how to do an assignment you don't understand

louisville.edu
PeopleSoft HR
PeopleSoft Campus Solutions
PeopleSoft Financials
Business Ops
Cardinal Careers

Undergraduate
International
Online Learning

University of Louisville Writing Center

University Writing Center FAQs
Virtual Writing Center FAQs
HSC Writing Center FAQs
Writing FAQs
Handouts and Videos
Graduate Student Writing
Spring Dissertation Writing Retreat
Graduate Student Writing Workshops
Faculty and Graduate Student Writing Group
Creative Writing Group
Accessibility and Accommodations
LGBTQ+ Writing Group
The University Writing Center and Your Students
Request a Presentation about the University Writing Center
Resources for Teaching Writing
The Writing Center and Your Writing
University Writing Center Mission Statement
Meet Our Staff
Statement on Diversity, Inclusion, and Equity
Research at the University Writing Center
How I Write Blog Posts
Our Community Writing Values and Approaches
Community Writing Internships and Volunteering
Family Scholar House
Western Branch Library
How can I make myself a stronger writer?
What makes college writing different than the writing I’ve done up to this point?
How are the papers I'm asked to write in my major different from those in English 101, 102, and 105 courses?
What can I do if I don’t completely understand the writing assignment?
I want to get started writing early, but how do I begin?
How do I get started writing a personal statement?
I have a lot to say, but how can I organize my thoughts?
How can I learn how to write in a new genre (for example, personal statement, resume, or literature review)?
How do I expand a rough draft to make it meet the assignment’s length requirement?
How can I find good sources for my research paper?
What are some strategies for working sources into my research paper?
What is the difference between quotation, paraphrase, and summary?
How can I revise my draft if it doesn’t seem to “flow”?
What does my teacher mean by “substantial revision?”
How do I write an essay that makes an “argument”?
How can I avoid plagiarizing?
What are some strategies for improving my grammar and punctuation?
How can I format my document properly in Word, PowerPoint or Excel?
How should I approach writing a literature review at the graduate level?
/ Resources for Students
/ Writing FAQs
/ What can I do if I don’t completely understand the writing assignment?

Sometimes the hardest part about writing a paper is understanding the assignment. You may not understand what you’re being asked to write or how you’re supposed to write about it. But don’t worry: although the prompt may seem confusing at first, there are strategies you can use to understand your assignment.

First, try taking a break from the assignment.

Take a walk, clean your room, get coffee with a friend. Then come back and read the prompt again, keeping any of your instructor’s in-class comments in mind. Looking at your assignment with fresh eyes will often help you either finally understand the assignment or identify what specifically is confusing to you.

If your assignment still seems unclear, ask yourself the following questions:

What is the purpose of your assignment? (What are you being asked to do?)

To understand what the assignment is asking you to do, pay special attention to the verbs that your instructor used. These verbs often function as keywords that signal the purpose of an assignment. Argue, summarize, and compare/contrast are just a few keywords to look for. These verbs can tell you whether you are developing your own argument, describing a plot, or analyzing the similarities or differences between artifacts. Visit our blog or take a look at this handout to find a list of more keywords and their meanings.

Another way to understand the assignment is to see if your instructor has asked you to follow a specific format. Is there a length requirement? Are there a certain number of sources required? Shorter papers are often a thesis-driven analysis with fewer sources. A longer paper with more sources may signal a research assignment. Again, pay attention to any verbs you see; these verbs will often tell you how to approach writing your assignment.

Who is your audience?

Part of the context of any writing situation will include your audience, or who you’re writing to. Since your audience includes your instructor, keep in mind any expectations she or he may have. What concepts have been emphasized in class? You may find these same concepts in your prompt. How is the assignment structured? Understanding the structure may help you decipher how you are being asked to approach the prompt.

Your instructor may not be the only audience member to consider. Are you being asked to communicate with a general audience (who can follow a logical argument but doesn’t know anything about your chosen topic) or an informed one (an audience familiar with the material, but not your chosen angle)? Knowing who your audience is will help you decipher what kind of information will best support your thesis. If you have any questions about who your audience should be, ask your instructor for clarification.

What evidence are you being asked to provide?

