what is assignment length

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

Choose Your Test

Sat / act prep online guides and tips, the best college essay length: how long should it be.

College Essays

Figuring out your college essay can be one of the most difficult parts of applying to college. Even once you've read the prompt and picked a topic, you might wonder: if you write too much or too little, will you blow your chance of admission? How long should a college essay be?

Whether you're a terse writer or a loquacious one, we can advise you on college essay length. In this guide, we'll cover what the standard college essay length is, how much word limits matter, and what to do if you aren't sure how long a specific essay should be.

How Long Is a College Essay? First, Check the Word Limit

You might be used to turning in your writing assignments on a page-limit basis (for example, a 10-page paper). While some colleges provide page limits for their college essays, most use a word limit instead. This makes sure there's a standard length for all the essays that a college receives, regardless of formatting or font.

In the simplest terms, your college essay should be pretty close to, but not exceeding, the word limit in length. Think within 50 words as the lower bound, with the word limit as the upper bound. So for a 500-word limit essay, try to get somewhere between 450-500 words. If they give you a range, stay within that range.

College essay prompts usually provide the word limit right in the prompt or in the instructions.

For example, the University of Illinois says :

"You'll answer two to three prompts as part of your application. The questions you'll answer will depend on whether you're applying to a major or to our undeclared program , and if you've selected a second choice . Each response should be approximately 150 words."

As exemplified by the University of Illinois, the shortest word limits for college essays are usually around 150 words (less than half a single-spaced page). Rarely will you see a word limit higher than around 650 words (over one single-spaced page). College essays are usually pretty short: between 150 and 650 words. Admissions officers have to read a lot of them, after all!

Weigh your words carefully, because they are limited!

How Flexible Is the Word Limit?

But how flexible is the word limit? What if your poignant anecdote is just 10 words too long—or 100 too short?

Can I Go Over the Word Limit?

If you are attaching a document and you need one or two extra words, you can probably get away with exceeding the word limit by such a small amount. Some colleges will actually tell you that exceeding the word limit by 1-2 words is fine. However, I advise against exceeding the word limit unless it's explicitly allowed for a few reasons:

First, you might not be able to. If you have to copy-paste it into a text box, your essay might get cut off and you'll have to trim it down anyway.

If you exceed the word limit in a noticeable way, the admissions counselor may just stop reading your essay past that point. This is not good for you.

Following directions is actually a very important part of the college application process. You need to follow directions to get your letters of recommendation, upload your essays, send supplemental materials, get your test scores sent, and so on and so forth. So it's just a good general rule to follow whatever instructions you've been given by the institution. Better safe than sorry!

Can I Go Under the Word Limit?

If you can truly get your point across well beneath the word limit, it's probably fine. Brevity is not necessarily a bad thing in writing just so long as you are clear, cogent, and communicate what you want to.

However, most college essays have pretty tight word limits anyways. So if you're writing 300 words for an essay with a 500-word limit, ask yourself: is there anything more you could say to elaborate on or support your points? Consult with a parent, friend, or teacher on where you could elaborate with more detail or expand your points.

Also, if the college gives you a word range, you absolutely need to at least hit the bottom end of the range. So if you get a range from the institution, like 400-500 words, you need to write at least 400 words. If you write less, it will come across like you have nothing to say, which is not an impression you want to give.

What If There Is No Word Limit?

Some colleges don't give you a word limit for one or more of your essay prompts. This can be a little stressful, but the prompts generally fall into a few categories:

Writing Sample

Some colleges don't provide a hard-and-fast word limit because they want a writing sample from one of your classes. In this case, a word limit would be very limiting to you in terms of which assignments you could select from.

For an example of this kind of prompt, check out essay Option B at Amherst :

"Submit a graded paper from your junior or senior year that best represents your writing skills and analytical abilities. We are particularly interested in your ability to construct a tightly reasoned, persuasive argument that calls upon literary, sociological or historical evidence. You should NOT submit a laboratory report, journal entry, creative writing sample or in-class essay."

While there is usually no word limit per se, colleges sometimes provide a general page guideline for writing samples. In the FAQ for Option B , Amherst clarifies, "There is no hard-and-fast rule for official page limit. Typically, we anticipate a paper of 4-5 pages will provide adequate length to demonstrate your analytical abilities. Somewhat longer papers can also be submitted, but in most cases should not exceed 8-10 pages."

So even though there's no word limit, they'd like somewhere in the 4-10 pages range. High school students are not usually writing papers that are longer than 10 pages anyways, so that isn't very limiting.

Implicit Length Guideline

Sometimes, while there's no word (or even page) limit, there's still an implicit length guideline. What do I mean by this?

See, for example, this Western Washington University prompt :

“Describe one or more activities you have been involved in that have been particularly meaningful. What does your involvement say about the communities, identities or causes that are important to you?”

While there’s no page or word limit listed here, further down on page the ‘essay tips’ section explains that “ most essay responses are about 500 words, ” though “this is only a recommendation, not a firm limit.” This gives you an idea of what’s reasonable. A little longer or shorter than 500 words would be appropriate here. That’s what I mean by an “implicit” word limit—there is a reasonable length you could go to within the boundaries of the prompt.

But what's the proper coffee-to-paragraph ratio?

Treasure Hunt

There is also the classic "treasure hunt" prompt. No, it's not a prompt about a treasure hunt. It's a prompt where there are no length guidelines given, but if you hunt around on the rest of the website you can find length guidelines.

For example, the University of Chicago provides seven "Extended Essay" prompts . You must write an essay in response to one prompt of your choosing, but nowhere on the page is there any guidance about word count or page limit.

However, many colleges provide additional details about their expectations for application materials, including essays, on FAQ pages, which is true of the University of Chicago. On the school’s admissions Frequently Asked Questions page , they provide the following length guidelines for the supplemental essays: 

“We suggest that you note any word limits for Coalition or Common Application essays; however, there are no strict word limits on the UChicago Supplement essays. For the extended essay (where you choose one of several prompts), we suggest that you aim for around 650 words. While we won't, as a rule, stop reading after 650 words, we're only human and cannot promise that an overly wordy essay will hold our attention indefinitely. For the “Why UChicago?” essay, we suggest about 250-500 words. The ideas in your writing matter more than the exact number of words you use!”

