my name writing assignment

Name Writing Practice Activities and Name Tracing Worksheets

Editable name writing practice activities that include hands-on name tracing and name building worksheets and games for preschool and kindergarten.

Name Writing Practice

These editable name writing practice activities make learning names lots of fun!

They incorporate lots of fun manipulatives to make learning names a hands-on experience, are editable so you can easily change them up year after year, and are low-prep so that you can save lots of time!

In addition, you will be providing fun, engaging name learning activities for the students you teach.

I am so excited to share these with you!

Hands- On Name Activities

Not only do these name activities teach kids to recognize and write their name, but they do it in a way that is fun and uses a variety of manipulatives and supplies.

Kids will use things like play dough, dot markers, art supplies, blocks, dry-erase markers and more while learning their name.

Now you don’t have to be stuck in the rut of just having kids trace their name over and over again.

Even better, most of the activities are print and play! Many can just be slipped into write and wipe pockets and used that way. Others only require cutting on a few lines.

You are going to save lots of time, up the fun factor in your classroom and feel like a rockstar.

Check out the video below to see the activities in action!

Or keep scrolling to read more about the name activities.

Name Activities for Kids

Editable Name Mini Books

These mini books have 9 pages and each one has a name activity on it.

• Page 1: My Name Title Page
• Page 2: First Letter of My Name
• Page 3: Color My Name
• Page 4: Say the Letters in My Name
• Page 5: Find the Letters in My Name
• Page 6: Dot My Name
• Page 7: Rainbow Trace My Name
• Page 8: Trace My Name
• Page 9: Write My Name

My Name Play Dough Mats

These hands-on mats invite students to build their name with play dough and then say the letters in their name.

Decorate My Name Mats

Students will decorate their name with art supplies and then trace their name.

These can be one time use sheets or you can slip them into write and wipe pockets and students can use them again and again.

Name Tracing Worksheets

Dot My Name Sheets

There are 3 different versions of these sheets. Students can use cotton swabs dipped in paint or dot markers to dot their name. Then they will find the letters in their name and trace their name.

Learning My Name Worksheets

Five different types of interactive worksheets for students to learn their name.

Progressive Name Tracing Mats

These mats give kids a chance to practice tracing their name in a variety of ways.

Slip these worksheets into write and wipe pockets and students can practice tracing their name over and over again with dry-erase markers or dry-erase crayons!

Name Building Activities

Building Blocks Name Cards

Students will use the cards as a guide to build their name with a variety of manipulatives. There are 4 versions.

• Version 1: Pattern Block Names

• Version 2: Building Block Names

• Version 3: Letter Bead Names

• Version 4: Alphabet Snap Cube Names

Secret Code Name Cards

Students will each get a card that spells their name with beginning letter sound pictures. Students will use their knowledge of letter sounds or the secret decoder to build their name with alphabet manipulatives.

You could even have the kids use these to learn the names of other students while reinforcing letter sounds knowledge. Put them all out on the table and let kids choose cards at random to crack to the code and find the mystery name!

Editable Name Activities and Worksheets

Simply type the names you want to create activities for one time. You can type up to 25 names at once.

If you have more than 25 students, you can just save students 1-25 as one filename and then the next group of student names with a different file name.

Then all of the activities in the file will auto-populate with those names. They are now ready to print. Simple and easy!

I hope your kids enjoy these fun name activities and worksheets for name writing practice!

If you live in VAT country, you won’t be able to buy this in my shop. BUT, you can buy it over on Teachers Pay Teachers. Just click the link below to head over there.

Get the name pack on Teachers Pay Teachers

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32 Name Writing Activities

• Sarah Cason
• September 1, 2022
• No Comments

These 32 name writing activities are a fun and engaging way to get the school year started. We know name writing is at the top of the list at the beginning of the school year! This task doesn’t have to be stressful or frustrating for students or teachers. Try any of these activities to keep name writing fun and engaging for students, and ensure easy prep for you!  Students will practice recognizing, building, and writing their names all while having fun. 

As a teacher, we know that prep for name-writing activities can be so time-consuming because separate activities have to be made for each student’s name. For students, the same paper and pencil task can get boring. We have the solution! ETTC’s Editable Name resource makes your job so much easier and gets students excited about name practice. 

Editable Names includes many creative ways for students to practice their names. As the teacher, you simply type in the students’ names, print, and go. These name-writing activities save so much time for you, and students are engaged and having fun while learning their names! 

Find all of your name-writing resources, along with everything else you need to make your school year easy breezy when it comes to planning and prep. Join ETTC Premium, your one-stop shop for unlimited primary printables resources. 

Name writing is important for young learners because it gives them confidence and gets them excited about learning. Keep it interesting for your students by using a variety of the 32 name-writing activities below to encourage name recognition, spelling, and letter formation. Writing names can be fun and engaging with these activities for young learners. 

Activity 1. Letter Hunt

At the beginning of the year in Kindergarten, a favorite student read aloud is Chicka Chicka Boom Boom by Bill Martin Jr . (aff) This letter hunt activity is the perfect follow-up after reading the story. Students love talking about their names and identifying all the letters in their names. Take it a step further and have students compare and contrast the letters in their names with a partner.

The STEM and Story Alphabet Tree is another great activity to incorporate with this story as well. The additional alphabet tree challenge will help strengthen fine motor skills while building letter recognition, and students have so much fun with this!

2. Cut and Build

Before writing happens, some students still need to practice recognizing and learning the letters in their names. The cut-and-build activity allows students to cut apart and manipulate the letters. This is a great informal assessment to determine who needs a little extra help with the letter sequence.

At the beginning of Kindergarten, some students might still need a model to build their names, while others are able to do this without a model. It can be helpful to have a couple of copies on hand for extra practice. An added bonus is that this activity includes cutting and gluing practice too! If students need additional cutting practice , activities can be found in our Kindergarten September Packet . 

3. Dice Names

Incorporating other learning tools into name writing can keep the task exciting and fun. Using dice makes it feel like a game for students! The dice name activity in our Editable Names Bundle allows students to get a little creative and practice writing their names in different ways. This helps them become familiar with the different letter shapes as they practice writing the letters in the correct order for their names. 

Name Writing Activity 4. Color Names

One of the first things we focus on in Kindergarten along with names is color words . So, this activity pairs perfectly with that skill. Students work on colors, color words, and name writing all in one! I have my students color the crayons with a colored pencil or crayon, and let them use a marker to write their names. This one is perfect for a center! 

5. Rainbow Names

This is a student favorite! We like to cut this one out and hang it in the classroom for a colorful display. They love finding their rainbow hanging in the classroom. It also helps them start recognizing and reading the names of classmates. 

6. Vowels and Consonants

Help students recognize the vowels and consonants in their names with this activity. The editable bubble letter font is easy for students to color, distinguishing the different letters in their names. Students color the vowels red and the consonants blue in this name writing activity. Have students count the number of vowels and consonants in their names, make a chart together and compare to classmates.

