definition make up assignment

Makeup, make-up or make up

| Grammarist

Makeup is 1.) cosmetics 2.) the composition of something 3.) in American English, a special test or assignment given to a student who has missed a test or assignment. Make up is used as a noun or an adjective. Makeup may also be rendered as the hyphenated make-up , though since the 1980s the hyphen has been dropped for the most part. The word makeup was coined in 1821 to mean manner in which something is put together, it was first used to mean cosmetics in 1886.

Make up is a verb phrase which means 1.) to compose 2.) to invent 3.) to arrange 4.) to apply cosmetics 5.) to reconcile after a quarrel. Make up is also used as an adjective.

Examples The Columbian singer celebrated her 39th birthday by reminding us all how glowing she is without a drop of makeup on, posting a picture of her “birthday bun” on her official social media accounts. ( USA Today ) And at this point she might as well just move into Lagerfeld’s guest room, she’s got so much going on for the brand — after all, it was just announced that she’ll front its next makeup campaign. ( People Magazin e) Gender makeup of Allegheny County Council a concern for some ( The Pittsburgh Post-Gazette ) That was the makeup of Arsenal’s midfield for their FA Cup fourth round clash with Burnley at the Emirates Stadium on Saturday, with Mohamed Elneny making his debut, Francis Coquelin back from injury and Alex Iwobi handed only a third start of his senior career. ( The National ) Stacy Caldwell, College Board’s vice president for college readiness assessment, said the makeup test will probably be scheduled in a month or so, according to Associated Press. ( The South China Morning POst ) Kristen Stewart has landed an amazing new beauty gig: she’s the new face of Chanel make-up. ( Marie Claire Magazine ) John Elway realizes as well as anyone just how difficult a decision it is for an elite quarterback to retire, and he has no plans of putting pressure on Peyton Manning to make up his mind right away. ( The Columbus Dispatch ) If you missed Bruce Springsteen’s Madison Square Garden concert due to Mother Nature’s interference, the Boss has something to make up for the disappointment. ( Billboard Magazine )

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Makeup or Make Up – What’s the Difference?

Home » Makeup or Make Up – What’s the Difference?

When you put cosmetics on your face to look pretty on a date, are you using makeup or make up ?

You are probably beautiful just the way you are, and you don’t need to worry about either of those things, but if you work for a cosmetics company and you are in charge of designing ads, you will need to know the difference between these words.

The short story is that one is a noun and one is a verb, but, for a more in-depth discussion, continue reading.

What is the Difference Between Makeup and Make Up?

In this post, I will compare makeup vs. make up . I will use each term in some example sentences, which will give you an idea how they should appear in context.

I will also demonstrate how to use a mnemonic device that makes choosing make up or makeup a little easier.

When to Use Makeup

For example,

• Julia spends 45 minutes each morning putting on her makeup in the bathroom, which annoys Aries.
• Greg’s last job was in the advertising department of company that sells makeup.

Makeup is a category of products. There are several different types of makeup. People use lipstick to color their lips. Eyeliner, eye shadow, and mascara all emphasize the eyes. Foundation and blush even out and accentuate the color of facial skin. There are other types of makeup, as well. For a more in-depth discussion, consult a cosmetologist.

Makeup can also refer to the composition of something. For example, the chemical makeup of something.

• But there are limits to applying the Hawaii model to the rest of the nation, especially considering this state’s unique economy and political makeup. – The Washington Post

When to Use Make Up

• I need to make up a test that I missed last week, or I will not be able to graduate. (Complete something that was postponed)
• Make up a template for these body routs so that we will be able to make clean, even cuts. (Create something)
• I asked where he had been all day, but he just made up a story. (Fabricate a false event or story)

Here is another example of make-up being used to indicate the completion of something postponed.

• With 20 confirmed cases of measles in New York City, now is a good time to check your children’s vaccination records, make up for any shots missed because of illness or travel and reconsider any stance your family might have taken on delaying or refusing vaccinations. – The New York Times

When this term is constructed as the hyphenated compound make-up , it becomes an adjective , like in the phrases make-up game or make-up test . These phrases describe events that had to be postponed, and are now taking place at a later date instead.

Also, make-up artist , make-up remover , make-up bag .

