two types of assignment statement

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Different Forms of Assignment Statements in Python

• Statement, Indentation and Comment in Python
• Conditional Statements in Python
• Assignment Operators in Python
• Loops and Control Statements (continue, break and pass) in Python
• Different Ways of Using Inline if in Python
• Difference between "__eq__" VS "is" VS "==" in Python
• Augmented Assignment Operators in Python
• Nested-if statement in Python
• How to write memory efficient classes in Python?
• Difference Between List and Tuple in Python
• A += B Assignment Riddle in Python
• Difference between List VS Set VS Tuple in Python
• Assign Function to a Variable in Python
• Python pass Statement
• Python If Else Statements - Conditional Statements
• Data Classes in Python | Set 5 (post-init)
• Assigning multiple variables in one line in Python
• Assignment Operators in Programming
• What is the difference between = (Assignment) and == (Equal to) operators

We use Python assignment statements to assign objects to names. The target of an assignment statement is written on the left side of the equal sign (=), and the object on the right can be an arbitrary expression that computes an object.

There are some important properties of assignment in Python :-

• Assignment creates object references instead of copying the objects.
• Python creates a variable name the first time when they are assigned a value.
• Names must be assigned before being referenced.
• There are some operations that perform assignments implicitly.

Assignment statement forms :-

1. Basic form:

This form is the most common form.

2. Tuple assignment:

When we code a tuple on the left side of the =, Python pairs objects on the right side with targets on the left by position and assigns them from left to right. Therefore, the values of x and y are 50 and 100 respectively.

3. List assignment:

This works in the same way as the tuple assignment.

4. Sequence assignment:

In recent version of Python, tuple and list assignment have been generalized into instances of what we now call sequence assignment – any sequence of names can be assigned to any sequence of values, and Python assigns the items one at a time by position.

5. Extended Sequence unpacking:

It allows us to be more flexible in how we select portions of a sequence to assign.

Here, p is matched with the first character in the string on the right and q with the rest. The starred name (*q) is assigned a list, which collects all items in the sequence not assigned to other names.

This is especially handy for a common coding pattern such as splitting a sequence and accessing its front and rest part.

6. Multiple- target assignment:

In this form, Python assigns a reference to the same object (the object which is rightmost) to all the target on the left.

7. Augmented assignment :

The augmented assignment is a shorthand assignment that combines an expression and an assignment.

There are several other augmented assignment forms:

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• Assignment Statement

An Assignment statement is a statement that is used to set a value to the variable name in a program .

Assignment statement allows a variable to hold different types of values during its program lifespan. Another way of understanding an assignment statement is, it stores a value in the memory location which is denoted by a variable name.

The symbol used in an assignment statement is called as an operator . The symbol is ‘=’ .

Note: The Assignment Operator should never be used for Equality purpose which is double equal sign ‘==’.

The Basic Syntax of Assignment Statement in a programming language is :

variable = expression ;

variable = variable name

expression = it could be either a direct value or a math expression/formula or a function call

Few programming languages such as Java, C, C++ require data type to be specified for the variable, so that it is easy to allocate memory space and store those values during program execution.

data_type variable_name = value ;

In the above-given examples, Variable ‘a’ is assigned a value in the same statement as per its defined data type. A data type is only declared for Variable ‘b’. In the 3 rd line of code, Variable ‘a’ is reassigned the value 25. The 4 th line of code assigns the value for Variable ‘b’.

Assignment Statement Forms

This is one of the most common forms of Assignment Statements. Here the Variable name is defined, initialized, and assigned a value in the same statement. This form is generally used when we want to use the Variable quite a few times and we do not want to change its value very frequently.

Tuple Assignment

Generally, we use this form when we want to define and assign values for more than 1 variable at the same time. This saves time and is an easy method. Note that here every individual variable has a different value assigned to it.

(Code In Python)

Sequence Assignment

(Code in Python)

Multiple-target Assignment or Chain Assignment

In this format, a single value is assigned to two or more variables.

Augmented Assignment

In this format, we use the combination of mathematical expressions and values for the Variable. Other augmented Assignment forms are: &=, -=, **=, etc.

Browse more Topics Under Data Types, Variables and Constants

• Concept of Data types
• Built-in Data Types
• Constants in Programing Language 
• Access Modifier
• Variables of Built-in-Datatypes
• Declaration/Initialization of Variables
• Type Modifier

Few Rules for Assignment Statement

Few Rules to be followed while writing the Assignment Statements are:

• Variable names must begin with a letter, underscore, non-number character. Each language has its own conventions.
• The Data type defined and the variable value must match.
• A variable name once defined can only be used once in the program. You cannot define it again to store other types of value.
• If you assign a new value to an existing variable, it will overwrite the previous value and assign the new value.

FAQs on Assignment Statement

Q1. Which of the following shows the syntax of an  assignment statement ?

• variablename = expression ;
• expression = variable ;
• datatype = variablename ;
• expression = datatype variable ;

Answer – Option A.

Q2. What is an expression ?

• Same as statement
• List of statements that make up a program
• Combination of literals, operators, variables, math formulas used to calculate a value
• Numbers expressed in digits

Answer – Option C.

Q3. What are the two steps that take place when an  assignment statement  is executed?

• Evaluate the expression, store the value in the variable
• Reserve memory, fill it with value
• Evaluate variable, store the result
• Store the value in the variable, evaluate the expression.

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• 7. Simple statements
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7. Simple statements ¶

A simple statement is comprised within a single logical line. Several simple statements may occur on a single line separated by semicolons. The syntax for simple statements is:

7.1. Expression statements ¶

Expression statements are used (mostly interactively) to compute and write a value, or (usually) to call a procedure (a function that returns no meaningful result; in Python, procedures return the value None ). Other uses of expression statements are allowed and occasionally useful. The syntax for an expression statement is:

An expression statement evaluates the expression list (which may be a single expression).

In interactive mode, if the value is not None , it is converted to a string using the built-in repr() function and the resulting string is written to standard output on a line by itself (except if the result is None , so that procedure calls do not cause any output.)

7.2. Assignment statements ¶

Assignment statements are used to (re)bind names to values and to modify attributes or items of mutable objects:

(See section Primaries for the syntax definitions for attributeref , subscription , and slicing .)

An assignment statement evaluates the expression list (remember that this can be a single expression or a comma-separated list, the latter yielding a tuple) and assigns the single resulting object to each of the target lists, from left to right.

Assignment is defined recursively depending on the form of the target (list). When a target is part of a mutable object (an attribute reference, subscription or slicing), the mutable object must ultimately perform the assignment and decide about its validity, and may raise an exception if the assignment is unacceptable. The rules observed by various types and the exceptions raised are given with the definition of the object types (see section The standard type hierarchy ).

Assignment of an object to a target list, optionally enclosed in parentheses or square brackets, is recursively defined as follows.

If the target list is a single target with no trailing comma, optionally in parentheses, the object is assigned to that target.

If the target list contains one target prefixed with an asterisk, called a “starred” target: The object must be an iterable with at least as many items as there are targets in the target list, minus one. The first items of the iterable are assigned, from left to right, to the targets before the starred target. The final items of the iterable are assigned to the targets after the starred target. A list of the remaining items in the iterable is then assigned to the starred target (the list can be empty).

Else: The object must be an iterable with the same number of items as there are targets in the target list, and the items are assigned, from left to right, to the corresponding targets.

Assignment of an object to a single target is recursively defined as follows.

If the target is an identifier (name):

If the name does not occur in a global or nonlocal statement in the current code block: the name is bound to the object in the current local namespace.

Otherwise: the name is bound to the object in the global namespace or the outer namespace determined by nonlocal , respectively.

The name is rebound if it was already bound. This may cause the reference count for the object previously bound to the name to reach zero, causing the object to be deallocated and its destructor (if it has one) to be called.

If the target is an attribute reference: The primary expression in the reference is evaluated. It should yield an object with assignable attributes; if this is not the case, TypeError is raised. That object is then asked to assign the assigned object to the given attribute; if it cannot perform the assignment, it raises an exception (usually but not necessarily AttributeError ).