Activity 7. Sign Language Names

A favorite morning song in our classroom is Jack Hartman’s Sing it, Say It, Sign It . This song goes through all of the letters of the alphabet, and students love learning sign language along with Jack. So, when I gave my students the sign language activity from the Editable Names Bundle , they were so excited! They immediately recognized the different signs and loved finding the letters that paired with their names. 

8. Play Dough Names

When parents ask what they can donate to the classroom, I always put play dough on the top of the list! There are so many ways play dough can be incorporated into learning to create playful learning experiences. Using the play dough printable name activity with your students will have them building fine motor muscles, learning letters, and building their names all at the same time.

I love using play dough names during group work because students love to talk about and show their peers what they have created. Not only do they love making their own names, but the names of their classmates too! Playdough letter mats are another great resource to use for fine motor and alphabet practice. 

9. Build With Blocks

This Editable Names printable allows teachers to type student names in a font that looks like small building blocks! This is perfect for a center. I just add legos and students love building their names with the small blocks. Laminate and add name sheets for all students to the center, and students have fun building their friends’ names too. 

Name Writing Activity 10. Emoji Names

Students love emojis, so incorporating them into name writing gets students excited. If your students love emojis as much as mine, check out the other back-to-school emoji printables in Education to the Core Premium . 

The Editable Names Bundle includes a painting name page which is another great fine motor task. The font used in this activity is perfect for painting. Each letter has small paint circles that students can dab and fill in with a cotton swab. You will be surprised how quiet your classroom gets as students focus intently on painting each little circle in the letters! Cotton swab painting is always the quietest time in our classroom.

12. Name Writing Practice

We know that basic name writing practice can become boring for students, but there are simple and fun ways to change it up! Have a writing toolbox where students can choose various writing tools to write their names. Some student favorites are colored pencils, thin and thick markers, twistable crayons, highlighters, and sparkle crayons. I try to switch out the writing tools every once in a while to keep it interesting. The editable name practice activity provides students with traceable names along with blank lines so they can write their names too. 

Activity 13. Secret Code Names

Students love to be a detective. So, when I put out the secret code name activity from the Editable Names Bundle , they get so excited. I like to print off copies of all student names and add them to a center. Put them in a plastic sleeve with a dry-erase marker and students can crack the code over and over!  Once students have practiced with the secret code names, it gets them ready to try solving some other secret code words in the Secret Code Word Printable which is a lot of fun. The secret code activities are great to put out for early finishers. 

14. Scrabble

The Scrabble letter font on this printable page is so fun! When you type your student’s name, each letter shows up as a Scrabble tile, and students can then color the tiles and add the numbers in the box provided. This is a great way to incorporate some math skills along with a name-writing activity. 

15. Name Crown

Who doesn’t love to wear a crown?!? Students take so much pride when they wear their name crowns up and down the school hallway.  They love hearing another teacher greet them by name. It really makes them feel so special! When these crowns are edited, each child’s name is printed in bubble letters on the crown for them to color and decorate. Add glitter or sticker jewels to the crown for extra pizazz. 

Name Writing Activity 16. Spiral Name

Around and around and around we go! This is a fun one and so different. Since this activity can be a quick one for students, I like to either laminate them or put them in a plastic sleeve. Students can use a dry-erase marker and practice over and over. 

Activity 17. Magic Names

For the magic names activity from the Editable Names Bundle , students write their names in each box with a white crayon and then color over it with a marker. Ahhh! The magic! They love seeing their names appear. I have never had a student ask to write their name so many times. 

18. Word Art

Word Art is a student favorite! Edit this resource and student names are printed in each of the ten boxes on the page, but each name is in a different font. Students love to use markers, crayons, and colored pencils to color and decorate their names. Change the variety of tools often to make it fun and interesting! 

Name Writing Activity 19. Name Alliteration

This is a great one to complete in a group for younger students, or individually for older students. In Kindergarten, students can’t do this one on their own at the beginning of the year. So, I like to work with a small group of students and complete this one together. We use the time as a “getting to know you” activity, and they learn about each other’s names as well as what alliteration is. It’s a great way to get them familiar with and listen to letter sounds. 

20. Different Ways

Quick and easy to print, add some writing tools, and then put it in a center! I love to stock a writing center with name activities and all sorts of writing tools at the beginning of the school year. This name-writing activity that includes writing names in different ways is also a great one to send home for extra practice. 

Activity 21. Create a Story

Create a Story activity is a great way to spark students’ creativity! For older students, this can be a really fun 

22. Write In Boxes

When a student’s name is typed into this editable resource, only the correct boxes show up! So, students get to fill in the boxes all on their own. A model can be provided if needed, but students quickly catch onto the letter formation using the boxes.

23. Pyramid Names

Add this name-writing activity to a plastic sleeve for students to practice again and again. They love breaking apart the letters in their names to build a pyramid. Add different colors of dry-erase markers to the activity to keep it engaging.

Name Writing Activity 24. Name Maze

This name-writing activity is a fun challenge! Some of my students have never completed a maze before and they love seeing their names throughout the maze. After working on this maze, students are always asking for more mazes! You can find some other fun learning mazes in our Education to the Core Premium resources. 

Name Writing Activity 25. Seasonal Names

With ETTC’s new addition to Editable Names , students will have fun creating a variety of seasonal name activities. With 24 different color, cut, and glue name activities, students will be practicing letter and name recognition, as well as fine motor skills. These seasonal name activities  are great for name practice for younger students.

However, they are also perfect for older students and can be used to decorate lockers, hang in the classroom, or display for an open house or parent-teacher conference night. Students feel so special when they see their work hanging on a bulletin board!

The Editable Names Bundle includes a variety of seasonal name activities such as a caterpillar, pumpkins, ice cream, a snowman, pumpkins, and more! Displaying these in the classroom is a great way to get students to compare and contrast different letters in their names and lengths of names as well.

26. Holiday Names

The updated Editable Names Bundle also includes holiday name activities. Throughout various holidays of the year, these name activities are perfect to display in the classroom. They are quick and easy for teachers to edit with each student’s name. Your students will be engaged and having fun with these holiday activities such as a pot of gold, gingerbread house, hearts, a spider web, and more!

Add holiday name activities to a center, complete with a partner, or even send home for a family project. Students have so much fun returning to school with their completed projects and telling the class all about how their families worked together to create their special name activity.  You have access to all of the holiday and seasonal name activities with an  ETTC Premium membership !

You can find all of these printable name activities to help students write their names in the Editable Names Bundle . Also, all of the activities are included with your ETTC Premium Membership ! 

Plus, if you are looking for some more fun ways to incorporate name writing into your weekly lesson plans, we have you covered with a few more hands-on activities ideas listed below. 

