assigned or assignment

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Meaning of assignment in English

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• It was a jammy assignment - more of a holiday really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• undertaking

You can also find related words, phrases, and synonyms in the topics:

assignment | American Dictionary

Assignment | business english, examples of assignment, collocations with assignment.

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[ uh - sahyn -m uh nt ]

She completed the assignment and went on to other jobs.

Synonyms: job , obligation

He left for his assignment in the Middle East.

• an act of assigning; appointment.
• the transference of a right, interest, or title, or the instrument of transfer.
• a transference of property to assignees for the benefit of creditors.

/ əˈsaɪnmənt /

• something that has been assigned, such as a mission or task
• a position or post to which a person is assigned
• the act of assigning or state of being assigned

assignment of a lease

• the document effecting such a transfer
• the right, interest, or property transferred
• law (formerly) the transfer, esp by an insolvent debtor, of property in trust for the benefit of his creditors
• logic a function that associates specific values with each variable in a formal expression
• history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

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Other words from.

• misas·signment noun
• nonas·signment noun
• reas·signment noun

Word History and Origins

Origin of assignment 1

Synonym Study

Example sentences.

Yariel Valdés González and I faced these challenges while on assignment in South Florida and the Deep South from July 21-Aug.

They’re putting time into decoration just as they would in their physical classroom, and students can interact with the space by, say, clicking on a bookshelf to get a reading assignment.

For now, if the district moves to in-person learning, instruction in Carlsbad will take place on campus five days per week and students may engage in additional independent practices and other assignments at home.

The assignments must also respect the relationships between the elements in the group.

It’s very hard, by the way, to do real random assignment studies of couples therapy.

His most recent assignment was the 84th Precinct, at the Brooklyn end of the Brooklyn Bridge.

When Lewis was shipped off to Vietnam, his son was just three months old, and the timing of the assignment worried Lewis.

When Vial got that first assignment, she was just beginning her photography career, and Cirque du Soleil was only a few years old.

“For our winter issue, we gave ourselves one assignment: Break The Internet,” wrote Paper.

By the 1950s the rapid assignment of gender to an ambiguously gendered infant had become standard.

Consent to an assignment may be given by the president of the company, without formal vote by the directors.

A transfer by the lessee of the whole or a part of his interest for a part of the time is a sublease and not an assignment.

An assignment to one who has an insurable interest as relative, creditor and the like, is always valid.

When an assignment of it is made, the assignee may sue in his own name for rent accruing after the assignment.

In some states statutes forbid the assignment of such policies for the benefit of creditors.

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• English Only

Assigned/ assigned with/ assigned to

• Thread starter nathan95
• Start date Sep 24, 2016
• Sep 24, 2016

Good evening, I found the following sentence on a blog: "During my internship I was assigned with various tasks". Well, I am absolutely sure that it is correct but a doubt have arisen in my mind: is it possibile to substitute "with" with "to" or not putting a preposition at all? If no, could you explain to me the right usage of the three constructions? Thank you in advance.  

Glenfarclas

Senior member.

nathan95 said: Well, I am absolutely sure that it is correct Click to expand...

nathan95 said: ...or not putting a preposition at all? Click to expand...

@Glenfarclas thank you very much !! But.. is it still wrong if the sentence was "I was assigned with a variety of tasks?"  

nathan95 said: But.. is it still wrong if the sentence was "I was assigned with a variety of tasks?" Click to expand...

You could also say use "to" but the emphasis shifts. I was assigned various tasks = Various tasks were assigned to me. I was assigned to various tasks = I was put to work at various tasks.  

Edinburgher

Barque said: I was put to work at on various tasks. Click to expand...

• Nov 28, 2016

Correct, because you are not assigned to a task. You may be assigned to a department or a project. You are assigned a task or tasks (to do).  

• Feb 1, 2020

What about this sentence, "I was assigned AS a sales manager last year." Is this correct?  

If you mean that you were appointed to the position of sales manager, then no. But it might work in a special context: I was temporarily assigned to our Vienna office as sales manager until their usual manager returns from maternity leave.  

• Feb 5, 2020

Edinburgher said: If you mean that you were appointed to the position of sales manager, then no. But it might work in a special context: I was temporarily assigned to our Vienna office as sales manager until their usual manager returns from maternity leave. Click to expand...