Note: If the object is a class instance and the attribute reference occurs on both sides of the assignment operator, the right-hand side expression, a.x can access either an instance attribute or (if no instance attribute exists) a class attribute. The left-hand side target a.x is always set as an instance attribute, creating it if necessary. Thus, the two occurrences of a.x do not necessarily refer to the same attribute: if the right-hand side expression refers to a class attribute, the left-hand side creates a new instance attribute as the target of the assignment:

This description does not necessarily apply to descriptor attributes, such as properties created with property() .

If the target is a subscription: The primary expression in the reference is evaluated. It should yield either a mutable sequence object (such as a list) or a mapping object (such as a dictionary). Next, the subscript expression is evaluated.

If the primary is a mutable sequence object (such as a list), the subscript must yield an integer. If it is negative, the sequence’s length is added to it. The resulting value must be a nonnegative integer less than the sequence’s length, and the sequence is asked to assign the assigned object to its item with that index. If the index is out of range, IndexError is raised (assignment to a subscripted sequence cannot add new items to a list).

If the primary is a mapping object (such as a dictionary), the subscript must have a type compatible with the mapping’s key type, and the mapping is then asked to create a key/value pair which maps the subscript to the assigned object. This can either replace an existing key/value pair with the same key value, or insert a new key/value pair (if no key with the same value existed).

For user-defined objects, the __setitem__() method is called with appropriate arguments.

If the target is a slicing: The primary expression in the reference is evaluated. It should yield a mutable sequence object (such as a list). The assigned object should be a sequence object of the same type. Next, the lower and upper bound expressions are evaluated, insofar they are present; defaults are zero and the sequence’s length. The bounds should evaluate to integers. If either bound is negative, the sequence’s length is added to it. The resulting bounds are clipped to lie between zero and the sequence’s length, inclusive. Finally, the sequence object is asked to replace the slice with the items of the assigned sequence. The length of the slice may be different from the length of the assigned sequence, thus changing the length of the target sequence, if the target sequence allows it.

CPython implementation detail: In the current implementation, the syntax for targets is taken to be the same as for expressions, and invalid syntax is rejected during the code generation phase, causing less detailed error messages.

Although the definition of assignment implies that overlaps between the left-hand side and the right-hand side are ‘simultaneous’ (for example a, b = b, a swaps two variables), overlaps within the collection of assigned-to variables occur left-to-right, sometimes resulting in confusion. For instance, the following program prints [0, 2] :

The specification for the *target feature.

7.2.1. Augmented assignment statements ¶

Augmented assignment is the combination, in a single statement, of a binary operation and an assignment statement:

(See section Primaries for the syntax definitions of the last three symbols.)

An augmented assignment evaluates the target (which, unlike normal assignment statements, cannot be an unpacking) and the expression list, performs the binary operation specific to the type of assignment on the two operands, and assigns the result to the original target. The target is only evaluated once.

An augmented assignment expression like x += 1 can be rewritten as x = x + 1 to achieve a similar, but not exactly equal effect. In the augmented version, x is only evaluated once. Also, when possible, the actual operation is performed in-place , meaning that rather than creating a new object and assigning that to the target, the old object is modified instead.

Unlike normal assignments, augmented assignments evaluate the left-hand side before evaluating the right-hand side. For example, a[i] += f(x) first looks-up a[i] , then it evaluates f(x) and performs the addition, and lastly, it writes the result back to a[i] .

With the exception of assigning to tuples and multiple targets in a single statement, the assignment done by augmented assignment statements is handled the same way as normal assignments. Similarly, with the exception of the possible in-place behavior, the binary operation performed by augmented assignment is the same as the normal binary operations.

For targets which are attribute references, the same caveat about class and instance attributes applies as for regular assignments.

7.2.2. Annotated assignment statements ¶

Annotation assignment is the combination, in a single statement, of a variable or attribute annotation and an optional assignment statement:

The difference from normal Assignment statements is that only a single target is allowed.

For simple names as assignment targets, if in class or module scope, the annotations are evaluated and stored in a special class or module attribute __annotations__ that is a dictionary mapping from variable names (mangled if private) to evaluated annotations. This attribute is writable and is automatically created at the start of class or module body execution, if annotations are found statically.

For expressions as assignment targets, the annotations are evaluated if in class or module scope, but not stored.

If a name is annotated in a function scope, then this name is local for that scope. Annotations are never evaluated and stored in function scopes.

If the right hand side is present, an annotated assignment performs the actual assignment before evaluating annotations (where applicable). If the right hand side is not present for an expression target, then the interpreter evaluates the target except for the last __setitem__() or __setattr__() call.

The proposal that added syntax for annotating the types of variables (including class variables and instance variables), instead of expressing them through comments.

The proposal that added the typing module to provide a standard syntax for type annotations that can be used in static analysis tools and IDEs.

Changed in version 3.8: Now annotated assignments allow the same expressions in the right hand side as regular assignments. Previously, some expressions (like un-parenthesized tuple expressions) caused a syntax error.

7.3. The assert statement ¶

Assert statements are a convenient way to insert debugging assertions into a program:

The simple form, assert expression , is equivalent to

The extended form, assert expression1, expression2 , is equivalent to

These equivalences assume that __debug__ and AssertionError refer to the built-in variables with those names. In the current implementation, the built-in variable __debug__ is True under normal circumstances, False when optimization is requested (command line option -O ). The current code generator emits no code for an assert statement when optimization is requested at compile time. Note that it is unnecessary to include the source code for the expression that failed in the error message; it will be displayed as part of the stack trace.

Assignments to __debug__ are illegal. The value for the built-in variable is determined when the interpreter starts.

7.4. The pass statement ¶

pass is a null operation — when it is executed, nothing happens. It is useful as a placeholder when a statement is required syntactically, but no code needs to be executed, for example:

7.5. The del statement ¶

Deletion is recursively defined very similar to the way assignment is defined. Rather than spelling it out in full details, here are some hints.

Deletion of a target list recursively deletes each target, from left to right.

Deletion of a name removes the binding of that name from the local or global namespace, depending on whether the name occurs in a global statement in the same code block. If the name is unbound, a NameError exception will be raised.

Deletion of attribute references, subscriptions and slicings is passed to the primary object involved; deletion of a slicing is in general equivalent to assignment of an empty slice of the right type (but even this is determined by the sliced object).

Changed in version 3.2: Previously it was illegal to delete a name from the local namespace if it occurs as a free variable in a nested block.

7.6. The return statement ¶

return may only occur syntactically nested in a function definition, not within a nested class definition.

If an expression list is present, it is evaluated, else None is substituted.

return leaves the current function call with the expression list (or None ) as return value.

When return passes control out of a try statement with a finally clause, that finally clause is executed before really leaving the function.

In a generator function, the return statement indicates that the generator is done and will cause StopIteration to be raised. The returned value (if any) is used as an argument to construct StopIteration and becomes the StopIteration.value attribute.

In an asynchronous generator function, an empty return statement indicates that the asynchronous generator is done and will cause StopAsyncIteration to be raised. A non-empty return statement is a syntax error in an asynchronous generator function.

7.7. The yield statement ¶

A yield statement is semantically equivalent to a yield expression . The yield statement can be used to omit the parentheses that would otherwise be required in the equivalent yield expression statement. For example, the yield statements

are equivalent to the yield expression statements

Yield expressions and statements are only used when defining a generator function, and are only used in the body of the generator function. Using yield in a function definition is sufficient to cause that definition to create a generator function instead of a normal function.

For full details of yield semantics, refer to the Yield expressions section.

7.8. The raise statement ¶

If no expressions are present, raise re-raises the exception that is currently being handled, which is also known as the active exception . If there isn’t currently an active exception, a RuntimeError exception is raised indicating that this is an error.

Otherwise, raise evaluates the first expression as the exception object. It must be either a subclass or an instance of BaseException . If it is a class, the exception instance will be obtained when needed by instantiating the class with no arguments.

The type of the exception is the exception instance’s class, the value is the instance itself.

