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Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

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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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What Genre Is Your Writing Assignment?: Cultivating Field Knowledge and Improving Student Writing

By the time they arrive in your classroom, students have written many, many “papers.”  Yet their understanding of what constitutes a “paper” is likely to vary based on the settings in which they’ve previously written. For instance, students who have written mostly for English classes may assume that a paper is analytical and that quotations from sources are “evidence”—an assumption that makes sense in the case of textual analysis but not in, for instance, a policy analysis or a literature review. Thus, one of the best ways you can help students write in a way that satisfies the values and standards of your discipline—and help them to avoid importing inappropriate strategies from other settings—is to assign writing in genres actually used by practitioners in your field and to help your students understand those genres.

At Stanford, students who have taken PWR 1 and PWR 2 (or their equivalents) practice strategies for writing in new situations: the emphasis on rhetoric in PWR means that students are taught to consider how purpose, audience, and situation interact to shape their communication choices, and cultivating genre awareness is part of that process. However, in order to write effectively in the particular genres (or subgenres) that make up your field, students need your insights and guidance both because you are practitioner in the discourse and because you have the best sense of what students need to know and when they need to know it as they attain disciplinary knowledge.

1. What is Genre?

We often think of genres as fixed forms—such as the ingredients list and step-by-step instructions in a recipe or the Introduction, Methods, Results, and Discussion (IMRaD) sections in a scientific research article. However, if we present genres to our students as fixed forms or sets of rules, we encourage them to approach writing as a kind of fill-in-the-blank exercise—and it can be surprising what, lacking sufficient understanding of the genre and the field—writers can put in those blanks. So rather than ask, “What is a genre?” it might be more helpful to ask, “What do genres do?” 

Genres are forms that evolve to meet particular kinds of communicative purposes—e.g., to make informed policy recommendations to legislators (policy brief) or to report the results of empirical research (IMRaD)—by communicating with particular audiences (busy non-specialists, interested fellow experts) within particular constraints (time, space, available information, cultural values, social norms, community-specific standards of evidence, etc.). And they continue to evolve as the needs and values of those communities change. (See, for instance, Charles Bazerman’s  Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science  for a fascinating account of the evolution of the scientific research article from letters to the more formal structure we recognize today.)

Thus, understanding the forms and norms of genres can be a vital path for students to understand the ways of thinking and ways of doing in the fields they are entering.  By the same token, when students encounter unfamiliar genres without understanding their connection to the disciplinary or field contexts that give them meaning, they may struggle to write effectively in the new form  even if they have written very successfully in other contexts .

2. What kinds of genres should you teach?

Depending on your course goals, you may want to assign writing in expert genres (such as research proposals, literature reviews, research posters, policy briefs, etc.) or genres for lay audiences (op-eds, blog posts, PSAs, podcasts, feature articles, etc.). Expert genres will help students develop a deeper understanding of the discipline or field, while more public-facing genres reinforce students’ comprehension of course content and deepen their understanding of the broader significance of disciplinary knowledge.

3. Why should students learn to write in particular genres? 

Assigning writing in established genres helps students achieve your course’s learning goals by:

• making the assignment more meaningful. Research shows that students are more engaged in the writing task when the assignment has clear expectations and when the writing task is “meaning-making”; writing in a recognized genre is one way to make the assignment meaning-making and purposeful because most genres have built-in purpose (Anderson, et al 2015).
• ensuring that  unfamiliarity  with a genre doesn’t get in the way of students demonstrating their understanding of course material. If you ask a student to write a “paper,” a “term paper,” or an “essay,” they won’t find much guidance outside what you give them, which places a tremendous burden on the prompt (and perhaps on your office hours!). But when you assign recognized genres, you make it easier for students to find resources, particularly internet resources, with sound advice for research, planning, and writing most genres. Just pointing students to one or two such resources makes it much more likely that their work will meet your expectations. 

Assigning writing in genres will help student learning beyond your class, particularly in other courses for the major by:

• giving students a foundation to draw on when they are asked to write in  a similar genre in a different context.
• helping students develop meta-awareness about the “moves” —the logical and argumentative steps—of  any genre that help them successfully transfer knowledge from one writing task to another.
• deepening students’ understanding of your field or discipline because genres are a window into the values of the “discourse communities” that use them.

4. How should you teach genre?

Assign and analyze models.

Whether you assign an expert genre or a public-facing, lay genre, a good place to start is by asking students to read exemplary models (student writing or published articles) to help them understand genre expectations. However, not all students know what to look for when reading. Here are some suggestions for helping students get the most out of reading model samples:

• Ask students to compare two exemplary samples of writing in two different genres, perhaps even written by the same scholar. (Some scholars write in both popular and expert genres, and it can be powerful for students to see the same content delivered to different audiences with different purposes.)
• Ask students to identify similarities and differences in format/structure, scope of argument, use of evidence, level of diction, audience awareness, etc.
• Model for the students how to analyze a sample to understand the “moves”— structural, logical, argumentative—in a given piece.
• Use assigned class readings as an opportunity to introduce genres and identify genre conventions and purposes, particularly in terms of audience needs and expectations. (This can help students as well with reading texts for which they are not the intended audience.)

BE SPECIFIC ABOUT GENRE IN YOUR PROMPT, RUBRIC, AND FEEDBACK

The more explicit you are in defining the genre of your writing assignment in the prompt, the easier it will be for students to make good choices about structure, kinds of evidence, diction, etc. Some of the most helpful prompts not only identify the genre but also specify a particular situation (i.e., not just “you are writing a research proposal” but “you are writing a research proposal for the NIH). That kind of detail helps writers more effectively address the expectations of an audience by giving them the means to consider audience needs more concretely than they might in the absence of information. Less helpful are prompts that simply outline sections to include and direct students to organize their material in a particular way. When writers who are new to a genre try to use such formal templates, they often struggle to create coherence because they are not making choices based on their communicative purposes in relation to audience needs and expectations.

Once you have laid the groundwork for thinking about genre in your prompt, you can use it as a frame of reference to identify qualities you are looking for in a successful assignment and to identify strengths and weaknesses when you give students feedback. 

DISCUSS THE PURPOSE OF THE SPECIFIC GENRE ASSIGNED

It can be helpful for students to understand that genres are not arbitrarily developed types of written documents but, rather, they evolve as responses to the communicative needs of specific audiences. Students will appreciate any clues you can give them about how the particular genre you have assigned is used, especially if that can explain some of the conventions of the genre. If you assign a genre that you write yourself, students will benefit from hearing you talk about your experience learning to write in this genre, especially if you struggled to learn the expectations.

DIRECT STUDENTS TO ADDITIONAL RESOURCES

Writing tutors in the Hume Center for Writing and Speaking are trained to help students analyze the disciplinary writing expectations for a given assignment. You can recommend students meet with a tutor when they are getting started on an assignment or when they have a draft.

