in the news assignment

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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PSY 1010: General Psychology

• Search Strategies
• Scholarly Articles
• Find Videos
• Psychology in the News Assignment

Library Help

Getting started.

To learn more about effective searching, read the  Search Strategies page before delving into the available resources in this guide. Use the library's Psychology Research Guide for help with more advanced psychology research, such as finding psychological tests and measures.

If you need any assistance with your research, contact a librarian using the contact information included in this guide. We're happy to help!

Most Used Resources

The following resources are frequently used for psychology research at UVU. OneSearch (below) also works well, since it combines many databases plus the library's book and media collections. Explore the other pages of this guide to find additional resources for your research.

• APA PsycInfo This link opens in a new window This database from the American Psychological Association includes journal articles on a wide range of behavioral and social science topics, such as psychology, psychiatry, pharmacology, linguistics, treatments and counseling, and addiction. Late 1800s-present, mostly peer-reviewed content, partial full text available.
• Psychiatry Online Premium This link opens in a new window Includes peer-reviewed content including books (such as the DSM Library), APA journals, APA Practice Guidelines and Psychiatric News. 1840-Current. Resources include information on Psychiatric diagnosis, treatment, guidelines, research and breaking news. Full-Text available.
• APA PsycArticles This link opens in a new window This database provides full text access to journal articles from the American Psychological Association. It covers a wide range of behavioral and social science topics, such as psychology, psychological treatment, counseling, developmental psychology, and educational psychology. 1984-present, peer-reviewed content, full text available.

Non-peer reviewed. Full-text content. Statistical & research data.

To use OneSearch, go to the UVU Fulton Library Homepage link below. OneSearch is the main search box on the page. Enter search terms into the box, then hit enter or click the magnifying glass. Once your search runs, you can filter your results clicking the All Filters  button that appears below the search box. 

• UVU Fulton Library Homepage The library's main page. Access OneSearch, help options, library hours, and more.

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Dynamics of News Reporting and Writing: Foundational Skills for a Digital Age

Student resources, newswriting assignments.

Assignment 1: What grabs you?

Description of Assignment: Basic news writing focuses on figuring out what is important and then giving that information to your readers. It sounds simple and, with a lot of practice, it can be. Problems tend to crop up when writers try to do too much, ignore some basic tenets of journalism, and generally don’t think about the audience before writing.

Here's your chance to rate your local newspaper or online news site. Find today’s edition, set aside 40 min, and read it. Just read. Then, make a list of stories, then rank them from the story that interests you the most to that which interests you the least.

Consider what it is about each story that caught your fancy. Was it the writing style? Was it the subject matter? Did the story tell you something you didn’t know? Did it answer your questions?

And consider each story that you didn’t like. Was it poorly written or organized? Did it contain errors? Was it useless to you? Did it leave you with more questions than when you started reading it? Could you even get through it?

Be prepared to discuss these findings in class. Understanding what you value in a story will make it easier for you to write and report your own stories.

Public Domain Source Material: Your daily newspaper.

Assignment 2: Spoiler alert! Learning the inverted pyramid

Description of Assignment: This drill will ask students to think of their three favorite movies or novels, and report them as news stories using summary leads and an inverted pyramid style. Please write at least four paragraphs per film or book. Don’t worry about giving away the ending! News stories generally require the writer to give up the goods at the start of the story. That way, the reader doesn’t get bored and miss the point of the story before moving on to the next one.

Ideas to try:

• Charlie and the Chocolate Factory , by Roald Dahl
• State of Wonder , by Ann Patchett
• Star Wars Ep. IV: A New Hope

For example:

Charlotte A. Cavatica, a barn spider who helped save Wilbur the pig from slaughter by extolling him with English words spun into her web at Zuckerman’s farm, died Friday at the county fair. She was 1.

Charlotte is survived by Wilbur, who rose to regional fame thanks to his dear friend’s cunning, and dozens of babies who emerged from her egg sac thereafter and departed before Wilbur could name them. The spiderlings who stayed with Wilbur were named Joy, Nellie and Aranea.