Name Writing Activity 27. Writing Names in Gel Bags

Gel Writing Bags are simple and easy to make, and are a great alternative to paper and pencil name writing. Here’s how to make them:

• Put clear hair gel in a Ziploc bag. 
• Add some colored paint. 
• Zip it closed.
• Seal it with duct tape. I like to use colorful tape. 
• Test the bag to make sure it is sealed and doesn’t leak. 

Students love using this bag to write their names. They can practice any letters or numbers with this bag so I like to keep a set of them to use throughout the year. 

28. Shaving Cream

Along with play dough mentioned earlier, shaving cream is another item parents often donate to our classroom. It’s easy to put a small squirt of shaving cream on students’ desks or tables, have them smear it out, and then write their names. Simply swipe from side to side to erase, and write again! We do this as a whole group activity, and it allows me to walk around and help students that might be struggling. I can look for letter errors, and they can easily erase and correct them. 

29. Confetti Names

Colorful, fun, and a workout for small fingers! This one takes a little bit of prep work so that you have the colored squares cut and ready for students. It’s also helpful if you write students’ names with a white crayon first. I usually do that so that the students have a model in Kindergarten. However, older students might be able to create their confetti names without the model. 

Activity 30. Pocket Chart Names

Finding and manipulating names in our class pocket chart is one of the first activities we do in Kindergarten to help students learn to write their names.  This gives students practice not only writing their names but the names of their classmates as well. I cut up sentence strips, write each student’s name on a strip and place it in the pocket chart. We take turns identifying student names during morning meetings and use these cards throughout the year for name activities. 

31. Sensory Trays

Sensory trays with rice, sand, salt, or flour are a great way for young learners to practice writing their names. If you don’t have sensory bins in your classroom, any kind of solid plastic bin can be filled with an item of your choice to use for writing letters and names. Sensory trays are a great way to keep name writing playful and fun.

32. WaterColor

Students love painting, so watercolors are a fun name-writing activity. This one is simple but so much fun for students. They can fill in pre-made bubble letters with paint or write their names on their own. Writing each letter with their paintbrush is a colorful and fun way to practice names.

Here are a few more name-writing tips:

• Use variety!
• Try one of the 32-name writing activities to help students write their names each day. Students will come into class asking, how are we practicing names today? Within the first few weeks, their name writing will improve and they will be reading and writing the names of all of their classmates as well! 
• Keep name activities fun and playful so young learners will be excited and engaged while learning their names. 
• If you notice students are struggling with fine motor strength, check out 15 Activities to Strengthen Fine Motor Skills. These activities help students strengthen their fine motor skills so that writing their names can become easier!

Written By: Sarah Cason

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Story of my Name Writing

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Hello, I love this activity! Do you happen to have a Self-Assessment or Rubric for the writing portion of the assignment?

I used the BC performance scale for personal writing.

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If you send me an email at [email protected] I can help you out. Also, check your promotions folders, as sometimes the email can go there.

Hello, I do have a few students in foster care. What type of changes would you make so that they don't feel uncomfortable? Thank you!

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Hi, I would recommend you check your promotions or spam folder to be sure. Especially if you're using a school district email address as their security filters can be a lot stronger. If you're still having trouble, email me at [email protected]

Thank you, Angela. This was exactly what I was looking for!;-)

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Curriculum Essentials

Inspiring Teachers to Engage All Learners

Story of my Name Writing

Today I’m sharing one of my favourite tasks for building community in the classroom.  Students are able to share an important aspect of themselves (the story of their name) with the class and with me, their teacher.  Through this task we are also working on important skills, like reading comprehension, writing, and reflection.

To begin, I asked my students to write any name they wish they had on a sticky note. They then placed it in a mason jar.

I read my class the story “The Name Jar” by Yansook Choi.

We stopped at several points in the story to predict, make connections, infer, and ask questions.  At one point, we paused in the story so that students could journal about the name they wrote down on the sticky note earlier:

– Did they choose their own name? Or another?

– Why?

– If you chose another name, where did you hear that name before?

At the end of Day 1, students were given homework.

(Stick around to the bottom of this post for a chance to get your own copy of this sheet.)

I make it very clear, that while names all have meanings, your family may not have chosen your name for that reason.  They might not know the meaning, and you can choose to look it up with your family if you wish.  I also focus a lot on nicknames and your own feelings about your name.  While I’ve never taught a student in foster care, or one who was adopted, I do think it’s important to mention that this could be a touchy task in those situations, so be sure to know your students first, and modify as needed.

Students use the homework task, and the journal write from the previous day, to write “The Story of their Name”.  Some possible options to include are:

– who you are named after

– the meaning of your name

– a name you’d rather have

– your feelings toward your name

– nicknames you may have

– the person (or people) who chose your name

– how your name was chosen

This piece of writing is then self, peer, and teacher edited, and a “good” copy is made.

I found this excellent step-by-step self-portrait from “Art Projects for Kids”.  I modified the task so that instead of drawing the left or right side of their face, they would draw the top half.

Students find that folding their page into quadrants as she suggests is very helpful.  Under the document camera I demonstrate each step, and students copy, adapting to their own facial features.  Each student gets a mirror to look in to help them personalize.

The final pieces are put on a bulletin board for display.  Students also coloured in a bubble letter version of their names to complete the display.  (I used the font KG Red Hands Outline for this.)

Once we’ve completed the task, the last job is to reflect on our work.  I pulled some elements from our Arts Education curriculum (very relevant regardless of where you teach) for students to self-assess on.  I’ve used the proficiency scale language our school has moved to for all reporting.

A few students found it helpful to complete their reflection while looking at the finished product on their bulletin board, but most didn’t need this.

Want a copy of both my homework and reflection pages? Follow the image or button below to grab your copy.

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Signed up and still can't access the download. Thumbs down.

Hello! Send me an email at [email protected] and I can help you out.

Hi, I signed up for the email subscription yet I still can't seem to find the download for the "Story of my Name" homework. Can you help?

Love your page…i signed up but can't get the download for "Story of My Name" can you help you?

Send me an email at [email protected] and I will help you out. 🙂

me too please [email protected]

Do you have a French version of this?

Hi. I'm sorry, but I don't at this time.

Hi there. Interested in story of my name homework please.

Hi. Fill out the form here: http://www.funinfourth.ca/p/story-of-my-name-resources.html

Hello, I love this activity! Do you happen to have a Self-Assessment or Rubric for the writing portion of the assignment?

I used the BC performance scale for personal writing.

I also never received it…I subscribed as asked but was not sent an email with the link…

If you send me an email at [email protected] I can help you out. Also, check your promotions folders, as sometimes the email can go there.

Hello, I do have a few students in foster care. What type of changes would you make so that they don't feel uncomfortable? Thank you!

Can I have a copy, I signed up and received nothing

What a neat project! Thanks for sharing.

I didn't receive the free download via email:( can you help?

I typed in my information and haven't received an email yet. What do I need to do to get it?