Prepositions after "assign"

assign to, by, for, in or as?

In 74% of cases "assign to" is used

Functions and meanings are assigned to places.

They were randomly assigned to one of four groups.

He wasn't even assigned to shutdown Yakupov's line.

Thus, they did not assign to the invasion the full strength that was available to them.

More info on the CUSIP numbers that are assigned to every single security in the world.

Tasks and deadlines can be recorded and assigned to different projects or in categories.

If you spend your 4 years writing only those programs assigned to you I'd sure it is difficult to find a good job.

However, there was no way to find out whether the cop had actually undertaken the patrolling task assigned to him.

Those provincial governors assigned to that region of the world were often thought to have received hardship posts.

Parent Cluster Virtual 1 What you'll have will depend on how many NIC's you have and what roles you assigned to them.

In 10% of cases "assign by" is used

It is assigned by teachers of all academic levels.

I was assigned by the Toronto Star to interview Stevie Wonder.

Performs other duties as may be assigned by his/her superiors.

Performs any other Duties and Responsibilities as may be assigned by his/her senior 1.

He was talking about Islam the Deen he was assigned by God to propagate God's religion.

If not, the coming election for President will be walk over again or assigned by the OMO.

The eye-care professional must provide a professional license number if a number was assigned by the other state or country.

This Agreement and Licensee's right to use the Services may not be assigned by Licensee without the prior written approval of Licensor.

Until relatively recently, students received an education paid for by the state, and after graduation they got jobs assigned by the state.

The content of these pages comes from flow children of the fo:page-sequence as assigned by the flow-map in effect for that fo:page-sequence.

In 4% of cases "assign for" is used

He is specially assigned for rejuvenating Party's student front.

None of the police assigned for my safety will be able to do anything.

Questions abound on which officers are being assigned for weekend work and which are not being assigned.

On the solar home rooftop programme, Fong said a further 6MW would be assigned for the first half of next year.

There will be a time period assigned for the repayment of the loan that has to be accomplished by the borrower.

Can students sit for the end of semester examination without completing the continuous assesments evaluations assigned for the unit(s)? No.

Almost everybody despises homework, but it's assigned for a reason: to help you understand the lesson by coming to grips with the information on your own terms.

The race of the baby, which is not reported on the birth record, was once assigned for purposes of published statistics by an algorithm based on the parents ' races.

In 3% of cases "assign in" is used

The provisional grade of ' IP ' is assigned in the intervening semesters.

Out of this number, 2,415 officers and enlisted men were assigned in Cavite and Iloilo harbor.

Why is that an issue? Well, a mortgage can not be assigned in to a fake trust AFTER the closing/cut-off dates.

Visitors were assigned in groups of 4 and each group member was limited by taking away one of the above mentioned senses or abilities.

Like most (?) males, prior to meeting my life partner, I never truly acknowledged/realized the privileged position males are automatically assigned in society.

MODULE 2: Stage Management in Production 2 Students will be assigned in the role of Stage Manager to one of the final year productions of the Bachelor in Acting degree.

In 2% of cases "assign as" is used

Mobile IP works by having an access point assigned as the home agent for each user.

A number calculated from the bond energy is assigned as the electronegativity of the element.

In October 2011, he was assigned as the assistant to the Chairman of the Joint Chiefs of Staff.

Victor and 3 other persons would go on to be assigned as a Malaysian Instructor for Orange Roshan.

He was then assigned as Director, Intelligence Directorate, Office of Naval Intelligence in September 1998.

From February 2002 through March 2005, Murrett was assigned as the Vice Chair Director for Intelligence, on the Joint Staff.

In 1% of cases "assign at" is used

It would be racist if she said it is due to a particular trait in the community which was assigned at birth.

It recognises that a person's subjectively felt and self-defined gender may or may not correspond with the gender assigned at birth.

I have been exploring cakephp for the last 6 months for a project that I was assigned at the Eurocenter DDC in my Industrial training period.

In 1% of cases "assign from" is used

It would have meant that but, with just over three minutes left, Andrew Crescenzi, recently assigned from the Marlies, went to the box.

In 1% of cases "assign into" is used

Why is that an issue? Well, a mortgage can not be assigned into a fake trust AFTER the closing/cut-off dates.

