assignment examples in sentences

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How to Use assignment in a Sentence

• The reporter is here on assignment .
• The reporter is here on an assignment .
• She asked if she could change her seating assignment .
• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The article discusses the recent assignment of senators to some of the more powerful committees.

Some of these examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to write the best college assignments.

By Lois Weldon

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

The most important aspects: Outline and Introduction

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

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

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

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

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

Practical tips on assignment writing

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

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

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

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

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

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

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

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

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

The importance of an effective conclusion

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

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

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

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

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

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

Hello Great information…. write assignments

Well elabrated

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

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

Really good, thanks

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

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Common Writing Assignments

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These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

In this section

Subsections.

• Conjunctions
• Prepositions

ASSIGNMENT in a Sentence Examples: 21 Ways to Use Assignment

Are you struggling to understand the concept of an assignment? An assignment is a task or piece of work that has been assigned to someone as part of their job or studies. It requires them to complete a specific set of actions or deliverables within a defined timeframe.

In an academic setting, assignments often involve research, analysis, and the presentation of findings in various formats. Understanding the requirements of an assignment is crucial for students to produce high-quality work and meet the expectations of their instructors.

Table of Contents

7 Examples Of Assignment Used In a Sentence For Kids

• Please complete your assignment by coloring the picture.
• Your assignment is to count how many animals you see.
• Draw a circle around the smallest object in this assignment .
• Can you find the letter “A” in your assignment ?
• Remember to write your name on the top of your assignment .
• Let’s work on this assignment together, okay?
• Practice tracing the numbers in your assignment .

14 Sentences with Assignment Examples

• The professor’s surprise assignment caught many students off guard.
• Completing the group assignment required effective communication and collaboration.
• I spent all night working on my assignment due tomorrow.
• The guidelines for the assignment were clearly outlined in the syllabus.
• I need to visit the library to conduct research for my assignment .
• The deadline for the assignment has been extended by a week.
• My assignment score was negatively impacted by late submission.
• The professor announced a pop assignment to test our understanding of the topic.
• I received positive feedback from the professor on my assignment .
• The assignment requires a minimum of 1000 words and proper citations.
• Submitting a plagiarized assignment will result in severe consequences.
• The assignment is a key component of our overall grade in the course.
• I struggled to grasp the concept, which made completing the assignment challenging.
• Working on the assignment together with classmates helped clarify confusing concepts.

How To Use Assignment in Sentences?

Assignment is a task or piece of work that someone is given to do. It can also refer to the allocation of a particular task or job to someone. To use the word assignment in a sentence, simply place it in the context of giving or receiving a task. For example, “The teacher handed out the math assignment to the students” or “I have a new assignment at work that I need to complete by Friday.”

When using assignment in a sentence, it is important to ensure that it fits naturally within the sentence structure. Make sure the context in which you use the word is appropriate and clear for the reader to understand.

You can also use assignment in a broader sense, such as “The assignment of duties within the team was well-organized.” In this case, assignment refers to the distribution of tasks among team members.

Remember that assignment can be used in various contexts, not just limited to academic settings. It can be applied to work projects, volunteer tasks, or even household chores. By understanding the versatility of the word assignment , you can effectively communicate tasks and responsibilities in different situations.

In conclusion, the examples of sentences with the keyword “assignment” demonstrate its role in conveying the idea of a task or duty that needs to be completed. Whether referring to a school assignment, work task, or project, the keyword is versatile in indicating a specific job that requires attention and effort. These sentences show how assignments can vary in complexity and nature, from academic exercises to professional responsibilities.

By examining the usage of the keyword “assignment” in different contexts, it is clear that assignments play a crucial role in education, work, and daily life. They serve as a way to allocate tasks, assess knowledge or skills, and facilitate learning and growth. Understanding the significance of assignments can help individuals prioritize and manage their responsibilities effectively, leading to successful completion of tasks and achievements of goals.

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Examining Sample Assignment 1: Summary and Analysis

In this chapter and in the next three, I walk through example assignments and how you might analyze them to better understand your task.

This assignment comes from one of my first-year writing classes. It’s a fairly typical early assignment in my first-year writing classes, one that asks students to read a text and engage with it in some way. In this case, the readings include the same one I use as a model in the first section of this book , though the actual assignment differs a bit.

The ability to read critically and summarize accurately is a crucial academic skill. The ability to use ideas from one text to guide understanding in another text is similarly crucial. This assignment helps you practice both of these skills.

Your summary will need to explain the key concepts in Mitchell’s article and to explain the main points in the article that you choose to work with. In class, we will work specifically on critical reading strategies to understand how authors make claims and connect those claims to one another. We will also work on techniques for writing strong summaries that accurately represent an author’s work.

Your summaries of these texts should be between 300 and 400 words of your final paper.

In this part of your paper, you will make connections between Mitchell’s concepts and the specific situation described in the article you have chosen. Specifically, you must try to explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them. Think about questions like the following:

• Does the article you have chosen describe a situation that could be considered “segregated coexistence”? If so, what is that situation and how well does it align with “segregated coexistence” as Mitchell describes it?
• Similarly, does the article you have chosen describe a situation that could be considered “living in community”? If so, what is that situation and how well does it align with “living in community” as Mitchell describes it?
• Are there ways in which Mitchell’s terms don’t apply or don’t cover the issue well enough? How so?

Note that this part of your paper should be between 400 and 500 words long, longer than your summaries. While accurately summarizing is important, readers at the college level are more interested in seeing your thinking, so this part should be longer than your summary.

When I comment on your summary and analysis, I will be looking to see how well you have met the goals of the assignment. That is, I will be looking for how accurately and thoroughly you have summarized the articles and how well you have explained and provided support for your analysis. If you only provide summaries of the articles without analysis, your project will not be successful. Instead, your project should demonstrate your critical reading and thinking skills.