Hi, I would recommend you check your promotions or spam folder to be sure. Especially if you're using a school district email address as their security filters can be a lot stronger. If you're still having trouble, email me at [email protected]

Thank you, Angela. This was exactly what I was looking for!;-)

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Miss Kindergarten

Kindergarten Teacher Blog

Hands-on Ideas for Name Writing Practice

July 24, 2020 misskindergarten Leave a Comment

We focus a lot on teaching kindergarteners the alphabet and numbers, but there is one other important skill they must master right away…writing their names! Some kiddos come to school having never spelled or written their name before, so it’s crucial to get in as much name writing practice as possible.

Over the years, I have come up with tons of hands-on centers and activities to practice identifying their names, ordering the letters in their names, and writing their names correctly (uppercase at the beginning and the rest lowercase). Read on for helpful tips and ideas to freshen up name writing practice in your classroom! These activities will be perfect to incorporate into your back-to-school plans!

Hands-On Name Practice

When it comes to kindergarteners, hands-on activities are the way to go! Not only are they fun and engaging for the kids, but it also encourages them to use fine-motor skills and coordination. You can have your students practice writing their names using sensory bags . Simply fill large, gallon zipper baggies with a variety of materials, such as colored rice, shaving cream, hair gel, glitter, cereal, etc. They’ll have a blast forming their names in the baggie of fun. Plus, there’s no mess to clean up! ??

Another fun idea is to have them build their names using tools such as wikki stix, unifix cubes, or play dough. This will help them with letter formation and letter attributes. Your kinesthetic learners will love this! Their coordination and fine motor skills will be put to use as they manipulate the objects into the letters of their name.

Turn Names Into Art

Name writing practice can also easily be turned into simple art projects. For an easy, artsy way to practice name writing, break out the sidewalk chalk, head outside, and write names on the sidewalk. Fresh air and a change of scenery is always refreshing for everyone. ☀️Another colorful activity for name writing practice is to paint their names using watercolors or  kwik stix paint sticks . You can even just use water and paintbrushes and have them water-paint their names on the sidewalk! Easy, fun, and no clean up required!

One of my favorite name writing projects are these name caterpillars! Your students will be so excited to have their names hanging up in the hallway or classroom. You can also keep the letter pieces in baggies and have them practice over and over again!

To set up this project, give each student enough construction paper circles and have them write the letters of their name on each circle, or you can have the letters already printed as shown above. Have your students spell out their name with the letters, then add a face using a different colored circle, googley eyes, and pipe cleaners for the antennae.

Make a Name Book

What better way to practice name writing than creating a book all about your name?!  Name writing books  are a fun way to build students’ confidence as they learn to write their names. By including a variety of ways to practice, fine motor skills get involved. My name writing books are editable, making prep super easy! With these books, your students will practice:

✏️tracing their name

✏️writing their name

✏️counting the letters in their name

✏️building their name with blocks

✏️building their name with stickers

✏️painting their name

The BEST thing about these books is you can make a class set in minutes! Just add your class list into the editable PDF and voila- all your books are made! You can find these name books as part of my Back to School activity bundle too!

Do you have any other fun name writing activities that you do? I’d love to hear about them!

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Hello, I’m Hadar

Welcome to Miss Kindergarten. I’m so happy you’re here!

If you are looking for hands-on, engaging kindergarten activities, you came to the right place! I’m here to save you time by sharing tried and true kindergarten resources, and hopefully spark some ideas for your own kindergarten lesson plans!

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In this icebreaker activity, students will have the option to share their first name, middle name, last name, nickname or any name that has a history or story such as the name of a pet or nickname given to a friend or family member. Students might consider the significance of the name, where the name comes from, or what particular meaning the name has for them.

While this activity is intended to be inclusive, there are some considerations for you to make when implementing it in class. For some students, their name story may require them to disclose personal information that they may not be ready to share in such a setting. For example, a transgender student may not feel comfortable discussing their name as it may require that they disclose their transgender identity. For other students, their family name may be triggering as it relates to a part of their identity that is associated with trauma.

For these reasons, it is best to not use this activity on the first day of class. If you do plan on using this activity, give students advance notice that it will be used in a future class and let them know of the different options they have when it comes to discussing a name that has meaning to them. Furthermore, students should never be forced to participate in an activity they do not feel comfortable participating in, and this should be announced to the class as well.

Activity Goals:

• To help build community by having students share a name that has particular significance for them.
• To give a sense of the variety of cultures, identities, and histories that students bring with them to the classroom.

Application in a STEM Course:

Fostering a sense of community in your classroom can create a sense of belonging. According to a CRLT study on retention in STEM courses , “students reported that classroom climate (including their anxiety levels, how welcome they felt in class…and instructor rapport with students) significantly influenced their decisions to stay in or leave STEM disciplines.” If students feel that they are part of a community, they will feel more comfortable engaging and participating in the classroom. Moreover, it will increase the likelihood of them persisting in the STEM field. The Name Story is a great way for students to learn each other’s names and to make personal connections at the same time. Taking the time to complete this activity will allow for students to get to know each other better at the start of the semester, setting them up to better collaborate throughout the semester.

Application in a Large Course:

Cooperative learning and small group approaches in a large course can greatly benefit student learning, engagement, and overall sense of community.  Research has shown  that leveraging such approaches can lead to the development of key skills such as active listening, empathy, consensus building, leadership, constructive conflict management and resolution as well as decreasing racial prejudice while increasing interracial tolerance. This activity allows students in your large course to learn from and about each other and to reduce the feeling of anonymity that can be pervasive in a large course setting. Additionally, although it is a difficult task, making an effort to get to know students names is still a recommended strategy . By making your large course feel smaller through this activity, you are actively working toward making a more inclusive space for all students.

Application in an Online Course:

Online learning can feel impersonal and disconnected, but there are inclusive teaching practices you can leverage to build community and connection in your online course. Taking the time to get to know each other’s names and accompanying stories through this activity can help build trust between students, which is a key indicator of whether or not students feel comfortable participating. In one study , researchers asked the question, “What did graduate students who were enrolled in an online course about teaching online find most valuable about online moderation and community building?” From the study, students stated that Student Needs and Community Building were essential components to online learning. Regarding Student Needs , one student stated, “It is necessary that everyone feels safe, comfortable, and welcomed before they will fully engage, enabling them to make personal connections and grow from each other. Regarding Community Building , another student stated, “Learning communities often develop naturally in a traditional classroom environment, but in an online course, the instructor must make that happen.”

Name Story Activity Guide:

Related posts:, additional insights:.

Activity 1: The story of my name

In this activity, the participants are invited to share the story of their own name, its history and its meaning. The students learn more about each other, they learn to value each other’s background and they reflect on the connection between name, identity and cultural background.

Teachers can ask their students to inquire information about their name from their parents and to answer the following questions (might also be done as a homework):

• Who chose your name and why?
• Does it have a meaning?
• Was it always like this or has it changed?
• Do people sometimes pronounce or write your name in a wrong way?
• Do you like your name?
• How would you like to be called?
• How do your relatives and friends call you?
• Is there a different way of writing/pronouncing your name in another language?
• In which language version do you like your name most?
• Is there a story connected to your name?