You can also direct students to useful online resources. Here are some useful resources for thinking about genre in general:

• Duke University Thompson Writing Studio, “Genres of Writing”
• National Writing Project, “Teaching Writing--Genre”

You can also point students toward resources with advice about specific genres. For example, here’s a sampling of resources about policy memos:

• From the Stanford Law School 
• From  USC libraries
• From Wesleyan

Works References

Paul Anderson, Chris Anson, Robert Gonyea, Charles Paine. “The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-institutional Study.” Research in the Teaching of English Volume 50, Number 2 (November 2015): 199-235.

Bazerman, Charles. (2000). Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. WAC Clearinghouse Landmark Publications in Writing Studies: http://wac.colostate.edu/books/ bazerman_shaping/ Originally Published in Print, 1988, by University of Wisconsin Press, Madison, Wisconsin.

John Swales. Genre Analysis: English in Academe and Research Setting. Cambridge, 1990.

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• Acknowledgments

Refers to notes created by the researcher during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering.

Schwandt, Thomas A. The SAGE Dictionary of Qualitative Inquiry . 4th edition. Thousand Oaks, CA: SAGE, 2015.

How to Approach Writing Field Notes

The ways in which you take notes during an observational study is very much a personal decision developed over time as you become more experienced in fieldwork. However, all field notes generally consist of two parts:

• Descriptive information , in which you attempt to accurately document factual data [e.g., date and time] along with the settings, actions, behaviors, and conversations that you observe; and,
• Reflective information , in which you record your thoughts, ideas, questions, and concerns during the observation.

Note that field notes should be fleshed out as soon as possible after an observation is completed. Your initial notes may be recorded in cryptic form and, unless additional detail is added as soon as possible after the observation, important facts and opportunities for fully interpreting the data may be lost.

Characteristics of Field Notes

• Be accurate . You only get one chance to observe a particular moment in time so, before you conduct your observations, practice taking notes in a setting that is similar to your observation site in regards to number of people, the environment, and social dynamics. This will help you develop your own style of transcribing observations quickly and accurately.
• Be organized . Taking accurate notes while you are actively observing can be difficult. Therefore, it is important that you plan ahead how you will document your observation study [e.g., strictly chronologically or according to specific prompts]. Notes that are disorganized will make it more difficult for you to interpret the data.
• Be descriptive . Use descriptive words to document what you observe. For example, instead of noting that a classroom appears "comfortable," state that the classroom includes soft lighting and cushioned chairs that can be moved around by the students. Being descriptive means supplying yourself with enough factual evidence that you don't end up making assumptions about what you meant when you write the final report.
• Focus on the research problem . Since it's impossible to document everything you observe, focus on collecting the greatest detail that relates to the research problem and the theoretical constructs underpinning your research; avoid cluttering your notes with irrelevant information. For example, if the purpose of your study is to observe the discursive interactions between nursing home staff and the family members of residents, then it would only be necessary to document the setting in detail if it in some way directly influenced those interactions [e.g., there is a private room available for discussions between staff and family members].
• Record insights and thoughts . As you take notes, be thinking about the underlying meaning of what you observe and record your thoughts and ideas accordingly. If needed, this will help you to ask questions or seek clarification from participants after the observation. To avoid any confusion, subsequent comments from participants should be included in a separate, reflective part of your field notes and not merged with the descriptive notes.

General Guidelines for the Descriptive Content

The descriptive content of your notes can vary in detail depending upon what needs to be emphasized in order to address the research problem. However, in most observations, your notes should include at least some of the following elements:

• Describe the physical setting.
• Describe the social environment and the way in which participants interacted within the setting. This may include patterns of interactions, frequency of interactions, direction of communication patterns [including non-verbal communication], and patterns of specific behavioral events, such as, conflicts, decision-making, or collaboration.
• Describe the participants and their roles in the setting.
• Describe, as best you can, the meaning of what was observed from the perspectives of the participants.
• Record exact quotes or close approximations of comments that relate directly to the purpose of the study.
• Describe any impact you might have had on the situation you observed [important!].

General Guidelines for the Reflective Content

You are the instrument of data gathering and interpretation. Therefore, reflective content can include any of the following elements intended to contextualize what you have observed based on your perspective and your own personal, cultural, and situational experiences .

• Note ideas, impressions, thoughts, and/or any criticisms you have about what you observed.
• Include any unanswered questions or concerns that have arisen from analyzing the observation data.
• Clarify points and/or correct mistakes and misunderstandings in other parts of field notes.
• Include insights about what you have observed and speculate as to why you believe specific phenomenon occurred.
• Record any thoughts that you may have regarding any future observations.

NOTE:   Analysis of your field notes should occur as they are being written and while you are conducting your observations. This is important for at least two reasons. First, preliminary analysis fosters self-reflection and self-reflection is crucial for facilitating deep understanding and meaning-making in any research study. Second, preliminary analysis reveals emergent themes. Identifying emergent themes while observing allows you to shift your attention in ways that can foster a more developed investigation.

Emerson, Robert M. et al. Writing Ethnographic Fieldnotes . 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Gambold, Liesl L. “Field Notes.” In Encyclopedia of Case Study Research . Edited by Albert J. Mills, Gabrielle Durepos, and Elden Wiebe. Thousand Oaks, CA: SAGE, 2010; Pace, Tonio. Writing Field Reports. Scribd Online Library; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Ravitch,  Sharon M. “Field Notes.” In The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation . Edited by Bruce B. Frey. Thousand Oaks, CA: SAGE, 2018; Tenzek, Kelly E. “Field Notes.” In The SAGE Encyclopedia of Communication Research Methods . Edited by Mike Allen. Thousand Oaks, CA: SAGE, 2017; Wolfinger, Nicholas H. "On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

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Field Assignments and Duties in Social Work Field Practice

• First Online: 22 March 2024

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• M. Rezaul Islam   ORCID: orcid.org/0000-0002-2217-7507 2  

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The chapter discusses the intricacies of fieldwork assignments, a pivotal aspect of social work education. It offers an exploration of the diverse array of assignments students may encounter during their fieldwork experiences, providing a comprehensive understanding of the scope and breadth of their responsibilities. The chapter emphasizes the importance of defining roles and responsibilities within these assignments, ensuring that students are well-prepared to navigate their roles effectively. Through this chapter, social work students gain insights into the dynamic nature of their fieldwork roles and the significance of clear expectations in fulfilling their duties.

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Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43 , 317–324.

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LaPorte, H. H., & Sweifach, J. (2011). MSW foundation students in the field: Reflections on the nature and quality of group work assignments and supervision. Journal of Teaching in Social Work, 31 (3), 239–249.

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Nuttman-Shwartz, O., & Berger, R. (2012). Field education in international social work: Where we are and where we should go. International Social Work, 55 (2), 225–243.

Rothery, M., & Tutty, L. (2008). Client-centered theory. Theoretical Perspectives for Direct Social Work Practice: A Generalist-Eclectic Approach, 2 , 299–320.