Assignment 3: Birthday assignment

Description of Assignment: You may not remember it, but the day of your birth was very special for your parents. Interview your mother or father (or both) and ask them to recall what they experienced on the day you came into the world. At what time did your mother go into labor? Was it a natural birth, or did she have a C-section?

Shape their answers into the 5 Ws and 1 H format, and write a story reporting the events of your own birthday, using the inverted pyramid structure, as if it had been published in a family newsletter the day after your birth.

Assignment 4: Take note

Description of Assignment: Note-taking is an essential skill in reporting. There is no such thing (yet) as real-time transcription of every conversation. Even if there were, it would only be a record of what was said. It would not tell you anything about the way it was said. It would not remind you of the insights you had during the conversation.

Your notes represent your understanding of the material you are covering. Yes, it is important to get some colorful quotes, but it’s also important to make a record of the surroundings, what you see, feel, hear, and understand.

Every writer must develop their own note-taking style. Try writing as concisely--and as fast--as you can while still capturing information you will understand later. Take time after an interview or event to review your notes and improve them while the memories are fresh in your mind.

Your assignment: Watch tonight’s evening news and take notes. Watch the first 15 min of the broadcast, just once through, without pausing.

Then recreate the broadcast from your notes--with direct quotes, nuance, and your own writing style. Describe the clips in as vivid detail as you can muster. Remember to get accurate spellings of names.

Public Domain Source Material: Watch live on TV or choose a past newscast: https://www.nbcnews.com/nightly-news/video/nightly-news-full-broadcast-november-8th-804149315681  

Global Issues in the News

Team project assignment.

University of Illinois at Urbana-Champaign LAS 101: Global Awareness

Assignment objectives

After you have completed this assignment, you will know how to use the library and the Web to find news articles on particular issues that were published in different countries. You will also learn a critical-thinking skill: comparing and contrasting different news articles on the same general issue, to locate similarities and differences in the perspectives from which the articles were written. You will also learn to examine the types of sources journalists use for their information, and to consider how the choice of sources can help shape an article’s perspective.

Resources to help you

Completing the three Global News VILLAGE online learning modules will help you successfully complete this assignment.

The Assignment

1. Find 5 news articles (or transcripts) on an issue.

In teams of about five, choose an issue from the list provided for your Global Studies course. Each member of the team will find a news article (or broadcast transcript) on that issue. Make sure the five (or so) articles gathered by your team were published in at least three different countries. Do not use articles published in the U.S. Articles cannot be more than a year old – they must have been published within the twelve months prior to completing the assignment.

Each of you will print out the article you found, write your name at the top, and bring it to class to hand in.

The articles should be news articles, written by journalists for publication in newspapers or on news websites (not other types of websites like blogs). They may also be transcripts of news stories that were broadcast on television or radio.

Tip: Use the electronic library databases and Web resources introduced in the Global News VILLAGE , module 2 , to find these articles. Do not do a regular Google search, but you are free to use Google News , which is covered in the module.

Make sure the articles were each originally published or broadcast in at least three different countries. It will be easier to do the assignment if you do not choose the countries ahead of time, but instead do a search on the issue and then see which countries are represented in your search results. (Not every issue is regularly covered in newspapers in every country.)

Note about locating the country of origin: The place of publication (the country of origin) of an article is generally where the news company that reported the story has its main headquarters . Do not rely on an article’s dateline (the city indicated right at the beginning of a news article, often immediately before a date) to determine its country of origin: this is where the story was reported from, not where it was published. Most news agencies (i.e. wire services) are based on a particular country – consider the country of origin to be where the service is headquartered. (The main exception to this is Inter-Press service (IPS), which is an international news agency. You can use an IPS article as one of your sources and list the country of origin as “international.”)

