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Academic writing skills guide: understanding assignments.

• Key Features of Academic Writing
• The Writing Process
• Understanding Assignments
• Brainstorming Techniques
• Planning Your Assignments
• Thesis Statements
• Writing Drafts
• Structuring Your Assignment
• How to Deal With Writer's Block
• Using Paragraphs
• Conclusions
• Introductions
• Revising & Editing
• Proofreading
• Grammar & Punctuation
• Reporting Verbs
• Signposting, Transitions & Linking Words/Phrases
• Using Lecturers' Feedback

Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. 

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CAW LibGuides: How to Analyse an Assignment Brief

• CAW Homepage
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How to Analyse an Assignment Brief

• Paragraph Structure
• Understanding and Avoiding Plagiarism
• Tips for Polishing and Proofreading
• Self or Peer Assessing an Essay
• Understanding Written Assignment Feedback
• Structuring an Academic Essay
• Writing a Literature Review
• Writing a Report
• Reflective Writing
• Writing a Dissertation Proposal
• Essay Writing in Exams
• Definitions of Directive Words
• Style and Register
• Punctuation for Academic Writing
• Integrating Sources using Signal Phrases
• Glossary of Written Assignment Feedback Terms
• Glossary Terms for Types of Academic Misconduct
• Writing for Presentations, Infographics, and Posters
• Other Support Services

To do well in your assignments, you will need to analyse your assignment briefs carefully.

The purpose of this handout is to:

• Provide you with an effective strategy for analysing assignment briefs
• Demonstrate the strategy on an example assignment brief
• Give you the opportunity to practice the strategy on further examples

The example briefs may not be from your subject area. However, as you will see, the strategy we demonstrate will be useful for almost all assignment briefs.

Using a strategy

When your markers write an assignment brief, they choose their words carefully in order to communicate their expectations. Therefore, a structured analysis of your assignment brief gives you the best chance of writing a successful assignment.

In almost every brief, there will be words and phrases that:

• Direct you towards the kinds of thinking and writing you need to demonstrate;
• Advise on what the content should be.

There may also be words and phrases that:

• Inform your approach ;
• Give you clues about how your writing should be organised and presented .

Therefore, an effective strategy is to highlight words and phrases in these categories so that you are able to take note of them. This handout uses an example assignment brief to walk you through this process.

Step 1. Highlight directive words

Directive words prompt you to engage in the kinds of thinking and writing you need to demonstrate in the assignment.

Directive words may include:

Verbs like evaluate , analyse , explain , recommend and illustrate .

Sometimes these words may be in the present tense:

e.g. “… illustrating your points with examples”

• The result of actions:

Words like evaluation , analysis , explanation , and illustration tell you the output of the kind of thinking your markers are looking for. These are called nominalised verbs.

These kinds of words are paired with others like write , conduct , include or produce :

For example:

• ‘write an explanation’
• ‘conduct an analysis’
• ‘include an illustration’
• ‘produce an evaluation’

There is no need to highlight words like write and include .

• A special case:

You may also see words and phrases like use, utilise, draw on and apply. These words usually precede words and phrases that will inform your approach. Highlight these in a different colour.

In the example brief, there are several directive words:

Using the IKEA case study provided and at least one theory from the module, produce a critical analysis and evaluation of IKEA’s recruitment policies.

Discuss potential approaches that IKEA could implement to improve its recruitment practices.

Step 2. Highlight content words

After highlighting the directive verbs, use a different colour highlighter to identify the content words—i.e. the content you are expected to write about.

In the example, the content words are highlighted in green:

Using the IKEA case study provided and at least one theory from the module, produce a critical analysis and evaluation of IKEA’s recruitment policies .

Discuss potential approaches that IKEA could implement to improve its recruitment practices .

If you are analysing a complex assignment brief, it can often be useful to identify the pairings of directive words and content words.

In the example brief, there are three pairs of directive and content words:

Directive word(s):    critical analysis

Content words:        IKEA’s recruitment policies

Directive word(s):    evaluation

Directive word(s):    discuss

Content words:        potential approaches that IKEA could implement to improve its recruitment practices

Once you have identified the content words/phrases , these should be the focus of your reading and research. The directive words allow you to identify the kinds of questions you will need to be thinking about as you read.

For instance, in the example brief, the markers have asked you to discuss potential approaches . Therefore, as you read about a potential approach, you will need to be asking questions like:

• What are the different points of view about this approach?
• What evidence is there for these points of view?
• What are the approach’s strengths and weaknesses?
• What are the implications of this approach?
• What is my point of view?

Step 3. Highlight words that inform your approach

Some briefs may include words and phrases that are designed to inform your strategy or approach towards the assignment. These tend to be in two categories:

• Tools and resources you should use.

These may include:

• Types of evidence/data
• Case studies
• Specific personal experiences (e.g. for a reflective assignment)
• Limits or boundaries you must stay within
• The number of theories, models, etc. to include
• The types/categories of examples, models, theories, etc. to consider

Not all briefs are prescriptive in this way. However, you will still need to consider whether and how you should use these kinds of tools in order to write an effective answer.

In the example below, the words/phrases designed to inform your approach are all highlighted in blue:

Using the IKEA case study provided and at least one theory from the module , produce a critical analysis and evaluation of IKEA’s recruitment policies.