Your summary and analysis will also need to meet the standard expectations of good college-level academic writing, which we will be working on during the term. Your purpose and focus will need to be clear and well explained. You will need to provide your reader with sufficient detail in your summary and your response so that your explanations are clear and thorough. You will also need to provide structural cues that enable your reader to follow the logic of your thinking. And your prose will need to be well written both stylistically and grammatically.

Examining the Verbs in Key Sentences

When I read this assignment, I find three key sentences that tell us what we’re supposed to do in this assignment.

Before going on, try to find the key sentences in the Summary and Analysis assignment. Then, read on to see if you agree with my choices.

Let’s look at them.

First Sentence for Examination

To start, there is a sentence summarizing the assignment at the top. Sentences pulled out like this are often important:

Summarize the ideas of “segregated coexistence” and “living in community” from Mitchell’s essay and analyze how those ideas apply to the situation described in an additional article (see sources below).

The verbs here are pretty direct: summarize and analyze.

• What are you summarizing? Mitchell’s ideas
• What are you analyzing? How those ideas apply to the situation in the second article you have chosen

Second Sentence for Examination

There’s another key sentence at the beginning of the “Summaries” section:

Your summary will need to explain the key concepts in Mitchell’s article and to explain the main points in the article that you choose to work with.

The verbs here are less helpful, at least until we look at the words around them.

When someone tells you that you “will need” to do something, you know that they mean that you “must” do it. If we substitute “must” for “will need,” we get a bit more help:

Your summary must explain the key concepts in Mitchell’s article and must explain the main points in the article that you choose to work with.

“Choose” is not terribly important for our purposes because it’s just identifying the second source that we are working with. “Explain,” however, seems to be very important.

Here we get a focus for our summary work:

• Explain the key concepts in Mitchell’s article (which have been identified in the first sentence we analyzed)
• Explain the main points in the article we’ve chosen

In this sentence, we have more detail about what “summarizing” looks like for this assignment.

Third Sentence for Examination

To understand the “analyzing” part of the assignment, we have a couple of sentences at the beginning of the “Analysis” section. I’m including two sentences since the second sentence begins with “specifically,” which indicates that it’s providing more detail about the first:

In this part of your paper, you will make connections between Mitchell’s concepts and the specific situation described in the article you have chosen . Specifically, you must try to explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them.

These verbs require a bit of adjustment before our task will be clear. “Will make” doesn’t tell us much without the following word “connections,” without which we don’t know what we are making. However, “will make connections” can also be understood as simply “connect.” Here’s the sentence with this adjustment (eliminating a few more words to make the sentence grammatically correct:

In this part of your paper, you will connect Mitchell’s concepts and the specific situation described in the article you have chosen . Specifically, you must try to explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them.

Similarly, “must try” doesn’t help us until we look at the words that tell us what we are trying to do. In this case, “must try to explain” is the idea we need to focus on. “Must try” in this sentence is an indication that our professor wants us to make effort, but explaining is really the work here:

In this part of your paper, you will connect Mitchell’s concepts and the specific situation described in the article you have chosen . Specifically, you must explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them.

As with the sentence earlier, “have chosen” just indicates our second article, which is why I skipped that one.

The last “explains” is worth looking at in a bit more detail. In this case, the verb is not about your doing the explaining, but rather the fact that Mitchell has done some. From this sentence, we know that we must use the two identified terms in the same way that Mitchell does.

So, in the analysis part of our paper, we need to do the following:

• Connect Mitchell’s concepts, which we summarized in the summary section of the paper, to the situation in our second article.
• To do this effectively, we need to use Mitchell’s terms.

Applying Bloom

Having done this analysis, we now have a better sense of the intellectual work of this assignment:

• Summary Part 1: Explain Mitchell’s key ideas
• Summary Part 2: Explain the main points in our second article
• Analysis: Use Mitchell’s ideas to explain the situation in our second article.

Before jumping into the next section, take what you know about the task in the sample assignment and see which types of knowledge and which cognitive processes you believe the assignment is looking for.

After you read the rest of this chapter, decide whether or not you agree with my analysis.

Kinds of Cognitive Processes

First, the verbs.

The summary section of the assignment focused on explaining the key ideas in both articles. It can be helpful to move “up” the pyramid or the side of the grid with the cognitive processes to help us figure this out.

We aren’t being asked to remember, since we can look up the information, but we are being asked to understand both Mitchell’s concepts and the main points from the second article. Notice that on the grid version, summarizing appears at the intersection of factual knowledge and the cognitive process of understanding.

When we look at connections, though, “understanding” doesn’t seem to be enough. Yes, we have to understand, but we’re trying to make those connections (remember the original wording?), and “understanding” seems to be more about making sense of ideas that others have already put together.

The next step is “ applying .” If we look only at the grid, applying doesn’t seem to work, but the pyramids explain this one a bit differently. If applying means to “use information in new situations” or “use information in a new (but similar) form,” the term seems to work, right? The assignment asks us to use Mitchell’s terms to explain the situation in the second article. That sounds like an application to me!

But what about “analysis” in the title of the assignment? Look at the explanation of analyzing on the grid: “Break material into constituent parts and determine how parts relate to one another and to an overall structure of purpose.” Similarly, the pyramids describe analyzing as making connections and exploring relationships.

We aren’t doing this kind of work if we look only at Mitchell’s article; there, we are simply explaining what Mitchell means (i.e., summarizing). But when we get to the second article, we have to do more than just apply Mitchell’s terms. We have to divide up the ideas in that article into ideas that are connected to “segregated coexistence” and ideas that are connected to “living in community.”

To do this successfully, we need to explain how these connections work. This means that it’s not enough to identify specific ideas as either one or the other. We also need to make those connections clear to our reader. Those explanations are kinds of analysis .