Evidence, or the information you use to support your thesis , can come from in-class texts or outside sources like academic journals, scientific studies, or government websites. The type(s) of evidence that you use and how you present it will differ depending on the requirements of your assignment. Is your instructor asking you to draw on readings from class to make an argument? Chances are, this signals a textual analysis in which you develop a thesis and use quotes from your chosen text(s) to support your argument. Alternatively, are you being asked to use outside sources? If so, how many? This may signal a longer project, possibly a research paper in which you generate a thesis and present information on a given topic to either inform or persuade your audience.

Understanding the type of evidence your instructor requires may help you work backwards to determine the format and, ultimately, the purpose of your assignment. Remember: evidence will be presented differently depending on your audience and purpose, so again, look for keywords to help.

If you still find that you don’t fully understand the assignment, don’t panic: you aren’t required to tackle the prompt alone.

Email your instructor and explain your confusion.

Try to be as specific as possible. Are you confused about what you are being asked to do? Is it unclear how you are being asked to structure your paper? Or what kind of evidence you’re supposed to use? Ask them, even if you can’t be specific. They want to help.

Collaborate.

Come to the Writing Center! Talk to a friend or someone you know from class. Being able to talk to someone about your assignment may help you finally decode the prompt.

What can the Writing Center do to help?

Some questions about the assignment can only be answered by instructors, so you should be prepared to discuss the assignment with them. However, consultants at the Writing Center are experienced in reading and interpreting assignments. When you attend a Writing Center session, we ask that you bring a copy of the assignment with you (if you have one), and we will read through the assignment sheet together. We will then help you decipher keywords, look for hints about structure, and finally come to an understanding of the prompt. We can also help you begin brainstorming for the assignment and transition to other steps of the writing process.

Conceptualizing Trauma-Informed Consulting in the University Writing Center Apr 17, 2024

Creating Art: A Painter’s Journey Into the World of Writing Mar 25, 2024

Getting Comfortable with Directive Practices in the Writing Center Mar 08, 2024

International Mother Language Day 2024 Mar 04, 2024

University and High School Writing Centers Feb 26, 2024

How Time Affects a Writing Center Session Feb 16, 2024

UofL Writing Center Blog - More…

University Writing Center

Ekstrom Library 132

Kornhauser Library 221

University of Louisville

Louisville, Kentucky 40292

Summer 2024

Ekstrom Library

M -F 9 am - 4 pm

Closed on student breaks and holidays

(502) 852-2173

[email protected]

Social Media

Stack Exchange Network

Stack Exchange network consists of 183 Q&A communities including Stack Overflow , the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.

Q&A for work

Connect and share knowledge within a single location that is structured and easy to search.

What do you do when a supervisor gives you a task you don't understand? [closed]

What do you do when a supervisor gives you a task you don't understand ?

This is always something I struggle with and would love to know the best way to approach it. No specific situation. I would like to hear what others have to say who have had this happen to them. Thanks!

work-experience

3 "No specific situation" - Unfortunately, that makes this question too broad, and there can't be a real answer - just examples and opinions. Voting to close. But feel free to edit the question to be more specific and answerable. – Kent A. Commented Aug 3, 2015 at 21:35
1 John, welcome to Stack Exchange. This format is a bit different from what you might have experienced on other sites, such as discussion forums. The help center has a lot of guidance for you; I suggest reviewing What types of questions should I avoid asking? to understand how you might be able to improve this question, or ask a better one. – Air Commented Aug 3, 2015 at 22:50
@KentAnderson - no, this question is very easily answered - as there is really only one approach to take in situations like this. – HorusKol Commented Aug 4, 2015 at 0:29
@HorusKol - Even if the difference is slight, you'll have a different approach for different bosses. Even as you work with an individual boss over several years, your approaches will be different. – user8365 Commented Aug 4, 2015 at 12:23
Well, OF COURSE, you ask. The interesting thing is HOW you ask, what do you do if you CAN'T ask and what are the consequences of asking or not asking. Amazingly, people on this site have recommended firing people for asking the wrong questions to their managers. It is not a simple issue-- but there needs to be more detail to this question. – teego1967 Commented Aug 4, 2015 at 13:09

3 Answers 3

As always, when someone asks you to do something, and you don't understand, you talk.

In this case you talk with your supervisor and indicate that you don't understand the task.

If you find that it's the task orders you don't understand, you ask the supervisor questions until you understand what is being asked of you.

