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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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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

–         Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

–         Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

–         Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

–         Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.  

–         Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

–         Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

–         Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

–         Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

–         Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at  Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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What’s Next? Preparing for the End of Your Temp Placement

You had a great time working on your assignment. But alas, all good things must come to an end.

So…what’s your next move?

Depending upon your situation, there are specific actions you should take as your assignment winds down. By being proactive and communicating effectively, you can get the most from your temping experience and achieve your goals:

If you would like to be placed on another assignment:

As soon as you know your assignment end-date, let your staffing coordinator know that you’ll be available for redeployment. The sooner your coordinator knows your availability, the sooner they can get to work on finding your next opportunity. This step is particularly important if you want to avoid gaps in employment and earn a steady paycheck.

You should also search jobs on your staffing agency’s job board . If you find a great opportunity you’d like to be considered for, follow your staffing firm’s procedures for applying.

If you are looking for a direct-hire position:

Be sure your staffing coordinator and your assignment supervisor know that you want a direct job.  Most temporary and contract positions are designed to end at some point. So, if you want to be considered for a direct-hire position with the company where you’re on assignment, you should take it upon yourself to communicate your intentions regularly.

If you struggled with your assignment:

Your staffing coordinator wants you to enjoy your work as a field associate; it’s their job to place you in assignments that complement your skills, needs, personality and career goals. If, for some reason, you had a difficult time while on assignment, share your concerns with your coordinator. By providing constructive feedback, your coordinator can do a better job of presenting future opportunities that are a great fit.

General tips:

As you approach the end of your assignment, follow these best practices to maximize the value of your temping experience:

• Thank your assignment supervisor. Leave a great impression by thanking your manager for the opportunity to work there. Recap the things you learned and the high points of your assignment. By parting ways on professional terms, you build your network and improve your job prospects.
• Say goodbye to the people you worked with. Assignment co-workers can become valuable connections in your career network. You never know who will connect you with your next job, so be cordial when parting ways. If appropriate, connect with them on social media to keep in touch.
• Update your resume. With each new assignment, you’ll gain job skills and may take on new responsibilities. Add those to your resume while they’re fresh in your mind and be sure to forward the updated version to your staffing coordinator. This step will ensure you’re considered for higher-level assignments, and that your resume is ready to submit whenever an opportunity arises.

Looking for your next assignment or direct job?

PrideStaff can help! Contact the PrideStaff office in your area to find out more about great local job opportunities .

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Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

• Beware of straying.  Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
• Consider the assignment in relation to previous and upcoming assignments.  Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

• "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
• pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
• raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
• evaluating different claims about the role of gender; and
• asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

• First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
• Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

14 Proven Tips For Completing Assignments

Completing assignments can be a daunting task, but there are a few things that you can do to make the process a whole lot easier. 

Are you finding it difficult to complete your assignments on time? If you’re looking for some tips to help you get organized and stay on track, you’ve come to the right place. In this post, I’ll share some helpful strategies that will make completing your assignments a breeze.

But first, let’s analyze why it’s essential that you complete your assignments on time.

Why are assignments important?

Though often met with groans and complaints, academic assignments are actually beneficial in a number of ways. For one, they force students to engage with the material on a deeper level, encouraging them to really think about what they’re learning and stay on track with their studies.

In addition, academic assignments help students to develop important research, writing and study skills that will be useful in college and beyond.

Academic assignments also give students the opportunity to receive feedback from their instructors on their work.

Assignments are a great way to increase parent engagement in learning and for students to develop a sense of responsibility.

Notably, despite its benefits, too many assignments can do more harm than good.

Too much assignments can interfere with free time and involvement in extra-curricular activities. Assignment completion may be increasingly frustrating and stressful when there are challenges with the home environment. O’Rourke-Ferrara, 1998

Why is completing assignments on time important?

Completing assignments on time allows you to fully engage with the material and understand the concepts.

Subsequently, you’ll likely earn better grades and improve your chances of success in school. Additionally, completing assignments in a timely manner will also give you a sense of accomplishment and satisfaction.

Completing assignments on time demonstrates to your instructor that you are capable of meeting deadlines. This is important in both academic and professional settings.

Plus we all know that once you start falling behind on assignments, it can be difficult to catch up.

Finally, completing assignments on time will likely improve your sleep and reduce stress levels.

According to research, completing assignments improves independence, self-discipline, and time management skills. In addition, it has been linked with better grades and academic success. planchard et al., 2015

Tips for completing assignments

So how can you make sure that you complete your assignments on time? Here are a few tips that may help:

1. Read the assignment instructions carefully

Make sure you understand what is expected of you before you start working on the assignment. Read the instructions carefully, and if anything is unclear, be sure to ask for clarification.

2. Identify why the assignment is necessary

Identifying why the assignment is necessary is an important first step for success. Acknowledging the importance of a task or goal can help you stay motivated to do the best possible work and see meaningful results.

It gives purpose to your efforts, and this in turn can help provide focus and direction, leading to better results through hard work and dedication.

Research shows that the main motivating factors for homework completion were: (1) Reinforcement: desire to learn or master the material (2) Credit (3) Extra-credit planchard et al., 2015

3. Start early to complete assignments on time

Assignments can take longer than you think, so start working on them as soon as they’re assigned. This will help you avoid last-minute stress and ensure that you have enough time to complete the assignment to the best of your ability.

4. Set goals for assignment completion

One way to stay on track with an assignment is to break it down into smaller goals. For example, if you have a research paper to write, your goal for the first day might be to choose a topic and find five sources.