The verbs in the assignment do not ask us to make arguments or critique ideas, so Bloom’s “evaluate” doesn’t apply in this assignment. Similarly, we aren’t really “creating” something new, beyond the vague idea that what we write should be in our own words for the most part. These two cognitive processes don’t apply much, if at all, here.

To summarize, looking at the verbs and assignment, we seem to be working in the cognitive realms of understanding, applying, and analyzing.

Kinds of Knowledge

While the verbs tell us about the cognitive processes that we are being asked to use, the examination of those key sentences can also help us focus on the information that we will need to complete the task. While much of this was obvious as we explored the verbs, I’ll break it down a bit here to complete the example.

In this case, we will need to know/understand the following:

• Mitchell’s key terms (“segregated coexistence” and “living in community”)
• The main ideas in our second article
• The connections between Mitchell’s concepts and the ideas in our second article

The first two would be factual knowledge, according to Bloom’s Taxonomy. We should be able to go to the article and find those ideas. We aren’t developing those terms or ideas; we are simply recording them. To do that, we have to understand them, but that’s a cognitive process, and we’ll come back to that in a minute.

The connections, however, aren’t factual. Our chosen article doesn’t use Mitchell’s terms directly, so we have to create those connections ourselves. If you look at the descriptions, you’ll see that this type of knowledge is called “ conceptual ,” which specifically is about organizing factual knowledge.

I don’t see anything here that is asking us to work with procedural (how to) knowledge or metacognition (thinking about thinking), so we are just working with the first two types of information.

Putting It Together

In this assignment, we are being asked to use factual and conceptual knowledge to understand, apply, and analyze.

The assignment comes in two parts. The first part is focused on summarizing Mitchell’s two key concepts and the main points from the second article. This part, then, stays firmly in the factual realm. We’re not supposed to talk about our opinions of any of these ideas or start making connections between them in this section. If we fail to present the factual information (e.g., we are missing one summary or the other; or we misread the article so our summary isn’t accurate), we will not succeed at this part. Also, because this is the more basic part of the assignment (lower on the pyramids and grid), if we don’t do this part accurately, odds are good that our analysis part won’t be as successful as we would like.

The second part, what the assignment calls “analysis,” is really a combination of applying and analyzing. We have to understand the main points, too, but mostly, we would do that in the first part of the assignment. In the “analysis,” we need to explain how the ideas in the second article can be categorized using Mitchell’s terms. We’re applying Mitchell, but we also have to explain if our assignment is going to be successful.

At this point, I have beaten this assignment into submission, but I’m hoping you can see the value in taking an assignment apart like this.

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How can these samples help you.

The assignment writing samples we provide help you by showing you versions of the finished item. It’s like having a picture of the cake you’re aiming to make when following a recipe.

Assignments that you undertake are a key part of your academic life; they are the usual way of assessing your knowledge on the subject you’re studying.

There are various types of assignments: essays, annotated bibliographies, stand-alone literature reviews, reflective writing essays, etc. There will be a specific structure to follow for each of these. Before focusing on the structure, it is best to plan your assignment first. Your school will have its own guidelines and instructions, you should align with those. Start by selecting the essential aspects that need to be included in your assignment.

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ILM Level 2 Assignment Answers: ILM 8601-203 Example

Want to unlock success with exemplary ILM Level 2 Assignment tasks and answers, exemplified by ILM 8601-203? This blog showcases an adept analysis of this assignment by weighing the pros and cons of teamwork. Let's dive in to get insights into ILM Level 2 Assignment Answers. It will also help you excel in your ILM Level 2 assessment.

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• ILM Level 2 Award in Leadership and Team Skills
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Are you ready to unlock the secrets of effective Leadership? Aspiring Leaders and seasoned professionals alike are constantly seeking avenues to enhance their skills and make a profound impact within their organisations. With ILM Level 2 Assignment Answers, you can get access to in-depth knowledge and insights designed to elevate your Leadership capabilities and propel your career forward. 

In this blog, we will present exemplary details of the ILM 8601-203, which delves into the nuances of team dynamics. In addition, it includes the details associated with the pros and cons of teamwork within organisational contexts. Through meticulous analysis and strategic thinking, we will demonstrate how to craft insightful ILM Level 2 Assignment Answers that meet the rigorous standards of such qualifications. 

Table of Contents 

1) What is an ILM assignment? 

2) ILM 8601-203 task 1: Team dynamics 

3) ILM 8601-203 task 2: Team pros & cons 

4) How to pass the assignment? 

5) Are all assignments the same? 

6) Conclusion 

What is an ILM assignment? 

The Institute of Leadership & Management (ILM) offers a range of qualifications designed to enhance Leadership and Management skills. ILM assignments form an integral part of these qualifications, allowing learners to apply theoretical knowledge to practical scenarios and demonstrate their understanding of key concepts.  

ILM 8601-203 task 1: Team dynamics 

Task 1 of ILM 8601-203 training is focused on team dynamics within the work organisation. The course entails an in-depth study of the aspects that impact team performance, which include communication styles, Leadership dynamics, and conflict resolution techniques. A study of case stories and guiding principles gives learners a deeper understanding of the factors that make a team perform well. Let's explain its task components:  

1) Describe how teams differ from groups at work. 

The teams and groups in the workplace have major variations in certain critical parameters. The distinguishing characteristic of a team is that everyone has a shared purpose and goals, they are interdependent, and they are mutually accountable for the results. Teams engage in close collaboration to achieve specific goals, while a group functions more autonomously without unified objectives. 

2) Describe the characteristics of a successful team. 

Teamwork that brings success to an organisation exhibit the list of features. They are goal-oriented, as well as responsible for promoting collaborations and diverse opinions. High-performing teams display flexibility, robustness, and the readiness to implement progress in a collective way. 