Many articles from other countries are supplied to library databases from the BBC Monitoring Service, which does no reporting of its own but collects articles from around the world and translates them into English (if they are originally in another language.) For these articles, there will be an indication of which newspaper, website, radio station, etc., was the original source of the article, and in which country it is located. This would be the country of origin.

Tip: In the three Global News VILLAGE modules there is further explanation of how to find an article’s country of origin.

2. Write up a report that has three main parts: I. Overview of the issue; II. Citations and summaries of the articles; and III. Analysis/Questions.

I. Overview of the Issue: State the issue you’re researching, providing a definition or a brief explanation of it (and please indicate where you got this information). Then write a sentence or two about how it relates to what you’re learning in your Global Studies course.

II. Citations and Summaries: Please do the following for each article:

• Provide a citation to the article using APA style.
• Indicate the country of origin of the article (where the news article/transcript was first published/broadcast), and state how you determined the country of origin.
• Link to a map of the country of origin.
• Indicate the section of the newspaper or news website in which it was published, if you know this information. (Sometimes it is provided in article databases and websites, sometimes not).
• List the sources of information named within the article: Which people, organizations, reports, etc., does the writer quote directly or otherwise attribute as sources of information for the article?
• State the article’s main points in your own words.

III. Analysis:

A. Compare and contrast the perspectives on the issue that are reflected in the five articles. In other words: How are the articles different or similar in terms of how they present the issue? Which aspects of the issue are considered important, unimportant, or not addressed at all in the different articles? (200-300 words).

B. Following up on your answer to A above, discuss some of the factors that may have shaped these perspectives: How do you think the sources cited in the various articles may have influenced the perspectives from which they represent the issue? Do the sections of the newspapers in which they were published, or anything else, provide clues about the audience(s) that might be targeted by the different articles? Can you think of any relevant perspectives that may be left out of all of these articles? (200-300 words).

C. Write at least two questions that were prompted by reading these articles. They can be questions to which you have found the answers, or things you’re still wondering about. Was there anything that was confusing because you didn’t have the background to understand it? If any of the articles were translated from their original language, do you think anything was “lost in translation”? Also indicate where you might be able to find out more information to answer your questions (besides doing a general Web search). (200-300 words).

back to "about global news website"

A Comprehensive Guide to News Assignment Editor Careers

• Published: November 26, 2023
• By: Yellowbrick

In the fast-paced world of journalism, news assignment editors play a crucial role in ensuring that stories are covered efficiently and effectively. These professionals are responsible for coordinating and assigning reporters to various news stories, managing deadlines, and ensuring that newsrooms run smoothly. If you have a passion for news and a knack for organization, a career as a news assignment editor may be the perfect fit for you. In this comprehensive guide, we will explore the ins and outs of news assignment editor jobs, including the skills required, the responsibilities involved, and the steps you can take to land your dream job in this exciting field.

1. What is a News Assignment Editor?

A news assignment editor is a key player in the newsroom who is responsible for determining which news stories will be covered and assigning reporters to cover them. They work closely with reporters, photographers, and other newsroom staff to ensure that news stories are covered accurately and efficiently. News assignment editors also play a crucial role in managing deadlines and ensuring that news stories are delivered on time.

2. Skills Required for News Assignment Editor Jobs

To excel as a news assignment editor, certain skills are essential. These skills include:

• Strong Organizational Skills: News assignment editors must be highly organized individuals who can juggle multiple tasks and assignments simultaneously. They need to keep track of various news stories, assign reporters to cover them, and ensure that deadlines are met.
• Excellent Communication Skills: Effective communication is key in the news industry. News assignment editors must be able to clearly convey instructions and expectations to reporters and other newsroom staff. They must also be skilled at building relationships and networking with various sources and contacts.
• News Judgment: News assignment editors need to have a keen sense of news judgment and be able to identify which stories are newsworthy. They must be able to assess the importance and impact of different news stories and assign reporters accordingly.
• Problem-Solving Abilities: In a fast-paced news environment, problems and challenges are bound to arise. News assignment editors must be quick thinkers who can come up with solutions on the spot. They need to be able to handle unexpected situations and make decisions under pressure.
• Knowledge of News Industry: A deep understanding of the news industry is crucial for news assignment editors. They must stay up-to-date with current events, news trends, and industry developments. This knowledge helps them make informed decisions and assign reporters to stories that align with the news organization’s goals and values.