Even though sources are not mentioned in this example brief, all assignments at university will need to make use of high-quality, relevant sources, such as journal articles and academic books.

However, remember that different disciplines (and also assignments) may require you to make use of different types of sources. If in doubt, discuss your choice of sources with your lecturer or your academic liaison librarian.  You can find who this is for your discipline at this link: https://libguides.coventry.ac.uk/all .

If your brief asks you to choose a theory, model, case study, etc., you will first need to identify your options. Start by reviewing the material from your lectures and the reading list to identify appropriate options. It can also often be a good idea to discuss your options with your tutor.

Once you have identified your options, you will need to identify the best one(s) for your assignment. You will want to consider their relevance, usefulness, and whether they are accepted within your field. Depending on the assignment, you may need to justify your choice in your writing.

Step 4. Highlight words related to organisation and presentation

You will already be aware that your assignment will have a word count. However, you may also be given further direction about how to organise and present your assignment.

For example, the brief may be explicit about the genre you are expected to produce. You may be asked to write any of the following genres:

• Research proposal
• Project proposal
• Reflective log
• Annotated bibliography
• Literature review
• Dissertation
• Presentation
• Academic poster

This is not an exhaustive list. There is a wide range of academic genres you may be asked to write at university. Each genre is organised and presented in conventional ways, which may vary from discipline to discipline. You will find useful information about genres in many of the books about academic writing in the Study Skills Section of the library.

Your markers may also have provided a structure (i.e. a set of sections) for your assignment. When analysing the brief, remember to highlight whether this structure is mandatory or simply a suggestion:

• If the structure is mandatory, you must use the structure in the brief. If you fail to do so, you will lose marks.  
• If the structure is a suggestion, try generating your own ideas first. Develop a structure that makes sense to you, then compare your structure with theirs. You can use your structure, theirs or a hybrid. Just make sure your choice is appropriate for the genre, logical, coherent, and allows you to fully answer the brief.

Exercises on Analysing an Assignment Brief

The best way to learn any new skill is to put it into practice.  The pdf document contains A ppendix One for two example briefs and Appendix Two for the answers.

Cottrell, S. (2019). Macmillan study skills: The study skills handbook (5th ed.). Red Globe Press.

Greetham, B. (2018). How to write better essays (4 th ed.). Bloomsbury Academic.

The University of Adelaide. (2014). Writing essays: Writing centre Learning Guide. Writing Centre. https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-writingessays.pdf

University of Birmingham. (2017). A short guide to understanding your assignments. Library Services. https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/Short-Guide-Understanding-assignment.pdf

To cite this resource:

Coventry University. (2022). Analysing an Assignment Brief. Centre for Academic Writing. https://libguides.coventry.ac.uk/CAWhomepage/analysinganassignmentbrief

The Meaning of Directive Words

A ‘ Definitions of Directive Words ’ document can be found downloaded as a pdf document at the bottom of this page.  The document lists directive verbs and their typical meanings. However, be aware that the meanings of these words can vary between disciplines. Additional definitions can be found in Cottrell (2019, p. 285) and Greetham (2018, pp. 48-50).

Further Support

CAW offers writing development workshops across all genres of academic writing in order to build on your learning.  To view available workshops and book online, please visit:  https://libcal.coventry.ac.uk/calendar/caw

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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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Assignment briefs

An assignment brief explains the task you are being asked to do for your assessment and how your lecturers would like you to do it. It could be as short as a single essay question, or it could be more detailed, such as a project brief with a number of sections or stages.  

Scroll down for our recommended strategies and resources.  

Get informed

As well as your assignment brief, you may have other documents with useful information for your assignment. Check on Moodle for things like the deadline, format, marking criteria, and any additional guidance that may be in lecture slides. If you have looked, but cannot find something, do ask your lecturer.

Take time to understand everything in the question and exactly what you are being asked to do. If you do not understand a word, look it up. Language learner dictionaries can be useful as they offer longer and clearer definitions of words.

Do initial research

Although understanding the words in your assignment brief is important, usually you won’t fully comprehend the concepts or ideas behind those words without doing some reading first. Don’t worry if you don’t immediately know how to answer your brief; this is normal. List some questions about what you don’t understand and need to find out, and use these to guide your initial reading around the topic. See the resource below for a series of questions to get you started:

Model to generate critical thinking (University of Plymouth)

Keywords and overview

Break the question down and look at keywords but also consider the overall purpose and main issues raised by the question as a whole.

Analysing questions using keywords (UNSW, Australia)

More complex or implied questions (UNSW, Australia)

Answer the question

It may sound obvious, but make sure you are answering the question you have been set, not the question you would prefer to answer. If the brief has a number of tasks or parts, answer all of them. Parts that involve evaluation or analysis are usually longer and worth more marks than parts that ask for description or explanation. Keep the brief in front of you and check it regularly.

Marking criteria

Unless you have been told otherwise, your marking criteria is not usually a guide to the structure of your assignment. Each section of the criteria is not a separate paragraph in your assignment, but qualities that you need to demonstrate throughout. Treat the marking criteria as a checklist at the end not as a plan at the beginning. Also the criteria often tells you what to demonstrate (e.g. critical analysis) but not necessarily how to do it. For the how to do it, look back at the skills and activities you have covered in the rest of the module.