3) Describe the stages of team development using a recognised model. 

Teams typically progress through stages of development. Those stages include forming, where team members get acquainted and establish goals; storming, where conflicts arise as roles and responsibilities are clarified.  

It also includes norming, where cohesion and cooperation develop; performing, where the team achieves high levels of productivity; and adjourning, where the team disbands after completing its objectives. 

Advance your Leader ship journey by registering in our ILM Level 2 Certificate in Leader ship and Team Skills - join us now!  

ILM 8601-203 task 2: Team pros & cons 

Task 2 of ILM 8601-203 delves deeper into the pros and cons of team-based approaches within organisations. Learners are tasked with evaluating the advantages and disadvantages of working in teams, considering factors such as collaboration, innovation, decision-making, and potential challenges. This task encourages critical thinking and reflective analysis, enabling learners to identify strategies for maximising team effectiveness.  

1) Identify the responsibilities of the team members. 

Team members serve as the driving force behind a project's progress and achievement. Let's explore the key responsibilities that define their contributions to collaborative endeavours: 

a) Team members actively participate in team activities and discussions 

b) They contribute their skills, knowledge, and expertise towards achieving team goals 

c) They communicate openly and transparently with fellow team members, sharing information and feedback. 

d) They adhere to agreed-upon deadlines and deliverables, ensuring timely completion of tasks. 

e) They support and encourage their team members, fostering a positive and collaborative team environment. 

2) Describe the benefits of teamwork. 

Effective teamwork is a way more than just individuals working together. Let's talk about their advantages in the following points:  

a) Teams bind individuals from diverse backgrounds and perspectives, thereby fostering creativity and innovation. 

b) Collective input and brainstorming lead to better-informed decisions and solutions. 

c) By pooling resources and skills, teams can accomplish tasks more efficiently and effectively. 

d) Working in teams provides emotional support, motivation, and a sense of belonging. 

e) Teamwork offers opportunities for learning and growth as members share knowledge and expertise with each other. 

3) List the disadvantages of working with a team 

Working within a team environment also comes with its own set of challenges. Here are some of the disadvantages of working with a team: 

a) Potential for conflicts: Differences in opinions, personalities, and working styles can lead to conflicts and disagreements. 

b) Coordination challenges: Coordinating schedules, tasks, and responsibilities among team members can be complex and time-consuming. 

c) Free-riding: Some team members may not contribute equally to the team's efforts, leading to uneven workload distribution. 

d) Groupthink: Pressure to conform to the group's consensus may stifle creativity and independent thinking. 

e) Decision-making delays: Building consensus and reaching decisions collectively may prolong the decision-making process. 

Boost your career opportunities and transform into a vibrant Leader by joining our ILM Level 2 Certificate in Team Leading !  

How to pass the assignment? 

Being able to handle the ILM task in a proper manner means putting much time and effort into preparation and paying attention to detail. Students are required to go through the task description, get acquainted with the theory of concepts, and use critical thinking skills to analyse and appraise the given quotes. Time Management skills, focused communication, and an understanding of the expected results from the assignment are all things that are necessary for a successful assignment. 

Are all assignments the same? 

While the overall structure of ILM assignments may follow a similar format, the specific tasks and requirements can vary depending on the qualification and unit being studied. It's crucial for learners to carefully review the assignment brief and understand the unique expectations for each task. Tailoring responses to address specific criteria and providing relevant examples and evidence can enhance the quality and effectiveness of assignment submissions. 

Conclusion 

In conclusion, navigating an ILM Level 2 Assignment, such as ILM 8601-203, requires a strategic approach and a detailed understanding of the task requirements. Exploring ILM assignments becomes an achievable goal for aspiring Leaders and Managers. By mastering the ILM Level 2 Assignment Answers, learners can progress towards achieving their ILM qualifications.  

Cultivate robust team interactions through our I LM Level 2 Award in Leader ship and Team Skills Training - secure your place today!  

Frequently Asked Questions

The ILM Level 2 Team Leader qualification equips individuals with essential Leader ship skills to effectively manage teams and achieve organisational goals. It covers areas like communication, motivation, and problem-solving, preparing pupils for Leader ship roles in various industries.  

ILM is widely recognised and respected in the industry, offering valuable qualifications that enhance professional development and career prospects. By focusing on practical skills and real-world applications, ILM provides individuals with the tools and knowledge needed to succeed in their roles as T eam Leader s.  

The Knowledge Academy takes global learning to new heights, offering over 30,000 online courses across 490+ locations in 220 countries. This expansive reach ensures accessibility and convenience for learners worldwide.   

Alongside our diverse Online Course Catalogue, encompassing 17 major categories, we go the extra mile by providing a plethora of free educational Online Resources like News updates, Blogs , videos, webinars, and interview questions. Tailoring learning experiences further, professionals can maximise value with customisable Course Bundles of TKA .   

The Knowledge Academy’s Knowledge Pass , a prepaid voucher, adds another layer of flexibility, allowing course bookings over a 12-month period. Join us on a journey where education knows no bounds.   

The Knowledge Academy offers various ILM Level 2 Courses , including the ILM Level 2 Certificate in Leader ship and Team Skills, ILM Level 2 Certificate in Team Leading, and ILM Level 2 Award in Leader ship and Team Skills Training. These courses cater to different skill levels, providing comprehensive insights into the ILM Level 3 Assignment Answers .   

Our ILM Leader ship & Management Blogs cover a range of topics related to ILM Level 2 Certification, offering valuable resources, best practices, and industry insights. Whether you are a beginner or looking to advance your ILM Leader ship & Management Skills, The Knowledge Academy's diverse courses and informative blogs have got you covered.  