Then the class will come together in a circle in class and the teacher invites the students to share the stories of their names. For this activity a flipchart or a board with the questions should be prepared. Nobody should be forced to answer all questions.

If you have time left, you can invite every participant to write his/her name on a paper and next to each letter of the name something typical for him/her, starting with the corresponding letter. It could be a characteristic, hobby, a person etc. Then everyone presents his/her ideas to the rest of the group.

A similar exercise can be found at: The “Listen“ Project (2019): The LISTEN Manual. https://listen.bupnet.eu/wp-content/uploads/2019/02/LISTEN_IO3_Training_Manual_EN.pdf

• Jan 3, 2017

My Special Name: Literacy Activities and Printables

Here you will find some examples of literacy activities you can do to explore the topic ‘My Special Name’ with your children. I planned this topic based on the book ‘Chrysanthemum’ by Kevin Henkes.

Although, this section focuses mainly on the literacy aspect of this topic, some of examples of the activities given integrate other learning areas such as arts and crafts, sensory activities and fine motor skills as well.

Activity 1: Read ‘Chrysanthemum’ by Kevin Henkes

Chrysanthemum book is recommended for children age 4 to 8 years old. From my personal experiences, it may be a little bit too complex for 4 year-olds and I think it is more enjoyable for 5 year-olds and above. Below you will find some activities and questions that you can do / ask to actively engage your children when reading the book. After the story your children should be able to retell some parts of from the story (e.g. plot, characters, main events, problems, ending, etc.), share their thoughts about the story, relate with their own personal experiences if any or imagine what they would have done, said or felt if they are to be put in the same situation / predicament as the main character, etc.

Below are the lists of some suggestions for activities and questions that you can ask your children before and after reading the story.

Before Reading Activities

There are three different activities below that you can do before reading the book to your children. You do not have to do all three, just choose one.

Introduce the story to the children

For example: Today we are going to read the story ‘Chrysanthemum’ by Kevin Henkes. It is about a little mouse named Chrysanthemum. Do you know what chrysanthemum is? Do you think that the little mouse like her name? Do you like the name Chrysanthemum? Do you know anyone with that name? etc.)

Picture Walk

Go through the book with the children without actually reading the story but just looking at the illustration and talk about it. For example it may go something like this: Today we are going to read this book called Chrysanthemum by Kevin Henkes (show the book to the children). Let’s look at the illustration on the cover, there is a mouse and a flower. Before we read the story, let’s look at all the illustrations and see what is happening. Let’s look at the first page, Oh...I see a sleeping little mouse in a little bassinet. Let’s turn the page and see what happens next, Oh...there are many pictures of the mouse, let’s see what she is doing...

Talk to children about their names

Ask them questions like:

What do you think about your name?

Do you know who chose the name?

Do you know anyone that has the same name as you?

What do you like about your name?

What do you not like?

If you can have another name, what would it be? Why?

After Reading Activities

After reading the story you can review the storyline and get children to share what the think about the story, the characters, find out if they have had similar experience as the characters, let them try to put themselves in the character’s shoe, let them imagine what they would have done, etc.

Some examples of questions you can ask:

Why did Chrysanthemum parents choose this name for her?

How did Chrysanthemum feel about her name in the beginning of the story?

What happened that change her feelings about her name?

What did Chrysanthemum’s friends do that make her sad?

What did her parents do to make her feel better?

What happened at school in the end that help make Chrysanthemum feel good again?

Do you like the story? Why?

What do you think about Chrysanthemum’s friends?

Has anyone ever make fun of your name? or Anything about you?

What would you say to Chrysanthemum if you could?

What would you have done if you are Chrysanthemum?

Activity 2: Learn the letters in your name

Learning the letters in the name help your children to recognize and to form their names. Depending on your children’s abilities you can start by focusing on the first letter of their names and then move on to the rest or learn the names as a whole.

Some examples of activities that you can do are:

My Name Starts with the Letter...

This is an art integrated activity. For this activity you can use a printable that I have created. Children have to choose the letters that their names start with and then they decorate it in anyway they like using various craft tools and materials like glitters, markers, oil pastel, water color, loose parts, yarns, dot markers, etc. You can print the printable on A4 size drawing block if you want your children to use paint or water colors to decorate the letters.

Click on the picture below to find out how you can download these printables.

Name puzzle

A logical skills integrated activity. A fun and easy activity that you can prepare before school starts to help your children recognise their names. I have created a printable for template of tracing lines that I am going to share but you can just write on a plain strip of paper (preferably thicker paper).

Write each student’s name with enough space to draw lines in between

Using a highlighter or color markers to draw zigzag or curved lines in between each letter

Let children cut out their names puzzle following the crooked lines. Put the puzzles in a ziplock bag and the children practice putting their names together.

Click HERE to download the template

Clothes Pin Name Activity

My students enjoy clipping and unclipping using clothes pin. This simple activity help them to recognise their name. Print or write their name on a name tag. Write the letters on clothing pegs and the children have to pick the pegs to match the letters on their name tag.

Build your name

Another art integrated activity. Print a tag with a child’s name and let them try build their names with various items like magnetic letters, wooden letters, form name with play dough, letter cut outs, form the letters using twigs, loose parts, etc

Color the letters in your name activity

A printable that you can use to help children recognize their names through coloring the letters in their names. Click on the picture to download the free printable to use in your class.

All about my name printable

A printable that you can use for children to practice writing their names, know the first letter of their names, count the number of letters in their name, etc. Click on the picture below to download the free printable.

Activity 3: Practice tracing and writing own name

Name is often the first word that your child learn to write. There are many fun ways you can let your children practice writing their names such as:

Using sensory writing trays filled with shaving cream, sand, glitters, colored rice, etc.

Using squishy bag for a mess free alternative. Create your squishy bag by filling a zip lock bag with some paint, shaving cream, hair gel, etc. Seal the bag and make sure there are no air bubbles. Your children practice writing their names with Q tips, their fingers, crayon, etc.

When your children are more confident in writing their names, you can use the name writing printables that I have created for more practice.

Choose the printable you like and on the pictures below to download.

Activity 4: Name Poem by Jean Warren

Some are different

Some the same

Some are short

Some are long

All are right

None are wrong

My name is___________

There you go, four different literacy activities with many ideas on how to integrate other learning areas to teach a topic. I hope you find the ideas and printables useful.

Other Related Posts on the topic My Special Name:

My Special Name numeracy activities

Name crafts ideas

Name songs, rhymes and chants

My Special Name social - emotional activities

#MySpecialName #Literacy

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Name Tracing Practice - Original

Kids all learn at different paces, but one of the best ways to start with writing is having your child practice their name. Not only is it an important early skill that they’ll use, it’s also something that they’ll want to practice. But, names can be so diverse! That’s why I’ve created this free editable name tracing worksheet printable so your child can practice writing their name.