So there you go! You want to be (loosely) in the realm of 650 for the extended essay, and 250-500 words for the “Why UChicago?” essay.

Help! There Really Is No Guidance on Length

If you really can't find any length guidelines anywhere on the admissions website and you're at a loss, I advise calling the admissions office. They may not be able to give you an exact number (in fact, they probably won't), but they will probably at least be able to tell you how long most of the essays they see are. (And keep you from writing a panicked, 20-page dissertation about your relationship with your dog).

In general, 500 words or so is pretty safe for a college essay. It's a fairly standard word limit length, in fact. (And if you're wondering, that's about a page and a half double-spaced.) 500 words is long enough to develop a basic idea while still getting a point across quickly—important when admissions counselors have thousands of essays to read!

"See? It says 500 words right there in tiny font!"

The Final Word: How Long Should a College Essay Be?

The best college essay length is usually pretty straightforward: you want to be right under or at the provided word limit. If you go substantially past the word limit, you risk having your essay cut off by an online application form or having the admissions officer just not finish it. And if you're too far under the word limit, you may not be elaborating enough.

What if there is no word limit? Then how long should a college essay be? In general, around 500 words is a pretty safe approximate word amount for a college essay—it's one of the most common word limits, after all!

Here's guidance for special cases and hunting down word limits:

If it's a writing sample of your graded academic work, the length either doesn't matter or there should be some loose page guidelines.

There also may be implicit length guidelines. For example, if a prompt says to write three paragraphs, you'll know that writing six sentences is definitely too short, and two single-spaced pages is definitely too long.

You might not be able to find length guidelines in the prompt, but you could still hunt them up elsewhere on the website. Try checking FAQs or googling your chosen school name with "admissions essay word limit."

If there really is no word limit, you can call the school to try to get some guidance.

With this advice, you can be sure you've got the right college essay length on lockdown!

Hey, writing about yourself can even be fun!

What's Next?

Need to ask a teacher or friend for help with your essay? See our do's and dont's to getting college essay advice .

If you're lacking in essay inspiration, see our guide to brainstorming college essay ideas . And here's our guide to starting out your essay perfectly!

Looking for college essay examples? See 11 places to find college essay examples and 145 essay examples with analysis !

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What are the six different essay lengths?

This is the second of three chapters about Essays . To complete this reader, read each chapter carefully and then unlock and complete our materials to check your understanding.   

– Discuss why essays might vary in length

– Outline the six major lengths of academic essay

– Provide defining features for each essay length

Chapter 1: What is an academic essay?

Chapter 2: What are the six different essay lengths?

Chapter 3: What are the seven different types of academic essay?

Before you begin reading...

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The length of essay you’re assigned will likely depend on where you are exactly in your academic course. Generally, assignments at the start of a bachelor’s degree will be shorter than those required in a student’s final years, just like master’s  and doctoral-level essays will continue to increase in both length and difficulty.

1. The One-Paragraph Essay

Generally about 150 to 250 words in length, the one-paragraph essay may be assigned by academic tutors simply in order to practise the basic concepts of paragraph writing, or it may also be used for specific purposes such as to practise summarising an article that’s been read in class or to write an extended definition of a concept. Additionally, one-paragraph essays may also be used as a diagnostic to quickly determine the level of a student’s writing. Unlike other essay lengths, for the one-paragraph essay, you’ll need to include at least some introductory, body and conclusive elements within the same paragraph.    

2. The Three-Paragraph Essay

Usually around 500 words in length, the three-paragraph essay is generally used to introduce students to the concept that all essays should maintain an introduction , body section and conclusion if the writer wishes to produce cohesive and a logical writing. The introduction and conclusion will be the first and last paragraphs and tend to be a little shorter in length, while the central body paragraph will contain the essay’s content or argument. A simple table explaining the balance of content in a three-paragraph essay has been provided below:

3. The Five-Paragraph Essay

Around 1,000 words in length, the five-paragraph essay is generally set by tutors who are content that their students understand the introduction-body-conclusion essay  structure and wish to allow more freedom to expand the ideas and arguments presented by the writer in the body section of the essay. This length of essay still only dedicates one paragraph to the introduction and conclusion , but allows three paragraphs to be dedicated to the exploration of the theme in the essay’s body. At this length, certain essay types such as cause and effect essays or compare and contrast essays may now be utilised. The following is a simple diagram of the balance of paragraph lengths in a five-paragraph essay.

4. The Extended Essay

The extended essay is the most common type of essay that’s assigned during a bachelor’s or master’s degree , and it may be of any length – although it’s unusual for such essays to be above 5,000 words. The most common lengths for an extended essay are 1,500, 3,000 and 5,000 words, with a word count allowance of plus or minus 10%. Such essay types will most certainly require research and referencing skills , and may also begin to follow more complex structures such as are found in dissertations and theses rather than simply following the introduction-body-conclusion structure of shorter essays.

5. The Dissertation

Generally assigned as the final project for both bachelor’s   and master’s degree , the typical length of an academic dissertation is 10,000 or 15,000 words. Unlike shorter essay types , dissertations have more complex structures and are almost always based around primary research (original research that the writer has conducted themselves). The following table demonstrates some of the key parts of a dissertation as well as the rough word count  percentages for each section:

6. The Thesis

Finally, the thesis is the longest academic essay type and the one that’s reserved for doctorate students studying PhDs. Generally between 40,000 and 60,000 words in length, the doctorate thesis may contain all the elements of a dissertation but in much more detail and with more careful investigation. Such essays  are almost certainly original and are based on primary research , with a larger focus on the accuracy of the literature review , data collection and data analysis . Many students will never encounter this essay type. 

Once you can recognise which essay length you’ve been assigned, the next question covered in Chapter 3 is about determining the type of essay you have to write. This is because each essay type will require particular styles, structures, foci and language.

To reference this reader:

Academic Marker (2022) Essays . Available at: https://academicmarker.com/academic-guidance/assignments/essays/ (Accessed: Date Month Year).

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Importance of Essay Length: Writing Tips for Success

Essay writing is a crucial component of college success and the requirements vary from one assignment to the next. As a student, you will be asked to work on multiple essays, varying in terms of guidelines and writing style. For the essay, you will be expected to cover a topic within a specific length requirement and use your words economically. This article answers the questions of why the essay length is important and why students need to make their writing concise. It also offers tips on how to attain the required assignment length without compromising on the quality and flow of your paper.