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Options Outlook: Calendar Spread Screener Results for May 15th

C alendar spreads are an option trade that involves selling a short-term option and buying a longer-term option with the same strike.

Traders can use calls or puts and they can be set up to be neutral, bullish or bearish with neutral being the most common.

When doing bullish calendar spreads, we typically use calls to minimize the assignment risk. Likewise, if the calendar is set up with a bearish bias, we use puts.

Neutral calendars can use calls or puts, but calls are more common.

Let’s take a look at Barchart’s Long Call Calendar Screener for May 15th.

I have added a filter for Market Cap above 40b and total call volume above 2,000 to remove small capitalization stocks.

The screener shows some interesting calendar spread trades on popular stocks such as GOOGL , AMD , ARM , DIS , SHOP and TSLA . Let’s walk through a couple of examples.

GOOGL Calendar Spread Example

Let’s use the first line item as an example.

With Alphabet stock trading at $170, setting up a calendar spread at $175 gives the trade a neutral to slightly bullish outlook.

Selling the May 31 call option with a strike price of $175 and buying the July 19, $175-strike call will cost around $373. That is also the most the trade can lose.

The estimated maximum profit is $290, but that could vary depending on changes in implied volatility.

The idea with the trade is that if Alphabet stock remains trades around $175 for the next few days, the sold option will decay faster than the bought option allowing the trade to be closed for a profit.

The breakeven prices for the trade are estimated at around $168.50 and $183.50, but these can also change slightly depending on changes in implied volatility.

In terms of trade management if GOOGL broke through either $169 or $183, I would look to adjust or close the trade.

Let’s look at another example.

AMD Calendar Spread Example

With AMD stock trading at $153.16, traders could sell the $160-strike May 31 call and buy the $160-strike July 19 call.

That results in a net cost for the trade of $506 per spread, and that is the most the trade can lose.

The estimated maximum profit is $480, but that could vary depending on changes in implied volatility.

The breakeven prices for the trade are estimated at around $149.50 and $174 but these can also change slightly depending on changes in implied volatility.

ARM Calendar Spread Example

The last example we will look at is on ARM stock.

With ARM stock trading at $116.65, traders could sell the $120-strike May 31 call and buy the $120-strike July 19 call.

That results in a net cost for the trade of $290 per spread, and that is the most the trade can lose.

The estimated maximum profit is $485, but that could vary depending on changes in implied volatility.

The breakeven prices for the trade are estimated at around $110 and $134 but these can also change slightly depending on changes in implied volatility.

Mitigating Risk

Thankfully, calendar spreads are risk defined trades, so they have some build in risk management. Position sizing is crucial to ensure that minimal damage is done if the trade suffers a full loss.

One way to set a stop loss for a calendar spread is close the trade if the loss is 20-30% of the premium paid.

Calendar spreads can also contain early assignment risk, so be mindful of that if the stock breaks through the short strike and it’s getting close to expiry.

Please remember that options are risky, and investors can lose 100% of their investment.

This article is for education purposes only and not a trade recommendation. Remember to always do your own due diligence and consult your financial advisor before making any investment decisions.

On the date of publication, Gavin McMaster did not have (either directly or indirectly) positions in any of the securities mentioned in this article. All information and data in this article is solely for informational purposes. For more information please view the Barchart Disclosure Policy here .

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Common Assignments: Executive Summaries

Basics of executive summaries.

Executive summaries are common in the Walden MBA program, but they are also found as part of some government and business documents. As a student, you should complete an executive summary when specifically requested to do so. An executive summary is a comprehensive review of a larger document. For example, a 35-page report may begin with a single-page executive summary all of the main information in the longer report. Any findings, conclusions, recommendations, or other details that appear in the larger document must be touched on in the executive summary. Readers should be able to read the executive summary alone and have a complete understanding of the larger document in its entirety.

How to Write an Executive Summary

It is important to meet all length and content expectations, so be sure to review the specific directions for your assignment. Also remember that the executive summary can only be written after the full-length document is complete.

Tips for completing the executive summary from Walden University (2013) include:

• List all of the main points in the same order in which they occur in the paper that you are summarizing.
• Take each point and turn it into a sentence.
• Add additional sentences to clarify or explain each point.
• Add a short introduction and a short conclusion. Include the name of the article, report, etc. and the author(s) in the introduction.
• Check grammar, spelling, and punctuation.
• Check for plagiarism.
• Read the summary slowly and carefully to make sure it covers all of the main points clearly, yet concisely. Also, check to be sure it is interesting. You want to catch your reader’s attention.
• Set it aside. Let some time pass and read it again. Often, you will catch items that you did not see the first time.

For academic writing, be sure to include appropriate citations and a reference. This is typically not part of a business executive summary but should be included for purposes of this program.

Executive Summary Versus Abstract

Like an executive summary, an abstract is a short summary of a larger text. Both executive summaries and abstracts are meant to capture the main ideas, findings, and conclusions of a longer document.  Executive summaries, however, tend to include more details than abstracts. An abstract includes enough information for readers to decide if they want to read the full-length document. Executive summaries must include enough information for readers to understand the full-length document without reading it.

Another difference between executive summaries and abstracts are the fields where they are used. Generally, executive summaries are common in business and government, while abstracts are more common in academia and at Walden, especially when seeking publication in a professional journal.

Didn't find what you need? Email us at [email protected] .

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RFK Jr. is not alone. More than a billion people have parasitic worms

Gabrielle Emanuel

Robert F. Kennedy Jr. , who is running as a third party candidate for president, made news this week for his deposition from 2012 that "a worm ... got into my brain and ate a portion of it and then died." Michael M. Santiago/Getty Images hide caption

Robert F. Kennedy Jr. , who is running as a third party candidate for president, made news this week for his deposition from 2012 that "a worm ... got into my brain and ate a portion of it and then died."