Rowe, W. S. (2017). Client-centered theory and the person centered approach: Values-based, evidence-supported (pp. 34–53). Social Work Treatment: Interlocking Theoretical Approaches.

Royse, D., Dhooper, S. S., & Rompf, E. L. (2016). Field instruction: A guide for social work students . Waveland Press.

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What are the key foundational principles of field assignments in social work practice?

How do roles and responsibilities in fieldwork contribute to client-centered approaches?

Why is effective fieldwork documentation crucial, and what ethical standards should be followed?

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What is the primary purpose of effective fieldwork documentation?

To meet bureaucratic requirements

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It hinders professional development

It provides constructive feedback

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Ethical considerations are optional

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Islam, M.R. (2024). Field Assignments and Duties in Social Work Field Practice. In: Fieldwork in Social Work. Springer, Cham. https://doi.org/10.1007/978-3-031-56683-7_4

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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2.2B: Fieldwork and Observation

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Ethnography is a research process that uses fieldwork and observation to learn about a particular community or culture.

Learning Objectives

• Explain the goals and methods of ethnography
• Ethnographic work requires intensive and often immersive long-term participation in the community that is the subject of research, typically involving physical relocation (hence the term fieldwork).
• In participant observation, the researcher immerses himself in a cultural environment, usually over an extended period of time, in order to gain a close and intimate familiarity with a given group of individuals and their practices.

Such research involves a range of well-defined, though variable methods: interviews, direct observation, participation in the life of the group, collective discussions, analyses of personal documents produced within the group, self-analysis, and life-histories, among others.

• The advantage of ethnography as a technique is that it maximizes the researcher’s understanding of the social and cultural context in which human behavior occurs.
• The advantage of ethnography as a technique is that it maximizes the researcher’s understanding of the social and cultural context in which human behavior occurs. The ethnographer seeks out and develops relationships with cultural insiders, or informants, who are willing to explain aspects of their community from a native viewpoint. A particularly knowledgeable informant who can connect the ethnographer with other such informants is known as a key informant.
• ethnography : The branch of anthropology that scientifically describes specific human cultures and societies.
• qualitative : Of descriptions or distinctions based on some quality rather than on some quantity.

Fieldwork and Observation

Ethnography is a qualitative research strategy, involving a combination of fieldwork and observation, which seeks to understand cultural phenomena that reflect the knowledge and system of meanings guiding the life of a cultural group. It was pioneered in the field of socio-cultural anthropology, but has also become a popular method in various other fields of social sciences, particularly in sociology.

Ethnographic work requires intensive and often immersive long-term participation in the community that is the subject of research, typically involving physical relocation (hence the term fieldwork). Although it often involves studying ethnic or cultural minority groups, this is not always the case. Ideally, the researcher should strive to have very little effect on the subjects of the study, being as invisible and enmeshed in the community as possible.

Participant Observation

One of the most common methods for collecting data in an ethnographic study is first-hand engagement, known as participant observation. In participant observation, the researcher immerses himself in a cultural environment, usually over an extended period of time, in order to gain a close and intimate familiarity with a given group of individuals (such as a religious, occupational, or sub-cultural group, or a particular community) and their practices.

Interviews can be either informal or formal and can range from brief conversations to extended sessions. One way of transcribing interview data is the genealogical method. This is a set of procedures by which ethnographers discover and record connections of kinship, descent, and marriage using diagrams and symbols. Questionnaires can also be used to aid the discovery of local beliefs and perceptions and, in the case of longitudinal research where there is continuous long-term study of an area or site, they can act as valid instruments for measuring changes in the individuals or groups studied.

The advantage of ethnography as a technique is that it maximizes the researcher’s understanding of the social and cultural context in which human behavior occurs. The ethnographer seeks out and develops relationships with cultural insiders, or informants, who are willing to explain aspects of their community from a native viewpoint. The process of seeking out new contacts through their personal relationships with current informants is often effective in revealing common cultural common denominators connected to the topic being studied.

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Home > Misc > Featured > How Do They Assign Lanes In Track And Field

How Do They Assign Lanes In Track And Field

Published: September 5, 2023

Discover how lanes are assigned in track and field events. Get featured insights on how organizers allocate lanes based on various factors. Find out the key criteria and techniques used.

(Many of the links in this article redirect to a specific reviewed product. Your purchase of these products through affiliate links helps to generate commission for Runningshorts.com, at no extra cost.)

Introduction

Track and field events have been a staple of both recreational and competitive athletics for centuries, captivating audiences with their displays of speed, endurance, and skill. Whether it’s the exhilarating sprint races or the demanding hurdles, the allocation of lanes plays a crucial role in ensuring a fair and balanced competition. Understanding how lanes are assigned can shed light on the factors considered and the intricacies involved in creating a level playing field.

Assigning lanes in track and field events is not a random decision; rather, it is a meticulous process that takes various factors into account. The primary objective of lane assignment is to minimize any potential advantages or disadvantages that may arise from differing track conditions, wind patterns, or other variables. This ensures that each athlete has an equal opportunity to showcase their abilities and compete on an impartial basis.

In this article, we will delve into the various factors that are considered when assigning lanes in track and field events, examine the methods used to determine lane assignments, and explore the controversies that can arise from these decisions. From random draws to performance-based seeding, we will uncover the strategies employed in lane assignments and shed light on how they contribute to the overall fairness and integrity of the sport.

Factors Considered in Lane Assignments

Lane assignments in track and field events are not made haphazardly; they are carefully determined by taking several factors into consideration. These factors aim to ensure fairness and equal opportunity for athletes competing in the same event.

One of the key factors considered in lane assignments is the wind pattern. Wind can have a significant impact on the performance of athletes, particularly in sprint events. To minimize the advantage or disadvantage that wind may pose, lanes are often assigned in a manner that distributes varying wind conditions across the field. This means that in an oval track, the outer lanes may be used when there is a strong tailwind, while the inner lanes may be preferred for headwinds. By rotating the assignments, each athlete has an equal opportunity to benefit or bear the impact of the wind.

Another factor that comes into play is the condition of the track. Tracks can vary in terms of their surface, with some being faster or slower than others. The lane assignments take into account any known variations in the track’s performance and attempt to distribute the perceived advantages or disadvantages across the field. This ensures that no athlete has an unfair advantage due to the track surface.

In addition to wind and track conditions, lane assignments also consider the athlete’s heat or qualifying round performance. In events with multiple heats, the athletes with the fastest times are typically assigned to the center lanes, which are believed to provide a more neutral position on the track. This practice helps to create a level playing field by ensuring that the strongest competitors are evenly distributed across the lanes in the final event.

Furthermore, lane assignments may also consider the athlete’s preference or previous performance history. Some athletes may have a preference for a particular lane due to personal reasons or experience. In certain cases, if an athlete has consistently performed better in a specific lane in the past, organizers may take that into consideration when assigning lanes for future events. This can add an element of familiarity and confidence for the athletes, leading to a more balanced competition.

