by Kristen Figgins

Why have a flexible deadline policy?
Students get sick, their computers explode, or they might be struggling with chronic illness that gets in their way of firm deadlines. That doesn’t mean you have to have a completely open deadline policy (“turn it in whenever”), though. That can put an undue burden on instructors who are themselves struggling with life. Letting students turn assignments in within a range of due dates allows them to prioritize self-scheduling.
My policy
Below is my “late work policy” copied verbatim from my syllabus for Technical Writing. It could be easily adapted for any of my courses.

Important: Late Work Policy
All major assignments will be due within three days of the due date listed on the syllabus, in either direction (see example below). Assignments will be graded in the order in which they are submitted, with a promise to make extra effort to grade the earliest submissions as quickly as possible. 
Major assignments turned in after the grace period will receive a 0. Incomplete or imperfect submissions are encouraged over failing to submit anything, as they often receive partial credit. 

Sample Submission Timeline

Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday

Assignment may be turned in early
Assignment may be turned in early
Assignment may be turned in early
Due date 

Assignment may be turned in with no penalty
Assignment may be turned in with no penalty
Assignment may be turned in with no penalty
Late (Any assignments turned in this date or after will receive a zero)

NOTE: “Minor” or homework assignments and reading are due on the date listed on the syllabus. They are often time-sensitive and so are not eligible for the self-scheduled deadlines detailed above. Likewise, the oral presentation will need to take place on the date it is scheduled. Otherwise, I hope that self-scheduling allows you to make deadlines fit within your schedule and eliminates the need for extensions on assignments (since your extension is built in).
 

Kristen Figgins is a doctoral candidate in English at the University of Arkansas. Her specialization is 19c British Literature, with a secondary focus on Rhetoric and Composition. Her current research involves tracing evolving 19c attitudes towards animals through canonical 19c British literature and their adaptations.