Trick to Remember the Difference

Now, let’s go over a trick to keep track of make up vs. makeup . Since makeup is a compound noun, like the compound nouns takeout and kickoff , the construction of the word is you clue that makeup is a noun.

Is it makeup or make up? As with many compound nouns and phrasal verbs, these terms are only separated by a single space.

• Makeup is a noun.
• Make up is a verb phrase.

Their usage cases do not overlap; you can only use make up as a verb and makeup as a noun.

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Makeup, Make-up, or Make Up?

"makeup," "make-up," or "make up".

• For the noun and adjective, use "makeup."

• For the verb , use "make up."

Do I Write Make-up, Makeup, or Make Up?

Write makeup (for the noun).

Write Makeup (for the Adjective)

Write make up (for the verb).

This page was written by Craig Shrives .

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How to Deal With Late Work and Makeup Work

Late Work and Make Up Work Policies

• Policies & Discipline
• An Introduction to Teaching
• Tips & Strategies
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.Ed., Curriculum and Instruction, University of Florida
• B.A., History, University of Florida

Late work is a teacher housekeeping task that often causes a classroom management nightmare for teachers. Late work can be especially difficult for new educators who do not have a set policy in place or even for a veteran teacher who has created a policy that just is not working.

There are many reasons why makeup or late work should be allowed, but the best reason to consider is that any work that was deemed important enough by a teacher to be assigned, deserves to be completed. If homework or classwork is not important, or are assigned as "busy work," students will notice, and they will not be motivated to complete the assignments. Any homework and/or classwork a teacher assigns and collects should support a student's academic growth.

There may be students returning from excused or unexcused absences who will need to complete makeup work. There also may be students who have not worked responsibly. There may be assignment completed on paper, and now there may be assignments submitted digitally. There are multiple software programs where students may submit homework or classwork. However, there may be students who lack the resources or support they need at home.

Therefore, it is important that teachers create late work and make-up work policies for hard copies and for digital submissions that they can follow consistently and with a minimum of effort. Anything less will result in confusion and further problems.

Questions to Consider When Creating a Late Work and Makeup Work Policy

• Does my school have a set policy for teachers concerning late work? For example, there might be a schoolwide policy that all teachers are to take off a letter grade for each day late.
• What is my school's policy concerning time for makeup work? Many school districts allow students two days to complete late work for each day they were out.
• What is my school's policy for making up work when a student has an excused absence? Does that policy differ for an unexcused absence? Some schools do not allow students to make up work after unexcused absences.
• Collecting homework (hard copies) at the door as they enter the class.
• Digital submissions to a classroom software platform or app (ex: Edmodo, Google Classroom). These will have a digital time stamp on each document.
• Ask students have to turn homework/classwork into a specific location (homework/classwork box) by the bell to be considered on time.
• Use a timestamp to put on homework /classwork to mark when it was submitted. 
• Determine if you will accept partially-completed homework or classwork. If so, then students can be considered on time even if they have not completed their work. If not, this needs to be clearly explained to students.
• Have students write the date they turn in the homework on the top. This saves you time but could also lead to cheating .
• You write the date the homework was turned in on the top as it is turned in. This will only work if you have a mechanism for students to turn in work directly to you each day.
• If you wish to use a homework collection box, then you can mark the day each assignment was turned in on the paper when you grade each day. However, this requires daily maintenance on your part so that you don't get confused.
• Have an assignment book where you write down all classwork and homework along with a folder for copies of any worksheets/handouts. Students are responsible for checking the assignment book when they return and collecting the assignments. This requires you to be organized and to update the assignment book each day.
• Create a "buddy" system. Have students be responsible for writing down assignments to share with someone who was out of class. If you gave notes in class, either provide a copy for the students who missed or you can have them copy notes for a friend. Be aware that students have to on their own time copy notes and they might not get all the information depending on the quality of the notes copied.
• Only give makeup work before or after school. Students have to come to see you when you are not teaching so that they can get the work. This can be hard for some students who do not have the time to come before or after depending on bus/ride schedules.
• Have a separate makeup assignment that uses the same skills, but different questions or criteria.
• Prepare how will you have students makeup tests and/or quizzes that they missed when they were absent. Many teachers require students to meet with them either before or after school. However, if there is an issue or concern with that, you might be able to have them come to your room during your planning period or lunch to try and complete the work. For students who need to make up assessments, you may want to design an alternate assessment, with different questions.
• Anticipate that long-term assignments (ones where students have two or more weeks to work on) will take much more supervision. Break the project up into chunks, staggering the workload when possible. Breaking up one assignment into smaller deadlines will mean that you are not chasing a large assignment with a high percentage grade that is late.
• Decide how you will address late projects or large percentage assignments. Will you allow late submissions? Make sure that you address this issue at the beginning of the year, especially if you are going to have a research paper or other long-term assignment in your class. Most teachers make it a policy that if students are absent on the day a long-term assignment is due that it must be submitted the day that student returns to school. Without this policy, you might find students who are trying to gain extra days by being absent.