A traceback object is normally created automatically when an exception is raised and attached to it as the __traceback__ attribute. You can create an exception and set your own traceback in one step using the with_traceback() exception method (which returns the same exception instance, with its traceback set to its argument), like so:

The from clause is used for exception chaining: if given, the second expression must be another exception class or instance. If the second expression is an exception instance, it will be attached to the raised exception as the __cause__ attribute (which is writable). If the expression is an exception class, the class will be instantiated and the resulting exception instance will be attached to the raised exception as the __cause__ attribute. If the raised exception is not handled, both exceptions will be printed:

A similar mechanism works implicitly if a new exception is raised when an exception is already being handled. An exception may be handled when an except or finally clause, or a with statement, is used. The previous exception is then attached as the new exception’s __context__ attribute:

Exception chaining can be explicitly suppressed by specifying None in the from clause:

Additional information on exceptions can be found in section Exceptions , and information about handling exceptions is in section The try statement .

Changed in version 3.3: None is now permitted as Y in raise X from Y .

Added the __suppress_context__ attribute to suppress automatic display of the exception context.

Changed in version 3.11: If the traceback of the active exception is modified in an except clause, a subsequent raise statement re-raises the exception with the modified traceback. Previously, the exception was re-raised with the traceback it had when it was caught.

7.9. The break statement ¶

break may only occur syntactically nested in a for or while loop, but not nested in a function or class definition within that loop.

It terminates the nearest enclosing loop, skipping the optional else clause if the loop has one.

If a for loop is terminated by break , the loop control target keeps its current value.

When break passes control out of a try statement with a finally clause, that finally clause is executed before really leaving the loop.

7.10. The continue statement ¶

continue may only occur syntactically nested in a for or while loop, but not nested in a function or class definition within that loop. It continues with the next cycle of the nearest enclosing loop.

When continue passes control out of a try statement with a finally clause, that finally clause is executed before really starting the next loop cycle.

7.11. The import statement ¶

The basic import statement (no from clause) is executed in two steps:

find a module, loading and initializing it if necessary

define a name or names in the local namespace for the scope where the import statement occurs.

When the statement contains multiple clauses (separated by commas) the two steps are carried out separately for each clause, just as though the clauses had been separated out into individual import statements.

The details of the first step, finding and loading modules, are described in greater detail in the section on the import system , which also describes the various types of packages and modules that can be imported, as well as all the hooks that can be used to customize the import system. Note that failures in this step may indicate either that the module could not be located, or that an error occurred while initializing the module, which includes execution of the module’s code.

If the requested module is retrieved successfully, it will be made available in the local namespace in one of three ways:

If the module name is followed by as , then the name following as is bound directly to the imported module.

If no other name is specified, and the module being imported is a top level module, the module’s name is bound in the local namespace as a reference to the imported module

If the module being imported is not a top level module, then the name of the top level package that contains the module is bound in the local namespace as a reference to the top level package. The imported module must be accessed using its full qualified name rather than directly

The from form uses a slightly more complex process:

find the module specified in the from clause, loading and initializing it if necessary;

for each of the identifiers specified in the import clauses:

check if the imported module has an attribute by that name

if not, attempt to import a submodule with that name and then check the imported module again for that attribute

if the attribute is not found, ImportError is raised.

otherwise, a reference to that value is stored in the local namespace, using the name in the as clause if it is present, otherwise using the attribute name

If the list of identifiers is replaced by a star ( '*' ), all public names defined in the module are bound in the local namespace for the scope where the import statement occurs.

The public names defined by a module are determined by checking the module’s namespace for a variable named __all__ ; if defined, it must be a sequence of strings which are names defined or imported by that module. The names given in __all__ are all considered public and are required to exist. If __all__ is not defined, the set of public names includes all names found in the module’s namespace which do not begin with an underscore character ( '_' ). __all__ should contain the entire public API. It is intended to avoid accidentally exporting items that are not part of the API (such as library modules which were imported and used within the module).

The wild card form of import — from module import * — is only allowed at the module level. Attempting to use it in class or function definitions will raise a SyntaxError .

When specifying what module to import you do not have to specify the absolute name of the module. When a module or package is contained within another package it is possible to make a relative import within the same top package without having to mention the package name. By using leading dots in the specified module or package after from you can specify how high to traverse up the current package hierarchy without specifying exact names. One leading dot means the current package where the module making the import exists. Two dots means up one package level. Three dots is up two levels, etc. So if you execute from . import mod from a module in the pkg package then you will end up importing pkg.mod . If you execute from ..subpkg2 import mod from within pkg.subpkg1 you will import pkg.subpkg2.mod . The specification for relative imports is contained in the Package Relative Imports section.

importlib.import_module() is provided to support applications that determine dynamically the modules to be loaded.

Raises an auditing event import with arguments module , filename , sys.path , sys.meta_path , sys.path_hooks .

7.11.1. Future statements ¶

A future statement is a directive to the compiler that a particular module should be compiled using syntax or semantics that will be available in a specified future release of Python where the feature becomes standard.

The future statement is intended to ease migration to future versions of Python that introduce incompatible changes to the language. It allows use of the new features on a per-module basis before the release in which the feature becomes standard.

A future statement must appear near the top of the module. The only lines that can appear before a future statement are:

the module docstring (if any),

blank lines, and

other future statements.

The only feature that requires using the future statement is annotations (see PEP 563 ).

All historical features enabled by the future statement are still recognized by Python 3. The list includes absolute_import , division , generators , generator_stop , unicode_literals , print_function , nested_scopes and with_statement . They are all redundant because they are always enabled, and only kept for backwards compatibility.

A future statement is recognized and treated specially at compile time: Changes to the semantics of core constructs are often implemented by generating different code. It may even be the case that a new feature introduces new incompatible syntax (such as a new reserved word), in which case the compiler may need to parse the module differently. Such decisions cannot be pushed off until runtime.

For any given release, the compiler knows which feature names have been defined, and raises a compile-time error if a future statement contains a feature not known to it.

The direct runtime semantics are the same as for any import statement: there is a standard module __future__ , described later, and it will be imported in the usual way at the time the future statement is executed.

The interesting runtime semantics depend on the specific feature enabled by the future statement.

Note that there is nothing special about the statement:

That is not a future statement; it’s an ordinary import statement with no special semantics or syntax restrictions.

Code compiled by calls to the built-in functions exec() and compile() that occur in a module M containing a future statement will, by default, use the new syntax or semantics associated with the future statement. This can be controlled by optional arguments to compile() — see the documentation of that function for details.

A future statement typed at an interactive interpreter prompt will take effect for the rest of the interpreter session. If an interpreter is started with the -i option, is passed a script name to execute, and the script includes a future statement, it will be in effect in the interactive session started after the script is executed.

The original proposal for the __future__ mechanism.

7.12. The global statement ¶

The global statement is a declaration which holds for the entire current code block. It means that the listed identifiers are to be interpreted as globals. It would be impossible to assign to a global variable without global , although free variables may refer to globals without being declared global.

Names listed in a global statement must not be used in the same code block textually preceding that global statement.

Names listed in a global statement must not be defined as formal parameters, or as targets in with statements or except clauses, or in a for target list, class definition, function definition, import statement, or variable annotation.

CPython implementation detail: The current implementation does not enforce some of these restrictions, but programs should not abuse this freedom, as future implementations may enforce them or silently change the meaning of the program.

Programmer’s note: global is a directive to the parser. It applies only to code parsed at the same time as the global statement. In particular, a global statement contained in a string or code object supplied to the built-in exec() function does not affect the code block containing the function call, and code contained in such a string is unaffected by global statements in the code containing the function call. The same applies to the eval() and compile() functions.

7.13. The nonlocal statement ¶

When the definition of a function or class is nested (enclosed) within the definitions of other functions, its nonlocal scopes are the local scopes of the enclosing functions. The nonlocal statement causes the listed identifiers to refer to names previously bound in nonlocal scopes. It allows encapsulated code to rebind such nonlocal identifiers. If a name is bound in more than one nonlocal scope, the nearest binding is used. If a name is not bound in any nonlocal scope, or if there is no nonlocal scope, a SyntaxError is raised.

The nonlocal statement applies to the entire scope of a function or class body. A SyntaxError is raised if a variable is used or assigned to prior to its nonlocal declaration in the scope.

The specification for the nonlocal statement.

Programmer’s note: nonlocal is a directive to the parser and applies only to code parsed along with it. See the note for the global statement.

7.14. The type statement ¶

The type statement declares a type alias, which is an instance of typing.TypeAliasType .

For example, the following statement creates a type alias:

This code is roughly equivalent to:

annotation-def indicates an annotation scope , which behaves mostly like a function, but with several small differences.