Sixty male Sprague-Dawley rats were randomly assigned into ten subgroups: vehicle (1-5) and experimental (6-10).

In 1% of cases "assign on" is used

Thanks to them, muscle tendon attachment is being assigned on 3-4 times larger area than cross section.

All Calendars Group The first thing that you want to review is how the access rights are assigned on your All Calendars group.

All requests are assigned on a first-come, first-served basis, so the earlier you make your reservations, the better your chance of receiving your first choice hotel.

In 1% of cases "assign with" is used

User Levels and Groups What are Administrators? Administrators are members assigned with the highest level of control over the entire board.

It is also important to note that the company assigned with the project shall be solely responsible for its completion, except when outsourcing has been negotiated with.

The priest assigned with transferring the relic told officials he was distracted on the train by three men who asked him for directions and then disembarked several stops ahead him.

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Definition of assign verb from the Oxford Advanced Learner's Dictionary

• assign something (to somebody) The teacher assigned a different task to each of the children.
• The two large classrooms have been assigned to us.
• assign somebody something We have been assigned the two large classrooms.
• The teacher assigned each of the children a different task.

Want to learn more?

Find out which words work together and produce more natural-sounding English with the Oxford Collocations Dictionary app. Try it for free as part of the Oxford Advanced Learner’s Dictionary app.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 12 May. 2024.

More from Merriam-Webster on assignment

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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Definition of 'assignment'

assignment in American English

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Options Exercise, Assignment, and More: A Beginner's Guide

So your trading account has gotten options approval, and you recently made that first trade—say, a long call in XYZ with a strike price of $105. Then expiration day approaches and, at the time, XYZ is trading at $105.30.

Wait. The stock's above the strike. Is that in the money 1 (ITM) or out of the money 2  (OTM)? Do I need to do something? Do I have enough money in my account? Help!

Don't be that trader. The time to learn the mechanics of options expiration is before you make your first trade.

Here's a guide to help you navigate options exercise 3 and assignment 4 —along with a few other basics.

In the money or out of the money?

The buyer ("owner") of an option has the right, but not the obligation, to exercise the option on or before expiration. A call option 5 gives the owner the right to buy the underlying security; a put option 6  gives the owner the right to sell the underlying security.

Conversely, when you sell an option, you may be assigned—at any time regardless of the ITM amount—if the option owner chooses to exercise. The option seller has no control over assignment and no certainty as to when it could happen. Once the assignment notice is delivered, it's too late to close the position and the option seller must fulfill the terms of the options contract:

• A long call exercise results in buying the underlying stock at the strike price.
• A short call assignment results in selling the underlying stock at the strike price.
• A long put exercise results in selling the underlying stock at the strike price.
• A short put assignment results in buying the underlying stock at the strike price.

An option will likely be exercised if it's in the option owner's best interest to do so, meaning it's optimal to take or to close a position in the underlying security at the strike price rather than at the current market price. After the market close on expiration day, ITM options may be automatically exercised, whereas OTM options are not and typically expire worthless (often referred to as being "abandoned"). The table below spells it out.

• If the underlying stock price is...
• ...higher than the strike price
• ...lower than the strike price
• If the underlying stock price is... A long call is... -->
• ...higher than the strike price ...ITM and typically exercised -->
• ...lower than the strike price ...OTM and typically abandoned -->
• If the underlying stock price is... A short call is... -->
• ...higher than the strike price ...ITM and typically assigned -->
• If the underlying stock price is... A long put is... -->
• ...higher than the strike price ...OTM and typically abandoned -->
• ...lower than the strike price ...ITM and typically exercised -->
• If the underlying stock price is... A short put is... -->
• ...lower than the strike price ...ITM and typically assigned -->

The guidelines in the table assume a position is held all the way through expiration. Of course, you typically don't need to do that. And in many cases, the usual strategy is to close out a position ahead of the expiration date. We'll revisit the close-or-hold decision in the next section and look at ways to do that. But assuming you do carry the options position until the end, there are a few things you need to consider:

• Know your specs . Each standard equity options contract controls 100 shares of the underlying stock. That's pretty straightforward. Non-standard options may have different deliverables. Non-standard options can represent a different number of shares, shares of more than one company stock, or underlying shares and cash. Other products—such as index options or options on futures—have different contract specs.
• Stock and options positions will match and close . Suppose you're long 300 shares of XYZ and short one ITM call that's assigned. Because the call is deliverable into 100 shares, you'll be left with 200 shares of XYZ if the option is assigned, plus the cash from selling 100 shares at the strike price.
• It's automatic, for the most part . If an option is ITM by as little as $0.01 at expiration, it will automatically be exercised for the buyer and assigned to a seller. However, there's something called a do not exercise (DNE) request that a long option holder can submit if they want to abandon an option. In such a case, it's possible that a short ITM position might not be assigned. For more, see the note below on pin risk 7 ?
• You'd better have enough cash . If an option on XYZ is exercised or assigned and you are "uncovered" (you don't have an existing long or short position in the underlying security), a long or short position in the underlying stock will replace the options. A long call or short put will result in a long position in XYZ; a short call or long put will result in a short position in XYZ. For long stock positions, you need to have enough cash to cover the purchase or else you'll be issued a margin 8 call, which you must meet by adding funds to your account. But that timeline may be short, and the broker, at its discretion, has the right to liquidate positions in your account to meet a margin call 9 . If exercise or assignment involves taking a short stock position, you need a margin account and sufficient funds in the account to cover the margin requirement.
• Short equity positions are risky business . An uncovered short call or long put, if assigned or exercised, will result in a short stock position. If you're short a stock, you have potentially unlimited risk because there's theoretically no limit to the potential price increase of the underlying stock. There's also no guarantee the brokerage firm can continue to maintain that short position for an unlimited time period. So, if you're a newbie, it's generally inadvisable to carry an options position into expiration if there's a chance you might end up with a short stock position.

A note on pin risk : It's not common, but occasionally a stock settles right on a strike price at expiration. So, if you were short the 105-strike calls and XYZ settled at exactly $105, there would be no automatic assignment, but depending on the actions taken by the option holder, you may or may not be assigned—and you may not be able to trade out of any unwanted positions until the next business day.

But it goes beyond the exact price issue. What if an option is ITM as of the market close, but news comes out after the close (but before the exercise decision deadline) that sends the stock price up or down through the strike price? Remember: The owner of the option could submit a DNE request.

The uncertainty and potential exposure when a stock price and the strike price are the same at expiration is called pin risk. The best way to avoid it is to close the position before expiration.

The decision tree: How to approach expiration

As expiration approaches, you have three choices. Depending on the circumstances—and your objectives and risk tolerance—any of these might be the best decision for you.

1. Let the chips fall where they may.  Some positions may not require as much maintenance. An options position that's deeply OTM will likely go away on its own, but occasionally an option that's been left for dead springs back to life. If it's a long option, the unexpected turn of events might feel like a windfall; if it's a short option that could've been closed out for a penny or two, you might be kicking yourself for not doing so.

Conversely, you might have a covered call (a short call against long stock), and the strike price was your exit target. For example, if you bought XYZ at $100 and sold the 110-strike call against it, and XYZ rallies to $113, you might be content selling the stock at the $110 strike price to monetize the $10 profit (plus the premium you took in when you sold the call but minus any transaction fees). In that case, you can let assignment happen. But remember, assignment is likely in this scenario, but it is not guaranteed.

2. Close it out . If you've met your objectives for a trade, then it might be time to close it out. Otherwise, you might be exposed to risks that aren't commensurate with any added return potential (like the short option that could've been closed out for next to nothing, then suddenly came back into play). Keep in mind, there is no guarantee that there will be an active market for an options contract, so it is possible to end up stuck and unable to close an options position.

The close-it-out category also includes ITM options that could result in an unwanted long or short stock position or the calling away of a stock you didn't want to part with. And remember to watch the dividend calendar. If you're short a call option near the ex-dividend date of a stock, the position might be a candidate for early exercise. If so, you may want to consider getting out of the option position well in advance—perhaps a week or more.

3. Roll it to something else . Rolling, which is essentially two trades executed as a spread, is the third choice. One leg closes out the existing option; the other leg initiates a new position. For example, suppose you're short a covered call on XYZ at the July 105 strike, the stock is at $103, and the call's about to expire. You could attempt to roll it to the August 105 strike. Or, if your strategy is to sell a call that's $5 OTM, you might roll to the August 108 call. Keep in mind that rolling strategies include multiple contract fees, which may impact any potential return.