If you do not have a consistent late work or makeup policy, your students will notice. Students who turn their work in on time will be upset, and those who are consistently late will take advantage of you. The key to an effective late work and makeup work policy is good recordkeeping and daily enforcement.

Once you decide what you want for your late work and makeup policy, then stick to that policy. Share your policy with other teachers because there is strength in consistency. Only by your consistent actions will this become one less worry in your school day. 

• Late Work Policy for Teachers Example
• How to Write a School Attendance Policy That Improves Attendance
• Teacher Housekeeping Tasks
• Collecting Homework in the Classroom
• Homework Guidelines for Elementary and Middle School Teachers
• Effective Classroom Policies and Procedures
• You Missed Class: What Do You Do?
• How Teachers Must Handle a "Lazy" Student
• Write IEP Goals for Healthy Student Work Habits
• What to Do If Your Students Come to Class Unprepared
• Creating a Homework Policy With Meaning and Purpose
• Essential Strategies to Help You Become an Outstanding Student
• Tardy Policies for Students
• 8 Common Questions Parents Ask Teachers
• How Much Homework Should Students Have?
• The 10 Things That Worry Math Teachers the Most

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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MISSED exam/assignment & need makeup (PROF advice)

GUIDE to talking to your professor about missing an assignment or exam

As a former professor, with over a decade of experience, I am going to share with you exactly what I would have wanted to hear from my students when they missed an exam or assignment.

And it’s probably not what you would think either.

Then I will let you know how often I would let students makeup a missing assignment or exam so you get a better understanding of your chances.

Finally, I will give you an email template of what to say to your professor when you miss an assignment or exam to help get you a second chance to complete it.

What does it mean to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, this means that the student missed the exam or failed to turn in the assignment. And the student received a zero because they were not present to complete it or failed to turn it in before the deadline.

The professor would give the student an opportunity to complete the exam or assignment and turn it in after the deadline. The grade would replace the missing grade you have because you couldn’t take the exam or didn’t complete the assignment.

It is important to understand the difference between a makeup exam and retaking an exam because these are treated differently by your professors. While some professors may allow a makeup exam, they might not allow students to retake exams.

What is an excuse to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, they want another chance to take it and earn a grade for the assignment. There are some excuses for missing an exam or assignment but it will vary based on the institution and the professor. Some of the excuses to MAKEUP a missed exam or assignment include :

Documented medical issues

Hospitalization

Student related activity

Religious holy days

Funeral of immediate relative

Military duty

Disability accommodations

Internet connection or technical issue (if online)

While I listed some reasons why your professor may allow you to makeup an exam or assignment, I will now tell you some reasons why your professor might NOT allow you to complete a makeup exam or assignment. Keep in mind that your professor may still allow you to complete it late regardless of your excuse.

Some of those reasons may include :

Forgot about it

Studied for another class

Busy with work

Car trouble

Wasn’t prepared

From reviewing the excuses above, you can tell that some of them are more important than others. For example, if you have a valid and documented reason to miss an assignment, then your professor is more likely to allow a makeup opportunity compared to excuses about your unprepardness.

And if you contacted them BEFORE you missed the assignment, you may get to make it up compared to students who reach out to their professors days or even weeks after the missed assignment or exam.

But if you were just unprepared and didn’t take the class seriously, they probably won’t give you another chance to do the assignment late.

One question you should ask yourself is if you didn’t complete the assignment because you were unprepared or unorganized, you may not be entitled to makeup the assignment. But if something traumatic or unavoidable happened, you may get to make it up.

Can you makeup an exam or assignment in college?