"A worm ... got into my brain and ate a portion of it and then died."

These are words nobody wants to say.

They were spoken by a U.S. presidential candidate. According to a 2012 deposition, uncovered and reviewed by The New York Times , Robert F. Kennedy Jr. said he sought medical attention after experiencing mental fogginess and memory loss. Eventually, he said, a doctor helped him determine a brain abnormality found on a scan was caused by a worm. He now tells The Times he has recovered with no long lasting consequences.

A magnification of the anterior of the larva of the pork tapeworm, showing hooks and suckers. Colors of this image have been manipulated. Parasitic worms made the news after the press reported on a past deposition by Robert F. Kennedy Jr. that he had been infected by a parasitic worm. RFK Jr. did not specify the type of worm but worm researchers believe it could have been a pork tapeworm. Science Source hide caption

A magnification of the anterior of the larva of the pork tapeworm, showing hooks and suckers. Colors of this image have been manipulated. Parasitic worms made the news after the press reported on a past deposition by Robert F. Kennedy Jr. that he had been infected by a parasitic worm. RFK Jr. did not specify the type of worm but worm researchers believe it could have been a pork tapeworm.

The story has created a lot of buzz in the world of politics. But it's not just a story about one politician's health history. The World Health Organization estimates over a billion people are infected with parasitic worms. The implications are often serious and lifelong.

Could You Fight Off Worms? Depends On Your Gut Microbes

NPR spoke with Francisca Mutapi , a professor of global health infection and immunity at the University of Edinburgh who has studied parasites for 25 years. She shared her insights on what might have happened to RFK Jr. – and the toll that parasitic worms take around the world. The conversation was edited for length and clarity.

Let's start with RFK Jr. What we know about his particular case is vague. Do you have an instinct about what this worm might have been and how he might have been infected with it?

So I have absolutely no idea about his case. From what I have read, it might have been a particular infection known as Taeniasis. And Taeniasis is an infection you get from a tropical parasitic worm – the easy name is tapeworms [which can be carried by pigs].

What happens is when you're infected with a tapeworm, usually from raw pork or undercooked pork, you ingest the eggs and those eggs will go on to hatch. And in their larvae form, they will spread throughout the body and, depending on what tissues in the body they end in, they cause a disease called cysticercosis.

Where might these larvae travel in the body and what harm can they bring?

For example, if the larvae end up in the eyes, they can cause blurred vision and blindness. If they end up in the muscle, they can cause weak muscles. But if they end up in any part of your central nervous system – your spine or brain – then they cause a form of disease that's called neurocysticercosis.

And this particular form of the disease will range depending on your immune system and your health status and where exactly those larvae have ended up. It can cause headaches and seizures. For example, the disease is the leading preventable cause of epilepsy worldwide. It can also cause issues with cognition. And some people have problems with balancing problems, with lack of attention and also confusion. Excess fluid in the brain can actually make this a very dangerous condition. And in very, very rare cases, people do die from neurocysticercosis.

The U.S. Thought It Was Rid Of Hookworm. Wrong

How likely is this in a U.S. context?

What tends to happen is that you are exposed to the parasites when traveling to areas where this disease is widespread. So Asia, for example, South America and in some parts of Africa. In the United States, according to the Centers for Disease Control and Prevention , you have about 1,000 new cases hospitalized with cysticercosis every year.

What are the treatment options?

Well, first of all, these diseases are preventable with things like good food hygiene – making sure pork is well-cooked – good hand-washing and good sanitation, of course.

But if you fail to prevent [the disease], then it is treatable and the drugs work very well. Two widely used drugs that kill the larval stages are praziquantel and albendazole. They are usually good for doing two things: They can reduce or kill the parasites, and they can also reverse some of the pathological manifestations of the disease, such as inflammation. In extreme cases, you have to have surgery.

Tell us more broadly about the global burden of parasites and particularly worms?

Diseases caused by parasitic worms are mostly part of a group of diseases called neglected tropical diseases and about 1.7 billion people are affected by NTDs.

In Africa alone, for example, we have over 200 million people who are affected by bilharzia, a disease caused by parasitic worms [that can trigger a series of health problems from anemia to blood in your urine to cognitive issues].

So it's a huge burden. If you take all the children in the world that have bilharzia and get them to hold hands, they would encircle the world one and a half times. That is the burden of just one of the 21 neglected tropical diseases.

While we have few deaths [from diseases caused by parasitic worms], what we do have is a huge impact on day-to-day general health and ability to function.

So can you talk about the consequences of cysticercosis – or other parasitic worms?

Think about having an epileptic seizure. You cannot hold down a job easily or long-term if you're having epileptic seizures. If [the worm goes to your eye and] impacts your vision, that affects the jobs you are able to do and your safety. If you have problems with balance, it makes it difficult to move around. So that the quality of life becomes really reduced.

Similarly bilharzia in my mother tongue – Shona from Zimbabwe – is called the disease of cognitive function. Some of the classic symptoms are children who are tired, have poor memory and poor cognition. One of the big improvements that we see whenever we treat children and we catch the disease early is that the academic performance goes up as well as their physical activity.

What is being done to combat this globally – and is it enough?

A lot is being done, but a lot more can be done. We have what we call preventative chemotherapy, which is treatment of populations at risk of disease – you give them the drugs and they catch the infection before it causes the serious disease manifestations. These drugs are mostly donated by international pharmaceutical companies.

We now need to accelerate these efforts so we can try and eliminate these kinds of diseases as quickly as possible. We can do that by increasing treatments. But we can do that by also being more innovative in our interventions. We can develop vaccines, for example.