Once you’ve met that goal, you can set a new goal for the next day. Breaking the assignment down into smaller tasks can help to make it feel less overwhelming, and it can also help you to track your progress. 

5 . Create a schedule to finish assignments

Once you know when the assignment is due, create a schedule that breaks the work down into manageable tasks. This will help you stay on track and avoid feeling overwhelmed by the assignment.

Research shows that the most common demotivating factors for homework completion were: (1) Other commitments (2) Difficulty understanding (3) Too difficult or too long planchard et al., 2015

6. Identify the resources required for the assignment

Another important step in completing an assignment is to identify the resources that you’ll need. This might include books, articles, websites, or people you can interview. Having a list of resources will help you to focus your research and make the process easier.

7. Track your reference s when researching

As you’re doing research for your assignment, be sure to track the references that you’re using. This will save you time when you’re writing your paper and will ensure that you give credit to the sources that you’ve used.

8. Set aside uninterrupted time for assignments

Once you have a schedule, set aside time each day or each week to work on the assignment. During this time, turn off distractions like your phone and social media. This will help you stay focused and make the most of your time.

9. Ask for help if you get stuck

If you’re struggling with the assignment, don’t hesitate to ask for help. Talk to your professor, a tutor, or a friend who is doing well in the class. They can offer guidance and support that can help you get back on track.

10. Take breaks when completing assignments

Working on an assignment for long periods of time can be overwhelming and lead to burnout. To avoid this, take breaks throughout the day or week. during your break, do something that you enjoy or that will help you relax.

11. Celebrate your progress

As you complete tasks on your schedule, take a moment to celebrate your progress. This will help you stay motivated and focused. It can be something as simple as taking a break after completing a section or giving yourself a small treat.

12. Proofread your assignments

Once you’ve completed the assignment, take the time to proofread it. This will help you catch any mistakes and make sure that your work is of the best quality.

13. Submit your assignments on time

Make sure to submit your assignment on time. If you’re having trouble with this, talk to your professor or a tutor. They may be able to offer extension or help you get back on track.

14. Relax after completing each assignment

After you’ve submitted the assignment, it’s important to relax. Take some time for yourself and do something that you enjoy. This will help you relax and prepare for the next assignment.

Final words on proven tips for completing assignments

If you follow these tips, you will be well on your way to acing any assignment. Do you have any other studying or coursework tips that have worked well for you?

Drop a comment below and let me know. Best of luck in all your future assignments.

Read also: 22 Key Tips To Easily Improve Writing Skills

O’Rourke-Ferrara, Catherine. “Did You Complete All Your Homework Tonight, Dear?” Information Analyses (070) Opinion Papers (120) — Reports Research (143) 1998

Planchard, Matthew S. et al. “Homework, Motivation, and Academic Achievement in a College Genetics Course.”  Bioscene: The Journal Of College Biology Teaching  41 (2015): 11-18. https://files.eric.ed.gov/fulltext/EJ1086528.pdf

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Get Ready for Your Next Assignment

• Katie Smith Milway,
• Ann Goggins Gregory,
• Jenny Davis-Peccoud,
• Kathleen Yazbak

Three steps for making the most of an internal move

Reprint: R1112K

Your next internal assignment is your next chance to create results—for your organization and for your career—and a smart investment of time and effort up front can mark the difference between getting by and truly excelling. A key factor in your transition will be knowledge—not only substantive information about the project or field, but an understanding of how others inside and outside the organization have tackled similar assignments, what challenges and opportunities lie ahead, what resources are available, and how to mobilize those resources to overcome any obstacles you may encounter. The authors provide practical steps that will help you not only get smart for your next assignment but also stay smart, building knowledge capital to excel in new roles throughout your career. They then expand on those steps, which they call phase zero, learning tour, and affinity groups.

When Bruce Wilkinson, an executive in World Vision Inter­national’s Zambia operation, learned that he was going to be promoted to regional director for southern Africa, he immediately started reading performance reviews of key staff members and talking to his peers, other national officers in the $2.6 billion organization. In doing so he uncovered a serious weakness: A host of critical positions in the region had gone unfilled for as long as 16 months, leading to lost contracts and deterioration in the programs WVI undertakes to empower poor communities. Human resources needed to step up its game.

• Katie Smith Milway , @KatieSMilway, principal of Milway Consulting , is a social entrepreneur, senior advisor at The Bridgespan Group, and advisor to the Lilly Family School’s research-to-practice initiative.
• AG Ann Goggins Gregory is Bridge­span’s senior director of knowledge.
• JD Jenny Davis-Peccoud is a partner and the founder of Bain’s Sustainability & Responsibility Practice, based in Amsterdam.
• KY Kathleen Yazbak is a Bridgespan partner in executive search.

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I was praying to God about that and thought, “Well, God, how can I prepare for something I don’t know about?”

God told me that I need to prepare to hear from Him.

Well, that’s a little ambiguous. But, I had to admit that I do need to make more of a conscious effort to listen for God .

Most of the time when I’ve heard from the Lord, I asked a direct question. Other times, it would be like an intuition or gut feeling where my spirit would warn or inform me. But, I’ve never gone through my day just listening for God .  It was one of those moments like when someone says, “Yep, it’s on the way, listen out for it!” and then we’re on guard with our antennas up.

Now, typical me – I overanalyze everything. So, I start to think “Well, am I doing enough to position myself to hear from the Lord?”

It got me to thinking about ways that we can be sure. So many times, we randomly throw prayers up, then walk away without taking the time to actually listen for the response . Or, if we do listen for the response after praying and we don’t get it right away, we go on about our business and forget all about it. When I realized this truth, it woke me up to the fact that I should always listen for God and look for Him in everything I do –  not just during prayer time.