College students may be able to makeup an exam or assignment if their professor allows students to have a second chance. It will depend on the student’s excuse and if they have documentation. It will also depend on the professor’s policy.

Some professors are much more lenient when it comes to makeup assignments, while others have strict policies and won’t budge.

Usually there isn’t a university wide policy regarding missed assignments so your professor has a lot of discretion . Professors usually have the ability to let students makeup assignments. While it is not a guarantee, it is something that happens in college.

You won’t know if you can makeup the assignment if you don’t ask. And there is no harm in asking.

As a former professor, I allowed my students an opportunity to makeup an exam or assignment about 10% of the time. This would depend on my particular late policy I had that semester and the student’s excuse.

One time, there was a natural disaster and students couldn’t get online because the internet was completely down. The students really needed to access their online textbook to study. So, those students who were effected by the natural disaster were given an opportunity to complete it late.

Should you ask your professor to makeup an exam or assignment?

If you have a valid excuse, and talk to your professor early, you should ask your professor if you can makeup an assignment to replace the zero you received.

However, I think that anyone who cares about their course grade should ask their professor for a makeup opportunity. Because this zero will effect your overall grade and you never know what your professor will say.

They might allow you to make it up and you wouldn’t know because you didn’t ask. So, regardless if you have a decent excuse, you should still ask because you might be surprised by their answer.

If they say no, oh well. Nothing is lost. But if they say yes, you have a lot to gain by the second chance you’ve been given.

How to talk to your professor about missing an exam or assignment?

Do it quickly.

Go in person.

Explain your circumstances.

Bring documentation.

You don’t want to wait and talk to your professor about making up an assignment weeks after it was due. After so much time has passed, your professor isn’t going to let you complete it late.

However, if you go soon after the assignment was due or the exam date passed, your professor is more likely to give you have a second chance.

I want to mention that you aren’t required to provide medical documentation to your professor , at least not directly. I wouldn’t want to share my personal medical information with my professor. Now, if it’s just a doctor’s note excusing you from the class, that’s one thing, but if it’s your hospital discharge papers, that’s too personal.

If you have this documentation, you might need to talk to someone in the accommodation’s office to see if you can get some reasonable accommodations for your medical issues.

Just let your professor know that you are working on this process to keep them in the loop. I guess this process could be different depending on what country you live in and if you are at a private or public university.

You may want to try and get an EXTENSION on your assignment r ather than missing it and making it up. So, if you see a deadline for an assignment, and you are worried you cannot complete it, you should talk to your professor about getting an extension first.

But if you already missed the exam or assignment, that won’t help you. I will tell you what I wish my students would have said to me when they missed an assignment.

BEFORE you ask for a second chance, please review your professor’s syllabus. Sometimes students would email me about a missed assignment, but I had to explain to them that they could still complete it late for a penalty. They would have known that if they read the syllabus before sending me an email.

I think it’s important to look at your syllabus first because you might be able to turn it in or complete it late RIGHT NOW. And if you take the time to email your professor, it will cause delay. You may miss a deadline for a second chance because you are waiting on an email from your professor.

So, it’s really important to understand what your professor’s policies are in regards to late assignments or missed exams.

What to tell your professor when you miss an assignment

If you miss an exam or assignment in college, you need to talk to your professor immediately. Explain why you missed it. If you have documentation, provide it.

And then tell them that you want the opportunity to complete it late.

You can let them know you would even be willing to complete it for a late penalty.

I need to tell you that you should be honest in your communication to your professor. I don’t want you to simply copy and paste my example, but edit it to fit your needs. I am just sharing with you an example of what I would have liked to hear from my former students.

You should tell your professor the TRUTH when you are asking to makeup something in their course .

Email template to professor for missed exam

Here is an example of what I would have loved to have heard from my students when they missed an assignment.

Dear Professor, I missed our last exam because I was attending my grandfather’s funeral. I have a link to his obituary at the bottom of this email for verification. I was spending time with my family and grieving the loss of my closest grandfather when I missed our latest exam. The funeral was in another state so I had travel arrangements too. I would have sent an email earlier but I was in a frenzy. I would love the opportunity to complete the exam. If I don’t get to complete this exam, I worry that the zero I received will really hurt my overall grade in this course and this does not reflect my knowledge of the subject. By completing the exam, I will be learning the material better by studying. And the exam grade will let me know if I am on track and I can see my progress in the course. While I am concerned about the zero I received, I am more concerned about missing the opportunity to monitor my progress in this course to understand if I am missing important concepts. When I study for the exam, I will learn more of the class material. This will help me in the future. I am willing to take the exam at the most convenient time for you and with a penalty, if necessary. I would also be willing to take a modified version of the exam, if necessary. Thank you.