3. Responsibilities of a News Assignment Editor

News assignment editors have a wide range of responsibilities that contribute to the smooth functioning of a newsroom. Some of the key responsibilities include:

• Story Assignment: News assignment editors are responsible for determining which news stories will be covered by the news organization. They assess the importance and relevance of different stories and assign reporters accordingly.
• Deadline Management: Meeting deadlines is crucial in the news industry. News assignment editors play a crucial role in ensuring that reporters deliver their stories on time. They must effectively manage deadlines and communicate expectations to reporters.
• Coordination with Reporters: News assignment editors work closely with reporters, providing them with assignments, guidance, and support. They must ensure that reporters have all the necessary information and resources to cover their assigned stories.
• Communication with Other Newsroom Staff: News assignment editors are the bridge between reporters and other newsroom staff. They must effectively communicate with photographers, videographers, editors, and other team members to ensure that all aspects of a news story are covered.
• Newsroom Collaboration: News assignment editors collaborate with other newsroom staff to ensure the smooth functioning of the news organization. They work closely with editors, producers, and news directors to align coverage with the organization’s goals and objectives.
• Breaking News Coverage: In the event of breaking news, news assignment editors must be able to quickly mobilize resources and assign reporters to cover the story. They must be able to make quick decisions and adapt to changing circumstances.

4. How to Become a News Assignment Editor

If you aspire to become a news assignment editor, here are some steps you can take to kickstart your career:

• Pursue a Journalism Degree: While a journalism degree is not always required, it can provide you with a solid foundation in news reporting and journalism ethics. Consider pursuing a degree in journalism, media studies, or a related field.
• Gain Experience: Internships and entry-level positions in news organizations can provide valuable hands-on experience and help you develop the skills necessary for a career as a news assignment editor. Look for opportunities to work in newsrooms and gain exposure to newsroom operations.
• Hone Your Skills: Aspiring news assignment editors should focus on developing the skills required for the role. Work on improving your organizational skills, communication abilities, and news judgment. Seek feedback from mentors and supervisors to identify areas for improvement.
• Network: Networking is crucial in the news industry. Attend industry events, join professional organizations, and connect with journalists and newsroom professionals. Building relationships can open doors to job opportunities and help you stay informed about industry developments.
• Stay Informed: Keep up with current events and news trends. Read newspapers, follow news websites, and engage with news content across various platforms. A deep understanding of the news industry will make you a more effective news assignment editor.
• Further Education: Consider pursuing advanced education or specialized training in journalism or a related field. This can help you stand out from the competition and enhance your knowledge and skills.

Key Takeaways:

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New York Yankees Star Reliever Facing Hitters, Nearing Rehab Assignment

The New York Yankees' bullpen could be receiving a boost in the near future.

• Author: Pat Ragazzo

In this story:

The New York Yankees' bullpen could be receiving a major late-inning arm in the near future.

Star right-handed reliever Tommy Kahnle faced live hitters on Saturday, according to NJ.com's Max Goodman. The plan is for Kahnle to throw another live bullpen session this week before embarking on a minor league rehab assignment.

Kahnle began throwing bullpen sessions on April 12 and has now progressed to facing hitters. The righty has been on the injured list since Spring Training due to a shoulder issue.

Kahnle missed two months of the regular season in 2023 with biceps tendinitis. He did not make his debut until June 1 due to the injury.

Upon returning to the bullpen, the 34-year-old posted a dazzling 2.66 ERA, 1.017 WHIP and 48 strikeouts in 40.2 innings.