In the early Biblical days, the kings and prophets would seek God for everything and they waited for His answer. They depended on it!  I can’t speak for anyone else, but it took me some time to get to this point. I used to feel like as long as I was a believer and had good character, I could pretty much live wherever, work wherever, and so forth. Yes, we certainly have free will, but God’s best for you is in His will.

Acts of Preparation

If you are feeling the tug to get ready for what’s next, but you’re not sure how to do that, may I share a few practical tips with you?

• Keep your mind clear and immediately cancel all negative thoughts . When I started my pursuit of discerning the voice of God apart from my own, I would actually practice emptying my mind of all thoughts. I think a lot so this was a challenge. For example, I can be talking to someone while simultaneously making a mental to-do list. But, after working at it consistently, it got easier and now I can clear my mind at will.
• Listen intently throughout your day with expectation . If you’re in a conversation with someone, you have to listen, right? It’s the same with God. There is a misconception that God speaks in a thunderous, spectacular way all the time – and that’s not true. The scary thing is that if we’re not paying attention, we can miss what His still small voice is saying!
• Keep a journal handy. Write down everything, then take it into prayer. If you’re not used to hearing from the Lord, you may question some of what you’re hearing and you should! The Bible says test every spirit because the devil wants to confuse you (1 John 4:1).
• Live peaceably with all (Romans 12:18) . Avoid conflict, strife, and discord (Proverbs 17:14) A life at peace is better equipped to hear from God, and follow His steps to the next level. Strife and discord are tools of distraction from our enemy.
• Cultivate the fruit of the Spirit (Galatians 5:22) . We are always learning and growing. Continue doing the work of producing more love, joy, peace, faith, and other fruits of the Spirit. Make your harvest beautiful through continued obedience to God’s word.

So often we reject the process and try to take shortcuts. It’s challenging to go through the growth period and make the necessary sacrifices to get to that next dispensation – but this is the most important part. I personally had to mature in this area. I rebelled against preparation; I was always stressed, late, and running around like a chicken with my head cut off. God told me that if you take time to prepare, you’ll be able to enjoy the journey. He said the reason why I used to jump from project to project was because I’d wear myself out performing tasks I hadn’t prepared for!

The Bible says in Proverbs 24:27: “Prepare your work outside, get everything ready for yourself in the field, and after that build your house.”

Preparation is godly, Team. Let’s stay on point and get ready for what the Lord is doing.

So, What’s The Play Call?

• Believe your answer or your breakthrough is on the way (Isaiah 65:24); EXPECT it!
• Be sure to guard your heart as you hear God and prepare (Proverbs 4:23).
• Consistently listen for God’s voice – in everything (John 10:27).
• Do not despise small (or slow) beginnings (Zechariah 4:10).

Sign me up for the monthly Team Huddle newsletter.

Thank you because last Sept 13, 2020 the Lord wakes me up in a voice saying: Prepare, Prepare, Prepare and He leads me to read the bible at Matthew 24 & 25 but no idea yet how to prepare

Thank you so much..I love your write ups..May the Lord bless you..You just saved a soul

I really enjoyed this

I heard to prepare this morning, thankyou so much for this article it was extremely helpful.

Like you, I know where I’m at today is not where I’m meant to be. Thanks for writing such a great article!

Your write up Was all I needed to calm my troubled heart. Thanks, dear

Yes , I had a dream last night that my old self died and woke up saying “get ready” and I didn’t understand it but when God took me to Jeremiah , I understand God said that to me.

I can not put into words how much you have helped me with this article. Our journeys are so similar. I’ve heard “prepare” so often but was disheartened because my efforts at doing so were lame. In my distress, I Googled what to do when God says prepare. This article came up. You were the answer to my anxious crying soul. May God continue to bless you in your gifts.

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Management Tip of the Day

The right way to ask for a new assignment.

• Anticipate concerns.  If you’re doing well with your current assignments, your manager may be reluctant to change things. Or he may feel you’re not the right person for the job. Try to predict these concerns beforehand so you can address them directly.
• Make a plan.  How will your current responsibilities be handled if you take on the new assignment? Don’t promise you can do it all. Point out which of your tasks can be passed on.
• Be patient.  This may not be a one-conversation decision. Give your boss time to think about it.

Adapted from the  Harvard ManageMentor Online Module: Career Management.

What Should You Look for in Your Next Assignment?

When you’re a temp worker, thinking ahead about your next assignment is always important. Finding the right jobs is essential to advancing your career path and staying happy with your work – and you can only do this with some forethought and advanced planning.

If you find yourself uncertain about how to decide what you want in your next assignment, here are a few key steps to take:

• Evaluate what you like and dislike about your current job. When deciding what your next assignment should be, it’s helpful to think about what’s currently working well and what you wish would change. For example, if you find yourself too isolated in your current position and miss having more interactions with others, you may want your next assignment to put you in a more people-oriented position.
• Consider your future career plans. It’s also important to think about where you want your career to go and what professional objectives you hope to achieve. By considering your career trajectory, you can look for temp work that will allow you to develop skills that will enhance your resume in your desired field. You can also find work at companies where you can make solid connections within your chosen industry.
• Talk with your recruiter regularly. Your recruiter needs to know where your mind is and what you’re looking for in a new position. By keeping in regular contact with your recruiter and sharing your thoughts about what you hope your next assignment will involve, your recruiter can be on the lookout for positions that appear to fit the bill. Your recruiter can use the information you provide to match you with the most appropriate future employer, so your next assignment will be even better than your current one.