The bottom line on options expiration

You don't enter an intersection and then check to see if it's clear. You don't jump out of an airplane and then test the rip cord. So do yourself a favor. Get comfortable with the mechanics of options expiration before making your first trade.

1 Describes an option with intrinsic value (not just time value). A call option is in the money (ITM) if the stock price is above the strike price. A put option is ITM if the stock price is below the strike price. For calls, it's any strike lower than the price of the underlying equity. For puts, it's any strike that's higher.

2 Describes an option with no intrinsic value. A call option is out of the money (OTM) if its strike price is above the price of the underlying stock. A put option is OTM if its strike price is below the price of the underlying stock.

3 An options contract gives the owner the right but not the obligation to buy (in the case of a call) or sell (in the case of a put) the underlying security at the strike price, on or before the option's expiration date. When the owner claims the right (i.e. takes a long or short position in the underlying security) that's known as exercising the option.

4 Assignment happens when someone who is short a call or put is forced to sell (in the case of the call) or buy (in the case of a put) the underlying stock. For every option trade there is a buyer and a seller; in other words, for anyone short an option, there is someone out there on the long side who could exercise.

5 A call option gives the owner the right, but not the obligation, to buy shares of stock or other underlying asset at the options contract's strike price within a specific time period. The seller of the call is obligated to deliver, or sell, the underlying stock at the strike price if the owner of the call exercises the option.

6 Gives the owner the right, but not the obligation, to sell shares of stock or other underlying assets at the options contract's strike price within a specific time period. The put seller is obligated to purchase the underlying security at the strike price if the owner of the put exercises the option.

7 When the stock settles right at the strike price at expiration.

8 Margin is borrowed money that's used to buy stocks or other securities. In margin trading, a brokerage firm lends an account owner a portion of the purchase price (typically 30% to 50% of the total price). The loan in the margin account is collateralized by the stock, and if the value of the stock drops below a certain level, the owner will be asked to deposit marginable securities and/or cash into the account or to sell/close out security positions in the account.

9 A margin call is issued when your account value drops below the maintenance requirements on a security or securities due to a drop in the market value of a security or when a customer exceeds their buying power. Margin calls may be met by depositing funds, selling stock, or depositing securities. Charles Schwab may forcibly liquidate all or part of your account without prior notice, regardless of your intent to satisfy a margin call, in the interests of both parties.  

Just getting started with options?

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Related topics.

Options carry a high level of risk and are not suitable for all investors. Certain requirements must be met to trade options through Schwab. Please read the Options Disclosure Document titled " Characteristics and Risks of Standardized Options " before considering any options transaction. Supporting documentation for any claims or statistical information is available upon request.

With long options, investors may lose 100% of funds invested. Covered calls provide downside protection only to the extent of the premium received and limit upside potential to the strike price plus premium received.

Short options can be assigned at any time up to expiration regardless of the in-the-money amount.

Investing involves risks, including loss of principal. Hedging and protective strategies generally involve additional costs and do not assure a profit or guarantee against loss.

Commissions, taxes, and transaction costs are not included in this discussion but can affect final outcomes and should be considered. Please contact a tax advisor for the tax implications involved in these strategies.

The information provided here is for general informational purposes only and should not be considered an individualized recommendation or personalized investment advice. The investment strategies mentioned here may not be suitable for everyone. Each investor needs to review an investment strategy for his or her own particular situation before making any investment decision.

All expressions of opinion are subject to change without notice in reaction to shifting market conditions. Data contained herein from third-party providers is obtained from what are considered reliable sources. However, its accuracy, completeness, or reliability cannot be guaranteed.

Examples provided are for illustrative purposes only and not intended to be reflective of results you can expect to achieve.

Short selling is an advanced trading strategy involving potentially unlimited risks and must be done in a margin account. Margin trading increases your level of market risk. For more information, please refer to your account agreement and the Margin Risk Disclosure Statement.

• Using Backlog Management

How Assignment Set Hierarchy Determines Which Sourcing Rule Is Used in Backlog Management

The sourcing assignment levels that you select when you create sourcing assignments in an assignment set formulate a sourcing hierarchy for that assignment set. The backlog planning process uses the sourcing hierarchy to determine which sourcing rule or bill of distribution to follow to find a source for a specific item. It always uses the most specific sourcing rule or bill of distribution that's applicable in the hierarchy.