The Yankees have already lost Jonathan Loaisiga to season-ending Tommy John surgery and Nick Burdi to right hip inflammation. Burdi tossed 6.1 scoreless innings across seven appearances while racking up eight strikeouts before landing on the shelf. Burdi could get back on the mound this week if all goes well.

As for Kahnle, the Yankees could use his impact in the bullpen, as they have been forced to pickup journeymen such as Michael Tonkin, who had a rough outing in the team's extra-inning loss to the Milwaukee Brewers on Friday night. Tonkin had been designated for assignment by the New York Mets on two separate occasions this season.

Kahnle has dealt with injury woes throughout his career. He initially expected to rejoin the Yankees in the first week of the regular season, but suffered a setback, which has pushed back his potential return date to May at the earliest. Kahnle missed two full seasons after undergoing Tommy John surgery, so the hope is that he can stay healthy and keep the Yankees' bullpen strong.

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Utah high school removes class assignment on student essay titled ‘It Is So Hard to Be Trans’

The essay, published in the new york times, contained no explicit or “pornographic” content that would have required its removal under utah law..

(Google Maps) Herriman High School, as shown in a 2021 Google Maps image, in Herriman, Utah. Jordan School District officials ordered that a class assignment at the school involving a transgender student's essay be removed.

Jordan School District officials ordered that an assignment involving a Texas student’s essay published in The New York Times titled “It Is So Hard to Be Trans” be removed from a Herriman High School class’s curriculum after it was brought to the attention of administrators.

“We apologize to any student offended by a Herriman High School classroom assignment involving a New York Times student essay and the disruption to learning it may have caused,” district spokesperson Sandra Riesgraf said in a statement Monday.

The district investigated the assignment, “which asked students to break down parts of speech in the essay,” after school administrators were notified, Riesgraf said. The assignment was ultimately removed and is “no longer part of the class.”

“Appropriate administrative action will be taken,” the statement continued, though the statement did not specify what that action would entail.

The district also did not specify why the assignment was removed. The content does not seem to violate Utah’s sensitive materials law .

But it did seem to prompt outrage after photos of the printed-out, stapled essay made rounds in conservative social media circles as early as last Thursday, with some posts claiming students were required to write a response to the essay explaining why being transgender “isn’t a choice.”

Riesgraf said that claim was false. “Students were not required to take a stance or form an opinion on why being trans isn’t a choice,” Riesgraf said. “The assignment was to review the writing, not the subject.”

Sen. Dan McCay, R-Riverton, weighed in on X , formerly Twitter, arguing that he didn’t see how the essay would “fit into any curriculum that is state approved.”

“I’ve asked the district to investigate,” he wrote.

McCay did not immediately respond to a request for comment from The Salt Lake Tribune.

The assigned essay had been selected as one of the Top 11 winners in a 2023 student editorial contest through the The Learning Network, a free resource for teachers curated by The New York Times.

It was written by then 16-year-old Callisto Lim, a student at the Kinder High School for the Performing and Visual Arts in Houston, Texas. The essay details why Callisto felt scared for their “right to exist,” citing several states that had passed anti-transgender legislation.

“I am scared that if I stay in Texas I will be denied the health care that I need because of people like Governor Greg Abbott,” Callisto wrote.

Callisto’s essay contains no explicit “pornographic or indecent material” that would make it illegal under Utah’s current sensitive materials law.

Utah law also does not explicitly prohibit classroom discussion of sexual orientation and gender identity, though lawmakers have made attempts to pass legislation banning such topics in the past.

Earlier this year, Rep. Jeff Stenquist , R-Draper, proposed a bill that would have prevented school officials from “endorsing, promoting, or disparaging certain beliefs or viewpoints,” building upon existing restrictions meant to uphold “constitutional freedom” in Utah public schools.

The bill would have specifically added “gender identity,” “sexual orientation,” and “political and social viewpoints” as restricted topics, but it ultimately failed to pass .