SmartTalent will keep in regular contact with you as you explore new opportunities for temporary work. We can place you in temp jobs that are the ideal fit for what you’re looking for as the next step in your career, so give us a call today to find out about the ways in which our staffing service can help you.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Step 1: Assignment Details

The assignment details are the number one place you should go when receiving an assignment. Getting caught with a specific detail or missed point after putting together a piece is never a fun endeavor. Above anything else, first review what you will be working on. 

Step 2: Message the Producer

You might have questions after reviewing the assignment details. Please ask these in advance via the messaging board, you’ll be happy you did. If you don’t have any questions, we still encourage you to get a dialogue started between yourself and the Producer (will be the Editor on the assignment). This will show the team that you are engaged and ready to do a great job.

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How To Write an Email For Submission Of Assignment

Welcome to this informative article that will guide you on how to write an effective email for the submission of your assignment. If you’re unsure about how to draft an email for submitting your assignment, this article is here to help you!

Table of Contents

What To Do Before Writing the Email

Before you start writing the actual email, it’s important to take a few preparatory steps to ensure that your email is clear, concise, and professional:

• Gather all necessary information related to your assignment, such as the due date, submission guidelines, and any specific instructions given by your instructor.
• Review your assignment to ensure it meets the requirements and makes sense.
• If your instructor has provided a specific email address or subject line to use, make note of it.
• Consider attaching your assignment in the appropriate format if required.

What to Include In the Email

When composing your email for assignment submission, it’s important to include the following parts:

Subject Line

Choose a subject line that clearly indicates the purpose of your email. For example, “Assignment Submission – [Course Name]”. This helps the recipient identify the email’s content quickly.

Begin your email with a polite and professional greeting, such as “Dear Professor [Last Name],” or “Hi [Instructor’s Name],”. Use the appropriate salutation based on your relationship with the recipient.

Introduction

Introduce yourself briefly and mention the course or assignment you are submitting. This provides context for the recipient.

In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date. If there are any additional comments or questions related to the assignment, include them here.

End your email with a courteous closing, such as “Thank you,” or “Best regards,” followed by your full name and contact information. This shows professionalism and makes it easy for the recipient to respond if necessary.

Email Template – Assignment Submission

Subject: Assignment Submission – [Course Name] Dear Professor/Instructor [Last Name], I hope this email finds you well. I am writing to submit my assignment for the [Course Name]. The assignment is attached in the required format. I have completed the assignment as per the given guidelines and it is ready for submission. The due date for the assignment is [Due Date]. If you have any further instructions or clarifications, please let me know. Thank you for your time and consideration. I look forward to hearing from you soon. Best regards, [Your Full Name] [Your Contact Information]

Writing an effective email for the submission of an assignment is essential to ensure clarity and professionalism. By following the steps outlined in this article, you can confidently compose your email and increase the likelihood of a positive response. Remember to always be polite, concise, and include all necessary information. Good luck with your assignment!

Additional tips:

• Double-check all the information before sending the email to avoid any errors or omissions.
• Use a professional email address and avoid using casual or inappropriate language.
• If there is a specific email format recommended by your institution, consult it for guidance.

What is the Red Bull 17 hypercar? Everything about Adrian Newey's next assignment

A drian Newey will leave the Red Bull F1 team in early 2025 and will be a free agent to join another team on the grid as he would not have to serve a gardening leave.

The aero wizard has been with the Austrian team for 19 years and led them to seven driver's and six constructor's championships during his tenure. However, his exit from the team means that he will stop his F1 duties and solely focus on completing the RB17 hypercar.

The RB17 is a pet project for the iconic engineer who started to work on it a couple of years back after he completed the Aston Martin Valkyrie hypercar. As per Motor1.com , the hypercar would be a track-only and would have a 1000 horsepower V-10 engine with 15000 revolutions.

The car would be less than 2000 pounds in weight and can deliver lap time similar to an F1 car, generating a ridiculous 3,747 pounds of peak downforce at 150 miles per hour. Red Bull would only dish out 50 pieces of the RB17 and it would cost the motorsport enthusiasts a whopping $6.3 million.

Adrian Newey departs from Red Bull after 19 years with the team

Adrian Newey, in his statement on Red Bull's official website, spoke about his dream of designing cars when he was a kid. He is grateful to have got that opportunity after being for almost two decades with the reigning world champions.

"Ever since I was a young boy, I wanted to be a designer of fast cars. My dream was to be an engineer in Formula One, and I've been lucky enough to make that dream a reality. For almost two decades it has been my great honour to have played a key role in Red Bull Racing's progress from upstart newcomer to multiple title-winning Team.

"However, I feel now is an opportune moment to hand that baton over to others and to seek new challenges for myself. In the interim, the final stages of development of RB17 are upon us, so for the remainder of my time with the Team my focus will lie there."

There are multiple teams on the grid who are interested in acquiring Adrian Newey's services such as Ferrari , Aston Martin and Mercedes .

However, it is being reported that the 65-year-old has already refused Aston Martin's big-money offer and has shown interest in working for the Prancing Horse.

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Assignment #4: What is an Archivist?

An archivist is a professional who collects records, which I will explain further below, and determines which records have lasting importance and merit long-term preservation. Archivists share fundamental values and follow processes and standards to collect, store, and maintain records with the end goal of making archival records findable for many years to come. Archives and the work that archivists do are important because archives say something about us as humans. Archival collections are the records that are written, received, and gathered, relating to life affairs, by the creator (an individual or organization) and contain information of enduring value and usefulness. Although archivists may work with librarians, records managers, or museums, their work is not the same. For example, archival work differs in that it deals with groups (collections of records), while library work is primarily on the item level. Records management professionals work with records that currently fulfill the purpose for which they were created.