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• Key words in Assignment Briefs

Assignment Brief

• Researching Information
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It is important to understand what an essay question or assignment brief is asking of you. Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it. Each assignment will generally have at least three learning outcomes which you must cover if you are to achieve a pass.

Breaking down an assignment question

Before you attempt to answer an assignment question, you need to make sure you understand what it is asking. This includes not only the subject matter, but also the way in which you are required to write. Different questions may ask you to discuss, outline, evaluate… and many more. The task words are a key part of the question.

• Key Words in Assignment Briefs
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Assignment Writing: Following the Brief

• Following the Brief
• Researching
• Reading Tips
• Writing Tips
• Writing a First Draft
• Proofreading and Editing
• Formatting Assignments
• Assignment Submission
• Using Feedback

Completing assignments involves learning and showing what you have learnt . A great thing about doing assignments is that it is  one of the ways you can show your new knowledge and/or skills . It will take time so spend the first part planning and organising. This will make it easier to complete later on. This guide will help you think about the tasks you have been asked to do.

Assignment Brief

The first thing you want to do is read and understand the assignment brief .

The Assignment brief tells you:

• What the purpose is
• What you need to do
• What the word count is
• When the assignment is due

When you receive an assignment brief, it will look something like this.

Written Assignment (Summative) -  Te Tiriti o Waitangi in Aotearoa New Zealand

The student will be required to locate information from a variety of sources and critically assess this information to demonstrate an understanding of the relevance of te Tiriti o Waitangi in modern day Aotearoa New Zealand. This assessment allows the student to demonstrate that they can write a formal academic essay and communicate clearly in written, oral and visual forms.

Assessment Task

Write a formal essay addressing the following tasks:

• Briefly describe te Tiriti o Waitangi
• Explain the relevance that te Tiriti o Waitangi has in Aotearoa New Zealand today
• Give an example of how you might demonstrate applying te Tiriti o Waitangi in your professional or study life

Structuring your assignment

• Follow standard essay structure and use formal language.
• Use in-text citations and have a reference list using APA format.

Word Count:         1,200 (+/- 10%)

  Due:       12 October                

Take a moment

• What is purpose of your assignment?
• What have you been asked to do?
• When is assignment your due?
• What is the word count?

Some people find it useful to highlight the key information. This can help you find it quickly, and make sure you do everything that is required.

Marking Rubric

There is another useful document that will give you information about your assignment. It is a Marking Rubric. Sometimes this will be attached to your assignment brief, but other times you may need to search for it on Moodle.

How will my assignment be marked?

The marking rubric tells you:

• What the marker is looking for
• What you're being marked on
• What is needed to achieve a certain grade

Aim to meet the level for the top grade

When you receive a marking rubric, it will look something like this.

Grading Rubric for Te Tiriti Assignment

Your marking rubric will typically include requirements for your ideas, research and evidence, and the organisation of your ideas.

Take another moment

• What is the marker looking for?
• What are you being marked on?
• What is needed to achieve the grade you are aiming for?

The assignment brief and the marking rubric are connected. They both hold important information so make sure you understand them both. If you need help with this, ask a classmate, your tutor, or a learning advisor. 

How to write an Assignment in Seven easy steps! by Groobles Media

Don't know what you're being asked to do?

When you are given an assignment, it can sometimes be difficult to work out exactly what you need to do. This is often because assignment briefs are written using academic words. These words, or verbs, below will give you an idea of what you are being asked to do. 

If your assignment includes words that are not on this list, type them into a dictionary to find out their meaning. 

• What do the words mean? What am I being asked to do?

What's this all about?

It might all feel a bit overwhelming to begin with. Start by reading and understanding the task. Use the activities on this page to guide you. 

Image: Creative Commons

What do I already know?

Before you go any further, it can be useful to write down what you already know about the topic. 

Ask yourself,

• What do I already know about this topic?
• What do I want to know?

Answering questions like these can help prepare your mind to explore the topic further. 

Image citation: Possessed Photography. (2019, September 8).  Rerouting  [Photograph]. Unsplash.  https://unsplash.com/photos/0La7MwJhSyo

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• Designing Essay Assignments

by Gordon Harvey

Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

1. Name what you want and imagine students doing it

However free students are to range and explore in a paper, the general kind of paper you’re inviting has common components, operations, and criteria of success, and you should make these explicit. Having satisfied yourself, as you should, that what you’re asking is doable, with dignity, by writers just learning the material, try to anticipate in your prompt or discussions of the assignment the following queries:

• What is the purpose of this? How am I going beyond what we have done, or applying it in a new area, or practicing a key academic skill or kind of work?
• To what audience should I imagine myself writing?
• What is the main task or tasks, in a nutshell? What does that key word (e.g., analyze, significance of, critique, explore, interesting, support) really mean in this context or this field?
• What will be most challenging in this and what qualities will most distinguish a good paper? Where should I put my energy? (Lists of possible questions for students to answer in a paper are often not sufficiently prioritized to be helpful.)
• What misconceptions might I have about what I’m to do? (How is this like or unlike other papers I may have written?) Are there too-easy approaches I might take or likely pitfalls? An ambitious goal or standard that I might think I’m expected to meet but am not?
• What form will evidence take in my paper (e.g., block quotations? paraphrase? graphs or charts?) How should I cite it? Should I use/cite material from lecture or section?
• Are there some broad options for structure, emphasis, or approach that I’ll likely be choosing among?
• How should I get started on this? What would be a helpful (or unhelpful) way to take notes, gather data, discover a question or idea? Should I do research? 