A year prior, Stenquist also ran a bill that would have prohibited any discussion of sexuality, sexual orientation and gender identity in kindergarten through third grade. HB550 took language directly from a controversial Florida bill that became more widely known as the “Don’t Say Gay” measure.

But after pushback from the LGBTQ community, Stenquist revised his draft , lifting the proposed ban on sexual orientation and gender identity but keeping the prohibition on sexuality. The bill failed to pass.

Donate to the newsroom now. The Salt Lake Tribune, Inc. is a 501(c)(3) public charity and contributions are tax deductible

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Agent Removed From Harris’s Detail After ‘Distressing’ Behavior

The Secret Service agent was removed during an incident on Monday morning shortly before Vice President Kamala Harris left for a campaign event in Wisconsin.

By Hamed Aleaziz and Jazmine Ulloa

A U.S. Secret Service agent was removed from Vice President Kamala Harris’s security detail this week after the officer “began displaying behavior their colleagues found distressing,” an agency spokesman said on Thursday.

The incident happened Monday morning at Joint Base Andrews outside of Washington, shortly before Ms. Harris left for a campaign event in Wisconsin. A New York Times reporter who was among the media members traveling with Ms. Harris heard medical personnel trying to calm a person down at the scene. The incident was earlier reported by The Washington Examiner .

“At approximately 9 a.m. April 22, a U.S. Secret Service special agent supporting the vice president’s departure from Joint Base Andrews began displaying behavior their colleagues found distressing,” the Secret Service spokesman, Anthony Guglielmi, said in a statement.

“The agent was removed from their assignment while medical personnel were summoned,” Mr. Guglielmi said. He added that Ms. Harris was at the Naval Observatory in Washington, where the vice president lives, during the incident and that “there was no impact on her departure from Joint Base Andrews.”

Secret Service officials did not provide any further information on the incident, saying only that it was a “medical matter.”

Hamed Aleaziz covers the Department of Homeland Security and immigration policy. More about Hamed Aleaziz

Jazmine Ulloa is a national politics reporter for The Times, covering the 2024 presidential campaign. She is based in Washington. More about Jazmine Ulloa

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Outfielder Aaron Hicks designated for assignment by Angels after poor start

Los Angeles Angels’ Aaron Hicks (12) gestures to his teammates after hitting a home run during the fourth inning of a baseball game against the Miami Marlins, Tuesday, April 2, 2024, in Miami. (AP Photo/Marta Lavandier)

Los Angeles Angels center fielder Aaron Hicks (12) is late to catch a hit by Miami Marlins’ Bryan De La Cruz (14) during the sixth inning of a baseball game, Wednesday, April 3, 2024, in Miami. The Angels defeated the Marlins 10-2. (AP Photo/Marta Lavandier)

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ANAHEIM, Calif. (AP) — Aaron Hicks was designated for assignment by the Los Angeles Angels on Monday after batting .140 in 18 games.

Hicks was 8 for 57 with the Angels and had only one hit in his last 19 at-bats.

“We just thought we needed to start making some changes,” manager Ron Washington said before Monday night’s game against the Philadelphia Phillies. “I love Aaron Hicks and I appreciate what he did during the time he was here, but it was time to move on.”

Hicks signed a one-year deal with the Angels in late January. He started only two of the last six games after Jo Adell took over as the starting right fielder.

The 34-year-old Hicks spent last season with the New York Yankees and Baltimore Orioles. He joined the Orioles last May after he was released by the Yankees, where he spent parts of eight seasons.

Hicks appeared to revive his career with Baltimore, batting .275 in 65 games for the AL East champions.

The Angels have lost five straight and are 3-9 at home.

“We’re not trying to give a message to anyone that if you don’t do this and if you don’t do that, you won’t be here. But if they don’t do this and they don’t do that, then they won’t,” said Washington, who is in his first season leading the Angels and celebrated his 72nd birthday on Monday.