#NPRWormWeek: The Scientist Who's Waging A War On Worms

RFK Jr.'s spokesperson has said he contracted the parasite by traveling to places in Africa, South America, and Asia in his role as "an environmental advocate." Is there anything people can do to protect themselves in these parts of the world?

In areas where we do have cysticercosis, you can improve the hygiene so that people do not make contact with the fecal matter or the urine of pigs. That kind of intervention is very, very cheap but very, very effective.

And as you note, even though the RFK JR. story is a bit ... unusual ... it does offer an opportunity to talk about the global problem of parasitic worms.

Trading Cards: The Who's Who Of #NPRWormWeek

Clarification may 10, 2024.

The original version of this story stated that neurocysticercosis disease, triggered by parasitic worms, is the leading cause of the onset of epilepsy in adults. It is the leading preventable cause of epilepsy worldwide.

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• Using Project Execution Management

Example of Matching Resource to Resource Request

This example illustrates how a resource manager can search and evaluate qualified resources to fulfill a project resource request.

The search for resources is an iterative process. If you don't find qualified resources to fulfill a project resource request with your initial search on the Search and Evaluate Resources page, then you can change the search attributes and search again.

A project manager created and submitted a project resource request for a project engineer on an assignment for a strategic client project. You are a resource manager who must find the right resource for the assignment.

The project application administrator for your organization previously set up the project engineer role with default qualifications, proficiency levels, and keywords. These attributes populated the request when the project manager selected the project engineer role.

You search and evaluate resources to determine who is qualified and available to work on the assignment.

Search for Resources

You begin by navigating to the Manage Project Resource Requests page and clicking the Evaluate Resources icon for the project resource request. The application evaluates the resources in the resource pools that you own to find a match between the resource skill profiles in Oracle Fusion HCM and the requested qualifications, proficiency levels, and keywords. The application uses the resource and project calendars to calculate the available capacity of resources for the assignment.

On the Search and Evaluate Resources page, you review the resource cards in the initial search results. Each card shows the qualification, availability, and overall scores for a resource. The calendar bar on the resource card shows the resource's availability for the first five weeks of the requested date range.

To evaluate more resources, expand the list of resource pools from which you want to search for qualified resources. Expand the resource match thresholds to include a wider range of qualification and available capacity scores to bring more resources into the view. To focus the resources in the view, select filters for specific competencies, languages, locations, project roles, and travel preferences. Only resources with the selected attributes appear in the view.

You determine that one of the default qualifications for the project engineer role is not a requirement for this particular assignment. You click the Edit Requested Criteria button to remove the unnecessary qualification. While in this window, you also change the requested start date. Review the resources on the Search and Evaluate Resources page based on the revised requested criteria.

During the evaluation, you find some resources that may be a good fit for the assignment. You want to evaluate more resources before making a decision, so you add the potential candidates to the resource shortlist. The shortlist enables you to keep a list of candidates that are a potential fit without having to search for them again. You continue to search for resources by changing the list of resource pools and score thresholds.

To view a side-by-side comparison of the potential candidates, you select the resources in the shortlist and click the Compare icon. Compare the qualification and availability scores, how well the resources match each requested qualification and keyword, and the project and nonproject commitments for each resource during the requested date range.

Select a Resource

You determine which resource is the best fit for the assignment, and propose the resource for project manager approval.

Related Topics

• What are the indicators for the qualification, available capacity, and overall scores on a project resource request?

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Lisa Bluder Shining Example of Hard Work, Confidence, Perseverance

Rob howe | may 14, 2024.

IOWA CITY, Iowa -  Lisa Bluder bristled at the question as she looked across her office desk in Carver-Hawkeye Arena. The Iowa coach had the program in a good place. 

She'd been in the business long enough to understand expectations, however. And after a decade at Iowa, the coach hadn't lifted the Hawkeyes back to the heights experienced under legendary bench boss C. Vivian Stringer. 

In fairness, Bluder faced a high bar. Stringer built one of the country's top programs. She now was doing that at Rutgers, which didn't help the person holding her previous gig. 

Bluder pondered what she was being asked. Ten years in, what was it going to take to get the Hawkeyes back on top? 

She felt a breakthrough was close. The Hawkeyes were competing in the Big Ten and reaching the NCAA Tournament even if the March success enjoyed by Stinger's squads was missing.  

The exchange from an interview for a story in the now-defunct Hawkeye Nation Magazine came to mind on Monday afternoon. Bluder was announcing her retirement after 24 seasons at the school and 40 overall in coaching. 

We now have the answer to that question presented years ago. Bluder would surpass Stringer by working and growing, aspects of her life she embraced. Even during the ups and downs in reaching the top, her program always remained on task, a sign of her leadership. 

Bluder's Hawkeyes reached the second-round of the NCAA Tournament in her first two seasons. She inherited key players in that run from her predecessor, Angie Lee, who struggled after winning with Stinger holdovers. 

During Bluder's next five seasons, Iowa reached the NCAA Tournament twice. In Year 5, the Hawkeyes missed the postseason altogether. 

The woman that started at the bottom of her profession's ladder and climbed up wasn't going out like that, however. The Hawkeyes tied for first place in the Big Ten the next year and finished second the season after that. 

They just hadn't reached the Sweet 16 since Lee guided them there in her first season. That fueled Bluder being asked about getting the program to the next level. 

Iowa men's basketball fans are well aware how Sweet 16 droughts damage the psyche. That's especially the case when the followers remember the best times and strive for a return to those days, as was the case with both teams here. 

Bluder understood that dynamic. No one wanted to get the program over the hump more than she did. It ate at the ultra-competitive basketball lifer who believed in herself and the people around her. 

They would keep working as they had in winning conference championships at Drake. She'd also lean on lessons learned while building St. Ambrose into an NAIA national power before that. That's how the Hawkeyes would return to national prominence. 