2. Take time in class to prepare students to succeed at the paper

Resist the impulse to think of class meetings as time for “content” and of writing as work done outside class. Your students won’t have mastered the art of paper writing (if such a mastery is possible) and won’t know the particular disciplinary expectations or moves relevant to the material at hand. Take time in class to show them: 

• discuss the assignment in class when you give it, so students can see that you take it seriously, so they can ask questions about it, so they can have it in mind during subsequent class discussions;
• introduce the analytic vocabulary of your assignment into class discussions, and take opportunities to note relevant moves made in discussion or good paper topics that arise;
• have students practice key tasks in class discussions, or in informal writing they do in before or after discussions;
• show examples of writing that illustrates components and criteria of the assignment and that inspires (class readings can sometimes serve as illustrations of a writing principle; so can short excerpts of writing—e.g., a sampling of introductions; and so can bad writing—e.g., a list of problematic thesis statements);
• the topics of originality and plagiarism (what the temptations might be, how to avoid risks) should at some point be addressed directly. 

3. Build in process

Ideas develop over time, in a process of posing and revising and getting feedback and revising some more. Assignments should allow for this process in the following ways:

• smaller assignments should prepare for larger ones later;
• students should do some thinking and writing before they write a draft and get a response to it (even if only a response to a proposal or thesis statement sent by email, or described in class);
• for larger papers, students should write and get response (using the skills vocabulary of the assignment) to a draft—at least an “oral draft” (condensed for delivery to the class);
• if possible, meet with students individually about their writing: nothing inspires them more than feeling that you care about their work and development;
• let students reflect on their own writing, in brief cover letters attached to drafts and revisions (these may also ask students to perform certain checks on what they have written, before submitting);
• have clear and firm policies about late work that nonetheless allow for exception if students talk to you in advance.
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How to write the best college assignments.

By Lois Weldon

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

The most important aspects: Outline and Introduction

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

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

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

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

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

Practical tips on assignment writing

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

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

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

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

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

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

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

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

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

The importance of an effective conclusion

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

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

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

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

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

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

Hello Great information…. write assignments

Well elabrated

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

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

Really good, thanks

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

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8 Understanding the assignment brief

When faced with an assignment, ask yourself the following: Do you know what the assignment is asking you to do? Are you certain that you know how to interpret the question that has been set (i.e. what approach you are expected to take)? Understanding the assignment brief and interpreting the question correctly are essential requirements.

Assignment keywords can inform you about topics, resources or a particular area that you should focus on. These ‘content’ words tend to be nouns. Other keywords and phrases instruct you on the approach that you should take in answering the assignment, often expressed as imperatives such as ‘Assess the impact of…’ or ‘Explain the importance of …’. These are ‘process words’ or ‘command verbs’.

Table 1 Keywords (‘process words’) and phrases frequently used in assignment questions [ Tip: hold Ctrl and click a link to open it in a new tab. ( Hide tip ) ]   highlights some important process words and phrases that are frequently used in assignment questions. The table also indicates the style or approach expected for the piece of writing. While the explanations provided here are generally accepted, you should consider process words in the context of the question as a whole. If you are in doubt about the wording of a question, you should consult your tutor. Box 2 in the previous section has further useful tips on writing assignments.

Activity 3 An effective assignment

In your view, and based on what has been discussed so far in this session, what do you think an effective assignment (piece of academic writing such as an essay or dissertation) should demonstrate at postgraduate level?

Write down your thoughts. You may wish to use a mind map for this activity.

We don’t expect you to have noted everything down! You may have picked up on a few of these points however, and we will be exploring these further a little later on, but do take the time to reflect on the following at this point.

An effective assignment (piece of academic writing at postgraduate level) would:

• show that you understand the subject and have addressed the learning outcomes
• show you have answered the question being asked and interpreted this correctly
• meet the requirements of the assignment (the assignment brief) fully
• be focused and well-structured and written in a coherent manner, with sentences and paragraphs that link logically
• use different theories, examples, arguments and perspectives to create a discussion of the topic
• show that you have read more widely and engaged with the subject at a deeper level
• be referenced correctly in the style of your discipline
• use formal language with correct use of grammar, punctuation and spelling
• express your arguments clearly and concisely
• adopt a style and ‘academic voice’ (tone) that is suited to the task and target audience.

Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

• Beware of straying.  Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
• Consider the assignment in relation to previous and upcoming assignments.  Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

• "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
• pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
• raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
• evaluating different claims about the role of gender; and
• asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

• First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
• Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

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How to Write an Effective Assignment

At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing.