The value of the type alias is evaluated in the annotation scope. It is not evaluated when the type alias is created, but only when the value is accessed through the type alias’s __value__ attribute (see Lazy evaluation ). This allows the type alias to refer to names that are not yet defined.

Type aliases may be made generic by adding a type parameter list after the name. See Generic type aliases for more.

type is a soft keyword .

Added in version 3.12.

Introduced the type statement and syntax for generic classes and functions.

Table of Contents

• 7.1. Expression statements
• 7.2.1. Augmented assignment statements
• 7.2.2. Annotated assignment statements
• 7.3. The assert statement
• 7.4. The pass statement
• 7.5. The del statement
• 7.6. The return statement
• 7.7. The yield statement
• 7.8. The raise statement
• 7.9. The break statement
• 7.10. The continue statement
• 7.11.1. Future statements
• 7.12. The global statement
• 7.13. The nonlocal statement
• 7.14. The type statement

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6. Expressions

8. Compound statements

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2.3: Arithmetic Operations and Assignment Statements

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• Page ID 206261

• Robert Belford
• University of Arkansas at Little Rock

hypothes.is tag:  s20iostpy03ualr Download Assignment:  S2020py03

Learning Objectives

Students will be able to:

• Explain each Python arithmetic operator
• Explain the meaning and use of an  assignment statement
• Explain the use of "+"  and "*" with strings and numbers
• Use the  int()   and  float()  functions to convert string input to numbers for computation
• Incorporate numeric formatting into print statements
• Recognize the four main operations of a computer within a simple Python program
• Create  input  statements in Python
• Create  Python  code that performs mathematical and string operations
• Create  Python  code that uses assignment statements
• Create  Python   code that formats numeric output

Prior Knowledge

• Understanding of Python print and input statements
• Understanding of mathematical operations
• Understanding of flowchart input symbols

Further Reading

• https://en.wikibooks.org/wiki/Non-Programmer%27s_Tutorial_for_Python_3/Hello,_World
• https://en.wikibooks.org/wiki/Non-Programmer%27s_Tutorial_for_Python_3/Who_Goes_There%3F

Model 1: Arithmetic Operators in  Python

Python includes several arithmetic operators: addition, subtraction, multiplication, two types of division, exponentiation and  mod .

Critical Thinking Questions:

1.  Draw a line between each flowchart symbol and its corresponding line of Python code. Make note of any problems.

2. Execute the print statements in the previous Python program

    a.  Next to each print statement above, write the output.     b.  What is the value of the following line of code?

    c.  Predict the values of 17%3 and 18%3 without using your computer.

3.  Explain the purpose of each arithmetic operation:

a.               +          ____________________________

b.               -           ____________________________

c.               *          ____________________________

d.               **        ____________________________

e.               /           ____________________________

f.                //          ____________________________

g.                %         ____________________________

An  assignment statement  is a line of code that uses a "=" sign. The statement stores the result of an operation performed on the right-hand side of the sign into the variable memory location on the left-hand side.

4.         Enter and execute the following lines of Python code in the editor window of your IDE (e.g. Thonny):

 a.  What are the variables in the above python program?    b.  What does the  assignment statement :  MethaneMolMs = 16  do?    c.  What happens if you replace the comma (,) in the print statements with a plus sign (+) and execute the code again?  Why does this happen?

5.    What is stored in memory after each assignment statement is executed?

Note: Concatenating Strings in python

The "+"  concatenates  the two strings stored in the variables into one string.    "+" can only be used when both operators are strings.

6.         Run the following program in the editor window of your IDE (e.g. Thonny) to see what happens if you try to use the "+" with strings instead of numbers?

   a.  The third line of code contains an assignment statement. What is stored in  fullName   when the line is executed?    b.  What is the difference between the two output lines?    c.  How could you alter your assignment statements so that  print(fullName)  gives the same output as  print(firstName,lastName)    d. Only one of the following programs will work. Which one will work, and why doesn’t the other work? Try doing this without running the programs!

   e.  Run the programs above and see if you were correct.    f.  The program that worked above results in no space between the number and the street name. How can you alter the code so that it prints properly while using a concatenation operator?

7.  Before entering the following code into the Python interpreter (Thonny IDE editor window), predict the output of this program.

Now execute it.  What is the actual output?  Is this what you thought it would do?  Explain.

8.   Let’s take a look at a python program that prompts the user for two numbers and subtracts them. 

            Execute the following code by entering it in the editor window of Thonny.

      a.   What output do you expect?       b.   What is the actual output       c.   Revise the program in the following manner:

• Between lines two and three add the following lines of code:       num1 = int(firstNumber)      num2 = int(secondNumber)
• Next, replace the statement:     difference = firstNumber – secondNumber with the statement:     difference = num1 – num2
• Execute the program again. What output did you get?

     d.  Explain the purpose of the function  int().      e.  Explain how the changes in the program produced the desired output.

Model 3: Formatting Output in  Python

There are multiple ways to format output in python. The old way is to use the string modulo %, and the new way is with a format method function.

9.  Look closely at the output for python program 7.

    a. How do you indicate the number of decimals to display using

the string modulo (%) ______________________________________________________

the format function ________________________________________________________

     b. What happens to the number if you tell it to display less decimals than are in the number, regardless of formatting method used?

     c. What type of code allows you to right justify your numbers?

10.       Execute the following code by entering it in the editor window of Thonny.

a.  Does the output look like standard output for something that has dollars and cents associated with it?

b.  Replace the last line of code with the following:

print("Total cost of laptops: $%.2f" % price)   

print("Total cost of laptops:" ,format(price, '.2f.))

                Discuss the change in the output.

c.  Replace the last line of code with the following:

print("Total cost of laptops: $",   format(price,'.2f') print("Total cost of laptops: $" ,format(price, '.2f.))

              Discuss the change in the output.

d.  Experiment with the number ".2" in the ‘0.2f’ of the print above statement by substituting the following numbers and explain the results.

                     .4         ___________________________________________________

                     .0         ___________________________________________________

                     .1         ___________________________________________________

                     .8         ___________________________________________________

e.  Now try the following numbers in the same print statement. These numbers contain a whole number and a decimal. Explain the output for each number.

                     02.5     ___________________________________________________

                     08.2     ___________________________________________________

                     03.1     ___________________________________________________

f.  Explain what each part of the format function:  format(variable,  "%n.nf")  does in a print statement where n.n represents a number.

variable ____________________________           First n _________________________

Second n_______________________                      f    _________________________

g.          Revise the print statement by changing the "f" to "d" and  laptopCost = 600 . Execute the statements and explain the output format.

            print("Total cost of laptops: %2d" % price)             print("Total cost of laptops: %10d" % price)

h.         Explain how the function  format(var,'10d')  formats numeric data.  var  represents a whole number.

11.    Use the following program and output to answer the questions below.

a.   From the code and comments in the previous program, explain how the four main operations are implemented in this program. b.  There is one new function in this sample program.  What is it? From the corresponding output, determine what it does.

Application Questions: Use the Python Interpreter to check your work

• 8 to the 4 th  power
• The sum of 5 and 6 multiplied by the quotient of 34 and 7 using floating point arithmetic  
• Write an assignment statement that stores the remainder obtained from dividing 87 and 8 in the variable  leftover  
• Assume:  

courseLabel = "CHEM" courseNumber = "3350"

Write a line of Python code that concatenates the label with the number and stores the result in the variable  courseName . Be sure that there is a space between the course label and the course number when they are concatenated.

• Write one line of Python code that will print the word "Happy!" one hundred times.  
• Write one line of code that calculates the cost of 15 items and stores the result in the variable  totalCost
• Write one line of code that prints the total cost with a label, a dollar sign, and exactly two decimal places.  Sample output:  Total cost: $22.5  
• Assume: 

height1 = 67850 height2 = 456

Use Python formatting to write two print statements that will produce the following output exactly at it appears below:

Homework Assignment: s2020py03

Download the assignment from the website, fill out the word document, and upload to your Google Drive folder the completed assignment along with the two python files.