By considering factors such as wind patterns, track conditions, performance history, and athlete preference, lane assignments in track and field events are designed to create a fair and competitive environment for all participants. The aim is to ensure that the outcome of the race is determined by the athletes’ skills, abilities, and determination rather than external factors. Through careful consideration and strategic planning, lane assignments contribute to the overall integrity and excitement of the sport.

Random Draw

In track and field events, one common method used to assign lanes is through a random draw. This approach ensures that no athlete or team receives an advantage or disadvantage based on factors such as previous performance or personal preference.

The random draw is typically conducted by event organizers or officials prior to the start of the competition. This involves selecting lane numbers at random and assigning them to the competitors. The random draw method is often employed in individual events where factors like wind patterns and track conditions play a lesser role.

The purpose of the random draw is to introduce an element of unpredictability and equal opportunity for all participants. By removing any potential bias, the random draw method ensures that athletes have an equal chance of receiving any lane, regardless of their abilities or past performances.

Apart from fairness, the random draw offers other benefits as well. It can add excitement and suspense to the competition, as athletes and spectators alike await the revelation of lane assignments. The element of surprise also allows athletes to demonstrate adaptability and mental agility, as they must quickly strategize and adjust their race plans based on their assigned lane. This adds an additional layer of challenge to the event, contributing to the overall excitement and unpredictability of track and field competitions.

While the random draw method may not take into account specific factors like wind patterns and track conditions, its use ensures a level playing field for all competitors. It eliminates any potential advantages or disadvantages that could arise from prioritizing certain lanes over others. By embracing the element of chance, the random draw method upholds the integrity of the sport and reflects its commitment to fairness and equality.

Seeding Based on Performance

In addition to the random draw, another commonly used method for lane assignments in track and field events is seeding based on performance. This approach takes into account the athletes’ previous performances or qualifying times to determine their lane assignments.

Seeding is often employed in events with heats or qualifying rounds, where the goal is to ensure that the strongest competitors are evenly distributed across the lanes in the final event. The athletes who have achieved the fastest times or best performances in the qualifying rounds are typically assigned to the center lanes, which are believed to offer a more neutral and fair position on the track.

Seeding based on performance not only rewards athletes who have displayed exceptional skills and abilities but also adds an element of strategy and anticipation to the competition. Athletes and coaches strive to achieve the fastest times in the qualifying rounds, not only for personal records but also to secure a favorable lane assignment in the final event. This encourages athletes to push themselves to their limits and deliver outstanding performances, enhancing the level of competition in track and field events.

Furthermore, seeding based on performance ensures that the athletes who have consistently shown their proficiency in a particular event are given an opportunity to compete against each other. This not only showcases the talent and abilities of top-tier athletes but also raises the overall competitiveness of the race, creating an exciting spectacle for spectators.

While seeding based on performance is an effective method to assign lanes in track and field events, it does have some limitations. In situations where there is a lack of previous performances or qualifying times, as in the case of newcomers or emerging athletes, organizers may have to rely on alternate methods like random draws.

Overall, seeding based on performance plays a crucial role in ensuring that the strongest and most deserving athletes are appropriately positioned for competition. By assigning lanes based on previous performances, this method adds fairness, excitement, and strategic depth to track and field events.

Lane Assignment in Relay Events

In relay events, the process of assigning lanes differs slightly from individual events. Relay races involve teams of four athletes taking turns to run different legs of the race, passing a baton from one runner to the next. The lane assignments in relay events follow a specific pattern to ensure fairness and efficient exchange zones.

Typically, the outer lanes are utilized for the first leg of the relay race. This is because the outer lanes offer a wider turn radius, enabling runners to maintain their speed while navigating the curve. As the race progresses, the teams move towards the inner lanes for subsequent legs, with the fastest teams typically being assigned to the center lanes in the final leg.

The lane assignments in relay events are intended to create equal opportunities for all teams and minimize any potential advantages or disadvantages caused by track conditions or wind patterns. By rotating the lane assignments, each team will have an opportunity to benefit from favorable wind conditions and experience the challenges of running in different lanes.

Another important aspect of lane assignment in relay events is the positioning of the exchange zones. The relay exchange zones are marked by specific line markings on the track, where runners are allowed to pass the baton to their teammate. These exchange zones are positioned such that the teams in the outer lanes have a slightly shorter distance to run during the exchanges, compensating for the wider turn radius they must navigate during the race.

The order of the teams and the assignment of lanes are often determined based on the teams’ qualifying times or performances. The fastest teams from the qualifying rounds are typically assigned the inner lanes in the final race, allowing them to run shorter distances during any baton exchanges and giving them a potential advantage in terms of positioning and visibility.

Lane assignment in relay events is a carefully orchestrated process that aims to create a fair and balanced competition. By considering factors such as turns, wind patterns, exchange zones, and qualifying times, organizers strive to provide each team with an equal opportunity to showcase their skills and teamwork. These assignments ensure that relay events are both exciting and competitive, allowing athletes to fully demonstrate their abilities while adhering to the rules and principles of fairness in track and field competitions.

Lane Assignments in International Competitions

In international track and field competitions, the process of lane assignments follows specific guidelines to ensure fairness and maintain standardized practices across different events and venues. International governing bodies, such as the International Association of Athletics Federations (IAAF), have established rules and regulations for lane assignments in these prestigious competitions.

One common approach in international competitions is the use of a predetermined lane chart. This chart outlines the lane assignments for each event based on the number of lanes available and the specific event being conducted. The lane chart is designed to distribute lane assignments in a systematic and impartial manner, ensuring equal opportunities for all competitors.

The predetermined lane chart takes into account factors such as wind patterns, track conditions, and the specific requirements of each event. It aims to provide a balanced distribution of favorable and unfavorable wind conditions across the lanes, leveling the playing field for all athletes. Moreover, the chart is often structured to ensure that the fastest competitors or the top seeded athletes are spread out across the lanes, both in individual races and relay events.

Lane assignments in international competitions are typically based on the performance and qualifying times of the athletes. In individual events, the athletes with the fastest times or highest rankings are often assigned to the center lanes, which are considered an advantageous position based on track geometry. This placement ensures that the top-performing athletes have an equal opportunity to display their skills and compete against their strongest rivals.

In relay events, lane assignments are determined using predetermined criteria, such as the qualifying times of the teams or the finishing positions in the heats. The goal is to evenly distribute the teams across the lanes, ensuring fairness and equal opportunity for all participants.

It’s important to note that lane assignments in international competitions are subject to variations based on specific circumstances. Factors like venue capacity, scheduling constraints, and local considerations may influence the allocation of lanes. However, the overall objective remains the same: to provide a fair and balanced competition that adheres to international standards and promotes the integrity of the sport.