If you find that you understand the orders, but you don't have the ability/understanding to complete the task itself, then you tell the supervisor that you don't have the knowledge to complete the task. You may be able to find time to learn how before the task must be completed. Or you may be able to work with someone else who can help enough to make up for your lack of knowledge. Or the task may need to be assigned elsewhere.

I usually ask what is the end result that is wanted. Is it some code? Is it a Word document? Is it an Excel spreadsheet? Is it researching some technology? This can give me some idea of what I am supposed to be doing. I'd also ask what is the deadline and how long is this supposed to take. There can be various ways to get clues so I can figure out what was asked of me.

1 If you are afraid to ask your manager, ask who else in the department you should talk to for additional background. Or ask your co-workers to point you in the right directions. – keshlam Commented Aug 4, 2015 at 0:26
6 If you're afraid to ask your manager - you need a new manager... – HorusKol Commented Aug 4, 2015 at 0:47

The first thing to remember - it is okay to not understand things, and it is okay to get help - a good manager or supervisor would rather you seek clarification before blundering on with a task and end up wasting time because you then need to fix the bits you missed because you didn't understand what was required.

As you go on through work, you will find that it will only be the most simple tasks that you will understand 100% upon being given the brief. The point is to then list which parts of the task (or tasks) that you don't understand, and send off for clarification to your supervisor (or client, or nominated senior team member).

If the request was clearly stated - "make me a combobulated widget", and the problem is you don't understand what is meant by "combobulated", then do a bit of research, and then send an email with the information you uncover and say "hey boss, I wasn't sure what you meant by combobulated, so I looked up a few things and wanted to check if this is what you wanted".

In the end, you and your supervisor need to be aware that information transfer during a task briefing is not 100% - the supervisor will make assumptions on what you know or what they think is obvious, and neglect to pass on that part of the puzzle. It's up to you identify the gaps in your knowledge and understanding of the task and seek clarification.

I concur with this opinion. I think what is important though is to never say you don't understand EVERYTHING. When you say you don't understand, do tell what you DO understand. Show that you took the time to try and understand the material but is stuck on some part of it. I would say most supervisor would expect you don't know everything but they would expect that you would attempt or figure out some subset of it before coming to them to figure it out. – Dan Commented Aug 4, 2015 at 14:13

Not the answer you're looking for? Browse other questions tagged work-experience .

Featured on Meta
Upcoming sign-up experiments related to tags

Hot Network Questions

Are 1/20 undocumented immigrants married to American citizens?
Is there a formal proof that points taken at random in a bound area are evenly distributed?
Does USCIS require spouses being sponsored for Permanent Residency to leave the United States?
Fitting Eigenvalues of a 8*8 matrix to experimental data
if people are bred like dogs, what can be achieved?
Does a publication similar to the American Mathematical Monthly exist in Theoretical Computer Science?
Is there some sort of kitchen utensil/device like a cylinder with a strainer?
If a reference is no longer publicly available, should you include the proofs of the results you cite from it?
My 5-year-old is stealing food and lying
Medical - Must use corrective lens(es)…
A puzzle from YOU to ME ;)
C# Linked List implementation
Are there really half-a billion visible supernovae exploding all the time?
Do I need to staple cable for new wire run through a preexisting wall?
Order given by two probability measures
Short story about a group of astronauts/scientist that find a sentient planet that seems friendly but is not
Determinacy and Woodin cardinals
Personal Loan to a Friend
TikZ - diagram of a 1D spin chain
Does Bluetooth not work on devices without GPS?
Does the italicized part serve as the main clause of the whole sentence?
What's the role of the transistor on power input in this schematic?
Looking for a caveman discovers fire short story that is a pun on "nuclear" power
Identifying the order of the output

Bookmark Success

Business , Content

What to Do When You Don’t Understand an Assignment?

When it comes to completing assignments, there is nothing more frustrating than not understanding the instructions. Whether it is an essay, a...

When it comes to completing assignments, there is nothing more frustrating than not understanding the instructions. Whether it is an essay, a project, or a test, not understanding an assignment can be a major obstacle to completing it successfully. Fortunately, there are steps that you can take to make sure that you understand the assignment and are able to complete it. In this article, we will discuss what to do when you don’t understand an assignment and provide a comprehensive guide to help you get through it.