1. (5 pts)  Write a Python program that prompts the user for two numbers, and then gives the sum and product of those two numbers. Your sample output should look like this:

Enter your first number:10 Enter your second number:2 The sum of these numbers is: 12 The product of these two numbers is: 20

• Your program must contain documentation lines that include your name, the date, a line that states "Py03 Homework question 1" and a description line that indicates what the program is supposed to do. 
• Paste the code this word document and upload to your Google drive when the assignment is completed, with file name [your last name]_py03_HWQ1
• Save the program as a python file (ends with .py), with file name [your last name]_py03Q1_program and upload that to the Google Drive.

2. (10 pts) Write a program that calculates the molarity of a solution. Molarity is defined as numbers of moles per liter solvent. Your program will calculate molarity and must ask for the substance name, its molecular weight, how many grams of substance you are putting in solution, and the total volume of the solution. Report your calculated value of molarity to 3 decimal places. Your output should also be separated from the input with a line containing 80 asterixis.

Assuming you are using sodium chloride, your input and output should look like:

• Your program must contain documentation lines that include your name, the date, a line that states "Py03 Homework question 2" and a description line that indicates what the program is supposed to do. 
• Paste the code to question two below
• Save the program as a python file (ends with .py), with file name [your last name]_py03Q2_program and upload that to the Google Drive.

3. (4 pts) Make two hypothes.is annotations dealing with external open access resources on formatting with the format function method of formatting.  These need the tag of s20iostpy03ualr .

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• Developer's Best Practices
• Questions and Answers
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• Computer Glossary

Different Forms of Assignment Statements in Python

Assignment statement in python is the statement used to assign the value to the specified variable. The value assigned to the variable can be of any data type supported by python programming language such as integer, string, float Boolean, list, tuple, dictionary, set etc.

Types of assignment statements

The different types of assignment statements are as follows.

Basic assignment statement

Multiple assignment statement

Augmented assignment statement

Chained assignment statement, unpacking assignment statement, swapping assignment statement.

Let’s see about each one in detail.

Basic Assignment Statement

The most frequently and commonly used is the basic assignment statement. In this type of assignment, we will assign the value to the variable directly. Following is the syntax.

Variable_name is the name of the variable.

value is the any datatype of input value to be assigned to the variable.

In this example, we are assigning a value to the variable using the basic assignment statement in the static manner.

In this example, we will use the dynamic inputting way to assign the value using the basic assignment statement.

Multiple Assignment statement

We can assign multiple values to multiple variables within a single line of code in python. Following is the syntax.

v1,v2,……,vn are the variable names.

val1,val2,……,valn are the values.

In this example, we will assign multiple values to the multiple variables using the multiple assignment statement.

By using the augmented assignment statement, we can combine the arithmetic or bitwise operations with the assignment. Following is the syntax.

variable is the variable name.

value is the input value.

+= is the assignment operator with the arithmetic operator.

In this example, we will use the augmented assignment statement to assign the values to the variable.

By using the chained assignment statement, we can assign a single value to the multiple variables within a single line. Following is the syntax -

v1,v2,v3 are the variable names.

value is the value to be assigned to the variables.

Here is the example to assign the single value to the multiple variables using the chain assignment statement.

We can assign the values given in a list or tuple can be assigned to multiple variables using the unpacking assignment statement. Following is the syntax -

val1,val2,val3 are the values.

In this example, we will assign the values grouped in the list to the multiple variables using the unpacking assignment statement.

In python, we can swap two values of the variables without using any temporary third variable with the help of assignment statement. Following is the syntax.

var1, var2 are the variables.

In the following example, we will assign the values two variables and swap the values with each other.

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2. Assignment Statements

One of the most common statements (instructions) in C++ is the assignment statement , which has the form:

= is the assignment operator . This statement means that the expression on the right hand side should be evaluated, and the resulting value stored at the desitnation named on the left. Most often this destination is a variable name, although in come cases the destination is itself arrived at by evaluating an expression to compute where we want to save the value.

Some examples of assignment statements would be

Now, a few things worth noting:

These statements manipulate 4 different variables: pi , r , areaOfCircle and circumferenceOfCircle .

We have to assume that r already contains a sensible value if we are to believe that these assignments will do anythign useful.

The last two only make sense if the first assignment has been performed already. Luckily, when we arrange statements into a straightline arrangement like this, they are performed in that same order.

Note that we have reused pi in two different statements. We didn't need to do this. I could instead have written

but I think the original version is easier to read.

When using variables on either side of an assignment, we need to declare the variables first:

Actually, we can combine the operations of declaring a varable and of assigning its first, or initial value:

Technically these are no longer assignments. Instead they are called initialization statements. But the effect is much the same.

I actually prefer this second, combined version, by the way. One of the more common programming errors is declarign a variable, forgetting to assign it a value, but later trying to use it in a computation anyway. If the variable isn't initialized, you basically get whatever bits happened to be left in memory by the last program that used that address. So you wind up taking an essentially random group of bits, feeding them as input to a calculation, feeding that result into another calculation, and so on, until eventually some poor schmuck gets a telephone bill for $1,245,834 or some piece of expensive computer-controlled machinery tears itself to pieces.

By getting into a habit of always initializing variables while declaring them, I avoid most of the opportunities for ever making this particular mistake.

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1.7 Java | Assignment Statements & Expressions

An assignment statement designates a value for a variable. An assignment statement can be used as an expression in Java.

After a variable is declared, you can assign a value to it by using an assignment statement . In Java, the equal sign = is used as the assignment operator . The syntax for assignment statements is as follows:

An expression represents a computation involving values, variables, and operators that, when taking them together, evaluates to a value. For example, consider the following code:

You can use a variable in an expression. A variable can also be used on both sides of the =  operator. For example:

In the above assignment statement, the result of x + 1  is assigned to the variable x . Let’s say that x is 1 before the statement is executed, and so becomes 2 after the statement execution.

To assign a value to a variable, you must place the variable name to the left of the assignment operator. Thus the following statement is wrong:

Note that the math equation  x = 2 * x + 1  ≠ the Java expression x = 2 * x + 1

Which is equivalent to:

And this statement

is equivalent to:

Note: The data type of a variable on the left must be compatible with the data type of a value on the right. For example, int x = 1.0 would be illegal, because the data type of x is int (integer) and does not accept the double value 1.0 without Type Casting .

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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is executed nothing new is created. A bit pattern representing 32912 is stored in value .

Two Types of Assignment Statements

There is a difference between the statements:

In the first statement, value is a primitive type, so the assignment statement puts the data directly into it. In the second statement, str is an object reference variable (the only other possibility) so a reference to the object is put into that variable.

Important: A Java variable never contains an object.

How do you tell the two kinds of variables apart? Easy: look at how the variable is declared. Unless it was declared to be of a primitive type, it is an object reference variable. A variable will not change its declared type.

QUESTION 9:

How are the following variables declared? Click on the button of your choice.

2. Expressions and Assignment Statements

Recall that an assignment statement is used to store a value in a variable, and looks like this:

When I first introduced assignment statements, I told you that C# requires that the data type of the expression be compatible with the data type of the variable (on the left side). Thus, if x is an int variable, x = 5 is legal, but x = "Jon" is not.

We need to dig into this rule a little bit, because until you understand it well, you will have difficulty when you are working with expressions that include variables of different data types, which happens all the time in C#. There are two parts to consider: "the data type of the expression" and "compatible with the data type of the variable".

2.1. Determining the Data Type of an Expression

An expression, as you know, computes a value, and that value has a data type. By "data type of an expression," I am referring to the data type of the value produced by the expression. For example, the expression 5 + 5 yields the int value 10, and the expression 2.0 * 3.0 yields the double value 6.0.

It's pretty easy to determine the data type of a simple expressions, such as a literal or a single variable. But what happens when you start mixing types? More complicated expressions can present a challenge, but if you learn to tackle them in a systematic way, you can easily analyze them to determine their type. First, here are the two rules governing numeric expressions:

A mathematical expression that consists only of integer types will produce an int result. When a long value is involved, the result is long.

A mathematical expression that contains at least one double or float value will always produce a floating point result. The resulting data type depends on the "largest" data type in the expression. For example, if a double value is involved, then the result is a double. If only float values (and possibly integer values) are used, then the result is a float.

An expression that contains at least one string value will always produce a string result.