Archivists develop and uphold fundamental values. These values explain what they do and why they do it. Some of the values are: archival records exist to be used and not merely saved for their own sake; some records should be preserved long term, even after their immediate usefulness has passed; archival records should be preserved as completely as possible, preserving critical information about context and connections; archival records should be organized appropriately and in a timely way so that they can be utilized; privacy and confidentiality should be upheld for sensitive information and information provided in seemingly private situations as long as that sensitivity remains; archivists should administer their collections impartially and equally; archival repositories, or places where records are kept, should cooperate in preserving historical records.

So, what is a record? A record is data or information that has been fixed on some medium. For example, the medium could be paper. Records are used as a physical representation of human memory or to show accountability and serve to remind a person of something they believe to be important. There are three characteristics of a record. The first is content, which is fixed information that entails the substance of the record. Being that it is fixed, content is stable and is resistant to change. Examples of content are text, data, sound, symbols, images, etc. The second characteristic is structure, which consists of the record’s physical characteristics and internal organization. It is what makes the content tangible and intelligible. Structure can refer to the record’s physical characteristics, such as paper or digital file formats. It can also refer to the intellectual organization of a record, such as if it has a title, if there is an outline, or if it is divided into unit headings, etc. The third characteristic is context, which includes how the record came to be and the organizational, functional, and operational circumstances surrounding the record creation, receipt, storage, or use. Context also includes date, place of creation, complication, and relationship to other records.

While you may often see the terms “record” and “document” used synonymously, they are actually different. The term “document” is used to refer to records where information is fixed on paper, whereas the concept of “record” is independent of format and includes things that both are and are not documents. There are six motivations for why records are created. Personal motivation reflects the actions of an individual in their personal or private life, including recording significant events (birth, marriage, etc.), day-to-day occurrences, cards, etc. Social motivation documents the actions of a group of people, such as social organizations, like hobby-based clubs, church groups, etc.. It produces records that demonstrate their activities in the form of pamphlets, rosters, meeting minutes, etc. Economic motivations document some sort of economic transaction, such as stock inventories, receipts, etc., and are often duplicated. Legal motivation documents legal transactions such as court settings or proceedings. Records created with instrumental motivation service a specific task and can be used for a different purpose than the original, practical purpose. For example, blueprints that were created to build a building are being used for reconstruction. Lastly, records created with symbolic motivation are not practical but serve a symbolic purpose, such as a college diploma.

Now, is there a difference between a record and an archival record? Yes, there is a difference between a record and an archival record. While the role of an archivist is to collect records, not all records have an archival value that warrants long-term preservation. Archivists cannot keep everything, and not all records are of value. An archivist’s role is to determine which records have archival importance and merit long-term preservation through a process called appraisal, where archivists winnow down total records and keep those that carry archival importance. The records that do pass the cut are archival records.

Records have primary value and secondary value. The primary value of a record is the value that it has for its creator, and the secondary value is the usefulness of a record based on reasons that differ from the creator. Archivists are in a unique position where they are a third party. They are not the creator of the record, to which records are a practical means to a specific end, and they are not the researchers who will use the record for its secondary value beyond the original purpose of its creation. Archivists are the liaison or the bridge between archival records and researchers.

Archivists think in groups. Fonds, bodies of records, are the basic units archivists work with. Archivists must respect and uphold the integrity of the group of records and respect the value of the creator, a concept called “respect des fonds.” Groupings of records are driven by the record creator. Archivists are never out of order and put great importance on arrangement, which involves identifying the intellectual pattern that exists in the materials and then ensuring that the physical organization of the records reflects that pattern. Provenance and original order are two key principles of archival arrangement. Provenance is the relationship between records and the creator that created, accumulated, and/or maintained and used them for personal or corporate use. Original order is a basic archival concept and details that archivists should maintain records in the original order that was used by the creator.

As we know, records do not save themselves. While archivists cannot save all records, they utilize a process called appraisal to determine which materials have enduring value. Once determined, they ensure that those records are properly preserved. Records find their way to archival repositories in many different ways. Archivists sometimes collect materials through donations or acquisitions, which are basically purchases. Archivists know which materials to collect or acquire by referring to the collection focus that is stated in their development policy. Archivists often create records about records and collections that have been acquired. This comes in the form of accession records, which document the official receiving of a collection, and finding aids, which contain information about the collections and assist future researchers.

Just because an archival record has fulfilled its intended purpose does not mean it is now a dead record. Archival records should never be locked away because the main reason why archives exist is so that they can be used. They should, however, be cared for through necessary security and preservation procedures. Archival work is focused on the use of materials. Future researchers and users will seek the archive with varying agendas and have different levels of experience working with archives. Teamwork makes the dream work in archives, calling for archivists and researchers to work together to perform meaningful and effective archival research.

On a daily basis, archivists face dilemmas that can affect their work. They have to consider the conflicting goals of preservation versus use. Will increased use of materials now affect future use of the archival record, and if so, how? Another dilemma archivists face is regarding disclosure. There is a fine line between someone’s right to know about information found in an archival collection and the creator of the records’ privacy, but where is that line? The paradox of technology is also a pressing and ever-present dilemma for archivists. With the ever-growing advancements in technology, archivists are confronted with the challenge of preserving information that is created in that new medium. This includes born-digital records, which are informational or data files created and stored in a digital format through computers and software applications. Some examples would be a social media post or a video recording from a cell phone. While record types are changing, archives are eternal and evolve with changes in technology. Archivists contend with collecting, organizing, and providing access to electronic records in various digital formats.