Table of Contents

Step 1: Read the Assignment Carefully

The first step to take when you don’t understand an assignment is to read it carefully. It is important to read the assignment more than once to make sure that you are not missing any important details. As you read, you should be looking for words or phrases that you don’t understand. It is also helpful to highlight any words or phrases that you don’t understand and make a list of any questions that you have about the assignment.

Step 2: Ask Your Instructor

Once you have read the assignment carefully and identified any words or phrases that you don’t understand, the next step is to contact your instructor. Your instructor is the best source of information when it comes to understanding the assignment . They should be able to answer any questions that you have and provide additional information if needed. It is important to ask your instructor clarifying questions about any words or phrases that you don’t understand.

Step 3: Talk to a Classmate

If you are still having trouble understanding the assignment, the next step is to talk to a classmate who understands the assignment. Talking to a classmate can be a great way to get a better understanding of the assignment. Ask your classmate to explain the assignment to you in detail, provide examples of how to complete it, and offer any additional resources that can help you understand the assignment better. You can also ask your classmate to explain any words or phrases that you don’t understand and answer any questions that you have about the assignment. If your classmate has already completed the assignment, they may also be able to provide you with tips and advice on how to complete it successfully .

Step 4: Research the Topic. Use Writing Tools

If talking to a classmate doesn’t help, the next step is to research the topic more in-depth using writing tools. Writing tools can be a great way to get a better understanding of the assignment and provide you with additional information that can help you complete it. When researching the topic, it is important to use reliable sources of information such as textbooks, online articles, and other sources of information. Additionally, there are a variety of writing tools available online that can help you better understand the assignment. These tools can provide helpful tips, guides, and templates to help you understand the assignment and complete it successfully.

Step 5: Break the Assignment into Manageable Tasks

If you are still having trouble understanding the assignment, the next step is to break it down into smaller, more manageable tasks. This can help make the assignment easier to understand and complete. Start by making a list of all the tasks that need to be completed and prioritize them. Begin with the most important tasks first and work your way down the list. To make it easier to keep track of tasks, consider creating a timeline or schedule for yourself. This will help you stay organized and on track with the assignment. Additionally, breaking the assignment into smaller tasks can help you identify any areas that you may need help with and allow you to ask for assistance if needed.

Understanding an assignment can be a daunting task, especially when the instructions are unclear. But by following the steps outlined in this article, you can ensure that you have a better understanding of the assignment and are able to complete it successfully. These steps include reading the assignment carefully, asking your instructor for clarification, talking to a classmate, researching the topic, and breaking the assignment into smaller tasks. Additionally, if you are still having trouble understanding your task, you can always get help writing Assignment . With the right guidance, you can ensure that you understand the assignment and are able to complete it successfully.

Written by Robin Khokhar

Who to follow.

What Are HR Tech Solutions? The Cherry On Top In Businesses

How much do Social Media Managers Make?

The Role of AI in Wealth Management

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

Make a Gift

Here's exactly what to do when you don't understand an assignment from your boss

There are (at least) two ways to make a fool of yourself in front of your boss.

Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own.

Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise not what they wanted.

The happy medium here is figuring out how to solicit your boss' help in a way that makes you look even more competent .

According to Rosalinda Oropeza Randall, an etiquette and civility expert and the author of " Don't Burp in the Boardroom ," if you're confused about the details of an assignment, you've got a few options.

"Ask your boss if there's another way of putting it," Randall said. So you might say something like: "I'm not understanding. Is there a different way that you can explain this to me?"

What emotions did you feel while reading this article?

Select all that apply

Thanks for your input!