Let's take a look at some examples. We'll use the following variables:

Here is the first one:

int1 + int2 - 5

This one is easy. Only int values are involved; the result is an int.

int1 + long1

Still only integer types, but since a long is involved, the result is a long.

long1 + float1 - int2

Since a float is involved, the result must be floating point. No double value, so the result is a float.

int1 + int2 - (long1 * float1) / double2 * float2

Again, since floats and doubles are involved, the result must be a floating point type. Since a double is involved, the result is double.

"Fred weighs " + double1 + " pounds."

Since a string is involved, the result is a string.

2.2. Data Type Compatibility

In an assignment statement, the data type of the expression must be compatible with the data type of the variable being changed. I use the word "compatible" because the two types don't have to be identical. Let me give you an example to explain what I mean.

In this fragment, the compiler would permit the first assignment statement, but not the second. Here's why. An int expression is "assignment compatible" with a double variable, but a double expression is not "assignment compatible" with an int variable. The reason that one is allowed and the other is not has to do with information loss. Any int value can be safely stored in a double variable with no loss of information. However, a double value cannot be safely stored in an int variable, because an int variable cannot hold digits after the decimal point. In other words, C# allows automatic data type conversions any time that information loss is avoided.

Perhaps you have encountered an error message like this:

This is the error that my compiler issued for the second assignment statement above. To avoid errors like this, you must observe the rules on assignment compatibility:

A smaller integer-type expression can be stored in a larger integer-type variable. For example, an int expression can be stored in a long variable.

Any integer-type expression (byte, short, int, long) can be stored in a float or double variable.

A float expression can be stored in a double variable.

Other combinations are not legal.

2.3. Forcing Square Pegs into Round Holes

There are times when you have an expression that produces a result whose type is not compatible with the variable you want to hold the result. In other words, there are legitimate reasons to want to convert data from one type to another. In these cases, you need a way to tell C# to force the conversion, losing information if necessary. You do this with something called a cast. In our example, here's how it would work:

i = (int) d;

When you write a data type in parenthesis in front of an expression, C# computes the result of the expression as it normally would, and then after the result is computed, converts it to the indicated type. For example, if d were 3.2532, the (int) cast would convert the expression to 3, so it can be stored in the int variable. Note that the cast does not affect any variables in the expression; it only affects the result of the expression. So d's value is not changed.

The cast is actually an operator. It has a very high precedence -- higher than all the arithmetic operators. When your expression is more complicated than a single variable, you should enclose the expression in parenthesis. Take the following as an example:

This assignment statement is invalid, because the type of the expression is double. You might try to correct the problem by adding a cast:

i = (int) i + d;

But the compiler will still complain that the expression produces a double. What's going on here? To understand the problem, take a look at the assignment statement rewritten with the expression fully parenthesized:

i = ((int) i) + d;

This statement is equivalent to the previous one, and highlights the problem. The cast (int) has higher precedence than the + operator, so it affects only the value of i, not the value of (i + d). In effect, the cast does nothing. There are two ways to fix the problem.

Parenthesize the expression like this:

i = (int) (i + d);

Now the cast applies to the double value produced by (i + d).

Change the order of the operands:

i = (int) d + i;

Here, the double value of d is converted to an int before the addition occurs, thus ensuring an int result.

I prefer the first technique, because it is more obvious. In fact, to increase your chances of using the cast correctly, I suggest that you always parenthesize the expression being cast, whether it's needed or not.

2.4. More on Casting

The cast can occur in places other than the beginning of an expression. For example, consider this expression:

(total / num - 2) * 2

If total and num are both int variables, the result is an int. The integer division will likely yield undesirable results. You might think adding a cast at the beginning would solve the problem:

(double) (total / num - 2) * 2

But it doesn't. To understand why it doesn't help, fully parenthesize the expression according to operator precedence:

((double) ((total / num) - 2)) * 2

Now, follow the steps the computer would follow when evaluating the expression:

Compute total / num, yielding an int result (oops).

Subtract 2, yielding an int

Convert the result to a double

Multiply by 2, yielding a double

The problem occurred in the very first step. We want that division to yield a double, not an int. To fix the problem, we must move the cast inside the parentheses:

((double) total / num - 2) * 2

Now, fully parenthesized, the expression looks like this:

((((double) total) / num) - 2) * 2

And the computer evaluates it like this:

Take the value of total and convert to a double.

Divide the result by num, yielding a double.

Subtract 2, yielding a double

2.5. String Conversions

There's an important limitation on casts: you cannot use a cast to convert between a string type and a numeric type. For example, the following won't work:

To convert between string and numeric values, you must use methods in the Convert class. Here's a fragment that shows how to do it:

When you have a numeric value that you need to convert to a string, use the Convert.ToString( ) method. It accepts a numeric expression and returns the string equivalent.

Converting from Strings to numeric types requires the use of the ToDouble and ToInt32 methods in the Convert class. Note that conversion will fail with a runtime error if the string contains any spaces or other non-numeric characters. I will discuss how to handle this problem gracefully in a later chapter.

2.6. Increment, Decrement, and Modulus Operations

You'll find that adding 1 to a variable is an extremely common operation in programming. Subtracting 1 from a variable is also pretty common. You might perform the operation of adding 1 to a variable with assignment statements such as:

The effect of the assignment statement x = x + 1 is to take the old value of the variable x, compute the result of adding 1 to that value, and store the answer as the new value of x. The same operation can be accomplished by writing x++ (or, if you prefer, ++x). This actually changes the value of x, so that it has the same effect as writing "x = x + 1". The statement above could be written

Similarly, you could write x-- (or --x) to subtract 1 from x. That is, x-- performs the same computation as x = x - 1. Adding 1 to a variable is called incrementing that variable, and subtracting 1 is called decrementing. The operators ++ and -- are called the increment operator and the decrement operator, respectively. These operators can be used on variables belonging to any of the numerical types and also on variables of type char.

Sometimes you want to increment or decrement a variable by more than 1. The += and -= operations come in handy for this purpose. Here's an example of what you can do:

counter += 2;

This is basically an abbreviation for

counter = counter + 2;

You can use any expression on the right-hand side of the += operator. For example,

counter += (num * 5) + 2;

would be equivalent to writing

counter = counter + ((num * 5) + 2);

All of the binary arithmetic operators, including +, -, *, /, and the modulo operator (introduced next) can be used in this way. For example, to multiply a number by 3, you could write:

goals *= 3;

In addition to the standard +, -, *, and / operators, C# also has an operator for computing the remainder when one integer is divided by another. This operator is the modulo operator, indicated by %. If A and B are integers, then A % B represents the remainder when A is divided by B. For example, 7 % 2 is 1, while 34577 % 100 is 77, and 50 % 8 is 2. A common use of % is to test whether a given integer is even or odd. N is even if N % 2 is zero, and it is odd if N % 2 is 1. More generally, you can check whether an integer N is evenly divisible by an integer M by checking whether N % M is zero.

2.7. Precedence Rules

If you use several operators in one expression, and if you don't use parentheses to explicitly indicate the order of evaluation, then you have to worry about the precedence rules that determine the order of evaluation. (Advice: don't confuse yourself or the reader of your program; use parentheses liberally.) Here is a listing of the operators discussed in this section (along with some we haven't discussed yet), listed in order from highest precedence (evaluated first) to lowest precedence (evaluated last):

Table 4.4. Operator Precedence in C#

Operators on the same line (like * and /) have the same precedence. When they occur together, unary operators and assignment operators are evaluated right-to-left, and the remaining operators are evaluated left-to-right. For example, A*B/C means (A*B)/C, while A=B=C means A=(B=C). (Tip: You can write things like X = Y = 0 to assign several values the same value with one statement.)

CS105: Introduction to Python

Variables and assignment statements.

Computers must be able to remember and store data. This can be accomplished by creating a variable to house a given value. The assignment operator = is used to associate a variable name with a given value. For example, type the command:

in the command line window. This command assigns the value 3.45 to the variable named a . Next, type the command:

in the command window and hit the enter key. You should see the value contained in the variable a echoed to the screen. This variable will remember the value 3.45 until it is assigned a different value. To see this, type these two commands:

You should see the new value contained in the variable a echoed to the screen. The new value has "overwritten" the old value. We must be careful since once an old value has been overwritten, it is no longer remembered. The new value is now what is being remembered.