New name tracing worksheets available:

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Free Editable Name Tracing Worksheet Practice Printable

Most children don’t need to be able to write well by the time they enter kindergarten but even preschool classes work on teaching name recognition. That includes both identifying and writing a child’s name.

When preschoolers are first learning name writing it’s important to make things really simple for them. Personally, I love to use name tracing worksheets to help develop those early writing skills. 

Why Use a Name Tracing Worksheet Generator?

Did you know that there are over five thousand popular first names in the US alone? That’s an awful lot of variation even if your child doesn’t have a super unique name. It would be impossible to create tracing name worksheets for each and every name like we do with other early words.

That’s where this name tracing worksheet generator works great. You can customize it with your child’s exact name (both first and last!) even if you use unique spelling. 

This writing worksheet generator replaces blank name tracing worksheets because you can finally customize them to say anything you want!

How to Use Name Tracing Worksheets

These free name tracing worksheets for preschool are perfect for developing those beginner writing skills in kids. All you have to do is insert your child’s name and how many times you’d like the name repeated.

When you’re working with young children start with less repetitions. Too many can be overwhelming, plus the larger words are easier to trace for little ones. Then as they gain confidence in their writing you can make the letters smaller and include more lines.

You could start with your kid’s first name, then move on to including the middle and last name. Or have them practice names of family members and friends!

What Font Should I Use For Name Tracing?

I love this name tracing generator because you can choose from multiple fonts. Which font you go with depends on your child’s age, abilities, preferences, and your learning goals. 

It’s popular for parents, especially when doing preschool and kindergarten age name writing practice, to opt for dotted letters that can be traced over. Writing formation guides are optional and it really depends on the kid. Try experimenting with different font styles and see what works best for you. 

Printable names in bubble letters are great for beginners or if you’re doing other crafts with their name. To turn the name writing worksheet into a custom name craft just enter the name with one repetition with the paper set to landscape.

You can also use this free name writing generator to help kids practice handwriting their name. A lot of schools are starting with cursive instead of printing. If that’s something you want to work on at home choose the cursive font when creating your printable. 

Why Should Kids Learn to Write Their Name?

I usually recommend starting early with name writing because it’s something most kids will find useful even from a young age. Unlike other words, preschoolers have plenty of reasons to write their names.

With name writing practice kids will be able to label their own artwork, sign their name on cards (Valentine’s Day is a great opportunity to practice name writing!), and it helps with general word recognition.

Since it’s more practical than other words it’s easier to keep preschoolers focused when practicing name writing. They’ll still develop important pre-writing skills like muscle strength, pencil grip, and letter formation while also getting to write something that relates to their life.

Finally, most preschoolers can identify their name. It can be challenging to convince pre-readers to write words they can’t yet read.

How to Make Name Writing Practice More Fun 

Even enthusiastic kids can get burnt out on name tracing worksheets. It’s really important to make sure kids have fun while developing preschool skills. If something is too boring you might start getting resistance in the future when the pressure is higher to teach these early skills.

My best advice is to allow the child to lead in your learning. What that means is providing tracing name worksheets and encouraging kids to do them without being forceful. If they’re completely uninterested, pause and try again at a different time or when they’re older.

Another great way to make things fun is by turning the activity into something more than just writing practice. For younger children you could use the bubble letter font to create a colouring page. Then have them decorate their name however they want. 

I’ve also created activities for my kids by painting the letters of their names and decorating them with stickers . These are both great for kids of all ages! Pre-writers will practice letter recognition and older kids can get creative. 

For older children who need to practice their writing skills try changing out the names with other things they find interesting like TV show characters or friends’ names.

Can You Use These Free Name Tracing Worksheets With Older Kids?

Writing practice isn’t just for preschoolers and kindergarten students. Even older kids can benefit, especially if they’re learning cursive. 

You can also use these writing practice printables to practice spelling. Just insert the spelling words and have your older kids trace over them on the worksheet. To encourage concentration on each letter you can have them alternate what colours they use to write. 

Writing practice worksheets are also a great way to practice spelling and vocabulary in a second language at any age.

How Can You Make Your Own Name Writing Printables?

The printable name tracing worksheets generator is completely free and available on the Create Printables website. You can use it to create your own name writing paper in guided printing, handwriting/cursive writing, bubble letters, and more. 

They’re perfect for your preschool aged kids, kindergarten writing practice, homeschool families, and even working on writing skills with older children. 

Hello My Name Is Writing Assignment for High School English

Description

One of my favorite back to school units for high school English is the "Hello My Name Is..." Mini Unit which gives students an opportunity to explore and write about their own names through several related texts: "My Name" by Sandra Cisneros, "a girl named jack" by Jacqueline Woodson and an excerpt from The Invisible Life of Addie LaRue by V.E. Schwab

• 4-5 days of lesson plans
• 8 graphic organizers
• suggested answers
• rubric & student models
• Digital or Print with passage and model
• Follow Up and Extension Activities (Distance Learning Suggestion)

Please Note: for copyright reasons, only a link to the texts is included. The texts themselves are not.

AP Essential Skills

CHR-1.A Identify and describe what specific textual detail reveal about a character, that character's perspective and that character's motives.

NAR-4.A Identify and describe the narrator or speaker of a text..

FIG-5.A Distinguish between the literal and figurative meanings of words and phrases.

FIG-5.B Explain the function of specific words and phrases in a text.

FIG-6.A Identify and explain the function of a simile.

FIG-6.B Identify and explain the function of a metaphor.

LAN-7.A 7.A Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself.

LAN-7.C Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.

LAN-7.D Select and use relevant and sufficient evidence to both develop and support a line of reasoning.

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Essays About Your Name: Top 5 Examples and 6 Prompts

Every person’s name is special. Read the following essays about your name for examples and prompts to discover how you can create a thoughtful and personal piece.

Whether given or chosen, names have a powerful hold over each person. They can be curious mysteries, reminders of painful pasts, fond monikers, or personal treasures. Like our faintest scars and mental states, they also have deep histories ingrained into our very being. They can become means by which we trace our ancestors, create opportunities, or cherish our present situations. Your name is more than a means of calling your attention. It can convey an abstract idea of your personhood, experiences, and beliefs.

For example, what comes to mind when you hear the name Marilyn Monroe ? Most people think of the iconic blond bombshell from the 1950s to the early 1960s. Depending on how much you know about her, you may know her as a bright and determined woman or a sweet but ditzy character, which she often played in TV and film roles. Her name alone indicates her accolades, skills, and perceived personality.

5 Essay Examples

1. long essay on what’s in a name by prasanna, 2. the story of my name by rong xiaoqing, 3. the mystery of carl miller by sarah miller, 4. name and identity by jennifer wang, 5. call you by your name by roxanne krystalli, 1. the power of nicknames, 2. my unique and interesting name, 3. what it’s like being named after popular people, 4. why i chose this nickname, 5. cultural names and their meanings, 6. my name if i were from a different place.