Why Is Understanding Essay Length Requirements Important?

It is important to reiterate that the length of an academic assignment will mostly vary depending on the student’s level of study and the departmental guidelines. Each assignment comes with a prompt where the professor indicates how long the written piece should be. That said, the essay is mostly a concise document. But, why does the essay word count matter?

Understanding the appropriate length of your essay when working on the assignment allows you to plan your research and arguments. You will be better able to organize your findings and discussion to answer the question within the scope of the task. By meeting the word count requirements, you show that you read and understood the assignment guidelines. Remember, following the prompt is a crucial element professors consider when assessing written projects.

Having word count restrictions ensures that you fully explore the topic. The professor understands that the allowed word count offers enough room for you to comprehensively cover the subject. The limitations ensure that you can fully explore the topic and develop comprehensive arguments. Most importantly, by adhering to the wordcount requirements you get to affect your final score for the assignment.

What Factors Influence the Length of an Essay?

Several factors interact to determine how long your essay should be. First, your topic and its level of complexity matter. The more complex topics will need considerably more analysis and will be relatively longer. Your essay structure will also influence the length of your paper. Other considerations include the type of essay you are writing and the particular guidelines provided in the prompt. In most instances, the professor will indicate the word count limits students should observe as they write their papers. Make sure you adhere to the requirements even if you choose to work with a do my essay service.

What Is the Proper Essay Length?

Essays are generally concise, allowing the author to present their ideas and arguments within a specific length. While the exact length of your paper will depend on the instructions your professor provides, you should always keep your writing short. Most essays don’t go beyond 1000 words, within which the student should present an introduction with a thesis statement, a few body paragraphs, and a concise conclusion. Make sure you adhere to the requirements set out in the prompt.

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How to Achieve the Right Essay Length

All students must respect the assignment length requirements. This often means keeping your writing concise and within the word limit. One strategy for doing this is outlining and reorganizing your essay. Before you get started collecting data and writing your paper, spend some time creating an outline. Here are a few tips to help you stick to the right word count requirements.

1. Always Read and Understand the Instructions

All essay assignments come with a set of instructions the student is expected to follow if they are to get a good score. The basic rule is to make sure you understand the guidelines before you start your research. The instructions often cover how long the essay should be. Read and reread the prompt, making sure that everything is clear, including the essay question and formatting requirements. If anything still seems unclear, ask your professor to provide more details.

2. Create an Outline

With an outline, you can think through the various parts of your paper and deliberate on points to include in your essay. An outline allows you to organize your points, know where to add more information for a longer essay and where to eliminate fillers and unimportant details for a more concise document. Also, having an outline directs your writing and ends up saving you considerable time. The outcome is often a smoothly flowing piece that meets the learning outcomes of the project.

3. Use Proper Evidence and Examples

If you find yourself with a shorter essay than required and are unable to find the words to cover the difference, don’t panic. Avoid resorting to filler words or unnecessary repetition in the hope of creating a lengthier document. Instead, take another look at your points in the outline and see where you can add more evidence to support your arguments. Credible evidence and examples will make your points stronger and build your arguments while also helping you attain the required assignment length. Remember, citing sources will also add credibility to your writing.

4. Editing and Proofreading the Writing

What happens when you have gone beyond the required word limit? If this is the case, then you will need to review your writing, eliminating elements that don’t add value to your writing and making the work more concise. Editing and proofreading are always the final steps in the writing process and ensure you end up with a seamlessly flowing document that meets all the requirements of effective essay writing. As you read through your document, look out for space fillers and wordiness, as well as repeated information. Most importantly, review the work for coherence, flow, and adherence to the rules of grammar.

The Bottom Line

Creating a good essay means adhering to all requirements, including guidelines on the assignment length. This article covers why essay length matters and offers a few tips students can use to enhance their writing. By sticking to the word count, you show your ability to follow instructions and improve your chances of getting a good score on your essay project.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

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• When I look at the EQUAL listing on the web, I see statements that talk about being "frozen"; for example, "short - - anyone who has never been on a short tour overseas is frozen as a non-volunteer" or "short - - anyone with 1 short tour or less and a return date equal to or earlier than xxxx is frozen as a non-volunteer". What does "frozen as a non-volunteer" mean?
• Do I have an assignment?  
• Can you verify my volunteer status and preference?
• What is open overseas?
• What is the status of my follow-on, in-place base-of-preference, or other assignment application?
• As a military couple returning from overseas, why can't we compete for CONUS assignments advertised on the EQUAL list?
• As an overseas returnee, why can't I get more notification time for my CONUS assignment?
• If I am in the overseas area and desire a Consecutive Overseas Tour (COT), how do I know what requirements to volunteer for on the EQUAL listing ?
• How do I stand for overseas selection? What is my number on the volunteer/nonvolunteer overseas list?
• What is an Imbalanced AFSC (IAFSC) and can I find out if I have one?
• I have recently been selected for an assignment to XYZ AFB. Is there a site on the World Wide Web where I can find information on my new base?

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2. QUESTION: Do I have an assignment?

Answer . Assignment notification is a commander's role. Once assignments are made, we send them to the MPF and unit commanders are advised. You will be notified shortly thereafter. The release dates for each cycle's assignments are published each quarter. Contact your MPF and/or Commander's Support Staff for the latest assignment information.  You may also look at Virtual MPF (vMPF)

3. QUESTION: Can you verify my volunteer status and preference?

Answer . Most MPFs can verify this as they are now directly connected to the AFPC computer.

4. QUESTION: What is open overseas?

Answer . Under the Enlisted Quarterly Assignments Listing (EQUAL) process, we list the assignments we will match during the next cycle. This list is sent to MPFs approximately four weeks before the match is made. You can review the list and update your preferences if you would like to volunteer for any of the advertised requirements. Freeze date or "vulnerability" columns are included on the EQUAL listing for overseas requirements. The dates are AFSC and grade specific and reflect both long and short tour vulnerability. The long tour date shows Overseas Duty Selection Date (ODSD) and the short tour date shows both the Short Tour Return Date (STRD) and the # of previous short tours. If your dates are on or before the dates shown and the number of short tours are equal or less then the number shown, you are vulnerable for selection as a non-volunteer. Use ONLY your current grade (NOT one grade up or one grade down) unless you're projected for promotion. If you're projected for promotion, use your projected grade ONLY. A1Cs will volunteer based on DOR, promotion eligibility, and skill level as identified on the EQUAL coverpage.   Check Assignment Management System (AMS) to see your EQUAL and EQUAL+ list.