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What’s next for José Abreu and the Astros after option agreement?

HOUSTON — The Houston Astros arrived in Mexico City seeking a clean slate. Pregame introductions before their series opener against the Colorado Rockies mimicked those on Opening Day, allowing Houston to flush a forgettable first 26 games and start anew.

Two wins against a wretched team won’t salvage the season, but the symbolism felt fitting. A team trying to author a turnaround had found an inflection point. One day after discovering it, the Astros acknowledged its biggest impediment.

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Monday afternoon at Minute Maid Park, Astros general manager Dana Brown, manager Joe Espada and many of their lieutenants met with José Abreu to answer the question eluding this franchise for most of the past 13 months.

“How can we get you back on course?” Brown wondered.

Other specifics of the meeting are scarce, but its outcome started a clock on Abreu’s star-crossed tenure in Houston. Abreu accepted a minor-league option to the team’s spring training facility in West Palm Beach, Fla., where he will report Wednesday for what amounts to a final attempt at salvaging a calamitous contract.

Abreu is a three-time All-Star who won American League Rookie of the Year honors in 2014 and, six seasons later, an MVP award. He remains one of the club’s most diligent workers and is beloved by teammates. By offering his consent for a demotion Tuesday, he might have earned even more respect from those within the organization.

“He put the team first and, as an organization, we want to win, but we want to take care of the people who wear this uniform. That’s exactly what we did as an organization,” Espada said. “We listened to him, and José said, ‘Joe, I have to do what’s best for the team, and I want to do what’s best for me.’ He’s a true professional, and the fact that he took that option to get his game back, I’m glad that we’re highlighting that because it meant a lot when he took that option.”

Abreu arrived in Houston in November 2022 on a three-year, $58.5 million contract — a heralded free-agent acquisition for a franchise that rarely gets them. At the time he signed, concerns were rampant within the industry about Abreu’s fading power, but few could have foreseen a decline this dramatic. Abreu is slashing .221/.280/.352 in 671 plate appearances as an Astro. According to FanGraphs, only two qualified players are worth fewer wins above replacement than Abreu’s negative-1.6 mark since 2023.

The Cleveland Guardians and San Diego Padres heavily pursued Abreu as a free agent at a similar price point, but he chose Houston, in part, for its championship culture. The Astros’ lack of activity at the higher end of the free-agent market magnified their decision to sign Abreu. So did their lack of baseball operations leadership during the negotiations.

Owner Jim Crane oversaw the department after “parting ways” with World Series-winning general manager James Click earlier that winter. Tuesday’s decision suggests Crane is either not yet willing to admit defeat on a deal of his own doing or had no interest in paying down the estimated $35 million Abreu is still owed.

Trying to extract any value from him in the meantime is mandatory. Brown and Espada echoed optimism that Abreu can be salvaged despite some dreadful underlying numbers.

Abreu has put 54 batted balls in play this season. Not one of them has been barreled — with an exit velocity of at least 98 mph and a launch angle between 26 and 30 degrees. He boasts a .099 batting average, but an expected batting average of .124 just underscores how poor his quality of contact remains.

Pitchers are throwing Abreu fastballs 63.8 percent of the time. He has five singles with an average launch angle of 2 degrees against them. Abreu is hitting groundballs at a 50 percent clip and line drives at just a 14.8 percent rate, more than 12 percent lower than his career average.

Still, Espada said the team’s “metrics” suggest Abreu, 37, still possesses enough bat speed to succeed. Brown, a longtime scout, said he still sees it while Abreu is launching home runs in batting practice.

“He has the bat speed — the bat speed is still pretty good — we just have to get his timing right and have to get his rhythm right so he can consistently do it,” Brown said. “I still feel really optimistic about it. If the bat was slower, I would be less optimistic. But he’s showing bat speed, it’s just that he’s so late with his trigger and timing that he’s so off.”

Abreu will have autonomy for “how to progress from one day to another” during his time in West Palm Beach, Espada said. Abreu will be under the supervision of Houston’s minor-league coordinators and get at-bats during extended spring training games. Whether he will go to a full-season affiliate afterward is unknown. So is any target date for his return, though Brown said, “We don’t see this as a long-term thing.”

Brown said he might fly to Florida himself to check in on Abreu’s progress. Hall of Fame first baseman Jeff Bagwell could make a trip, too, Brown said. Bagwell, who helped orchestrate the team’s free-agent deal with Abreu, has worked with Abreu during pregame batting practice during the past two seasons.

“We really want to do what’s best for José,” Espada said. “We believe in his ability, and we know he can hit. It was just trying to find the right time to do what’s best for José and the organization, and I think this was the right time to do it.”

In reality, Houston had no other choice. Espada had done everything in his power to mask Abreu’s misery, be it by dropping him to eighth in the batting order or making him a part of a platoon with Jon Singleton . As long as Abreu remained on the active roster, though, Espada couldn’t afford to ignore him entirely.

According to FanGraphs, the team entered Tuesday’s game extracting negative-1.4 wins above replacement from first base. No other major-league team had worse production. “We need to get some production out of first base,” Brown said Tuesday, offering the season’s most obvious statement.

Singleton, prospect Joey Loperfido and utilityman Mauricio Dubón are tasked with providing it. None of the three offers a foolproof solution, but teams aren’t supposed to have depth stockpiled at a position where they’ve invested $58.5 million in what is supposed to be an everyday player.