“In a deep sense what creates the true meaning and power of a name is the worth of the individual or thing as reflected in the outer world.”

Prasanna divides her essay into three parts, explaining how people receive their names, how these monikers affect their identities, and how powerful names can be. The essay title was lifted from William Shakespeare’s “ Romeo and Juliet ,” reiterating Juliet’s profound line, “What’s in a name? What we call a rose by any other name would smell as sweet.” This script refers to the reality that names’ importance is directly related to the unique qualities someone possesses.

For help with your essays, check out our round-up of the best essay checkers .

“Those who read my name did not know how to pronounce it, and those who heard it did not know how to write it.”

Rong shares her struggles of being a Chinese American and the complications of her name. Her name contains two of the most complicated Chinese characters that she found difficult to write when she was young, plus it was hard to pronounce in English. However, when Rong learned the meaning of her name, she fell in love with it.

In the next section of her essay, she talks about instances where names are more than names, referring to cases such as a parent losing custody of their children for giving them Nazi names. Rong also includes relevant studies that connect names and race and the times people deliberately mispronounced her name to be cruel. She concludes that she’s still growing and has all the time in the world to learn more about herself.

Looking for more? Check out these essays about names and essays about self .

“The last name Miller says nothing about me, but if pressed I would say I appreciate the way it evokes a beautiful neutrality, and the way it reminds me that all of us could so easily have been someone else.”

The author, Sarah Miller, only knows part of the story behind her ancestors. In her essay, she shares a few facts about her father’s birth and what she knew of her grandmother, then she recalls how she often asked about her grandfather, Carl Miller. The essay focuses on the author’s curiosity about Carl Miller and her emotional journey about accepting that she might never learn more about him.

“No others show me being stretched between two very different cultures and places—the ‘Jennifer’ clashing with the ‘Wang,’ the ‘Wang’ fighting with the ‘Jennifer.’”

In this short essay, Wang describes her internal confusion between her two cultures, disclosing how she struggles to be in the United States as a Chinese woman. She remembers how she wandered toy aisles looking for dolls with the same skin tone as hers and how she turned to shun her Asian heritage because she didn’t understand it. While the essay centers around Wang trying to introduce herself, her writing echoes the dilemma many young immigrants still face today.

“By the time I went to college, Roxani had been left behind. I was fully Roxanne by then, until one day my roommate beckoned: “Rooooox, do you want to watch an episode of something with me?” My father had an aversion to nicknames and never called me anything short of my full name: Roxani.”

Krystalli talks about how her name transitioned from the Greek Roxani to Roxanne to several other variations and then back again. She shares her life experiences and thoughts about these names as she grew up and gained new monikers. By the end of her essay, Krystalli tells the reader how she yearns to become Roxani again and reconnect with her Greek roots.

6 Prompts for Writing Essays About Your Name

Your nickname has a history that is as unique as yours. Nicknames are unpredictable and can sometimes be challenging to accept. For example, some children often pick nicknames based on their peer’s appearance, particularly if something stands out to them. However, nicknames can often be a sign of affection; naming someone with a nickname can be a way to show your friendship and close bond.

With this prompt, share how you dealt with any given nicknames you didn’t like. You can also speak about a short backstory of how others chose these nicknames. Explain your thoughts when you felt like you had no choice but to take other people’s nicknames for you. 

Whether your parents got creative in naming you or you chose a one-of-a-kind name for yourself, those with unique names share distinct experiences. For example, people may rarely pronounce or read it correctly. Others may have difficulty spelling your name when they need to write it down. 

In this prompt, share your experiences that connect to your unique name. Talk about the most interesting and memorable instances you remember and if you expect them to happen again.

If your parents are die-hard fans and decided to name you after their favorite book character, musician, or public figure, your name can feel like a borrowed one. Although some enjoy sharing names with well-known people, others would rather have a unique name. 

Delve into people’s reactions when they learn your name in your essay. Discuss how you’ve handled their jokes, or share the questions you already anticipate once they realize where your name came from.

Your name can change people’s perception of you, and choosing a nickname gives you control over that. This prompt is excellent if you have a nickname that has no connection with your given name. It’s also a great conversation starter. In your essay, explain why you chose that moniker and what it means to you. 

You can also add how people reacted before and after they learned the history of it. Your nickname doesn’t have to have a deep history. It can be as simple as earning the nickname “Cookie” because you like to eat cookies.

In some cultures, people still practice giving traditional names or nicknames to children, and you may belong to a culture that does the same. If you want to share this experience with your readers, discuss your name in this essay. Explain the language your name comes from, what it means, and why you received it. You can also give other examples, like the nicknames of your siblings, cousins, or ancestors.

Appreciation of another culture can push us to ponder what we’ll be called if we were from that group. If you’ve had an intense interest and appreciation for another culture or country, you may have already thought about how you want to be addressed. Share the name you chose, its meaning, and why you picked it. This also extends to fictional or fantasy worlds or cultures. 

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead. For help picking your next essay topic, check out our 20 engaging essay topics about family .

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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Writing assignment about your name

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The university gives such a warm welcome, and makes you feel very comfortable in knowing that you are making a great choice and they have your best interest at heart.

Making the right decision to attend was a huge stress reliever, knowing that I can excel and succeed in a career that will e fulfilling and rewarding in the end. Having a bachelor’s in psychology, I feel that Health Service Administration is the right route for me to go to further my education. Working in the medical field has always been a desire I had from young. Helping people is a passion and a goal I will obtain. Health Administration or healthcare administration is the field relating to leadership, management, and administration of hospitals, hospitals network, healthcare systems, and public health systems.

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Healthcare administrations are considered healthcare professionals. Although many colleges and universities are offering a bachelor’s agree in healthcare administration, a master’s degree is considered the “standard credential” for most health administers in the United States. I figured with a degree in health service administration I will be in high demand and on a career path filled with advancement opportunities. If I go into this profession, I discovered I can work in administration or resource development, in the public or private sectors.

In today’s managed care environment, the demand is high for public health professionals who specialize in health services administration. Health service administrations play a leadership role in regional, state, national, ND international agencies and organizations. Over the years I have matured into an adult who has taken full responsible of my actions and my life. Going through varies jobs I now realize my niche in life and what will truly make me happy, and that becoming a Health Administrator. Finding a career path will lead me to grow in my life as well growing among others who have succeeded and have the desire to serve the community.

I can truly see myself as a health service administrator to fulfill my career goals and give back to what was instilled in me. Job Description Upon researching several jobs under Health Service Administration and viewing efferent locations, I came across a job that I believe fits my personality and I can become very successful in my company. Director of Clinical Services for Jordan Health Services in Dallas, TX. As Director of Clinical Services, I WOUld be responsible for identifying new clinical services/ programs, and improving overall patient outcomes.