5. QUESTION: What is the status of my follow-on, in-place base-of-preference, or other assignment application?

Answer . These programs are run at different times of the quarter based on various parameters (i.e., homebasing/follow-on applications are processed 120 days prior to projected departure date). MPFs may submit queries regarding home-basing/follow-on applications when departure date is within 90 days and the application was submitted over 30 days ago.  You may also use Virtual MPF (vMPF)

6. QUESTION: As a military couple returning from overseas, why can't we compete for CONUS assignments advertised on the EQUAL list?

Answer . The key word is compete. The overseas returnee assignment process is designed to be fair & equitable by using factors such as the current type of overseas tour you are on, the number of previous short tours you have had, your DOR, etc., to establish a "pecking order" that racks & stacks overseas returnees for each AFSC by grade. In other words, if there were 5 Supply (2S0X1) SSgts returning in a given EQUAL cycle, the above factors would be used to actually prioritize those 5 SSgts, ranking them 1 through 5; then these 5 SSgts would compete (not pick & choose) for the available assignments. In the military couple situation, although there are 2 people, there is only 1 family, and our goal is to keep the family together if at all possible. Moreover, in a military couple's situation, the military members may have different AFSCs or different grades/skill levels from one another. So if we tried to include the military couple in the "pecking order", one member might be #1 in their Grade/AFSC, but their spouse might rank #5 in their Grade/AFSC. There's just no way to include military couples in the EQUAL returnee process and maintain both our goal of keeping the family together and equity for other returnees who are not part of a military couple. Based on this, we have found that "hand matching" these assignments is the best & fairest method. 

7. QUESTION: As an overseas returnee, why can't I get more notification time for my CONUS assignment?

Answer . As an overseas returnee, your assignment process actually begins when you sign your DEROS RIP to indicate you wish to keep your DEROS & not extend nor do an in-place COT (IPCOT). Once we know you are a firm loss from the overseas location, the ball starts rolling for us to determine how many overseas assignments we need to make, i.e., replacements for you and others returning during your three month cycle. Once that's done, we advertise those assignments on the Overseas EQUAL list, then match the most eligible people to those assignments. So in other words, we need to first find out who your replacement is & more importantly where is he/she coming from before we can determine the CONUS assignments and in turn advertise them on the CONUS EQUAL list. This process is all computerized, that's the good news; the bad news is that it is a very time consuming process because of the "old" computer hardware/software being used and the timelines are at the maximum levels now with no flexibility for change under the current computer platform. However, the entire Personnel System (not just assignments) is undergoing a multi-year/multi million dollar modernization/upgrade effort that will eventually allow us to adjust the timelines. Bottom line, we will be providing more notification time for overseas returnees (probably 4-6 weeks more), but our ability to do so is still a couple of years from implementation. In the meantime, we have to live with the stringent timelines of the current system.

8. QUESTION: If I am in the overseas area and desire a Consecutive Overseas Tour (COT), how do I know what requirements to volunteer for on the EQUAL listing ? 

Answer . Individuals with an indefinite DEROS are eligible for a consecutive overseas tour (COT) anytime after completing their original tour. Individuals with an established DEROS can also be considered for a COT but can only volunteer for advertised requirements with a reporting date (RNLTD) equal to their DEROS month or the following two months. For example, assuming you have not already entered the overseas return cycle and your DEROS is Jan, you are eligible to compete for assignments with a Jan, Feb, or Mar reporting. You must also meet the eligibility requirements as outlined in AFI 36-2110 .

9. QUESTION: How do I stand for overseas selection? What is my number on the volunteer/nonvolunteer overseas list?

Answer . Eligibility for overseas listings are maintained by individual assignment NCOs. Relative standing changes daily due to factors such as number of volunteers, available assignments, people entering or leaving the eligible pool (assignments, promotions, retirements, separations, retraining), authorization changes, etc. Therefore, numerical standing by itself is useless data without an understanding of those factors and knowledge of future overseas requirements. Because of that, we do not provide this information in specific terms. However, you can find your approximate vulnerability by checking the freeze dates for your grade and AFSC on the overseas EQUAL listing. This will help you decide if you are "hot" for overseas and, armed with that info, you can more effectively participate in the assignment process. There are a few AFSCs that do not receive assignments under EQUAL (i.e. 1AXXX). Please review the EQUAL list cover page for specifics.

10. QUESTION: What is an Imbalanced AFSC (IAFSC) and can I find out if I have one? 

Answer . An imbalanced AFSC is a specialty in which we have a significantly higher number of requirements overseas than we do in the CONUS. If you have two or more awarded AFSCs and one is or becomes imbalanced, and you are selected for overseas duty, it will be in the imbalanced AFSC. Additionally, to meet overseas requirements, those retraining into an imbalanced skill will not be deferred from reassignment and may be selected for overseas assignment as soon as they are awarded a three skill level in the retraining specialty. On the other hand, if you are retraining from an imbalanced AFSC, you will usually be deferred from overseas assignment for two years from completion of the formal training that awarded the 3 skill level AFSC. You can find out if your AFSC is imbalanced by reviewing the Air Force Retraining Advisory which is maintained by the Personnel Employment Element in your MPF. You can also usually find a copy of it in the Customer Service Element. Imbalanced AFSCs are identified with an asterisk (*) on the overseas EQUAL (currently not available on the Web listing). Click here to view the current Overseas Imbalanced AFSC's.

11. QUESTION: I have recently been selected for an assignment to XYZ AFB. Is there a site on the World Wide Web where I can find information on my new base? 

Answer . As a matter of fact there is information on the world wide web where you can find information on your new assignment. It's a site called Air Force Crossroads . Right now, this site is providing a "one-stop" approach to getting information on just about every major military installation. Once at the desired location you will find additional links that provide local-area information on the community, relocation services, housing information, medical and dental services, and support services, to name a few. It's a promising new website under construction and definitely worth looking into. The address for Air Force Crossroads is: http://www.afcrossroads.com  

Page Updated on: 21 October 2009

• 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.

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5 CFR § 370.104 - Length of details.