The Key Components of an Effective Assignment Prompt

All assignments, from ungraded formative response papers all the way up to a capstone assignment, should include the following components to ensure that students and teachers understand not only the learning objective of the assignment, but also the discrete steps which they will need to follow in order to complete it successfully:

• Preamble.  This situates the assignment within the context of the course, reminding students of what they have been working on in anticipation of the assignment and how that work has prepared them to succeed at it. 
• Justification and Purpose.  This explains why the particular type or genre of assignment you’ve chosen (e.g., lab report, policy memo, problem set, or personal reflection) is the best way for you and your students to measure how well they’ve met the learning objectives associated with this segment of the course.
• Mission.  This explains the assignment in broad brush strokes, giving students a general sense of the project you are setting before them. It often gives students guidance on the evidence or data they should be working with, as well as helping them imagine the audience their work should be aimed at.  
• Tasks.  This outlines what students are supposed to do at a more granular level: for example, how to start, where to look, how to ask for help, etc. If written well, this part of the assignment prompt ought to function as a kind of "process" rubric for students, helping them to decide for themselves whether they are completing the assignment successfully.
• Submission format.  This tells students, in appropriate detail, which stylistic conventions they should observe and how to submit their work. For example, should the assignment be a five-page paper written in APA format and saved as a .docx file? Should it be uploaded to the course website? Is it due by Tuesday at 5:00pm?

For illustrations of these five components in action, visit our gallery of annotated assignment prompts .

For advice about creative assignments (e.g. podcasts, film projects, visual and performing art projects, etc.), visit our  Guidance on Non-Traditional Forms of Assessment .

For specific advice on different genres of assignment, click below:

Response Papers

Problem sets, source analyses, final exams, concept maps, research papers, oral presentations, poster presentations.

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Assignment/Project Brief Template

Faculty can use the Assignment/Project Brief Template below to help build their assignments and projects, and clearly outline the expectations for students. This template provides a guideline for developing clear and concise assignments and projects.

Below is the Project Brief Template. Click the “Download” button to access the PDF document.

The Assignment with Audie Cornish

Every monday on the assignment, host audie cornish explores the animating forces of american politics. it’s not about the horserace, it’s about the larger cultural ideas driving the american electorate. audie draws on the deep well of cnn reporters, editors, and contributors to examine topics like the nuances of building electoral coalitions, and the role the media plays in modern elections.  every thursday, audie pulls listeners out of their digital echo chambers to hear from the people whose lives intersect with the news cycle, as well as deep conversations with people driving the headlines. from astrology’s modern renaissance to the free speech wars on campus, no topic is off the table..

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Vice President Kamala Harris thinks about everything as a lawyer first. That's an observation CNN Senior Reporter Edward-Isaac Dovere has made after many interviews with the Veep. Audie talks with Dovere about how Harris has deployed her prosecutorial skills against Wall Street CEOs, Supreme Court Justice Brett Kavanaugh, and even President Biden in a debate moment that nearly derailed his campaign. And they talk about how she is using those same prosecutorial skills this election year, especially around the issue of abortion.

Dovere is the author of “Battle for the Soul: Inside the Democrats' Campaigns to Defeat Trump.”

Dovere: Harris is making unprecedented Black outreach efforts as Biden campaign looks to her to bolster support

Sports | MLB: Kingston High grad Zack Short designated…

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Sports | mlb: kingston high grad zack short designated for assignment by red sox following brief stay.

The move coincided with the Red Sox’s announcement that they had reinstated infielder/outfielder Romy Gonzalez from the 10-day injured list to the major league club.

Short, 28, a former Kingston High star infielder, was traded from the New York Mets to Boston on May 1 for cash considerations.

Short appeared in just two games for Boston and was hitless in seven at-bats. He struck out four times.

Short saw time at second and third base for the Red Sox, but was designated for assignment to make room for Gonzalez’s return.

Short started at second base on May 2 and went 0-for-3 with two strikeouts in a 3-1 loss to the San Francisco Giants at Fenway Park.

Short started at third base and went 0-for-4 with two strikeouts in his final appearance for the Red Sox on May 5 in Minneapolis as Boston ended the Twins’ 12-game winning streak with a 9-2 victory.

When contacted by the Freeman following his trade to the Red Sox, Short said he was happy for the opportunity to play in Boston.

“I am super excited to be there,” Short said. “They’re a young and talented team and I’m very excited to join them.”

Short did not return a message Wednesday on being designated for assignment by Boston.

Short played parts of three seasons for the Detroit Tigers from 2021 through 2023.

The Ulster County native was claimed by the Mets on Nov. 6, 2023, after he was put on waivers by the Tigers. But he was used sparingly by the Mets, appearing in 10 games this season. He had one hit in nine at-bats for a .111 average.

New York designated Short for assignment on April 26 in order to make room for veteran designated hitter J.D. Martinez on its active 26-man roster.

A player who is designated for assignment is immediately removed from the team’s 40-man roster, after which the team must, within seven days, return the player to the 40-man roster, place the player on waivers, trade the player, release the player, or send outright the player from the 40-man roster into Minor League Baseball.

Short was selected in the 17th round of the 2016 draft by the Chicago Cubs. He played in the Cubs’ minor league organization for four seasons, advancing to their Triple-A affiliate, the Iowa Cubs, in 2019.

On Aug. 31, 2020, Short was traded to the Tigers for outfielder Cameron Maybin.

During his three seasons in the Tigers’ organization, Short shuttled back and forth between the Tigers’ Triple-AAA affiliate, the Toledo Mud Hens, and the major league franchise.

His most productive season came in 2023 when he appeared in 110 games for the Tigers, batting .204 with seven home runs and 33 RBIs. He had 45 hits, including nine doubles in 221 at-bats.