Consult with medical, business, and community groups to discuss service problems, respond to community needs, enhance public relations, coordinate activities and plans, and promote health programs. As Divisional Clinical Services there are key accountabilities that must be obtained y participating in the review and evaluation of existing internal policies making recommendations for change if needed, to support clinical program development. Participates in the development of the training tools, individuals needing to participate in the training process and or personally assists in team training.

As Director, will work in collaboration with the Divisional UP, ROD, Administrators, clinical managers and Regional Directors of Marketing to procure and develop clinical programs designed specifically for the home health arena. After careful consideration, I know that my education and experiences that I eave encountered, I will fulfill the Director of Clinical Services with the best of my ability as learning experiences and fill my responsibility as Director for the needs of the patients.

I will put the needs of the patients and their needs first, to make sure they receive the proper care and treatment. Our love ones that may be in home health facilities put the trust in our hands to take care of their family with great care and love in our hearts. I can picture myself in the position as Director of Clinical Services overseeing that a medical facility’s operating processes are adequate, functional and comply with government laws and industry practices. As Director I will also makes sure employees abide by laws and regulations when providing care to patients.

Ways Goal Setting could be used to motivate your performance One of my favorite sayings is “Man plans, God laughs. ” It’s ironic that would be my favorite saying since I’ve always been a planner. When I was a child and people would ask me what wanted to be when I grew up, I always had an answer. That answer changed significantly as time went on, but one thing never did, I always had a plan. Planning for our futures is very important even if those plans may change. One way in which we plan for the future is by setting goals. A goal is a target, and a target is set to be achieved.

Everyone has their own goals in life; whether it is a short-term or a long-term goal we all set out to accomplish our dreams and obtain our goals. Goal setting is a big part of our culture. Everyone is encouraged to create a vision for their ideal life and to set personal, health and career goals to achieve that vision. Having goals set encourages people to push forward and strive for success. Reaching your desired locals, will give and individual the feeling of accomplishment, the outlook to become successful to achieve their dreams and provide for their families.

Goal Setting is the process of specifying desired outcomes toward which individuals, teams, departments, and organizations will strive and is intended to increase organizational efficiency and effectiveness (Helloing ; Slouch, 2011). It is an essential tool to clarify and to identify the roles and perception of the organization by the implementation of performance objectives which would improve work performance as well as job satisfaction. While goal-setting is one f the most important motivational tools, it will also help my performance in my new position as Director of Clinical Services.

Motivation is the state or condition of being motivated. If you have a mind frame of becoming successful and the motivation to complete what you have started, then the outcome will be very rewarding in your life as well as your career. A few goals that I will set to motivate my performance would be Goals regulate effort. Not only do goals direct our attention, they motivate us to act (Helloing ; Slouch). As Director of Clinical Services setting a goal that I can set out to accomplish will keep my attention to act on putting my words into action.

My goal was to become successful and having a career where I love and enjoy coming to work. It was a powerful process, thinking about my ideal future, and motivating me to turn my vision into a reality. The goal that I set to be Director was a challenge, I saw it very clear and challenging but I knew that it would lead to higher performance which would give me more motivation and self-confidence. I recognize my own abilities and competence in achieving the goals that I have set. Stressful Situations Life can bring situations that might keep us stressed for a few days, weeks, r months.

Even if we’re not always thinking about this stress, it can be like a background soundtrack playing in our lives. It’s hard to avoid stress these days with so many competing demands for your time and attention. Stress is something that we all encounter from everyday life; going through the many challenges from family, finances, work to relationships. We tend to feel like everyone is counting on us to deal with every problem that sometimes we cannot fix. We all want to feel safe and secure, but as we get older, we realize that we cannot always count on things being the same.

We experience different incidents in our lives that turn our world upside down and cause us to feel stress. Most of these incidents in our lives has turned our world upside down and cause us to feel stress. Most of these incidents we cannot control, others we can control to a certain degree. Stress is the excitement, feeling of anxiety, and or physical tension that occurs when the demands or stresses placed on an individual are thought to exceed the person’s ability to cope (Helloing & Slouch, 2011 The definition of stress describes me in the way I deal with stressful situations.

My stress comes upon me at a slow pace; it builds up overtime and grows more intense by the day. I tend to shut down, keep to myself and try to deal with the problems by finding a positive situation. Sometimes that does not work, I find myself snapping at others, having a bad attitude and just feel disgusted often; but I know that I cannot bring that into my new position. As Director of Clinical Services I know that I will be faced with very stressful situations that will have my back pushed up against a wall, and I will not be able to make everyone happy.

According to Illus. and Paltrier, I came across a few steps I can take to manage he steps associated with my new position: 1) Identify the cause of the stress, and choose a response that will give me the power instead of me becoming powerless. 2) Make a plan. I can write out a plan with attainable goals and a time line for reaching those goals. 3) Take one step at a time. Things may get overwhelming, but remember: the journey of a thousand miles begins with one step. 4) Shake it off.

I will inhale deeply, count to five then exhale. Start thinking positive thoughts, and getting more exercise on a regular basis will keep the stress levels down and your mind clear of negative thoughts. Learning how to remain calm in times of stress will not only make things go more smoothly, it can also help me lead a healthier, happier more fulfilling life and career. Nonverbal and Cultural barriers to Communication Being Director of Clinical Services, I will be among varies ethnicities and ages dealing with the elderly.

I have to be aware of different cultures and the way they communicate that may be offensive to them. Communication is the exchange of meaning: it is my attempt to let you know what I mean. Communication is one of those things that are always there to be worked on. Therefore, it has a tendency to fall back in the list of priorities when you are busy and forced to focus on tasks that are urgent or time sensitive. The consequences to not addressing communication issues are often not felt until the situation gets out of control.

Effective communication with people of different cultures is especially challenging. Cultures provide people with ways of thinking, ways of seeing, hearing, and interpreting the world. Thus the same words can mean different things to people from different cultures, even when they talk the same language. Communicating without using language is difficult even when it is with someone of the same culture, but communicating in a working environment, people have different religious and social structures they need to find ways to understand each other.

Communication includes sending both verbal messages (words) and nonverbal messages (tone of voice, facial expression, behavior, and physical setting). Understanding the cultural rules of etiquette is important when it comes to nonverbal communication. I would address nonverbal and cultural barriers to communication by the interaction we will have with one another from our DOD language to the eye contact we make, the gestures and lastly to showing emotion. I would simply encourage my team to be aware of the choice of words and the tone of voice when speaking with patients.

Many cultural differences take the form of nonverbal communications. A discussion of “body language” would not be complete without addressing the many nonverbal customs, signals, and gestures that are part of cross-cultural communication (Ting-Toomey, 1999). Even though we are all human, we have to take into account of our surroundings and cultures that make up our beautiful world. We may not all be room the same country or state but we have all been taught respect, and dignity no matter your background.

We will work with one another and have relationships with each other that will bring each culture to be able to work together as a team. Once we all grasp this concept then the world will be a better place for all.

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