(a) Details may be for a period of between 3 months and 1 year, and may be extended in 3-month increments for a total of not more than 1 additional year, in accordance with 5 U.S.C. 3702(d) .

(b) Agencies may not approve or extend details after December 17, 2007. An individual serving on a detail prior to this date may continue to do so as long as the detail began or was extended on or before December 17, 2007.

(c) For the life of the ITEP, a Federal agency may not send on assignment an employee who has served on a detail under this part for more than 6 years during his or her Federal career. OPM may waive this provision upon request of the agency head, or his or her designee.

• General Military Questions

Military TDY: Temporary Duty Assignment Explained

The U.S. Armed Forces issue different types of military travel orders to personnel.

Your military travel orders pertain to changes in your duty location and the duration, and may also impact your military pay.

Military TDY (Temporary Duty) is one common type of military travel order .

Get all your questions answered about Temporary Duty (TDY) status and what you can expect to experience with this type of order.

Related Article – Military Child Care: 8 Great Options

Table of Contents

What is TDY?

The U.S. Military has three primary types of military travel orders:

• Permanent Change of Station (PCS)
• Temporary Duty (TDY)
• Deployments Orders

It is important to keep in mind that the three types of military assignment orders are not the same and each has its own characteristics.

Your military orders may affect how long you serve at the post, the specific location, and special duty pay.

Temporary Duty (TDY) is defined by the Department of Defense as:

Duty at one or more locations, away from the permanent duty station (PDS), under an order, providing for further assignment or pending further assignment, to return to the old PDS or to proceed to a new PDS.

Military branches under the U.S. Armed Forces have different references for Military TDY, like TAD (temporary additional duty) or TCS (temporary change of station).

However, they all mean basically the same thing that your military orders are temporary.

The primary difference between Military TDY and other orders is that it grants authorization for a service member to perform work away from the permanent duty station.

The Department of Defense requires the label Military TDY (or one of its variants) to approve travel pay, per diem, and coverage of other expenses to assist the soldier.

Since the assignment is temporary, the service member can expect a shorter stay than a permanent station assignment, however, the length of the orders may vary.

The individual details of TDY orders are fleshed out with each commitment.

The specifics of your Military TDY outline expected duration, amount of travel pay, coverage of expenses, housing and food support, transportation, and other forms of assistance.

How long is a TDY?

Military TDY is temporary for military orders, so the length is generally not longer than 180 days.

Temporary duty orders may range anywhere from a few days to a half year.

Long-term TDY is any orders which specify longer than 30 days.

TDY per diem rates depend on the location you have orders for. It will also include reimbursement for lodging, meals, and incidentals. 

Use this calculator to determine how much you can expect to receive. 

Military TDY is a stark contrast from Permanent Duty Assignments and Deployments, which have commitments of several months or years.

The Department of Defense authorizes TDY through Joint Travel Regulations.

Related Article – 10 Benefits Of Being A Military Wife (and 5 not-so good things)

Is TDY considered a deployment?

Technically there is a difference between a temporary duty assignment (TDY) and Deployment, even though they are both military orders.

Deployments are similar to military TDY, except that the service member is assigned to a specific operation.

Therefore, deployments usually reference combat operations that take place overseas.

When most civilians think of military orders, they commonly associate everything with being deployed, though that’s not always the case based on the actual military definition.

Deployment refers to assigning military personnel from a home station to somewhere outside the continental United States.

Mobilizations are also classified as deployments under the Department of Defense guidelines.

How does a TDY differ from a deployment?

The biggest difference between deployments and temporary duty assignments is the length of the orders.

Military TDY is short-term, with even longer stints requiring less than a half year of commitment.

On the other hand, deployments are typically longer and involve assignments outside the United States.

Additionally, deployments involve assignments to specific operations and usually in combat situations.

However, both types of military orders have similarities.

For example, military personnel must leave their home station for a different location under each type of order.

Military TDY is not always as serious as deployments.

For instance, a temporary duty assignment could mean nothing more than attending school, conferences, or a military-sponsored event.

Or it could pertain to a regular part of military duty where frequent travel is mandatory and the service member hopes to receive some form of compensation for their travel exs.

There are cases where military personnel earn TDY status even when working in the same geographic area as the home base to justify lodging and meal expenses associated with the duty.

Soldiers also rely on military TDY for house hunting and other searches when considering a new permanent change of station or out-processing from military service.

Can I go with my husband/wife on a TDY?

One of the many perks of temporary duty assignments is that you can occasionally bring along the family.

The same is not true of deployments where it would put your spouse or other family members in danger.

If given the chance to bring along a spouse for your temporary duty assignment, you should welcome the opportunity, but keep in mind that pier diem rates are only calculated for the service member.

Military personnel often spend months away from family and friends, so having a unique opportunity like this to spend with a loved one is rare and special.

MilitaryShoppers.com put together a great resource on the topic.

It explains the pros and cons of tagging along with a significant other while he or she is on TDY.

The most important thing to keep in mind is that while you can live with your spouse while on temporary duty assignment, his or her time is still limited and it might drain your budget quickly.

Other than that, it’s an enticing opportunity to catch up after potentially months of separation.

Related Article – Military Star Card Review: Worth Signing Up For?

Will I get paid extra during a TDY?

Despite having to leave your home station, there is nothing more rewarding than a little extra pay in freedom.

It is exactly what temporary duty assignments provide to service members.

In fact, the reason that military personnel may request or seek TDY is the opportunity to put more in their wallet.

Military TDY usually grants per diem pay, which helps cover lodging, meals, and incidental expenses.

You get a set per diem pay regardless of what you actually spend each day on daily expenses.

As a result, if you budget accordingly, you can earn extra cash by pocketing whatever per diem you don’t spend on daily living expenses.

What kind of accommodations can I expect during a TDY?

The accommodations of temporary duty assignments are nothing to brag about yet offer incentives that most military personnel don’t get to enjoy.

For example, the potential opportunity to take your significant other along with you when TDY is a major advantage for some.

Military personnel may get the opportunity to stay at furnished apartments or long-term stay hotels.

Long-term stays help save you money on your per diem since you can cook your own meals as opposed to dining out all of the time.

Furnished apartments may also include laundry and other housing services to save even more money.

Service members on TDY may also request a cash advance of 60-80% of the total value.