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Orioles Designate Ryan McKenna For Assignment

By Steve Adams | May 13, 2024 at 2:41pm CDT

The Orioles announced Monday that they’ve designated outfielder Ryan McKenna for assignment. His spot on the roster will go to veteran Austin Hays , who has been reinstated from the 10-day injured list after missing about three weeks with a strained calf. It’s the second bit of outfield shuffling by the O’s today. Baltimore previously optioned Heston Kjerstad to Triple-A Norfolk in favor of Kyle Stowers .

McKenna, 27, was only selected back to the 40-man roster for a second stint with the Orioles on April 26. He appeared in nine games and went 3-for-8 at the plate, popping a pair of home runs in his brief look with the club. Despite that productive cup of coffee, he won’t stick around on the big league roster. McKenna is out of minor league options, so the O’s had little choice but to designate him for assignment once things reached a point where they needed to open his roster spot back up. In all likelihood, McKenna knew it’d be a short stay on the active roster.

A fourth-round selection by the O’s in the 2015 draft, McKenna has now appeared in parts of four seasons with the MLB club. Despite the big showing in this year’s tiny sample, he struggled extensively from 2021-23, hitting just .222/.299/.318 in 508 plate appearances across that three-year span. He owns a productive .261/.359/.561 output in 274 Triple-A plate appearances but also a .234/.327/.357 slash in a much larger sample of 817 Double-A plate appearances.

Baltimore is stacked with outfield talent — and with position players in general — leaving little room for McKenna to wrest everyday at-bats from the team’s other outfield options. Colton Cowser , Cedric Mullins , Anthony Santander and the now-reinstated Hays are all in the mix for at-bats, as is the aforementioned Stowers, who’s joining the club for his 2024 debut after smacking 11 Triple-A homers in his first 165 plate appearances there this season. Mullins has been in a deep slump of late, and Hays struggled a good bit before landing on the injured list himself. However, both veterans have lengthy track records of production that date back several years. Neither was going to be displaced because of a brief hot streak from McKenna.

The Orioles have a week to trade McKenna or else place him on outright waivers or release waivers. He went unclaimed on outright waivers at the end of March, and in doing so gained the right to reject any additional outright assignments for the remainder of his career. As such, if he clears waivers, he’ll have the right to reject a minor league assignment in favor of free agency. Given the glut of outfield talent on the Baltimore roster, it’s possible he’d prefer to latch on with another organization that has far less depth and thus a better opportunity for him to get an earnest look at the big league level.

17 Comments

19 hours ago

Well, I had just said he’s a DFA soon. Turns it out it was real soon!

Think he may get claimed this time around.

Yeah, the article came out about 20 min after you replied to me on the other post lol

Free Coby Mayo.

18 hours ago

Before the season I thought a Mayo for Luzardo deal made a lot of sense. But Luzardos value isn’t what it was and Mayos is probably even greater since he’s playing so well at AAA. And the Orioles don’t really need Luzardo he would help but not a need.

2 hours ago

Ewww, free mayo prolly means it got left in the sun and is about to go bad

Why not just let Heston play consistently? Has more of a shot to be a real piece than Stowers.

The problem is they don’t really have a place for him to play.

The Orioles are discovering that developing young talent while also trying to win is a difficult thing to do. These are good problems to have for sure. But there are reasons why contenders trade young talent away for proven players.

My guess is Stowers is a bench piece replacing McKenna. Hays is off the IL and probably slots back into LF where Kjerstad didn’t look overly comfortable. Hays hit very well on his rehab assignment. O’s can’t afford to have the 9th spot be occupied by hitters trying to figure out MLB pitching. At some point he’ll be back up, as will Holliday.

16 hours ago

Kjerstad just isn’t better right now than Mountcastle, Santander, Cowser, or Ohearn. They play his positions—so he’s relegated to bench duty. It opens up next year for him when Santander is likely gone

8 hours ago

I think Kyle Stowers may be getting a chance to, who knows, get hot at the major league level. Sometimes lightning strikes. At worst, he’s got a little more glove and contact rates than Kjerstad does.

If he were to gain more value, he could be packaged in a deal for a backend RP. I think if he were to gain some more value, him and Norby would be a solid package for a quality arm.

Heston is a Charlatan. He’s no Moses. More like a cranky crank foretelling imminent dystopia. “ITS PEOPLE!!!!”

Why don’t they trade a few of these guys for a super star?

13 hours ago

do you have a trade proposal? packaging Stowers and Silent J for someone sounds great in theory but what would that net the O’s? I doubt a super star. I think that as the other article about a closer option might be the best we can get.

20 mins ago

Sounds like the nuanced insight we’d expect from Oriole fans

17 hours ago

Angels are calling him.

I would be down with that

Isn’t a little bit of a stretch to say that Hays has a “lengthy record of production that stretches back several years?” He’s had 2 really good half seasons. One netted him an ASG appearance in 2023, the other led to 22 HR in 2021. His OPS+ of 105 over now 2000 PA is a representative figure for his body of work. He hits a lot of doubles and his defense is better than average, though he K’s a lot and has health issues pretty much every season. But certainly not someone who could never be displaced by better production, especially as a corner OF. I’d said last winter of the 3 OF starters he is the most likely to be traded, I’d say with Cowser, Kjerstad, and Stowers around if another team is really high on Hays to pull the trigger for always-needed pitching help. Mullins I would say has a better track record of production, though his slump since last July has been deeper than Hays’.