Watch: This Facebook exec cofounded and then got fired from Pets.com. Here's why she is no longer hiding from this failure.

how to do an assignment you don't understand

Main content

Departments and Units
Majors and Minors
LSA Course Guide
LSA Gateway

Search: {{$root.lsaSearchQuery.q}}, Page {{$root.page}}

Accessibility
Undergraduates
Instructors
Alums & Friends

★ Writing Support
Minor in Writing
First-Year Writing Requirement
Transfer Students
Writing Guides
Peer Writing Consultant Program
Upper-Level Writing Requirement
Writing Prizes
International Students
★ The Writing Workshop
Dissertation ECoach
Fellows Seminar
Dissertation Writing Groups
Rackham / Sweetland Workshops
Dissertation Writing Institute
Guides to Teaching Writing
Teaching Support and Services
Support for FYWR Courses
Support for ULWR Courses
Writing Prize Nominating
Alums Gallery
Commencement
Giving Opportunities
How Do I Make Sure I Understand an Assignment?
How Do I Decide What I Should Argue?
How Can I Create Stronger Analysis?
How Do I Effectively Integrate Textual Evidence?
How Do I Write a Great Title?
What Exactly is an Abstract?
How Do I Present Findings From My Experiment in a Report?
What is a Run-on Sentence & How Do I Fix It?
How Do I Check the Structure of My Argument?
How Do I Write an Intro, Conclusion, & Body Paragraph?
How Do I Incorporate Quotes?
How Can I Create a More Successful Powerpoint?
How Can I Create a Strong Thesis?
How Can I Write More Descriptively?
How Do I Incorporate a Counterargument?
How Do I Check My Citations?

See the bottom of the main Writing Guides page for licensing information.

While some writing assignments are straightforward, others may need careful deciphering to make sure you are following the guidelines. Looking carefully at the instructions provided for any writing assignment to be certain that you understand the guidelines not only prevents missteps but can also help you develop strategies for conquering the task ahead.

General Considerations

Some terms found in assignments relate to genres used in different disciplines. Close Reading, Literature Review, Report, Study, Memorandum, and Proposal are some examples of terms that relate to specific formats. There are important distinctions between these genres. For example, a Close Reading of a piece of literature requires more analysis than a Literature Review , which asks for key points of summary that relate to an argument. If you are unfamiliar with these terms and they show up in an assignment, be sure to clarify the guidelines with your instructor.

In Practice

Ask questions.

One of the most important things to know about understanding assignments is that if an assignment or any part of an assignment confuses you, you can always ask your instructor for clarification. Asking questions might help your instructor to realize what other students might be struggling with as well. Before stopping by office hours or after class with questions, you might first consider the suggestions below so that you can identify exactly what parts of the assignment remain unclear.

Become Familiar with Common Assignment Goals

Assignments will often contain a variety of terms that can help you to identify the task or tasks you need to perform. The terms generally fall into one of the following categories:

Summarize – A summary provides a condensed explanation of key features from a text or activity. Many assignments might require some summary even if summarizing isn’t the main goal of the assignment. A summary may be required if the assignment includes words such as describe, explain, depict, and illustrate .
Analyze – If an assignment asks you to analyze something, it is asking for your own logical interpretation of the meaning behind the constituent parts of the subject. An analysis is different than a summary as it provides a new understanding about the subject in question, not just an overview. Other words that may be asking for analysis are elaborate, examine, discuss, explore, investigate, and determine .
Argue – If an assignment asks you to make an argument, you need to take a stand on a topic and develop your claim to show why your position makes sense. There are many terms related to argument. For example, evaluate, critique, assess, and review may ask for an argument about the worth of a subject. Propose, recommend, and advise may ask for a solution to a problem. Define asks for an argument about what a word or concept means Compare/contrast, synthesize, and apply (as in apply one text to another ) may ask for an argument about key points of similarity and difference in your subjects, and an analysis about why those points matter.

Break Down the Tasks and Locate the Central Goal

Just like any other text, an assignment can be broken down and analyzed. By keeping in mind that any good essay will have one main goal and one central argument or thesis that incorporates the various subparts, you can begin to determine what shape your essay should take. (In some cases an instructor might not expect an argument or thesis; however, this is rare. If you suspect a thesis is not needed but don’t know for sure, check with your instructor.)

What Should This Essay Really Contain? Highlight each separate task included in the instructions. Consider the terms above as you identify the tasks you need to perform. If the assignment is relatively simple, write out the tasks that will need to be performed. If there are terms that you aren’t familiar with, consider what kind of task they imply.
What Should the Thesis/Argument Be About? Once you have identified the tasks and goals, determine which is the main goal. Every essay should have a well-stated, debatable, and complex thesis statement that guides the essay, but it might be up to you to figure out what the focus of the argument should be. Think about the most important issues discussed in class as they can be clues to what an instructor wants. What would your instructor want you to take a stand on?
How Should This Essay Be Structured? Once you have determined the central goal, outline the essay according to how you think it should be completed, showing how each sub-goal will relate to the main goal or goals. Consider how the other tasks or sub-goals connect to the main argument. If you find you can’t outline with confidence or still aren’t sure how the assignment should be completed, make a note of which elements remain unclear and plan to meet with your instructor.