Bluder stayed true to her word by staying true to herself. She continued working on becoming a better coach. So, too, did her top two assists - Jan Jensen and Jenni Fitzgerald. The duo played for her at Drake before joining her coaching staff there. 

Jensen focused on post play. The guards were tutored by Fitzgerald. Their pupils were coached to work together and find success in Bluder's system. 

Student-athletes were developing in the program, an essential aspect of winning teams at Iowa. A steady stream of all-conference performers were Hawkeyes. 

Then the Sweet 16 breakthrough came in '14-15. Senior Samantha Logic, a two-time, first-team all-Big Ten honoree, led the way. Sophomore Ally Disterhoft would go on to break the school's all-time scoring record. 

Megan Gustafson arrived in the '15 Recruiting Class to break that mark. The Hawkeyes reached the Elite Eight for the first time since '93 in her senior season. Junior guard Kathleen Doyle also was first-team all-league that year before winning the Big Ten Player of the Year Award in '20. 

Doyle's senior season ended early because of Covid. The next year, Caitlin Clark arrived and so did a return to the Sweet 16. The rest, as they say, is history.

After back-to-back national title game appearances, Clark tips off her WNBA career Tuesday night when her Indiana Fever play at Connecticut. It comes a day after Bluder retired as the program's greatest coach and one of the best in all of Hawkeye history. 

There's symmetry here for two Iowa girls playing large roles in making their sport more popular than ever before. It will be a long time before their impact at Iowa is replicated, if at all. 

They needed each other. Clark was the talent required to compete with the best. She reached her potential playing for a coach that brought out her best.

Bluder masterfully managed a locker room including a superstar with unprecedented popularity. She was Phil Jackson to Clark's Michael Jordan. 

It worked because Bluder was a seasoned coach understanding the right buttons to push. She helped Clark channel her emotions into production, reigning her in when necessary. 

Bluder maximized Iowa's potential when conditions were optimal here, Jensen and Fitzgerald by her side. She envisioned it happening all those years ago when asked what it would take. 

It's an excellent lesson in perseverance and growth. Success is not linear and the best results not always immediate. 

Maybe the phenomenon we witnessed these last few trips around the sun occurs no matter the past. We'll never know. 

More likely, it worked out the way the world intended, Lisa Bluder's vision realized and her legend secured. She did it. 

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• May 14, 2024 — KB5038285 Cumulative Update for .NET Framework 3.5, 4.8, 4.8.1 for Windows 10 Version 22H2
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May 14, 2024-KB5038285 Cumulative Update for .NET Framework 3.5, 4.8 and 4.8.1 for Windows 10 Version 22H2

Release Date: May 14, 2024

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Chiefs kicker Harrison Butker says Pride Month is example of ‘deadly sin’ during commencement speech

Kansas City Chiefs kicker Harrison Butker , speaking during a commencement speech at Benedictine College, referred to Pride Month, the events in June demonstrating inclusivity and support for the LGBTQ+ community, as an example of the “deadly sins” as he advocated for a more conservative brand of Catholicism.

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“Not the deadly sins sort of Pride that has an entire month dedicated to it,” Butker said, “but the true God-centered pride that is cooperating with the holy ghost to glorify him.”

Butker spoke for more than 20 minutes to students at the Catholic school in Atchison, Kansas, saying he wanted the graduating class to prevent political leaders from interfering with social issues that impact their relationship with the church.

Butker, 28, criticized an Associated Press article on America’s Catholic Church, which detailed the institution’s shift “toward the old ways.” It highlighted Benedictine’s rules that “seem like precepts of a bygone age,” which include “volunteering for 3 a.m. prayers” and “pornography, premarital sex and sunbathing in swimsuits being forbidden.”

Butker said the story was an “attempt to rebuke and embarrass” places like Benedictine, and that it would be met with “pride” instead of “anger.”

Benedictine, a college with more than 2,100 full-time undergraduates as of September 2022, describes itself as a liberal arts institution aimed at “the education of men and women within a community of faith and leadership.” Butker, who called on religious leaders “to stay in their lane and lead,” praised Benedictine for embracing what he called traditional Catholic values.

“When you embrace tradition, success, worldly and spiritual, will follow,” Butker said.

In October 2014, the school ordered basketball player Jallen Messersmith to remove a Pride flag from his dorm room window.

Butker also used the speech to criticize President Joe Biden on several issues, including abortion and the coronavirus pandemic, and questioned Biden’s devotion to Catholicism. Butker also addressed gender ideologies and said that a woman’s most important title is “homemaker.”

“It is you, the women, who have had the most diabolic lies told to you. Some of you may go on to lead successful careers in the world but I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world,” Butker said.

The Chiefs did not immediately respond to a request for comment.

While the NFL isn’t in season during Pride Month, the league participates in LGBTQ+ initiatives. On the Wednesday before Super Bowl LVIII, the NFL hosted a “Night of Pride” event in partnership with GLAAD, the LGBTQ+ advocacy organization. The Chiefs are among the NFL teams that have a Pride selection of apparel with rainbow colors.

Kansas City is among the many North American cities that host Pride events during June, led by the KC Pride Community Alliance.

Butker is a three-time Super Bowl champion with the Chiefs. He was a seventh-round draft pick in 2017 and made 33 of 35 field goals in the 2023 season.

(Photo: Chris Unger / Getty Images)

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Lukas Weese is a Staff Editor of News at The Athletic. Before The Athletic, Lukas was a freelance sports journalist, working as an associate editor at Sportsnet, an OHL reporter for the Toronto Star and had bylines in outlets such as ESPN's Andscape, USA Today, Complex, Yahoo Sports, GOLF Magazine, Just Women's Sports and Raptors Republic. Lukas also does freelance play-by-play broadcasting. Follow Lukas on Twitter @ Weesesports