Although we will not discuss arithmetic operations in detail until the next unit, you can at least be equipped with the syntax for basic operations: + (addition), - (subtraction), * (multiplication), / (division)

For example, entering these command sequentially into the command line window:

would result in 12.32 being echoed to the screen (just as you would expect from a calculator). The syntax for multiplication works similarly. For example:

would result in 35 being echoed to the screen because the variable b has been assigned the value a * 5 where, at the time of execution, the variable a contains a value of 7.

After you read, you should be able to execute simple assignment commands using integer and float values in the command window of the Repl.it IDE. Try typing some more of the examples from this web page to convince yourself that a variable has been assigned a specific value.

In programming, we associate names with values so that we can remember and use them later. Recall Example 1. The repeated computation in that algorithm relied on remembering the intermediate sum and the integer to be added to that sum to get the new sum. In expressing the algorithm, we used th e names current and sum .

In programming, a name that refers to a value in this fashion is called a variable . When we think of values as data stored somewhere i n the computer, we can have a mental image such as the one below for the value 10 stored in the computer and the variable x , which is the name we give to 10. What is most important is to see that there is a binding between x and 10.

The term variable comes from the fact that values that are bound to variables can change throughout computation. Bindings as shown above are created, and changed by assignment statements . An assignment statement associates the name to the left of the symbol = with the value denoted by the expression on the right of =. The binding in the picture is created using an assignment statemen t of the form x = 10 . We usually read such an assignment statement as "10 is assigned to x" or "x is set to 10".

If we want to change the value that x refers to, we can use another assignment statement to do that. Suppose we execute x = 25 in the state where x is bound to 10.Then our image becomes as follows:

Choosing variable names

Suppose that we u sed the variables x and y in place of the variables side and area in the examples above. Now, if we were to compute some other value for the square that depends on the length of the side , such as the perimeter or length of the diagonal, we would have to remember which of x and y , referred to the length of the side because x and y are not as descriptive as side and area . In choosing variable names, we have to keep in mind that programs are read and maintained by human beings, not only executed by machines.

Note about syntax

In Python, variable identifiers can contain uppercase and lowercase letters, digits (provided they don't start with a digit) and the special character _ (underscore). Although it is legal to use uppercase letters in variable identifiers, we typically do not use them by convention. Variable identifiers are also case-sensitive. For example, side and Side are two different variable identifiers.

There is a collection of words, called reserved words (also known as keywords), in Python that have built-in meanings and therefore cannot be used as variable names. For the list of Python's keywords See 2.3.1 of the Python Language Reference.

Syntax and Sema ntic Errors

Now that we know how to write arithmetic expressions and assignment statements in Python, we can pause and think about what Python does if we write something that the Python interpreter cannot interpret. Python informs us about such problems by giving an error message. Broadly speaking there are two categories for Python errors:

• Syntax errors: These occur when we write Python expressions or statements that are not well-formed according to Python's syntax. For example, if we attempt to write an assignment statement such as 13 = age , Python gives a syntax error. This is because Python syntax says that for an assignment statement to be well-formed it must contain a variable on the left hand side (LHS) of the assignment operator "=" and a well-formed expression on the right hand side (RHS), and 13 is not a variable.
• Semantic errors: These occur when the Python interpreter cannot evaluate expressions or execute statements because they cannot be associated with a "meaning" that the interpreter can use. For example, the expression age + 1 is well-formed but it has a meaning only when age is already bound to a value. If we attempt to evaluate this expression before age is bound to some value by a prior assignment then Python gives a semantic error.

Even though we have used numerical expressions in all of our examples so far, assignments are not confined to numerical types. They could involve expressions built from any defined type. Recall the table that summarizes the basic types in Python.

The following video shows execution of assignment statements involving strings. It also introduces some commonly used operators on strings. For more information see the online documentation. In the video below, you see the Python shell displaying "=> None" after the assignment statements. This is unique to the Python shell presented in the video. In most Python programming environments, nothing is displayed after an assignment statement. The difference in behavior stems from version differences between the programming environment used in the video and in the activities, and can be safely ignored.

Distinguishing Expressions and Assignments

So far in the module, we have been careful to keep the distinction between the terms expression and statement because there is a conceptual difference between them, which is sometimes overlooked. Expressions denote values; they are evaluated to yield a value. On the other hand, statements are commands (instructions) that change the state of the computer. You can think of state here as some representation of computer memory and the binding of variables and values in the memory. In a state where the variable side is bound to the integer 3, and the variable area is yet unbound, the value of the expression side + 2 is 5. The assignment statement side = side + 2 , changes the state so that value 5 is bound to side in the new state. Note that when you type an expression in the Python shell, Python evaluates the expression and you get a value in return. On the other hand, if you type an assignment statement nothing is returned. Assignment statements do not return a value. Try, for example, typing x = 100 + 50 . Python adds 100 to 50, gets the value 150, and binds x to 150. However, we only see the prompt >>> after Python does the assignment. We don't see the change in the state until we inspect the value of x , by invoking x .

What we have learned so far can be summarized as using the Python interpreter to manipulate values of some primitive data types such as integers, real numbers, and character strings by evaluating expressions that involve built-in operators on these types. Assignments statements let us name the values that appear in expressions. While what we have learned so far allows us to do some computations conveniently, they are limited in their generality and reusability. Next, we introduce functions as a means to make computations more general and reusable.

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4.3: Types of Assignments

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• Ana Stevenson
• James Cook University via James Cook University

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, which are common in nursing, education, and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments, we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone, and language when writing an essay.

Components of an essay

Essays should use formal but reader-friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (see the chapter Working with Information).

If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs, and a conclusion.
• Generally, an introduction and conclusion are each approximately 10% of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative . The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine, or explore, then you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify, or assess, then you would be writing an argumentative essay . Regardless of the type of essay, your ability to analyse and think critically is important and common across genres.

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although your position on the topic may be clear in an analytical essay, it is not necessarily a requirement that you explicitly identify this with a thesis statement. In an argumentative essay, however, it is necessary that you explicitly identify your position on the topic with a thesis statement. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case study responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details.
• Applying critical thinking.
• Writing with clear structure.
• Using appropriate or sufficient sources.
• Using accurate referencing.

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure, but include examples and data from the case as additional evidence to support your points (see Figure 68). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences, including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 18.2).

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events, or new information to gain a clearer and deeper understanding of your learning.

A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt, and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation.

Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities, including practice led activities, placements, and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health, and Education.

Annotated bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (e.g. books, journal articles, or websites) on a topic, accompanied by a brief summary, evaluation, and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment item. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography, it is important to determine:

• The topic you are investigating and if there is a specific question to answer.
• The type of sources on which you need to focus.
• Whether these sources are reputable and of high quality.

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature reviews

Generally, a literature review requires that you review the scholarly literature and establish the main ideas that have been written about your chosen topic. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 18.10). You may also be expected to identify gaps in the research.

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

When conducting a literature review, use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 18.5).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education, and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs, and a conclusion.
• An essay should have a clear and logical structure and use formal but reader-friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions, or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt, and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: A user’s guide . Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. https://doi.org/10.1080/07294360.2012.661704

2. Written assignments

Writing and researching, writing tools and techniques, editing and proofreading, grammar and spelling, audience, tone and purpose.

There are many different types of written assignments, including essays, reports and reviews.  Student Services  has resources to help you understand different types of written assignments and how to structure your work:

• Assignment types  — outlines the purpose, audience, tone of writing and structural features of some written assignment types, including research essays, reports, annotated bibliographies and reflective journals
• Steps for writing assignments  — breaks the assignment writing process into a series of manageable tasks
• During semester  Student Services offers workshops  to help improve your study and assignment writing skills.

Online tools and courses to improve your skills:

• The  Academic Phrasebank  — provides examples of phrases to use in academic writing, including writing introductions, describing methods, reporting results, discussing findings and writing conclusions
• Writing research papers (LinkedIn Learning course, 1h56m)  — a UQ login is required. This course covers understanding different types of research papers, researching the topic, brainstorming your focus, developing a thesis statement, writing topic sentences, composing a title, using a style guide and formatting your paper
• Improving writing through corpora (UQx free online course, 8h)   — this course aims to provide you with the tools, knowledge and skills to become a ‘language detective’, using special software to improve your academic writing. Boost your knowledge of academic words and phrases to improve your vocabulary and written fluency.