Lane assignments in international competitions play a significant role in creating a level playing field for athletes from different countries and regions. By following established guidelines and considering performance-based criteria, these assignments ensure fair competition and allow athletes to showcase their skills and abilities on a global stage.

Lane Assignment Controversies

While lane assignments in track and field events are designed to be fair and unbiased, controversies can occasionally arise, especially in high-stakes competitions. These controversies often stem from disagreements or perceptions of unfairness surrounding the lane assignments.

One common source of controversy is the perceived advantage of certain lanes over others. Athletes and coaches may believe that certain lanes have better track conditions or more favorable wind patterns, providing an unfair advantage to those assigned to them. This perception can fuel debates and disagreements, leading to calls for alternative methods of lane assignment or more stringent regulations regarding track and wind management.

Another point of contention can arise when there are discrepancies in the assignment process itself. If there are allegations of bias, inadequate consideration of athlete performance, or lack of transparency in the decision-making process, it can lead to accusations of unfairness and favoritism. These controversies highlight the importance of clear and consistent procedures for lane assignment, along with open communication between event organizers and participating athletes or teams.

Controversies may also arise when unforeseen circumstances affect the track or wind conditions during the competition. If there are significant variations in wind patterns or changes in track conditions between different heats or events, it may create a perception of inequality in lane assignments. Such situations can be challenging to address, as it is impossible to control external factors entirely, but event organizers strive to maintain fairness by using predetermined lane assignment methods or adjusting competition schedules to minimize any potential disadvantages.

Additionally, disputes can arise when team events, such as relay races, have athletes or teams that are not assigned lanes or are confined to specific sections of the track. These controversies can be particularly contentious when teams feel disadvantaged by assigned positions or limitations on optimal exchange zones. Striking a balance between providing equal opportunities for all teams and adhering to the regulations governing relay events is essential to mitigate these disputes.

Ultimately, lane assignment controversies highlight the complexity of creating a fair and balanced competition environment. While efforts are made to incorporate various factors and adhere to established rules and procedures, disagreements and perceptions of unfairness can still arise. Open dialogue, transparency, and ongoing evaluation of lane assignment methods can help address these controversies and maintain the integrity of track and field competitions.

Lane assignments play a crucial role in ensuring fairness, equal opportunity, and the integrity of track and field events. Factors such as wind patterns, track conditions, performance history, and athlete preferences are carefully considered in the assignment process. Methods like random draws and seeding based on performance are employed to distribute lanes and create a level playing field.

In relay events, the assignment of lanes follows specific patterns to optimize exchange zones and account for turns. International competitions adhere to predetermined lane charts and performance-based criteria to maintain consistency and fairness across different events and venues.

However, lane assignment controversies can arise, often stemming from disagreements over perceived advantages or shortcomings in certain lanes, discrepancies in the assignment process, or changing track and wind conditions. These controversies highlight the need for clear procedures, open communication, and ongoing evaluation of lane assignment methods.

Ultimately, the goal of lane assignments in track and field events is to provide athletes with equal opportunities to showcase their skills and abilities. Through meticulous consideration and strategic planning, organizers strive to create a level playing field that allows for thrilling and competitive performances. By taking into account various factors and addressing controversies constructively, the sport of track and field can continue to uphold fairness, integrity, and excitement in its lane assignments.

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Salesforce Flowsome!

An Easy Flow Guide For Admins

Flow: How To Use “Assignment”

Assignment is the equal sign of flow (As you see in the icon). If you want to change the value of your variables, you will have to do it through Assignments.

Some important notes before we dive into the details of Assignments:

1. Assignment Cannot Update Data Directly

If you have read my introduction of flow , you should know that Assignment is a logic element, so it does not have direct impact of your records. If you want to interact with your records, make sure you use a data element (Get, Create, Update, Delete).

2. Sometimes Assignment Can Be Skipped

Assignment is usually used for more complex operations (ex. in a loop or as a switch). If you simply want to change record fields, an Update Records element should be sufficient.

There are three main fields – Variable, Operator, and Value.

Assignment Fields

Assignment operators, check out how assignment can be used in real cases .

Flow: How To Use In / Not In Operators

Use Case: Connect Files to Multiple Records in Flow

Flow: How To De-duplicate Collection In 3 Ways

Use Case: Use Flow To Auto Close The Spam Case

Official Salesforce Help Article On Assignment

• ← Flow: How To Use Record Id
• Flow: How To Use “Delete Records” →

I am building out a record triggered task flow that uses a formula to update a field on the task. In the formula, I am using some lead record fields and used a get record element. I am trying to then populate that same value from the formula task to the lead. I came across your blog after trying to understand what I was doing wrong, currently I am using an assignment element to try to map the value from the formula to the lead field. Although, it works when I debug it doesn’t actually save the value on the record. Based on “1. Assignment Cannot Update Data Directly” on your blog I learned this is not possible, the introduction of flow link is not working for me, is that information available?

I want to assign a text variable to wo.serviceTerritory.SeriveResource. Can you please suggest me how can I do it with the Assignment component in flow ?Thanks

Hi, so is the field you want to update already exist in the Flow? If so, you can simply find that field and use the Equal operator. If not, you can use Update Records element to find the field and use Equal operator

Just want to say thank you so much Melody for putting these valuable information here, really easy to understand! There’s so much of effort that you’ve put into this blog. I really appreciate that you put the time and effort together to share your knowledge.

Create an assignment rule

Create an assignment rule and apply it to a single table. Assignment rules are\n designed to run at the time you open a record.

• \n Navigate to All > System Policy > Rules > Assignment and click New . \n
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Definition of assignment

task , duty , job , chore , stint , assignment mean a piece of work to be done.

task implies work imposed by a person in authority or an employer or by circumstance.

duty implies an obligation to perform or responsibility for performance.

job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

chore implies a minor routine activity necessary for maintaining a household or farm.

stint implies a carefully allotted or measured quantity of assigned work or service.

assignment implies a definite limited task assigned by one in authority.

Examples of assignment in a Sentence

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

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

• self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 3 Jun. 2024.

Legal Definition

Legal definition of assignment, more from merriam-webster on assignment.

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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Assignment fields

The Assignment fields indicate whether the row is an assignment row, rather than a task or resource row.

There are several categories of Assignment fields.

Data Type     Yes/No

Assignment (task field)

Entry Type     Calculated

How Calculated     If the row is an assignment row, the Assignment field contains Yes. If not, the Assignment field contains No. The Assignment field for tasks always contains No.

Best Uses     The Task Usage view displays assignment rows, which indicate which resources are assigned to the task. Add the Assignment field to the sheet portion of the Task Usage view when you want to display whether the field is an assignment row. Filter for the Assignment field when you want to see only assignment rows (Assignment = Yes), or when you want to exclude assignment rows (Assignment = No).