Settings That Affect the Sourcing Hierarchy

The position of a sourcing rule or a bill of distribution in the sourcing hierarchy is determined by these two factors:

The assignment level at which you assigned the sourcing rule or bill of distribution to the assignment set.

The rule or bill type which can be global sourcing rule, local sourcing rule, bill of distribution, or source organization. Source organization is the type used to designate when the set of item attribute values is what determines the source instead of a sourcing rule or bill of distribution.

For example, if a plant initially receives all items belonging to a specific item category, such as the Fasteners item category, from Supplier A, then the sourcing rule to buy from Supplier A can be assigned at the Category assignment level for the Fastener item category.

If you then determine that a specific fastener is to be sourced from a different supplier, Supplier B for example, then you can assign a different sourcing rule to buy from Supplier B at the item level for the specific fastener. The detailed-to-general hierarchy determines that the specific fastener will be sourced from Supplier B, while all other fasteners are still sourced from Supplier A.

How the Sourcing Hierarchy Determines Which Rule Is Used

The sourcing hierarchy can be envisioned as a detailed-to-general table where each row in the table is a combination of assignment level and rule type. The first row, the row where a sourcing rule is assigned at the item and customer and customer site assignment level, is the most specific row. The last row, the row where a global sourcing rule is assigned at the global assignment level, is the most general row. You use the sourcing hierarchy to answer which sourcing rule, bill of distribution, or set of item attribute values will be used to find a source for a specific combination of values of these four criteria:

Assignment set

Organization

For the sourcing rules and bills of distribution within the assignment set where the effective date of the sourcing assignment meets the date criteria, each rule or bill is associated with a specific row in the sourcing hierarchy. The sourcing assignment attribute values, such as the item value, determine which of the rules, bills, and set of item attributes are applicable to the specific criteria set. Multiple rules, bills, or item attributes can be applicable; therefore, multiple rows can be applicable. The rule, bill, or set of item attributes associated with the highest row in the hierarchy is the rule, bill, or set of item attributes that will be followed to determine the source.

From the Manage Assignment Sets page, you can click the View Sourcing Hierarchy button to view a table containing rows of the sourcing hierarchy.

This table lists the sourcing hierarchy. The most specific, most granular, row is the first row. The least specific, least granular row, is the last row.

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Blank screen on student iPad for reading progress assignment

I have assigned several reading progress programs to my students. However when they tap 'let's go' it loads a blank screen. Microphone and camera are allowed and it says recording but blank screen. Please can you assist.

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Hi Fiona M My Name is Jen A, Thank you for reaching out to us. I am sorry for this inconvenience / Do not worry, I will help you sort this issue/Rest assured that I will do my best to assist you with this matter. An answer from my colleague from community as well: Does the situation only happen in Teams application? If student use browser and access Teams for the web application, can they load Reading Progress? Feel free to let us know the result when you test Reading Progress by using Teams web app in browser. If issue still happens, we'd like to confirm that if you try a different assignment with Reading Progress, just for test purpose, does same situation still happen on iPad? This can help you narrow down the situation and check whether the issue happens in a specific assignment. Let us know how it goes, we're here to help you further if needed. Jen A.

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Sunday’s Transactions

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Major League Baseball

American League

HOUSTON ASTROS — Assigned SS Grae Kessinger to Sugar Land (PCL) on a rehab assignment.

KANSAS CITY ROYALS — Assigned RHP Alec Marsh to Omaha (IL) on a rehab assignment. Optioned RHP Colin Selby to Omaha. Recalled LHP Daniel Lynch IV from Omaha.

NEW YORK YANKEES — Assigned RHP Nick Burdi to Somerset (EL) on a rehab assignment.

TORONTO BLUE JAYS — Reinstated RHP Alek Manoah from the 15-day IL. Optioned LHP Brendon Little to Buffalo (IL).

National League

ARIZONA DIAMONDBACKS — Reinstated RHP Ryne Nelson from the 15-day IL. Optioned LHP Brandon Hughes to Reno (PCL).

