However, except for rare egregious situations, you would do well to assume the best of your instructor and to appreciate the diversity of learning opportunities you have access to in college.
Here are some tips: If a professor provides a grading rubric with an assignment prompt, thank your lucky stars (and your professor).
If the professor took the trouble to prepare and distribute it, you can be sure that he or she will use it to grade your paper.
Understanding your audience like this also resolve the audience mismatch that Elbow describes.
As he notes, “You don’t write Another basic tenet of good communication is clarifying the purpose of the communication and letting that purpose shape your decisions.
To succeed with writing assignments (and benefit from them) you first have to understand their learning-related purposes.
As you write for the hypothetical audience of peer junior scholars, you’re demonstrating to your professor how far you’ve gotten in analyzing your topic.
Often, they’re grading your papers on evenings and weekends because the conventional work day is already saturated with other obligations.
You would do well to approach every assignment by putting yourself in the shoes of your instructor and asking yourself, “Why did she give me this assignment?
He or she may not go over it in class, but it’s the clearest possible statement of what the professor is looking for in the paper.
If it’s wordy, it may seem like those online “terms and conditions” that we routinely accept without reading.