Look, you are really trying to let them know that the missing assignment is only half of your concern but your biggest concern is how missing the exam hurts your progress in the course.

Think about it for a second. If you don’t study and prepare for the exam, that is valuable information your will never learn. And if you want to complete an assignment late, the feedback that you get from your professor is critical to your college education.

How can you tell how well you are doing in the class if you don’t get to complete the assignments? Your professor will be glad that you are worried about this more than a grade.

But remember, if you don’t really care either way, you shouldn’t pretend. Just tell them the truth. This is just what I would have wanted to hear.

Can you makeup a final exam in college?

Since college final exams are at the end of the semester, students won’t typically be allowed an opportunity to makeup a final exam.

When I was a professor, we had to enter grades within a day or two after the final exam. This means that there was not an opportunity to allow students a chance to makeup the exam. There wouldn’t be enough time for them to take it before the college wanted grades submitted to them.

So, while you can ask if you can makeup a final exam, just know that there may be little your professor can do if they already submitted grades. Plus, a lot of professors may not even be on campus after the final exam so they won’t have the ability to let you make it up anyway.

What to do if you miss an exam or assignment in college?

If you miss an exam or assignment in college, you need to talk to your professor immediately. I recommend going to your professor in person because it makes it more personable. Let them know your circumstances, and ask them if you can makeup the assignment.

You should be prepared for them to say no. If they say no, and you are not given a second chance, you should ask them how your overall grade will be effected.

Sometimes a zero for an assignment could cause you to fail the class or make a really bad grade. You might be better off withdrawing from the course, if necessary. And if you are failing because of this grade , you should talk to your professor about failing instead.

This is something that your professor can answer for you. I wouldn’t do anything until you talk to your professor.

You will need to get back on track in the course to make up for this zero if you have a chance to pass.

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What does "make up assignment" mean? See a translation

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It means if you missed or failed an assignment you have to redo the assignment or do a new assignment in its place

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If you miss any work from school because you were absent, the teacher could give you a make up assignment to help you catch up with the class.

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[ meyk -uhp ]

• facial cosmetics, as eye shadow or lipstick.
• cosmetics used on other parts of the body, as to cover birthmarks.
• the application of cosmetics.

Her makeup was subtle but very effective.

• the total ensemble of cosmetics, wigs, costumes, etc., used by an actor or other performer.

the makeup of a team; the makeup of a situation.

the makeup of a criminal.

• the art, technique, or process of arranging or laying out, as pages in a publication.

The makeup would be helped by a picture in this corner.

• Printing. the arrangement of set type, cuts, etc., into columns or pages.
• an examination, assignment, or the like, given to offset a student's previous absence or failure.
• an amount owed; balance.

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Other words from.

• non·makeup adjective

Word History and Origins

Origin of makeup 1

Example Sentences

Part of their hang-up was over the makeup of the new advisory board, whose selection is made by various appointments.

In Switzerland, scientists at a startup called Mootral are experimenting with a garlic-based food supplement designed to alter the bovine digestive makeup to reduce the amount of methane they emit.

What’s been seen so far is not a case of leopards “changing their genetic behavior as changes in genetic makeup will take decades of evolution to occur,” explains Swanepoel.

There was our midterms forecast in 2018, which was pretty accurate in predicting the makeup of the House and the Senate.

The makeup of local City Councils could drastically change in cities like Escondido and Oceanside, where three seats apiece are on the ballot.

Storage containers hold a treasure trove of mascara, lipstick, blush, and other makeup.

Her services include a makeup session for a night out for $50.

Her daughter, Elaina, 24, a trained costume designer and makeup artist, helps out by sewing clothes.

She began teaching herself how to apply makeup through books and videos.

Hair and makeup have evolved stylistically along with the clothes we wear.

Miss Mitkin languidly took her bag out of the desk drawer and began to apply makeup.