AP MLB: https://apnews.com/MLB

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Twins Designate Matt Bowman For Assignment

By Darragh McDonald | April 30, 2024 at 2:00pm CDT

The Twins announced that right-hander Jhoan Duran has been reinstated from the injured list, as had been reported on earlier this week. In a corresponding move, right-hander Matt Bowman has been designated for assignment.

Bowman, 33 next month, signed a minor league deal with the Twins in the offseason. He was added to the 40-man roster just over two weeks ago, after throwing six scoreless frames in Triple-A, and has since pitched 7 2/3 innings over five appearances in the majors.

He only allowed two earned runs in that time, which is why his earned run average looks nice right now at 2.35. However, the underlying metrics have been less impressive. He has six strikeouts and four walks, leading to respective rates of 19.4% and 12.9% thus far. His 57.9% ground ball rate is strong but he wasn’t going to maintain a .056 batting average on balls in play nor a 90.9% strand rate. That’s why his 5.64 FIP and 4.38 SIERA are much higher than his ERA in this small sample.

Since Bowman is out of options, the Twins had to remove him from the 40-man roster entirely in order to open an active roster spot for Duran. They will now have one week to trade Bowman or pass him through waivers. If the latter scenario were to come to pass, he has over three years of service time, giving him the right to reject an outright assignment and elect free agency instead. However, he doesn’t have five years of service, meaning he would have to forfeit the remainder of this $925K salary to return to the open market.

Elbow injuries, including Tommy John surgery, prevented Bowman from pitching in official game action from 2020 to 2022. He was able to return to the mound last year, tossing 58 2/3 innings for the Triple-A club of the Yankees with a 3.99 ERA. He struck out 22.6% of batters faced in that time while giving out walks at an 11.7% rate and getting grounders at an 51.9% clip. He also tossed four innings for the Yanks in the majors but was outrighted after the season, which allowed him to sign with the Twins.

12 Comments

What’s his assignment?

Free to a good home. Kidding on that of course, but lots being left out with regards to this guy last few days on this site. Something has been going on behind the scenes regarding him.

Team doesn’t just DFA a cheaply controlled, 26yo closer, who happens to dominate 2y straight, sit 100+mph, coming back from injury (now) or not who still has an option year.

no.. there has to be at least 1 serious wart with this guy. Twins fans might know, some hardcore fans of theirs.

Was wondering the same thing.. makes no sense to DFA this guy.

Who, Bowman? Are people reading this way different than I am?

Matt Bowman is a 4A reliever ever since Mike Matheny destroyed his arm from 2016-2017. He had bad peripheral numbers that were prime for regression

I watched the guy this year. Great break on his stuff. I think it just comes down to this – our bullpen is stacked. Justin Topa is due to finish rehab soon too.

Sure they do, it’s the entire point of the 40 man roster. The Twins used him to cover a short term need brought on when several of their MLB-ready relievers went on the DL at the same time. Instead of bringing up someone who was not ready they added a throw-away guy who they could try to pass back through waivers rather than risk losing someone younger they care about, like Festa for example.

Also, Bowman is not the guy you’re describing, which is why he was freely available last winter. He could definitely be an improvement for a lot of bad bullpens, so I expect he’ll be grabbed (Hello Chicago!) but better him than one of the youngsters they don’t want to start the clock on.

You do realize they are DFA-ing Bowman, not Duran, right?

I feel like Duran coming back is the bigger news for the headline.

I believe that’s called “Burying the lede.”

Man poor Matt Bomer………oh wait

Yankees have their Tonkin replacement.

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Red Sox designate infielder Pablo Reyes for assignment

The Red Sox officially added first baseman Garrett Cooper to their active roster, and to make room, they have designated infielder Pablo Reyes for assignment.

The Sox acquired Reyes from the Athletics during the 2023 season for cash. He played a solid backup role last year, batting .287 in 64 games while showing the ability to move around the infield.

Yet Reyes has failed to make much noise to start this year, batting just .183 in 21 games. He became somewhat of a liability defensively, too, committing four errors.

Julian McWilliams can be reached at [email protected] . Follow him @byJulianMack .