It helps cover move-in costs as opposed to spending out of their own pocket.

Some military organizations deem anything over 30 consecutive calendar days. 

For this reason, it allows partial reimbursement of living expenses prior to concluding the assignment.

Military TDY, or temporary duty assignments, refer to relatively short-term military travel orders away from a home station.

Temporary duty assignments range from a couple of days to under six months.

Military TDY is a good thing for soldiers despite the travel arrangements, as it helps cover lodging, food, and transportation regarding the orders.

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How Long Can You Keep an Employee in a “Temporary” Role….

by Jeanne Knutzen | June 21, 2019

0 Author-Jeanne , Hiring Strategies and Tactics , Thought Leader / Featured Blogs* , WHAT'S HAPPENING NOW. Data. Trends. News* get connected

Myths.  Truths.  Misconceptions About “Length of Assignment” for Temporary Employees

Conversations about the legal length of a temporary assignment has been around for a long time.  In December 2000, the now infamous Microsoft 97 million $ settlement  awarded 97 million dollars to temporary workers who were re-classified as  core (common law) employees (instead of temps).  That re-class ruling resulted in 8-12 thousand Microsoft “temps” becoming “benefit eligible”, resulting in a pretty hefty obligation even for a company like Microsoft.

Unfortunately  this settlement catapulted the issue of assignment length into a confusing period for companies who were large users of temporary employees.   Based on some common misunderstandings of what created the MS settlement,  many employers created internal policies that limited the length of time an employee could be a “temp” believing that by doing so they were minimizing their exposure to “re-classification” issues.

Even the American Staffing Association (ASA) weighed  in on the issue by taking up the concerns of both the employer and their interim employees who were often negatively impacted by an arbitrary assignment ending.  In a series of white papers, ASA challenged  the employer community regarding their assignment limit policies claiming  that “the length of a temporary assignment” is only one, of multiple factors, important to establishing the employee- employer status and does not in and of itself mitigate the risk of misclassification.  They wisely noted that other components of the employee/employer relationship were, in fact, equally if not more important.     

What is the status of the length of assignment issue today?

As the dust settled it became clear that the truth surrounding the MS settlement was far different than the initial headlines.    And even though the arguments of the ASA prevailed, the wake of the MS lawsuit still exists.  We are still being asked by employers  how long they can keep a temporary employee without putting themselves at risk.  And our temporary employees are still asking how long their employer can keep them in a temporary role without breaking the law.

What are employers doing today to make sure they are protected from unexpected liabilities related to how they use and manage temps? 

      #1.  most employers are now obtaining their non – core, interim, contract or temp employees thru third party staffing agencies rather than hiring them directly.    .

Many analysts believe that had MS obtained all of their temporary workers at the time of the lawsuit thru a third party employer, instead of hiring many of their temporary workers directly classified as 1099s, it is possible that some of the mis-classification claims could have been avoided.

The most prevalent “safe harbor” policy that large companies have implement forbid hiring managers from hiring a worker classified as a 1099…..requiring them to use a staffing agency to on board and pay inteirm workers, even those workers were sourced internally, not by the staffing agency per se. They do this to avoid the scenario where an employer classifies  a worker as a 1099 – “self employed”- and the IRS later refutes that claim, subjecting the employer to back taxes, fines, and penalties.   Employers want the peace of mind that comes from  knowing that the  applicable wages, payroll taxes and benefits costs are being calculated and paid by an employer other than themselves.

Many local staffing companies, PACE included, have created low cost “payroll service” packages for employers who have a need for third party employer services for interim workers they have recruited directly.  (See PACE’s Employer of Record service option) 

#2.  Employers are writing their key benefit plans to specifically exclude third party (i.e. staffing firm) employees. 

In 1999, Microsoft didn’t have any carve outs in their benefit contracts, and had to learn the hard way that easiest way to protect themselves from unanticipated benefit costs is to specifically exclude workers who are the employees of third party employers.

#3.   Employers are including information about how to manage workers from third party employers as part of supervisory training.   

The IRS is still using its infamous 20 point test to determine the employer relationship.  To make sure that the employer responsibility stays with the staffing agency and doesn’t  default back to the employer under audit, many employers are training their supervisors on temp management 101…

• To limit their communications with temporary employees on any issue related to pay, length of assignment, benefit eligibility, employment status or work schedules, etc.
• To allow,  and in some cases require,  representatives from their staffing vendors to be on site, communicating directly with their employees,  as needed.
• To provide feedback on performance thru the employee’s staffing vendors, not directly.

If you are an employer and would like some training for your supervisors on how to legally and operationally optimize the employer services of a third party staffing agency, give us a call at 425-637-3312!

#4.  Most staffing agencies are now providing their clients with contracts or written agreements that spell out their duties as “employer”.  These agreements typically include the staffing agencies responsibility to….

• Recruit, screen and evaluate employees to be placed on assignment
• Determine employee pay rates, benefits and expense reimbursements
• Hire, fire, and assign employees
• Handle employee complaints and concerns
• Pay worker, calculate and pay taxes, and distribute pay check

Getting these types of agreements or contracts in writing, makes it clear who is responsible to act as the “employer of record”.  It also can protects employers from unexpected liabilities resulting from workplace accidents or claims of discrimination.

Keep in mind that while legal concerns regarding how long a temp can remain on assignment have dissipated, there are still situations where internal “length of assignment” policies might be needed.  For example….  

You may want to limit length of assignment in order to protect your intellectual property…   .

In 2016, Microsoft established a new set of “assignment limit” rules, based not on the risk of mis- classification or co-employment, but on their concerns about the integrity and security of their intellectual property.  Because they were uncomfortable allowing a temporary or contract worker to have long-term access to their proprietary information and systems,  they decided to place limits on the number of months an employee could access their systems without a break in service.  They decided  that after 18 months a temporary or contract worker needed to be removed from their assignment, forcing an arbitrary lay off of any contractors reaching that benchmark.

We are yet to see if MS can effectively enforce this policy without exception as we know first hand the negative impact of losing a valued worker – even if the are not an employee hired directly.

You may want to limit length of assignment in order to optimize Workforce Productivity and/or Morale… 

While higher wage temporary or contract workers  tend to prefer “longer term assignments”, many lower wage temporary workers consider themselves negatively impacted when asked to remain as temporary employees for long periods of time without being converted to a regular hire.   The impact to productivity and morale  is often highly visible when temporary workers are asked to work side by side core employees doing the same or similar work.