The dam whose bursting caused this awful loss of life was very carelessly constructed, and had no stone work in its makeup.

He had a bright wit and genial manners, but moral endowments had been accidentally omitted in his makeup.

Fundamental as they are in our mental development, they enter into our general personality and become a part of our makeup.

She was medium tall, a little on the compact side, her blond hair cut too short, no makeup on her broad Slavic features.

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Definition of 'assignment'

assignment in British English

Assignment in american english, examples of 'assignment' in a sentence assignment, cobuild collocations assignment, trends of assignment.

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

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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

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

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Muhammad Hassan

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Synonyms of assignment

• as in lesson
• as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

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 28 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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Self-deploying officers and a leaked bulletin complicated Maine mass shooting response, police say

L EWISTON, Maine (AP) — Maine's top police leader addressed the chaos caused by officers arriving without assignments after the state's deadliest mass shooting , saying Friday that he was glad so many officers were eager to help, even though it was difficult to manage at times.

Col. William Ross, the state police chief, said there's no “overarching policy” on self-dispatching police officers and said that it's actually a good thing in an active shooter situation such as Lewiston's, in which police were responding to multiple locations.

“Keep ’em coming. Because that's what we need," Ross said. But, he added, it's important for officers to be disciplined once a command structure is established.

Ross also spoke about how leaks of investigatory details including an early bulletin, which was distributed moments later on social media, and news media reports of a note discovered at the gunman's home complicated an already difficult search for the shooter.

Law enforcement officials, including Ross, returned for more testimony at the request of an independent commission, which was focusing Friday on problems with police communication and coordination in the fraught hours after Maine’s deadliest mass shooting Oct. 25.

Eighteen people were killed and 13 injured by an Army reservist at a bowling alley and a bar. The shooter, 40-year-old Robert Card, fled in a vehicle that was abandoned in a nearby town.

Chair Daniel Wathen previously noted “disturbing allegations” were contained in a Portland special response team after-action report that criticized officers who were showing up unannounced. That report also included allegations that some officers arrived intoxicated, but the commission said allegations of misconduct should be handled by the agencies themselves.

The commission previously heard testimony from law enforcement officials about that evening, when law enforcement agencies mobilized for a search as additional police officers poured into the region. State police took over coordination of the search for the gunman, who was found dead from suicide two days later.

There were tense moments when law enforcement located the gunman’s vehicle near the Androscoggin River several hours after the shooting.

State police used a cautious approach, angering some officers who wanted to immediately search the nearby woods. Officers without any official assignment began showing up, raising concerns of police firing on one another in the darkness. The arrival of so many officers also contaminated the scene, making it all but impossible to use dogs to track the gunman.

At one point, a tactical vehicle from the Cumberland County Sheriff’s Office nearly crashed into another tactical vehicle from the Portland Police Department near that scene.

Ross said the fact that so many officers responded to put themselves in harm's way was a “proud moment,” but he acknowledged that having so many officers arriving from different agencies caused confusion. The problem of well-meaning officers improvising on the fly diminished once a command post was set up, he added.

“As the hours went by, less and less of that happened,” he said. “And then there's outliers. There will always be someone who operates outside the norm or the command post. And you deal with those things as they come up.”

Ross said the combination of multiple scenes, the gunman’s disappearance and the manhunt made the tragedy different from other mass shootings around the country.

“This is something that I think is very unique,” Ross said.

As for the leaks, Ross said that they were frustrating but that the agency is not focused on trying to find those who leaked information, calling it a “needle in a haystack.” He also noted that leaks are common in large law enforcement actions involving multiple agencies.

The commission investigating the events leading up to the shooting and its aftermath was appointed by the governor and is composed of seven members, including mental health professionals and former prosecutors and judges. Wathen is a former Maine chief justice.

Prior meetings of the panel, which is expected to issue a final report in summer, have focused on victims, Army personnel and members of Card’s family, in addition to law enforcement officials.

Card’s relatives said during a hearing last week that they struggled to get help for him as his mental health declined and his behavior became more erratic . At another hearing, a fellow reservist detailed his attempts to flag Card’s decline for their superiors.

An interim report issued by the panel in March said law enforcement should have seized Card’s guns and put him in protective custody before he committed the shooting.

Whittle reported from Portland, Maine.