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Tom Brady gets his first game assignment as a FOX Sports analyst

We now know what Tom Brady’s first game behind the microphone will be

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This fall, Tom Brady will return to the NFL.

And the legendary quarterback now has his first assignment.

Brady begins his first season as an analyst for FOX Sports this fall and the former quarterback — and recent Netflix roastee — now knows where he will be for Week 1. Brady will be on the call for the network as the Cleveland Browns host the Dallas Cowboys to kick off their regular-season schedule.

Andrew Marchand, who covers sports media for The Athletic , was at the network’s “upfronts” presentation Monday, which featured Brady. Marchand sent out this post on social media indicating that Brady’s first game would be a “Cowboys’ game in the late Sunday window:”

Brady's first game will be a Cowboys' game in late Sunday window. (No CBS game opposite) https://t.co/YRbG3yxNTq pic.twitter.com/0io8mTl4CV — Andrew Marchand (@AndrewMarchand) May 13, 2024

Later in the day, the Browns confirmed that the Cowboys would be their Week 1 opponent:

Week 1 duel in the Dawg Pound ️» https://t.co/rpofjXCeg7 pic.twitter.com/m9OWEDnJsE — Cleveland Browns (@Browns) May 13, 2024

Brady has some big shoes to fill at the network. Greg Olsen has been in the top analyst role for FOX Sports since 2022, after starting a full-time analyst role with the network back in 2021. Olsen has drawn acclaim around the football world for his insight during games, including his ability to break down not just the Xs and Os in real time, but also provide some insight into how teams can use analytics in game situations.

If past is prologue, Brady will throw himself fully into the role of an analyst, and attack the job like he attacked playing quarterback in the NFL. But he certainly has some big shoes to fill as he steps into the role held by Olsen these past few seasons.

Now we know exactly when that next step in Brady’s broadcasting journey will be.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Title: multi-auv kinematic task assignment based on self-organizing map neural network and dubins path generator.

Abstract: To deal with the task assignment problem of multi-AUV systems under kinematic constraints, which means steering capability constraints for underactuated AUVs or other vehicles likely, an improved task assignment algorithm is proposed combining the Dubins Path algorithm with improved SOM neural network algorithm. At first, the aimed tasks are assigned to the AUVs by improved SOM neural network method based on workload balance and neighborhood function. When there exists kinematic constraints or obstacles which may cause failure of trajectory planning, task re-assignment will be implemented by change the weights of SOM neurals, until the AUVs can have paths to reach all the targets. Then, the Dubins paths are generated in several limited cases. AUV's yaw angle is limited, which result in new assignments to the targets. Computation flow is designed so that the algorithm in MATLAB and Python can realizes the path planning to multiple targets. Finally, simulation results prove that the proposed algorithm can effectively accomplish the task assignment task for multi-AUV system.

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Jasson Dominguez starting rehab assignment to set up ‘tough’ Yankees decision

ST. PETERSBURG, Fla. — The countdown to the Yankees’ decision on Jasson Dominguez is about to begin.

Dominguez is scheduled to start a rehab assignment on Tuesday or Wednesday with Single-A Tampa, manager Aaron Boone said Saturday.

The 21-year-old outfielder, who has been sidelined since September by Tommy John surgery, will DH for the first two weeks of rehab games before mixing in the field.

Once Dominguez starts his rehab assignment, it will officially begin a 20-day clock — assuming he remains healthy and has no setbacks — after which the Yankees will have to either add him to the active roster or option him to the minor leagues.

The Yankees’ starting outfield is currently locked in with Aaron Judge, Juan Soto and Alex Verdugo, while DH Giancarlo Stanton has provided solid production through the first six weeks of the season.

If they all stay healthy over the next month, it would not be surprising to see the Yankees send Dominguez to Triple-A once his rehab assignment is up.

“Hopefully it is a tough decision at that point, because good things are happening here,” Boone said Saturday at Tropicana Field. “We’ll cross that bridge when we get there.”

Dominguez crushed his September call-up last season, but it lasted only eight games before he landed on the injured list with a UCL tear that required surgery after posting a .980 OPS with four home runs while starting all eight games in center field.

Before his MLB debut, the top prospect had played just nine career games at Triple-A.

“I always feel like I’ve been one of the high guys on Jasson,” Boone said. “Going back to last spring, I’m like, this guy’s a big leaguer. There’s no doubt in my mind he’s going to have a really good major league career. … Now, when does that happen? When does he really take off and pop and all that? That always is an unknown and remains to be seen. Everyone’s trajectory is different. But I am confident in the person and the talent.”

Plenty of things could happen before the Yankees have to make a call on Dominguez that could change their plans.

For now, they are just happy that the rehab process to this point has gone as well as could have been expected.

Boone even said that Dominguez is “ready to go” defensively — he was expected to throw to bases for the first time on Saturday at the club’s player development complex — but the Yankees are easing him into action.

“It seems like there’s been very few hiccups along the way,” Boone said. “It’s been smooth, he hasn’t been rushed.”