Example     In the Task Usage view, you want to see only assignment rows for assignments that have more than 80 hours of work. In the Filter Definition dialog box, you filter for all Assignment fields equal to Yes together with Work fields that have values greater than 80 hours.

Assignment (resource field)

How Calculated     If the row is an assignment row, the Assignment field contains Yes. If not, the Assignment field contains No. The Assignment field for resources always contains No.

Best Uses     The Resource Usage view displays assignment rows, which indicate which tasks are assigned to the resource. Add the Assignment field to the sheet portion of the Resource Usage view when you want to display whether the field is an assignment row. Filter for the Assignment field when you want to see only assignment rows (Assignment = Yes), or when you want to exclude assignment rows (Assignment = No).

Example     In the Resource Usage view, you want to see only assignment rows for assignments that have more than 80 hours of work. In the Filter Definition dialog box, you filter for all Assignment fields equal to Yes together with Work fields that have values greater than 80 hours.

Assignment (assignment field)

How Calculated     If the row is an assignment row, the Assignment field contains Yes. If not, the Assignment field contains No. The Assignment field for assignments always contains Yes.

Best Uses     The Task Usage and Resource Usage views display assignment rows. In the Task Usage view, the assignment rows indicate which resources are assigned to the task. In the Resource Usage view, the assignment rows indicate which tasks are assigned to the resource. Add the Assignment field to the sheet portion of the Task Usage or Resource Usage view when you want to display whether the row is an assignment row. Filter for the Assignment field when you want to see only assignment rows (Assignment = Yes), or when you want to exclude assignment rows (Assignment = No).

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• Cambridge Dictionary +Plus

Meaning of assignment in English

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

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

assignment | American Dictionary

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

These are words often used in combination with assignment .

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Translations of assignment

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Word of the Day

two-wheeler

a vehicle with two wheels, usually a bicycle

Keeping up appearances (Talking about how things seem)

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• on assignment
• American    Noun
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7 Best Java Homework Help Websites: How to Choose Your Perfect Match?

J ava programming is not a field that could be comprehended that easily; thus, it is no surprise that young learners are in search of programming experts to get help with Java homework and handle their assignments. But how to choose the best alternative when the number of proposals is enormous? 

In this article, we are going to talk about the top ‘do my Java assignment’ services that offer Java assignment assistance and dwell upon their features. In the end, based on the results, you will be able to choose the one that meets your demands to the fullest and answer your needs. Here is the list of services that are available today, as well as those that are on everyone's lips:

TOP Java Assignment Help Services: What Makes Them Special?

No need to say that every person is an individual and the thing that suits a particular person could not meet the requirements of another. So, how can we name the best Java assignment help services on the web? - We have collected the top issues students face when searching for Java homework help and found the companies that promise to meet these requirements. 

What are these issues, though?

• Pricing . Students are always pressed for budget, and finding services that suit their pockets is vital. Thus, we tried to provide services that are relatively affordable on the market. Of course, professional services can’t be offered too cheaply, so we have chosen the ones that balance professionalism and affordability.
• Programming languages . Not all companies have experts in all possible programming languages. Thus, we tried to choose the ones that offer as many different languages as possible. 
• Expert staff . In most cases, students come to a company when they need to place their ‘do my Java homework’ orders ASAP. Thus, a large expert staff is a real benefit for young learners. They want to come to a service, place their order and get a professional to start working on their project in no time. 
• Reviews . Of course, everyone wants to get professional help with Java homework from a reputable company that has already completed hundreds of Java assignments for their clients. Thus, we have mentioned only those companies that have earned enough positive feedback from their clients.
• Deadline options. Flexible deadline options are also a benefit for those who are placing their last-minute Java homework help assignments. Well, we also provide services with the most extended deadlines for those who want to save some money and place their projects beforehand.
• Guarantees . This is the must-feature if you want to get quality assistance and stay assured you are totally safe with the company you have chosen. In our list, we have only named companies that provide client-oriented guarantees and always keep their word, as well as offer only professional Java assignment experts.
• Customization . Every service from the list offers Java assistance tailored to clients’ personal needs. There, you won’t find companies that offer pre-completed projects and sell them at half-price.

So, let’s have a closer look at each option so you can choose the one that totally meets your needs.

DoMyAssignments.com

At company service, you can get assistance with academic writing as well as STEM projects. The languages you can get help with are C#, C++, Computer science, Java, Javascript, HTML, PHP, Python, Ruby, and SQL.

The company’s prices start at $30/page for a project that needs to be done in 14+ days.

Guarantees and extra services

The company offers a list of guarantees to make your cooperation as comfortable as possible. So, what can you expect from the service?

• Free revisions . When you get your order, you can ask your expert for revisions if needed. It means that if you see that any of your demands were missed, you can get revisions absolutely for free. 
• Money-back guarantee. The company offers professional help, and they are sure about their experts and the quality of their assistance. Still, if you receive a project that does not meet your needs, you can ask for a full refund. 
• Confidentiality guarantee . Stay assured that all your personal information is safe and secure, as the company scripts all the information you share with them.
• 100% customized assistance . At this service, you won’t find pre-written codes, all the projects are completed from scratch.

Expert staff

If you want to hire one of the top Java homework experts at DoMyAssignments , you can have a look at their profile, see the latest orders they have completed, and make sure they are the best match for your needs. Also, you can have a look at the samples presented on their website and see how professional their experts are. If you want to hire a professional who completed a particular sample project, you can also turn to a support team and ask if you can fire this expert.

CodingHomeworkHelp.org

CodingHomeworkHelp is rated at 9.61/10 and has 10+ years of experience in the programming assisting field. Here, you can get help with the following coding assignments: MatLab, Computer Science, Java, HTML, C++, Python, R Studio, PHP, JavaScript, and C#.

Free options all clients get

Ordering your project with CodingHomeworkHelp.org, you are to enjoy some other options that will definitely satisfy you.

• Partial payments . If you order a large project, you can pay for it in two parts. Order the first one, get it done, and only then pay for the second one.
• Revisions . As soon as you get your order, you can ask for endless revisions unless your project meets your initial requirements.
• Chat with your expert . When you place your order, you get an opportunity to chat directly with your coding helper. If you have any questions or demands, there is no need to first contact the support team and ask them to contact you to your assistant. 
• Code comments . If you have questions concerning your code, you can ask your helper to provide you with the comments that will help you better understand it and be ready to discuss your project with your professor.

The prices start at $20/page if you set a 10+ days deadline. But, with CodingHomeworkHelp.org, you can get a special discount; you can take 20% off your project when registering on the website. That is a really beneficial option that everyone can use.

CWAssignments.com

CWAssignments.com is an assignment helper where you can get professional help with programming and calculations starting at $30/page. Moreover, you can get 20% off your first order.

Working with the company, you are in the right hands and can stay assured that the final draft will definitely be tailored to your needs. How do CWAssignments guarantee their proficiency?