Analyzing a Sample Assignment

Imagine you have been given this essay prompt: Compare Denmark’s current environmental policies with those of the past. What difficulties have the policies faced over time and how have they been adapted to current environmental concerns? Incorporate the ideas presented in the article by Smith and discuss whether or not the new environmental standards helped or hurt the farmers in Denmark based on the timeline that we discussed in class? What needs to be changed?

Step One: What Should This Essay Really Contain? The essay asks for several tasks of various kinds. 1.) A comparison between past and present environmental policies in Denmark. 2.) A description or summary of the problems these policies have faced and how they have changed. 3.) An analysis of what Smith says about the success and failure of the policies. 4.) An evaluation of what the policies have meant for farmers. 5.) A proposal for changes that would need to be made.

Step Two: What Should The Thesis/Argument Be About? Though the essay asks for a comparison first, that task seems like more of a summary than an argument. The analysis of what Smith says also sounds like the potential central focus, but the analysis seems to be needed mostly to help strengthen the evaluation to come. Since the class is a policy class that focuses on understanding why policies in many governments succeed or fail, it is probably important to evaluate the policies. So task 4 is probably the central argument, combined with task 5.

Step Three: How Should This Essay Be Structured? With tasks 4 and 5 as the central focus, the introduction should include an evaluation in the thesis along with a sense of the proposal. After the thesis, it makes sense to first summarize the past and present policies, which will then lead to a summary of what has changed. Smith could be brought in during both summaries to provide commentary on what has occurred. Once these elements have been established, analyzing the successes and failures of the policies should enter. A proposal could come last and would be based on avoiding future policy failures.

Complete the tasks described above for the following essay assignment. Remember, there might be more than one right way to complete the task.

Sample Art History Assignment: Focusing on Courbet’s painting, Woman with a Parrot , and Cabanal’s painting, Birth of Venus , can you describe the similarities and differences in the way these two artists have depicted the female nude? (Think about the subjects of each of the works when you answer this question.) When it was shown at the Salon, Courbet's painting ignited quite a scandal; Cabanal's, on the other hand, was a favorite with the critics. Which painting had more impact and why? [Assignment taken from http://mysite.pratt.edu/~wtc/sample1.html ]

What Tasks Does This Essay Contain?
What Should The Thesis/Argument Be About?
How Should This Essay Be Structured?

Possible Solution: 1. Describe, Compare/Contrast, Evaluate (which had more impact) and Argue why. 2. I would argue why the painting I chose had a greater impact. 3. I would begin by describing the scandal in my intro, then include a thesis of evaluation, then describe both paintings in depth (including details of subject matter), then analyze the worth of each, then argue the greater worth of one painting, then analyze why I made that choice.

Hjorthoj, Keith. Transitions to College Writing . 3rd Ed. Boston: Bedford St. Martin’s, 2001.

Last updated August 2013

Information For
Prospective Students
Current Students
Faculty and Staff
Alumni and Friends
More about LSA
How Do I Apply?
LSA Magazine
Student Resources
Academic Advising
Global Studies
LSA Opportunity Hub
Social Media
Update Contact Info
Privacy Statement
Report Feedback

PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
EDIT Edit this Article
EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
Browse Articles
Learn Something New
Quizzes Hot
This Or That Game
Train Your Brain
Explore More
Support wikiHow
About wikiHow
Log in / Sign up
Education and Communications
Study Skills

How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 108,514 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

Man with headphones on working on his assignment.

For example, you might research areas of a report that you find most interesting before moving on to other areas.
If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

Promise yourself that you will meet your goal of working for five minutes on the assignment.
Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
You may or may not wish to continue working after your time limit has gone by.
Have a realistic understanding of how fast you can write and plan your schedule accordingly.

It can help to read the assignment as soon as you get it and then ask any questions you might have.
If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
Keep your audience in mind and write a paper that would best deliver information to them.