Loperfido is a natural outfielder who has started 56 professional games at first base. He made his major-league debut Tuesday in left field, a position he is far more comfortable playing than first base. The team believes Loperfido could handle some spot work at first base, but making it his primary position is a tall ask.

“It’s just getting him more reps and getting him comfortable there,” Espada said. “The speed here might be a little faster just based on the stage, but the fact (is) he has all the tools, ability and IQ to do it — there’s no doubt about that.”

Dubón started twice at first base last season — after not playing the position since high school. Both of Houston’s catchers — Victor Caratini and Yainer Diaz — have major-league experience at first base, but Espada said Tuesday “they don’t look like options to me” given how well both are performing behind the plate.

The most straightforward scenario would be starting either Singleton or Loperfido against right-handed pitching and Dubón against lefties. Houston will make a corresponding roster move Wednesday for Abreu and could add either Trey Cabbage or David Hensley to the mix, but the position will be a revolving door without Abreu.

No option is ideal, but neither was asking Abreu to appear in major-league games. The team is mired in its worst start since 1969 and entered Tuesday 10 games under .500. Abreu’s departure won’t solve everything that ails the Astros but does remove an albatross from a lineup that must buoy this team to wherever it intends to go.

“It’s really difficult to get a guy back on course at the major-league level,” Brown said. “You don’t have the time for the teaching that is going to take place, you can’t get extra at-bats. You can’t live with the 0-for-4, 0-for-3 all the time. At some point, you have to get creative, and the only way we were going to be able to do that is option him back.”

(Top photo: Erin Hooley / Associated Press)

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Chandler Rome is a Staff Writer for The Athletic covering the Houston Astros. Before joining The Athletic, he covered the Astros for five years at the Houston Chronicle. He is a graduate of Louisiana State University. Follow Chandler on Twitter @ Chandler_Rome

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José Abreu demoted: Astros option former AL MVP to Florida Complex League following dreadful April

Abreu had to consent to the assignment due to his service time.

The Houston Astros will option veteran first baseman José Abreu to their Florida Complex League team in West Palm Beach, general manager Dana Brown announced Tuesday. Abreu, by virtue of having more than five years of Major League Service, had the power to reject any optional assignment. Instead, he consented so that he could work on his timing in a low-stakes environment.

"We met with José on this, and we both agree that this move will be good for him and for the team in the long run," Brown said in a statement. "We are confident that a change of scenery and a new environment will help him get his rhythm and timing back. José is a team-first guy, and we applaud him for this. We know what this guy can do, and we're confident in his determination and work ethic."

While sending players from the big-league roster to the complex league is rare, it does happen on occasion when the player is clearly in need of an overhaul and/or some time away from the spotlight. Just last season, the Toronto Blue Jays sent right-hander Alek Manoah to the complex league in an attempted reset . 

The Astros will not demote Abreu until tomorrow. As such, they'll play with a 25-man squad against the Cleveland Guardians on Tuesday night. Houston did make a few other roster moves ahead of Tuesday's contest, placing utility infielder Grae Kessinger on the injured list because of right shoulder discomfort, designating reliever Joel Kuhnel for assignment, and promoting Joey Loperfido for his big-league debut. (Loperfido posted a 1.106 OPS in 25 games at Triple-A Sugar Land.)

Abreu, 37, is off to a miserable start to the season. In 22 games, he's batted .099/.156/.113 (-20 OPS+) with no home runs, three RBI, and 15 more strikeouts than walks. Per FanGraphs' wRC+ measure, a statistic that accounts for ballpark and other variables, Abreu had been the least productive hitter in all the majors this season, minimum 50 trips to the plate.

Between 1901 and 2023, only two players hit below .100 in April (minimum 75 plate appearances): Don Baylor in 1981 and Greg Vaughn in 2002.

Abreu, in the second of a three-year pact worth more than $58 million, is sporting would-be career-worst figures in several advanced metrics, including average and maximum exit velocity and strikeout and walk rates.

Astros first-year skipper Joe Espada had responded to Abreu's struggles by mixing in more Jon Singleton. Alas, Singleton himself had struggled to perform up to par for a first baseman, batting .238/.319/.286 (79 OPS+) with two extra-base hits in 16 games.

The Astros are off to a dreadful start, entering play on Tuesday with a 9-19 mark that puts them 6 1/2 games back in the American League West.

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Utah high school removes class assignment on student essay titled ‘It Is So Hard to Be Trans’

The essay, published in the new york times, contained no explicit or “pornographic” content that would have required its removal under utah law..

(Google Maps) Herriman High School, as shown in a 2021 Google Maps image, in Herriman, Utah. Jordan School District officials ordered that a class assignment at the school involving a transgender student's essay be removed.

Jordan School District officials ordered that an assignment involving a Texas student’s essay published in The New York Times titled “It Is So Hard to Be Trans” be removed from a Herriman High School class’s curriculum after it was brought to the attention of administrators.

“We apologize to any student offended by a Herriman High School classroom assignment involving a New York Times student essay and the disruption to learning it may have caused,” district spokesperson Sandra Riesgraf said in a statement Monday.

The district investigated the assignment, “which asked students to break down parts of speech in the essay,” after school administrators were notified, Riesgraf said. The assignment was ultimately removed and is “no longer part of the class.”

“Appropriate administrative action will be taken,” the statement continued, though the statement did not specify what that action would entail.

The district also did not specify why the assignment was removed. The content does not seem to violate Utah’s sensitive materials law .

But it did seem to prompt outrage after photos of the printed-out, stapled essay made rounds in conservative social media circles as early as last Thursday, with some posts claiming students were required to write a response to the essay explaining why being transgender “isn’t a choice.”