• Money-back guarantee . If you are not satisfied with the final work, if it does not meet your expectations, you can request a refund. 
• Privacy policy . The service collects only the data essential to complete your order to make your cooperation effective and legal. 
• Security payment system . All the transactions are safe and encrypted to make your personal information secure. 
• No AI-generated content . The company does not use any AI tools to complete their orders. When you get your order, you can even ask for the AI detection report to see that your assignment is pure. 

With CWAssignments , you can regulate the final cost of your project. As it was mentioned earlier, the prices start at $30/page, but if you set a long-term deadline or ask for help with a Java assignment or with a part of your task, you can save a tidy sum.

DoMyCoding.com

This company has been offering its services on the market for 18+ years and provides assistance with 30+ programming languages, among which are Python, Java, C / C++ / C#, JavaScript, HTML, SQL, etc. Moreover, here, you can get assistance not only with programming but also with calculations. 

Pricing and deadlines

With DoMyCoding , you can get help with Java assignments in 8 hours, and their prices start at $30/page with a 14-day deadline.

Guarantees and extra benefits

The service offers a number of guarantees that protect you from getting assistance that does not meet your requirements. Among the guarantees, you can find:

• The money-back guarantee . If your order does not meet your requirements, you will get a full refund of your order.
• Free edits within 7 days . After you get your project, you can request any changes within the 7-day term. 
• Payments in parts . If you have a large order, you can pay for it in installments. In this case, you get a part of your order, check if it suits your needs, and then pay for the other part. 
• 24/7 support . The service operates 24/7 to answer your questions as well as start working on your projects. Do not hesitate to use this option if you need to place an ASAP order.
• Confidentiality guarantee . The company uses the most secure means to get your payments and protects the personal information you share on the website to the fullest.

More benefits

Here, we also want to pay your attention to the ‘Samples’ section on the website. If you are wondering if a company can handle your assignment or you simply want to make sure they are professionals, have a look at their samples and get answers to your questions. 

AssignCode.com

AssignCode is one of the best Java assignment help services that you can entrust with programming, mathematics, biology, engineering, physics, and chemistry. A large professional staff makes this service available to everyone who needs help with one of these disciplines. As with some of the previous companies, AssignCode.com has reviews on different platforms (Reviews.io and Sitejabber) that can help you make your choice. 

As with all the reputed services, AssignCode offers guarantees that make their cooperation with clients trustworthy and comfortable. Thus, the company guarantees your satisfaction, confidentiality, client-oriented attitude, and authenticity.

Special offers

Although the company does not offer special prices on an ongoing basis, regular clients can benefit from coupons the service sends them via email. Thus, if you have already worked with the company, make sure to check your email before placing a new one; maybe you have received a special offer that will help you save some cash.

AssignmentShark.com

Reviews about this company you can see on different platforms. Among them are Reviews.io (4.9 out of 5), Sitejabber (4.5 points), and, of course, their own website (9.6 out of 10). The rate of the website speaks for itself.

Pricing 

When you place your ‘do my Java homework’ request with AssignmentShark , you are to pay $20/page for the project that needs to be done in at least ten days. Of course, if the due date is closer, the cost will differ. All the prices are presented on the website so that you can come, input all the needed information, and get an approximate calculation.

Professional staff

On the ‘Our experts’ page, you can see the full list of experts. Or, you can use filters to see the professional in the required field. 

The company has a quick form on its website for those who want to join their professional staff, which means that they are always in search of new experts to make sure they can provide clients with assistance as soon as the need arises.

Moreover, if one wants to make sure the company offers professional assistance, one can have a look at the latest orders and see how experts provide solutions to clients’ orders.

What do clients get?

Placing orders with the company, one gets a list of inclusive services:

• Free revisions. You can ask for endless revisions until your order fully meets your demands.
• Code comments . Ask your professional to provide comments on the codes in order to understand your project perfectly. 
• Source files . If you need the list of references and source files your helper turned to, just ask them to add these to the project.
• Chat with the professional. All the issues can be solved directly with your coding assistant.
• Payment in parts. Large projects can be paid for in parts. When placing your order, let your manager know that you want to pay in parts.

ProgrammingDoer.com

ProgrammingDoer is one more service that offers Java programming help to young learners and has earned a good reputation among previous clients. 

The company cherishes its reputation and does its best to let everyone know about their proficiency. Thus, you, as a client, can read what people think about the company on several platforms - on their website as well as at Reviews.io.

What do you get with the company?

Let’s have a look at the list of services the company offers in order to make your cooperation with them as comfortable as possible. 

• Free revisions . If you have any comments concerning the final draft, you can ask your professional to revise it for free as many times as needed unless it meets your requirements to the fullest.
• 24/7 assistance . No matter when you realize that you have a programming assignment that should be done in a few days. With ProgrammingDoer, you can place your order 24/7 and get a professional helper as soon as there is an available one.
• Chat with the experts . When you place your order with the company, you get an opportunity to communicate with your coding helper directly to solve all the problems ASAP.

Extra benefits

If you are not sure if the company can handle your assignment the right way, if they have already worked on similar tasks, or if they have an expert in the needed field, you can check this information on your own. First, you can browse the latest orders and see if there is something close to the issue you have. Then, you can have a look at experts’ profiles and see if there is anyone capable of solving similar issues.

Can I hire someone to do my Java homework?

If you are not sure about your Java programming skills, you can always ask a professional coder to help you out. All you need is to find the service that meets your expectations and place your ‘do my Java assignment’ order with them.  

What is the typical turnaround time for completing a Java homework assignment?

It depends on the service that offers such assistance as well as on your requirements. Some companies can deliver your project in a few hours, but some may need more time. But, you should mind that fast delivery is more likely to cost you some extra money. 

What is the average pricing structure for Java assignment help?

The cost of the help with Java homework basically depends on the following factors: the deadline you set, the complexity level of the assignment, the expert you choose, and the requirements you provide.

How will we communicate and collaborate on my Java homework?

Nowadays, Java assignment help companies provide several ways of communication. In most cases, you can contact your expert via live chat on a company’s website, via email, or a messenger. To see the options, just visit the chosen company’s website and see what they offer.

Regarding the Author:

Nayeli Ellen, a dynamic editor at AcademicHelp, combines her zeal for writing with keen analytical skills. In her comprehensive review titled " Programming Assignment Help: 41 Coding Homework Help Websites ," Nayeli offers an in-depth analysis of numerous online coding homework assistance platforms.

Mets DFA Jorge López after post-ejection glove toss, saying he went 'over line'

• ESPN News Services

NEW YORK -- Jorge Lopez was designated for assignment by the struggling New York Mets one day after the reliever threw his glove into the stands following his ejection , a move made to send a message to the rest of the team that petulant behavior will not be tolerated.

"We have standards here," Mets manager Carlos Mendoza said before Thursday's series opener against Arizona. "When you're not playing well, guys will show emotions. There's frustrations, but there's a fine line and yesterday went over that line."