This Week 1 NFL game will be Tom Brady's first broadcasting assignment

Tom brady will be on the call in week 1., by sanjesh singh • published may 13, 2024.

Tom Brady is returning to NFL stadiums in 2024 -- just in a different capacity.

Brady's first year as FOX's No. 1 NFL analyst begins in the 2024 campaign, and now it's known which game will be his debut in the booth.

That game will be the Cleveland Browns hosting the Dallas Cowboys in Week 1, the third NFL contest announced by the league.

24/7 New York news stream: Watch NBC 4 free wherever you are

Fox analyst Tom Brady’s first broadcasting assignment will be in Cleveland, for the Cowboys at the Browns game that the team already has announced. pic.twitter.com/t44Omjwqic — Adam Schefter (@AdamSchefter) May 13, 2024

Cowboys at Browns is slated for Sunday, Sept. 8, at 4:25 p.m. ET/1:25 p.m. PT. The Browns rode an elite defense to the playoffs last season with Joe Flacco under center for most of the campaign.

Dallas was the No. 2 seed in the NFC but became the first to lose to a No. 7 seed.

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The first known game on the 2024 calendar was the Green Bay Packers at the Philadelphia Eagles in Brazil on Friday of Week 1.

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The second, which also released on Monday, was the Baltimore Ravens at the Kansas City Chiefs to kick off the regular season on Thursday.

The full NFL schedule will be released on Wednesday, May 15.

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Tom Brady's First NFL Broadcast Assignment Revealed: All the Details Including His Record-Breaking Salary

Tom Brady appeared at the Fox Upfronts on Monday, where details regarding his Fox debut were revealed.

Tom Brady is going to be putting his decades on the gridiron to good use as an analyst for Fox Sports , and it was revealed on Monday that his first broadcast will feature the Dallas Cowboys and the Cleveland Browns.

The Week One matchup is set to be an exclusive broadcast window for Fox, putting an even bigger spotlight on Brady's debut as a sports analyst.

The official NFL schedule will not be released until Wednesday, but the league permitted Fox to announce that game ahead of time during upfronts -- thus promoting Brady's role as a color commentator.

Michael Strahan announced the news while on stage with Brady at the upfronts presentation, and Brady quipped that it will be difficult for him to get used to being impartial while covering games, but that he was excited to be a part of it all.

There are a lot of eyes on the iconic football star given the record-breaking contract Brady reportedly signed with Fox, to the tune of $375 million over 10 years.

This reportedly makes Brady the highest-paid sports broadcaster in history, and even exceeds his $30 million annual salary with the Tampa Bay Buccaneers, where he played for the last two seasons of his professional career.

With Brady in the broadcasting booth, it seems he's found a nice, new home in the world of the NFL, off the field for good.

The former NFL star spoke with ET earlier this month ahead of Netflix's The Greatest Roast of All Time: Tom Brady special, and addressed comments he made last month when  he said he "wouldn't be opposed" to someday making a comeback  and playing in the NFL once more.

When asked directly if he ever thought he'd return from retirement, Brady told ET, "No, man, I'm good. I'm in a great place."

He also addressed his forthcoming role as an analyst, telling ET, "I'm excited about working for Fox...  I've been working really hard to really understand the mechanics of what I have to do and be excited to be on TV."

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Cardinals Top Bullpen Addition To Begin Rehab Assignment Showing Return Is Near

Patrick mcavoy | 3 hours ago.

• St. Louis Cardinals

It sounds like it won't be long until St. Louis Cardinals fans can get a look at the club's brand-new reliever.

St. Louis spent this past offseason looking for ways to bolster the starting rotation and bullpen and mainly did so in free agency. The Cardinals' pitching has been better this season but the club's biggest free-agent addition for the bullpen hasn't appeared in a game yet this season.

The Cardinals added former Los Angeles Angels, Seattle Mariners, Arizona Diamondbacks, Chicago White Sox, and New York Yankees hurler Keynan Middleton on a one-year deal with an option for the 2025 season.

Middleton has dealt with a right forearm strain since Spring Training but reportedly is nearing a return and will begin a minor league rehab assignment on Tuesday, according to the St. Louis Post Dispatch's Derrick Goold.

"Keynan Middleton is heading out on a rehab assignment Tuesday," Goold said. "Packy Naughton and others are advancing in their rehab/recoveries."

Middleton shined last season with the White Sox and Yankees and had a 3.38 ERA in 51 appearances to go along with a 64-to-23 strikeout-to-walk ratio in 50 2/3 innings pitched. He was most impressive down the stretch after being traded to New York and had a 1.88 ERA in his final 12 outings.

The Cardinals bullpen has taken a step forward this season as opposed to 2023, but there still is room for growth. The return of Middleton should give the club another dependable arm and give the bullpen another dynamic.

More MLB: Cardinals Star Voted As 'Biggest Name' To Be Moved Before Trade Deadline

PATRICK MCAVOY

Patrick McAvoy's experiences include local and national sports coverage at the New England Sports Network with a focus on baseball and basketball. Outside of journalism, Patrick also is pursuing an MBA at Brandeis University. After quickly rising as one of the most productive writers on the site, he expanded his reach to write for Baseball Essential, a national baseball site in Sports Illustrated Media Group. For all business/marketing inquiries regarding Inside The Cardinals, please reach out to Scott Neville: [email protected]