For similar reasons, in those situations where an employer regularly hires members of its temporary workforce, there is risk attached to keeping the temporary employee in the workforce once they know they will not be hired.

Most of our clients who regularly hire our temporary employees have rules whereby an employee will either be hired or removed from their assignment after a defined period.

Structured policies about how long an employee can work in your environmdent as a “temp” can be used to avoid the risk of Discrimination Claims…

The longer a “temp” is in your workforce, and the fewer policies you have to guide decisions your managers use to either end or extend assignments, the more opportunity there is for claims of “disparate treatment”.

Making “length of assignment” a matter of company policy rather than a decision left up to the discretion of an individual manager or supervisor,  mitigates the risk of an uninvited claim of disparate treatment.   At the same time, an across the board “length of assignment” policy, can reduce the resources manager’s have available to them to achieve important business goals.   

Our recruiting team  rfegularly provides employees for assignments intended to last as little as two days to multiple years and does so seamlessly, based on the employer’s internal policies and our assessment of our employee’s motivations for working.  While we will provide information on the operational risks an employer might face by either limiting or extending assignment lengths, in the end, it is a decision that is made by both the employer and the employee.  In reality, once the original agreement re: “length of assignment” has been satisfied, an employer can still provide an employee with the opportunity to extend their assignment and the employee can then decide if they want to accept the employer’s offer.  The law plays no role in those decisions for either party,  although a company’s internal policies might.   

———————————

If you’d like help with your next temporary staffing project or to learn more about how optimize your use of temporary employees,  give our Partner Services and Solutions a call at 425-637-3312 or e mail us at [email protected]

PACE Staffing Network is one of the Puget Sound’s premier staffing /recruiting agencies and has been helping Northwest employers find and hire employees based on the “right fit” for over 40 years.

A  4 time winner of the coveted “Best in Staffing” designation , PACE is ranked in the top 2% of staffing agencies nationwide based on annual surveys of customer satisfaction.

PACE services include temporary and contract staffing, temp to hire auditions , direct hire professional recruiting services , Employer of Record (payroll) services , and a large menu of candidate assessment services our clients can purchase a la carte.

To learn more about how partnering with PACE will make a difference to how you find and hire employees,  contact our Partner Services and Solutions team at 425-637-3312, e mail us at [email protected] or visit our website at www. pacestaffing.com/employers.

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31 May International Long-Term vs Short-Term Assignments

Global mobility professionals possess the difficult task of identifying the best candidate for an open position for an international assignment. While all may seem easy, relocating an employee internationally requires analysis and strategy.

As we go along another year with COVID-19, mobility leaders should keep themselves posted on the latest developments in the global mobility landscape. With more innovative options for assignments such as virtual assignments or the work-from-anywhere structure, mobility programs are becoming more and more complex.

But all these newer innovations can lead to global mobility professionals stuck in tunnel vision, overlooking the more traditional types of mobility arrangements. Long-term and short-term international assignments are the most common types that mobility professionals consider.

The length of time that qualifies an assignment to be considered long-term or short-term varies from company to company, but the general rule of thumb is that long-term assignments will range from 12 to 36 months in duration while short-term assignments may last from 3 months to a full year.

Defining the best assignment option can be tricky. Several intertwined variables are involved depending on the candidate and the available position. Moreover, relocation is a top stressor not only for the assignees themselves but for their families.

So, to increase international assignment success rates, mobility teams need to learn which option will best yield favorable results for the company.

One way to identify the best option is to see both the pros and cons of each assignment type.

Global Tax Network and other firms in the global mobility space help us by pointing out these advantages and disadvantages.

Long-term assignments

This assignment type is a popular choice for companies who desire to obtain specific expertise, target new markets, or offer career development opportunities for candidates who show exemplary performance within the organization. The nature of this type of assignment helps the assignee to build strong relationships and more comprehensive knowledge about the organization that can be valuable for the company.

From the assignee’s perspective, one benefit they gain from a long-term assignment is the possibility of being on their home country’s payroll. This way the employee can:

• avoid having to go through tedious and – at times – unfair currency changes to enable seamless home country payments such as student loans and mortgages 
• continue participation in his or her home country’s social security. This will prevent breaks in the required period of contributions so that they could meet the requirements for receiving social security payments in retirement
• enjoy his or her home country benefit plans

Long-term assignments are also seen to be the less risky option of the two types. With COVID-19 still around, it would make sense that employees in long-term assignments be better positioned and entail lesser movement in the whole relocation process. They can have longer immigration status and housing than short-term assignees.

A major drawback of long-term assignments is mostly cost-related. Long-term assignments can be more expensive due to:

• provision of additional allowances and benefits such as cost-of-living adjustments, host country housing, and moving expenses
• on-going costs from immigration, budgeting, tax planning, and more
• additional compliance requirements that are mandated by the host and home country.
• implementation of tax reimbursement for the assignee
• failure to benefit from the expertise acquired by the assignee by not retaining them as employees upon repatriation

Another thing to note is that employee dissatisfaction with long-term expatriates is known to be a common problem. It can be difficult for an assignee’s family members to become accustomed to a new environment causing a lot of stress and unfamiliarity. 

Short-term assignments

Short-term assignments may also offer the same benefits as long-term ones while addressing other points as well. Here are their advantages:

• employees receive compensation from their home countries to prevent currency exchanges that will cause delays in expenditures in the home country
• the company may offer modest compensation and allowance packages to mitigate preventable extra costs
• for tax purposes in the United States, temporary housing and per diems may be paid without taxes for some temporary short-term assignments

dDepending on the tax treaties imposed by a host country, assignees can avoid taxes if they do not exceed a certain time threshold

Short-term assignments might limit an assignee’s ability to achieve set goals and objectives due to time constraints. The nature of this type of assignment will make it more difficult for assignees to settle in and develop strong working relationships with both clients and colleagues in the host country.

Moreover, there are cost implications in shorter assignments from several factors such as:

• the longer processes in administering a short-term assignment caused by its susceptibility to change that require more constant support from mobility teams
• In some cases, the provision of a per diem and reimbursements will cost more than paying an employee under an expatriate policy
• higher state tax costs when a short-term assignee breaks state residency in the given period

Determining which assignment type will reign supreme will ultimately depend on the position and its objectives. Let’s just not forget how much influence employees now have over mobility policies and assignment practices, so it’s important for mobility experts to keep an eye on the latest developments in the field. 