Mendoza would not specify whether the decision was made over López's behavior or the behavior coupled with the pitcher's postgame interview.

"I don't regret it," López said when asked about throwing his glove over the netting into the crowd as he walked off the field. "I think I've been looking [like] the worst teammate probably in the whole f---ing MLB."

It was a comment he addressed further the next day, posting on his Instagram story that he indeed called himself the "worst teammate" and saying earlier stories from some outlets that initially misquoted him as saying he was on the "worst team" made the situation "worse."

López later expounded on those comments in a full statement on his Instagram account in which he apologized to his "teammates, coaches, fans and front office."

"I feel that I let them down yesterday, both on and off the field," López said. "I also want to clarify my post-game remarks, because I had no intention of disparaging the New York Mets organization. During that interview, I spoke candidly about my frustrations with my personal performance and how I felt it made me 'the worst teammate in the entire league.'

"Unfortunately, my efforts to address the media in English created some confusion and generated headlines that do not reflect what I was trying to express. I wish the team the best and hope that God continues to give me strength and guidance in my personal and professional life."

View this post on Instagram A post shared by Jorge Lopez (@yabiie48)

Mets first baseman Pete Alonso said López's postgame remark "got misconstrued."

"I feel for him and I hope he's doing OK mentally because I know he's gotten a lot of scrutiny for what people thought he said," Alonso explained.

Mendoza said the team's decision was not made because of on-field performance. The 31-year-old López was 1-2 with a 3.76 ERA and two saves in 28 appearances -- among the most in the major leagues.

"He was always available," the manager said. "This was more like we have standards here and yesterday was one of those where we felt like we needed to do something."

New York began Thursday 22-33 despite baseball's highest payroll, and Mendoza said the decision was made to send a message to players.

"I'm talking about standards, right," he said. "There's going to be times where you're going to see frustration for players, but there's a fine line and ... behaviors like that we're not going tolerate."

New York has seven days to trade or release López, or to assign him outright to the minors if he goes unclaimed. He signed a $2 million, one-year contract with New York in December.

His roster spot was filled by left-hander Danny Young, who was recalled from Triple-A Syracuse. Mendoza said when informed of the decision, López "was respectful, but he didn't say much."

An All-Star in 2022, López spent time on the 15-day injured list with Minnesota last summer to address mental health after acting out frustration during mound struggles .

"I'm not going to get into his personal life, his personal situation," Mendoza said.

López gave up a two-run homer to Shohei Ohtani late in a 10-3 loss to the Los Angeles Dodgers on Wednesday. Moments later, the right-hander was ejected for shouting at third base umpire Ramon De Jesus over an appeal ruling on Freddie Freeman's checked swing.

"It's just emotions. The game, it just takes you there," López said.

López pointed at De Jesus and yelled some more, then dropped the ball and walked off the mound with his jersey untucked. As he approached the Mets' dugout, he tossed his glove high over the protective netting and it landed a couple of rows deep in the stands, where it was snagged by a fan.

"I didn't think that I would ever see that in a baseball game," Alonso said. "It's unfortunate what happened."

After López's cap fell off his head as well, López left it laying in the dirt in front of the dugout and headed for the bench.

"I'm the way I am," he said. "I'm not afraid to be me."

Mets players held a team meeting after Wednesday's defeat, their 15th in 19 games.

"I like it because it's important for them to let it all out. And yesterday thought with them calling that meeting, it was needed for all of us," Mendoza said.

New York entered with 19 wins in its last 23 games against the Diamondbacks. Arizona manager Torey Lovullo thought back to May 7, 2021, when Mets shortstop Francisco Lindor and second baseman Jeff McNeil appeared to scrap in a dugout tunnel after combining to misplay a grounder. One claimed the disagreement stemmed from seeing a rat, the other a racoon. The Mets rallied for a 5-4 win.

"This team is dangerous and they're full of talent and experience," Lovullo said. "We're not going to take anything for granted. I remember being on this field, and I thought I saw the shortstop and the second baseman basically getting into a fight in the dugout, and they ended up beating us pretty bad that day."

Information from The Associated Press was used in this report.

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Getting a Prime Seat Assignment on Southwest Just Got More Expensive

The popular airline just increased prices for early check-in and boarding.

Courtesy of Southwest Airlines

Southwest Airlines has increased the cost of its early check-in and upgraded boarding services, making it a bit pricier for travelers to guarantee the seat they want.

The airline will now charge customers $15 to $99 each way per passenger for EarlyBird Check-in, according to the airline’s optional charges chart , and $30 to $149 per segment, per passenger for Upgraded Boarding. The cost will still vary based on the flight length and demand, a representative for Southwest confirmed to Travel + Leisure.

The new price is significantly higher than the previous cost of $15 to $25 for early check-in and $30 to $80 for upgraded boarding, airline site One Mile at a Time reported .

A representative for Southwest told T+L the decision to increase prices was part of the airline’s regular evaluation of pricing for ancillary products based on market trends and customer demand.

Southwest first started limiting the popular EarlyBird Check-In feature last year as part of a number of changes it implemented in an effort to “modernize” the customer experience. As part of that policy, the airline limited the number of EarlyBird Check-In spots available to purchase on certain flights, routes, or days.

Travelers who do purchase the service are automatically checked in for their flight before the airline’s typical 24-hour check-in period. This ensures a more desirable boarding slot since Southwest doesn’t assign seats and instead offers "open seating," assigning travelers a boarding group (A, B, or C) and a position (1 through 60 or more) when they check in.

Travelers who pay for Upgraded Boarding — a service Southwest first introduced in 2022 — have the option to improve their boarding number when checking in. Passengers who take advantage of this feature receive a boarding assignment position from A1 to A15, becoming the first customers to board and receive first dibs on the seat they want along with the chance at coveted overhead bin space.

The decision to increase the cost of these extra perks came as Southwest made its flights available to view on Google Flights . Travelers must still book on the airline’s website.

The airline has also been kicking around the idea of changing its open seat policy in general with CEO Bob Jordan previously saying the carrier was “looking at new initiatives, the way we seat and the way we board our aircraft.”

Related Articles

On-field outburst not the only reason Mets DFA’d Jorge López

• Updated: May. 30, 2024, 8:13 p.m. |
• Published: May. 30, 2024, 7:49 p.m.

DFA'd New York Mets relief pitcher Jorge López said he was misinterpreted in a statement on Thursday. (AP Photo/Jeff Roberson) AP

• Manny Gómez | NJ Advance Media for NJ.com

NEW YORK — Before taking a single question from reporters on Thursday at Citi Field, Mets manager Carlos Mendoza began his availability with a brief statement.

“Yesterday, when I was doing my press conference after the game, I told you guys that we were going to address the issue internally, which we ended up doing,” Mendoza began. “Obviously, we have standards here. And I told you guys yesterday that behaviors like that, we weren’t going to tolerate. So that’s why we made the decision.”

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