Riesgraf said that claim was false. “Students were not required to take a stance or form an opinion on why being trans isn’t a choice,” Riesgraf said. “The assignment was to review the writing, not the subject.”

Sen. Dan McCay, R-Riverton, weighed in on X , formerly Twitter, arguing that he didn’t see how the essay would “fit into any curriculum that is state approved.”

“I’ve asked the district to investigate,” he wrote.

McCay did not immediately respond to a request for comment from The Salt Lake Tribune.

The assigned essay had been selected as one of the Top 11 winners in a 2023 student editorial contest through the The Learning Network, a free resource for teachers curated by The New York Times.

It was written by then 16-year-old Callisto Lim, a student at the Kinder High School for the Performing and Visual Arts in Houston, Texas. The essay details why Callisto felt scared for their “right to exist,” citing several states that had passed anti-transgender legislation.

“I am scared that if I stay in Texas I will be denied the health care that I need because of people like Governor Greg Abbott,” Callisto wrote.

Callisto’s essay contains no explicit “pornographic or indecent material” that would make it illegal under Utah’s current sensitive materials law.

Utah law also does not explicitly prohibit classroom discussion of sexual orientation and gender identity, though lawmakers have made attempts to pass legislation banning such topics in the past.

Earlier this year, Rep. Jeff Stenquist , R-Draper, proposed a bill that would have prevented school officials from “endorsing, promoting, or disparaging certain beliefs or viewpoints,” building upon existing restrictions meant to uphold “constitutional freedom” in Utah public schools.

The bill would have specifically added “gender identity,” “sexual orientation,” and “political and social viewpoints” as restricted topics, but it ultimately failed to pass .

A year prior, Stenquist also ran a bill that would have prohibited any discussion of sexuality, sexual orientation and gender identity in kindergarten through third grade. HB550 took language directly from a controversial Florida bill that became more widely known as the “Don’t Say Gay” measure.

But after pushback from the LGBTQ community, Stenquist revised his draft , lifting the proposed ban on sexual orientation and gender identity but keeping the prohibition on sexuality. The bill failed to pass.

Donate to the newsroom now. The Salt Lake Tribune, Inc. is a 501(c)(3) public charity and contributions are tax deductible

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Preppers: Whatever disaster is next, they're ready

by Mike Magnoli

ELKTON, Fla. (CBS12) — The apocalypse may not be coming, but a major hurricane or a gas crisis? What about a pandemic? Or, a cyberattack? Those really do happen.

The CBS12 News I-Team has just come back from an assignment covering a unique event in rural northern Florida: The 4th Annual Preppers and Homesteaders Summit. The Preppers part comes from “Doomsday Preppers,” but that term is on its way out.

There’s Civil War in the cinemas and Fallout on television. In the former, the United States has collapsed over political differences; meanwhile, the Amazon Prime series features adventures in a nuclear wasteland.

In the show and the movie, a man cooking his breakfast on a stove made of cinder blocks from a destroyed building would fit right in. Lance Tilton can teach you how to do that and a lot more.

"I would follow my wife around in the grocery store and if she picked up a can of something that we eat, I’d look to see how long it lasts, and get a couple extra cans," Tilton said, explaining how he began thinking about preparedness.

Lance and his whole family are survivalists and every April they share what they know at a two-day gathering about 45 minutes outside of Jacksonville, at a campground in Elkton, Florida.

This year, on a muggy Saturday afternoon, approximately 100 attendees browsed a row of booths, with various gadgets and gear for sale.

April Iser is the event organizer and a Martha Stewart of preppers. Later, she led a class on raising chickens and a machete fighting class.

"If you’re not prepared for anything to happen and you’re at work, how are you going to get home? If you’re at work and your family is at home, how will you meet? If something happens at home and they’re not there because they had to leave, where will you meet from there?" Iser told the I-Team. "So, it's really important to think of these things ahead of time, so you’re prepared before it happens, so that you know what you’re going to do when it does happen."

When what happens?

The folks who come to the Summit don’t think a sci-fi movie style explosion is looming on the horizon. Rather they remember the supply shortages during Covid. Some recall the Arab Oil Embargo. Plus, hurricane season is nearly upon us, with 23 named storms predicted for 2024.

Summit attendees are trying to de-stigmatize prepping. That’s why they don’t like being referred to as doomsday preppers. What they do like is self-reliance.

"I was raised Mormon and part of being a Mormon is being prepared, making sure you have savings put away, making sure your pantry is stocked, in case you need it. And making sure you’re not in debt, in case you lose your job or something like that, so it's always been innate, I guess," Iser said.

Steven Rodrigue was a furniture maker. At 60, he turned his favorite hobby, knife sharpening, into a business. Preppers love knives. Steve’s trailer is solar powered.

"A pocketknife is one of the greatest tools a man can carry, and if its sharp, it’s going to perform," Rodrigue said.

Two other useful tidbits one learns at the Summit: How important it is to know what appliances you’ll run from an inverter before you go out and buy one. If you pass a yard sale, see if they’ve got a camping grill.

Lance Tilton says survivalists aren't made in a day. It’s a pattern of learned behavior, that evolves over time, and there's no time like the present to start.

"Our disaster preparedness came about over years. It wasn’t just running out one night and doing it," Tilton said.

"The pandemic was good in a way because it did open everyone’s eyes to the fact that they’re not as prepared as they thought they were and they might need to educate themselves a little bit better, so they can be more prepared next time," April Iser said.

If any of this sounds useful, next year, you might consider taking the day trip to St. Johns County.

All are welcome at the Summit.

Tickets are $30.