Step 6 Make sure your goals are manageable.

Goals that are too big or not well defined can be difficult to start working towards.
Smaller and well defined goals can seem easier to achieve than larger ones.
For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

You might want to go for a quick walk after working for a set amount of time.
Try reading a website or book that you enjoy for a few minutes after working.
Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

Step 3 Avoid procrastination while working.

Avoid moving your workspace constantly.
Don't get lost on tangential research.
Don't take constant breaks to get a snack.

Step 4 Create some consequences for procrastination.

For every hour you waste procrastinating, you can limit how much television you watch that night.
If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

Community Q&A

Do Your Homework on Time if You're a Procrastinator

↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
↑ http://writingcenter.unc.edu/handouts/procrastination/
↑ https://kidshealth.org/en/teens/homework.html
↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

Send fan mail to authors

Reader Success Stories

Faith Wanjiku

Dec 7, 2018

Did this article help you?

Winnie Wong

May 18, 2016

Turab Ahamad

Oct 23, 2016

Sofia Madrid

Sep 5, 2016

Doha Elabbasi

Sep 27, 2016

Featured Articles

25+ Pro Tips To Help You Truly Enjoy Life

Watch Articles

Terms of Use
Privacy Policy
Do Not Sell or Share My Info
Not Selling Info

Get all the best how-tos!

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

How to Decipher the Paper Assignment

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

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

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

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

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

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

Things to Consider: ah- talking points

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

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

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

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

Academic Argument Essay

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

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

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

Remember this! I missed the deadline last time

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

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

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

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

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

INSIDER REVIEWS
TECH BUYING GUIDES

Here's exactly what to do when you don't understand an assignment from your boss

Shana lebowitz .

Strelka Institute for Media, Architecture and Design/flickr

Come prepared with questions and potential solutions.

Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own.

Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise not what they wanted.

The happy medium here is figuring out how to solicit your boss' help in a way that makes you look even more competent .

"Ask your boss if there's another way of putting it," Randall said. So you might say something like: "I'm not understanding. Is there a different way that you can explain this to me?"

In other words, what you shouldn't do is ask your boss to repeat the same explanation they've given you twice already.

If you are making a request for clarification, make sure you come prepared with specific questions and potential solutions. Trying to solve problems is a good trait in any employee, Randall said.

Alternatively, you could ask your boss: "Is there anyone else who perhaps has done this before?" Working with a coworker might be less stressful, especially if your boss tends to get impatient.

But remember: Don't wait until the day before the project deadline to ask for help. That doesn't show responsibility, Randall said.

Be sure to apologize for taking their time, and avoid making excuses or blaming them for making the assignment hard to understand.

It won't necessarily be comfortable to admit that you're confused, but you'll feel a whole lot better when you're able to find the solution you need.

NOW WATCH: Never say these 6 things to your boss

Entertainment

How to Watch
My Portfolio
Latest News
Stock Market
Biden Economy
Stocks: Most Actives
Stocks: Gainers
Stocks: Losers
Trending Tickers
World Indices
US Treasury Bonds
Top Mutual Funds
Highest Open Interest
Highest Implied Volatility
Stock Comparison
Advanced Charts
Currency Converter
Basic Materials
Communication Services
Consumer Cyclical
Consumer Defensive
Financial Services
Industrials
Real Estate
Mutual Funds
Credit Cards
Balance Transfer Cards
Cash-back Cards
Rewards Cards
Travel Cards
Credit Card Offers
Best Free Checking
Student Loans
Personal Loans
Car Insurance
Mortgage Refinancing
Mortgage Calculator
Morning Brief
Market Domination
Market Domination Overtime
Asking for a Trend
Opening Bid
Stocks in Translation
Lead This Way
Good Buy or Goodbye?
Fantasy football
Pro Pick 'Em
College Pick 'Em
Fantasy baseball
Fantasy hockey
Fantasy basketball
Download the app
Daily fantasy
Scores and schedules
GameChannel
World Baseball Classic
Premier League
CONCACAF League
Champions League
Motorsports
Horse racing
Newsletters

New on Yahoo

Privacy Dashboard

Yahoo Finance

Here's exactly what to do when you don't understand an assignment from your boss.

(Come prepared with questions and potential solutions.Strelka Institute for Media, Architecture and Design/flickr)