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How Long Are Travel Nursing Assignments Typically?

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Travel nursing, an industry that’s been flourishing for years, is one of the most exciting career options for nurses. Travel nursing was developed to fill gaps in the supply and demand fluctuations of the US health care market, such as to cover shifts when a staff member has to leave suddenly, to fill in during shortages, and to pitch in during seasonal fluctuations.

While the length of travel nursing assignments can vary, anywhere from two to 26 weeks, the standard travel contract is 13 weeks. Across the board, the majority of agencies are seeking travel nurses to fill 13-week contracts, which is what most hospitals prefer as well. Of course, while this is the standard, what shifts a travel nurse works and the number of hours they work can vary significantly from one assignment to the next. Work how you want and where you want, faster, when you travel with us. Get submitted quickly to top local and national travel nurse jobs and be first in line for an interview.

Why 13 Weeks?

According to the New York Times , over the past 30 years hospitals have followed a staffing model that precisely matches nurses to the number of occupied beds. Patient census and staffing numbers are constantly changing, so this model requires flexibility.

Travel nurses added the flexibility this staffing model requires. As travel registered nurses became integrated into hospital staffing ratios, the 13-week contract emerged. 

In addition to meeting the needs of this new staffing model,  there are other reasons that most travel nurse contracts are for a 13-week period. Healthcare facilities prefer it as orientation and onboarding periods for new nurses can take anywhere from four to 12 weeks, meaning travel nurses can provide coverage as new, permanently hired staff nurses to acclimatize. Additionally, with the Family and Medical Leave Act (FMLA) providing employees with as much as 12 weeks of leave, travel nurses that take on a 13-week contract can adequately cover those periods of leaves of absence. Housing is yet another reason, as standard apartment contracts for 13 weeks are easier to find than contracts for shorter periods , making life easier for nurses who want to find their own, as well as for agencies that secure housing for their nurses.

A 13-week assignment is also preferable to many nurses. It’s the ideal length of time for a travel nurse to get to know the destination and avoid having to drive to a new assignment every other week, spending much of their time on the road. The assignment is long enough to provide stability and perhaps learn some new techniques, while still being able to visit four unique places every year. In other words, it allows them enough time to enjoy the benefits of a new city, but is short enough to fill their quest for new experiences and adventures.

That said, if travel nurses find that they’re enjoying their assignment and want to stick around longer, and the hospital is still in need, it’s often possible to renew by extending the assignment, sometimes multiple times if all are in agreement.

Shorter Length Assignments

With times changing, there has been a shift in staffing needs, new technology, and lifestyles preferences,  all of which has resulted in some travel contracts being more flexible. For example, with the emergence of vacation rental online marketplaces like Airbnb, it’s now easier for  travel nurses to arrange their own housing, without being held to 13-week contracts for apartments and other accommodation.

Shorter contracts of four to six weeks do occasionally become available. For example, if a hospital has someone out on short-term disability, the facility may need a temporary nurse for a shorter period of time. Nurses interested in taking shorter assignments should talk to their recruiter about it so that they can keep an eye out for those more unique opportunities.

Factors for a Travel Nurse Assignment

Despite fears that the travel nurse industry would wane as the Covid-19 pandemic ends, a recent report by Bloomberg News indicates that travel nurses are in demand now more than ever. Pent up demand for health care services that were not available during the pandemic combined with staffing shortages has kept the travel nurse industry hot. Now is a great time to join the travel nurse industry. Did you know speed matters when submitting your travel nurse application? Don't miss out on your dream job because you were 'too slow'. Take control of your career faster when you travel with us.

How short can a travel nurse assignment be?

The shortest travel nurse contract is a rapid response contract. A rapid response contract is an employment agreement in which a healthcare facility hires a travel nurse to fill a position quickly. Rapid response travel nursing is intense. Travel nurses in these contracts are expected to hit the ground running with very little orientation or hospital oversight. The primary benefit of these contracts is higher pay. Experienced travel nurses who can start a new position quickly can take advantage of these hard to fill positions to earn a lot of money.

As a result of the pent up demand for services,  many nurses are now needed for these shorter-term, high-intensity assignments. Nurses who are knowledgeable, experienced, and can start quickly, and have a compact license or multiple state licenses, are most likely to be hired for these assignments and can earn significantly more than travel nurses in standard 13-week assignments.

Rapid response travel nurses have greater flexibility in assignment lengths with shorter contracts available. They often need to be able to start sooner, in as little as two days to two weeks. Traditionally these nurses have been used for difficult-to-fill, or very remote positions, as well as unexpected fluctuations in staff or patient loads during the flu season, for example. Due to the COVID-19 pandemic, many nurses are now needed for these shorter-term, high-intensity assignments. Nurses who are knowledgeable, experienced and can start quickly, have a compact license or multiple state licenses, are mostly likely to be hired for these assignments and can earn significantly more than travel nurses in standard 13-week assignments.

Can an assignment be longer than 13 weeks?

Yes! A contract extension of a travel nurse contract is often possible.

With the ongoing nursing shortage, travel nurses are finding it easier to extend their contracts . The key to securing an extension is maintaining excellent communication with the recruiter. If an assignment is the right fit for personal and professional goals, advocating for a contract extension may be helpful. Notifying a recruiter as soon as an extension is being considered may put your application on the top of the list.

How many assignments do you have to take as a traveler?

There is no set number of travel nurse jobs a nurse must take, but it’s good to know about the one year rule. Travel nurses who remain in the same location for more than 12 months lose their meal stipends and housing stipends and benefits because they will no longer be considered a temporary employee by the IRS. In order to be eligible for these perks, travel nurses must be categorized by the IRS as temporary employees.

What is the best travel nurse contract?

For any travel nurse, it’s important to consider all options and what assignment length is best for their particular situation. Keep in mind that it can be more challenging to find assignments that are longer or shorter than the typical 13 weeks (although as noted, during the pandemic there is likely to be more flexibility with a greater number of nurses needed, and quickly). Having a thorough discussion with your recruiter is the best way to find the ideal travel nursing contract you’re looking for.

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