with the Directory Name or the entire path will lead you into the desired Directory.

How to Change Directories C to D in CMD?

To switch to a different drive, just type its letter and a colon. For example: if you want to change Drive from C to D, type `D:`

How to go back to the previous Directory in CMD?

If you want to return to the previous folder you were in before, just type ` cd .. `. It’s like a quick way to backtrack.

How to reset or empty the command prompt screen?

type cls and hit enter, It will clear all the previous commands on the CMD screen.

How can I list all items in any Directory using CMD?

To list all the items of any directory in Command Prompt, first, browse inside the Directory using the CD command or complete file path. Then, use the DIR command only. Executing the DIR Command will list all the items along with their details in CMD.

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