• Writing and referencing tools  has information on different tools and software to use for your written assignments
• Beginner to advanced  training in Microsoft Word  is available at the Library, including using styles, sections and tables. Knowing all the shortcuts and tricks can save you a lot of time when you are writing your document
• LinkedIn Learning has many Word tutorials. Choose one that covers the version of word you use. You may like to start with  Word Essential Training (Office 365) (LinkedIn Learning, 2h33m)  — a UQ login is required.

 Check your knowledge

Sometimes when we read aloud we say the words that should be there, even if they are not. A  text-to-speech tool  is a good way of checking the accuracy and flow of your assignment. The tool will only read what actually is written on the page.  Study hacks lists text-to-speech tools .

Student Support has information on  finding a proofreader .

You can use the spelling and grammar features in your word processing tool (e.g.  Microsoft Word  and  Google Docs ) to check what you have written.  Grammarly  is a browser extension that you can install to check your spelling and grammar.

Use the  Macquarie Dictionary and Thesaurus  if you are unsure about any words. It is regarded as the standard reference on Australian English.

To write effectively, you should think carefully about the intended audience and purpose of your assignment. Adjust your tone to suit your audience and the medium you are using.

The  Communication Learning in Practice for Scientists (CLIPS) website  outlines how the audience, context and purpose affects how you should communicate. The website was developed to help undergraduate science students develop their communication skills but is relevant for students in all fields.

Types of Assignments Copyright © 2023 by The University of Queensland is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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• The Verilog-AMS Language
• Initial and Always Processes
• Assignment Statements

Assignment Statements 

Blocking assignment .

A blocking assignment evaluates the expression on its right hand side and then immediately assigns the value to the variable on its left hand side:

It is also possible to add delay to a blocking assignment. For example:

In this case, the expression on the right hand side is evaluated and the value is held for 10 units of time. During this time, the execution of the code is blocked in the middle of the assignment statement. After the 10 units of time, the value is stored in the variable on the left

Nonblocking Assignment 

A nonblocking assignment evaluates the expression on its right hand side without immediately assigning the value to the variable on the left. Instead the value is cached and execution is allowed to continue onto the next statement without performing the assignment. The assignment is deferred until the next blocking statement is encountered. In the example below, on the positive edge of clk the right-hand side of the first nonblocking assignment is evaluated and the value cached without changing a. Then the right-hand side of the second nonblocking assignment statement is evaluated is also cached without changing b. Execution continues until it returns to the event statement, once there the execution of the process blocks until the next positive edge of the clk. Just before the process blocks, the cached values finally assigned to the target variables. In this way, the following code swaps the values in a and b on every positive edge of clk:

Adding delay to nonblocking assignments is done as follows:

Using nonblocking assignment with delay in this manner is a way of implementing transport delay , as shown below:

Blocking versus Nonblocking Assignment 

Nonblocking statements allow you to schedule assignments without blocking the procedural flow. You can use the nonblocking procedural statement whenever you want to make several register assignments within the same time step without regard to order or dependence upon each other. It means that nonblocking statements resemble actual hardware more than blocking assignments.

Generally you would use nonblocking assignment whenever assigning to variables that are shared between multiple initial or always processes if the statements that access the variable could execute at the same time. Doing so resolves race conditions.

Blocking assignment is used to assign to temporary variables when breaking up large calculations into multiple assignment statements. For example:

Procedural Continuous Assignment 

Two types of continuous assignment are available in initial and always processes: assign and force .

The target of an assign statement must be a register or a concatenation of registers. The value is continuously driven onto its target and that value takes priority over values assigned in procedural assignments. Once a value is assigned with an assign statement, it can only be changed with another assign statement or with a force statement. Execution of deassign releases the continuous assignment, meaning that the value of the register can once again be changed with procedural assignments. For example, the following implements a D-type flip-flop with set and reset:

Assign statements are used to implement set and reset because they dominate over the non-blocking assignment used to update q upon positive edges of the clock c . If instead a simple procedural assignment were used instead, then a positive edge on the clock could change q even if r or s were high.

A force statement is similar to assign , except that it can be applied to both registers and nets. It overrides all other assignments until the release statement is executed. Force is often used in testbenches to eliminate initial x-values in the DUT or to place it in a particular state. For example:

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing.

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.  Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Assignment statement

The Assignment statement assigns a value to a field. The value can be another field, a literal or an arithmetic expression.

There are two types of assignment statements:

• Normal assignment (assigns field values and arithmetic outcomes to a field). This type of assignment is supported by Migration Utility as described in this section.
• Bit field assignments (used with XOR, AND, OR Logical operators). This type of assignment is supported by Migration Utility via a CALL to special subprogram. Because of its infrequent use, this type of assignment is not described in this manual. However, functionally the generated COBOL logic yields the same results as Easytrieve.

Migration Utility supports exponentiation (**). Thus, you can exponentiate values before moving them into a field. Exponentiation is native to COBOL.

The data type being assigned to a field must be compatible with the field's data type. That is, numeric fields require a numeric source and alphanumeric fields require an alphanumeric source. Alphanumeric literals must be enclosed in quotation marks. Numeric literals can be preceded by “+” or “-”.

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Can yogurt reduce the risk of Type 2 diabetes?

FILE - Yogurt is displayed for sale at a grocery store in River Ridge, La. on July 11, 2018. Yogurt sold in U.S. grocery store may soon have new labels that say the popular food might help reduce the risk of Type 2 diabetes. (AP Photo/Gerald Herbert, File)

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Sharp-eyed grocery shoppers may notice new labels in the dairy aisle touting yogurt as way to reduce the risk of Type 2 diabetes.

That’s because the U.S. Food and Drug Administration recently said it’s OK for producers of yogurt to make that claim — even though the agency acknowledged that it’s based on limited evidence.

WHY DID FDA ALLOW YOGURT MAKERS TO CLAIM IT CAN LOWER DIABETES RISK?

Danone North America, the U.S. branch of the French firm that makes several popular yogurt brands, asked the FDA in 2018 for clearance to make what is known as a “qualified health claim.” FDA gave Danone the nod in March.

The way FDA sees it, there’s some support — but not significant scientific agreement — that eating at least 2 cups of yogurt per week may reduce the risk of developing the disease that affects about 36 million Americans.

WHAT IS A ‘QUALIFIED HEALTH CLAIM’?

Those are claims that lack full scientific support but are permitted as long as the product labels include disclaimers to keep from misleading the public.

They have been allowed for dietary supplements since 2000 and for foods since 2002, ever since the FDA faced lawsuits challenging the standard of requiring scientific agreement for product claims. Back then, lawyers successfully argued that such standards violated free speech rights guaranteed in the U.S. Constitution.

Rather than fight proposed label changes in court, the FDA created a new category, separate from authorized health claims, in which products must prove significant scientific agreement among qualified experts that they reduce the risk of a disease or a health-related condition.

Examples of qualified health claims include reports that consuming some types of cocoa may reduce heart disease and that cranberry juice might cut the risk of recurrent urinary tract infections in women.

WHAT DO EXPERTS SAY ABOUT YOGURT AND TYPE 2 DIABETES?

Danone submitted information from studies that observed participants over time and found a link between eating yogurt and lower markers of diabetes. The FDA agreed that there is “some credible evidence” of benefit of eating yogurt as a whole food, but not because of any particular nutrient in it.

In other words, there is no direct evidence that yogurt can prevent diabetes — only weak evidence that eating yogurt may be associated with reducing certain biomarkers that are related to increase risk of the disease.

Critics questioned approval of the claim, saying it’s not based on gold-standard randomized controlled trials that could have proven whether yogurt actually reduces Type 2 diabetes risk.

No single food can reduce the risk of a disease tied to overall diet, the advocacy group Center for Science in the Public Interest said. In fact, the label change might raise the risk of diabetes by encouraging consumption of yogurt types that include added sugars and mix-ins such as cookies and pretzels.

Marion Nestle, a food policy expert, said qualified health claims based on limited evidence are “ridiculous on their face.”

The Associated Press Health and Science Department receives support from the Howard Hughes Medical Institute’s Science and Educational Media Group. The AP is solely responsible for all content.