LOS ANGELES DODGERS — Assigned RHP Connor Brogdon to Oklahoma City (PCL) on a rehab assignment. Reinstated RHP Blake Treinen from the 15-day IL. Placed RHP Evan Phillips on the 15-day IL.

MIAMI MARLINS — Designated RHP Darren McCaughan for assignment. Assigned LHP Jesus Luzardo to Jupiter (FSL) on a rehab assignment. Selected the contract of RHP Eli Villalobos from Jacksonville (IL).

ST. LOUIS CARDINALS — Reinstated OF Dylan Carlson from the 10-day IL. Optioned C Pedro Pages to Memphis (IL).

SAN DIEGO PADRES — Optioned 2B Eguy Rosario to El Paso (PCL). Selected the contract of 2B Donovan Solano from El Paso. Placed RHP Joe Musgrove on the 15-day IL.

SAN FRANCISCO GIANTS — Recalled RHP Daulton Jefferies from Sacramento (PCL). Designated RHP Mitch White for assignment. Selected the contract of C Jackson Reetz from Sacramento. Placed C Tom Murphy on the 10-day IL.

Women’s National Basketball Association

DALLAS WINGS — Waived G Ashley Owusu.

MINNESOTA LYNX — Waived Fs Mimi Collins and Jaime Nared.

National Hockey League

BOSTON BRUINS — Recalled G Michael DPietro and F Patrick Brown from Providence (AHL).

FLORIDA PANTHERS — Recalled Fs Rasmus Asplund, Will Lockwood, Justin Sourdif, Adam Mechura and Mackie Samoskevich, G Magnus Hellberg and Ds Matt Kiersted, Michael Benning and Rayn Mast from Charlotte (AHL).

Minor League

American Hockey League

PROVIDENCE BRUINS — Recalled Fs Adam Mechur and Owen Pederson and Ds Ethan Ritchie from Maine (ECHL).

IDAHO STEELHEADS — Activated D Nicholas Canade and F Connor Mylymok from reserve. Placed Fs Francesco Arcuri and Jade Miller on reserve.

Should you give job applicants an assignment during the interview process? Be thoughtful about the ask

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

To find the best fit, many companies still lean on a strategy that continues to generate debate : the assignment. Some candidates believe their experience and interviews should give prospective employers enough information to determine whether they will fit the role. Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Is the assignment valuable enough to the evaluation process that they cannot move someone forward without it? Sometimes it is—sometimes they help an employer decide between two strong candidates. And if they are necessary, how can employers make assignments fair and equitable for the candidate or candidates?

When done right, assignments help assess practical skills and problem-solving abilities, giving a clearer picture of a candidate beyond what their resume or interview reveals. But employers should be thoughtful about the ask. While it may make sense for roles that require specific technical expertise or creative thinking, it isn’t appropriate for all roles—so assignments should always be given with a clear reason for why they are needed.

Plus, they don’t just benefit the employer. For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail. Remember that the candidate should be interviewing the company, too. Having a test run of the work they’d be asked to do is a great way to see whether they believe the role is a fit.

However, there is a rift in how people perceive the assignment as part of the interview process. Workers today span many generations, each with unique values and expectations. Whereas older workers often prioritize stability and loyalty, younger millennials and Gen Zers are more focused on flexibility and work well-being, Indeed data shows .

This mindset impacts the amount of time and energy a candidate is willing to devote to each application. After multiple rounds of interviews and prep, taking on an in-depth assignment may feel like a bridge too far—especially if the expectations for the assignment are not clearly communicated ahead of time.

Some candidates are wary of providing free labor to a company that may use their work and not hire them. Hiring managers should be clear about how the work will be used. They may also consider offering compensation if the assignment requires more than a couple hours of someone’s time, or if they plan to use the work without hiring the candidate.

The key for early career candidates in particular is to ensure their time and efforts are respected. This is a win-win for employers: By providing clarity and transparency, they not only elicit the additional information they want from candidates, but they demonstrate that the organization is transparent and fair.

Equity is also imperative: Which candidates are being asked to complete assignments? Is the hiring team consistent in giving out assignments across ages, experience levels, and roles? There should always be a process and clear evaluation criteria in place to ensure fairness.

As we adapt to the rapidly evolving world of work, we must continue to think critically about each step in the hiring process. Candidate assignments can be a valuable tool, but only with appropriate respect for job seekers’ time and contributions.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

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