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Definition of assignment

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

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

duty implies an obligation to perform or responsibility for performance.

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

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

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

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

Examples of assignment in a Sentence

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

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

• self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 18 Aug. 2024.

Legal Definition

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

Nglish: Translation of assignment for Spanish Speakers

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Meaning of assignment in English

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• It was a plum assignment - more of a vacation 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
• join duty idiom
• undertaking

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

assignment | Intermediate English

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

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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.

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Assignment is a legal term whereby an individual, the “assignor,” transfers rights, property, or other benefits to another known as the “ assignee .”   This concept is used in both contract and property law.  The term can refer to either the act of transfer or the rights /property/benefits being transferred.

Contract Law   

Under contract law, assignment of a contract is both: (1) an assignment of rights; and (2) a delegation of duties , in the absence of evidence otherwise.  For example, if A contracts with B to teach B guitar for $50, A can assign this contract to C.  That is, this assignment is both: (1) an assignment of A’s rights under the contract to the $50; and (2) a delegation of A’s duty to teach guitar to C.  In this example, A is both the “assignor” and the “delegee” who d elegates the duties to another (C), C is known as the “ obligor ” who must perform the obligations to the assignee , and B is the “ assignee ” who is owed duties and is liable to the “ obligor ”.

(1) Assignment of Rights/Duties Under Contract Law

There are a few notable rules regarding assignments under contract law.  First, if an individual has not yet secured the contract to perform duties to another, he/she cannot assign his/her future right to an assignee .  That is, if A has not yet contracted with B to teach B guitar, A cannot assign his/her rights to C.  Second, rights cannot be assigned when they materially change the obligor ’s duty and rights.  Third, the obligor can sue the assignee directly if the assignee does not pay him/her.  Following the previous example, this means that C ( obligor ) can sue B ( assignee ) if C teaches guitar to B, but B does not pay C $50 in return.

            (2) Delegation of Duties

If the promised performance requires a rare genius or skill, then the delegee cannot delegate it to the obligor.  It can only be delegated if the promised performance is more commonplace.  Further, an obligee can sue if the assignee does not perform.  However, the delegee is secondarily liable unless there has been an express release of the delegee.  That is, if B does want C to teach guitar but C refuses to, then B can sue C.  If C still refuses to perform, then B can compel A to fulfill the duties under secondary liability.

Lastly, a related concept is novation , which is when a new obligor substitutes and releases an old obligor.  If novation occurs, then the original obligor’s duties are wiped out. However, novation requires an original obligee’s consent .  

Property Law

Under property law, assignment typically arises in landlord-tenant situations.  For example, A might be renting from landlord B but wants to another party (C) to take over the property.   In this scenario, A might be able to choose between assigning and subleasing the property to C.  If assigning , A would be giving C the entire balance of the term, with no reversion to anyone whereas if subleasing , A would be giving C for a limited period of the remaining term.  Significantly, under assignment C would have privity of estate with the landlord while under a sublease, C would not. 

[Last updated in May of 2020 by the Wex Definitions Team ]

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Writing Tips 101: Understanding Assignment Instructions

October 31st, 2017 by Kellie Nappa

As the Student Writing Specialist for JWU Online, professors often tell me that their students struggle with understanding assignment instructions.

Here’s how to tackle the sometimes frustrating process of following complex or lengthy directions.

1. Read all assignment instructions carefully as soon as you receive them.

This will save you time and stress later on! If there is something you do not understand, be sure to reach out to your instructor as soon as you are able, as this is when their feedback will be most useful.

2. Circle or highlight all portions of the assignment that you absolutely must know in advance.

This includes due dates, length, source requirements, and formatting (APA, MLA, font type, etc.).

3. Be sure to highlight key vocabulary in both the overview and the actual task.

This includes these directives: argue, criticize, define, evaluate, reflect on, compare and contrast, and summarize. The five “reporter’s questions” (how, what, when, where, and why) will help guide your attention to specific information and tell you what kind of tasks/s your instructor expects you to perform.

4. Be sure to also note all other course-specific terms.

If you are unsure of their meaning, check them against a reliable dictionary. Course-specific terms might include “corporate culture,” “autocratic behaviors,” and “mixed-methods study.”

5. Think about how you will address the assignment.

Look closely at your instructor’s comments about writing expectations (i.e., “be concise,” “write effectively,” or “argue furiously”). Remember that instructions always contain clues as to how you should approach them; these clues may appear in questions, bulleted information, or in the wording of the prompt itself. Think about every idea and number them – that way, you will be sure to address each.

A good rule of thumb for starting out (i.e., during the drafting process): Restate the question being asked, or begin your introduction with, “The purpose of this research study is to…”

Once you have begun, keep the following questions in mind. What is the purpose of this assignment? Why did my instructor ask me to perform this particular task? (To provide information? To construct an original argument based on current research? To form a counterargument to the research?) Who is my audience? What are their needs and expectations? What resources do I need? How many sources are required? What kind of writing style is acceptable?

I hope these guidelines will serve you well when it comes time to address your next assignment!

For even more tips and strategies, please visit my Student Writing Support website .

To learn more about the Johnson & Wales University College of Online Education and how one of our degree programs can help further your career, complete the “Request Info” form on this page or call 855-JWU-1881 or email [email protected] .

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Back to School: Using AI to Create Writing Assignments Students Actually Want to Do

You may even have fun grading them.

Getting students excited about the work you have to grade later can be one of the more frustrating things about teaching , but when an assignment hits the right chord, it has the potential to inspire and impact not just the classroom, but the whole school and beyond.

Reconciling the curriculum and assignments with standards and learning objectives sometimes established out of a teacher's control can really sap the creative side of your brain. 

Here's how artificial intelligence can help broaden your horizons when trying to create assignments that make a lasting impression and keep your classroom excited about learning. (And for more AI tips for the back-to-school season, check out CNET's guides on  how to use AI to keep up with important dates and  how to use Microsoft Copilot to create notes on pretty much anything.)

Since there will need to be a fair bit of refinement to create an assignment that is both fun to complete for students and fun to review and grade for educators, I've used ChatGPT , the AI chatbot that uses machine learning and large language models to generate conversational style answers to search queries, so that I could go back and forth brainstorming ideas.

Maintaining teacher and student sanity

My area of study is media and communications, so for this example I'm putting together an assignment on media literacy , or the ability to think and interact critically with everything from TikTok content to front-page news. 

The goal is to create an assignment that's fun, collaborative and impactful for college students who interact heavily with digital media but might not be questioning what they're consuming.

The secondary goal was to create an assignment I won't hate myself for creating when it comes time to grade it.

On my first attempt, ChatGPT gave me a fully built-out assignment according to specific learning objectives around media literacy for college-level students, but it was about as fun as you'd think writing a 500-word essay on media literacy might be -- not fun at all.

Refine for fun, collaboration and focus

Since this assignment is in part about getting students to actually interact with media online in a way that's more impactful than just lurking or liking from the digital shadows, I refined the prompt to include using the student body in the assignment somehow and requested less emphasis on written analysis that will ultimately only be seen and evaluated by the teacher.

Here's what it came back with:

I was actually impressed -- not only did ChatGPT have students interacting with and analyzing media, but it also created a multi-layered assignment that gave students the opportunity to see firsthand the impact media literacy can make on a community as well as an individual.

This assignment would also be a darn sight more enjoyable to grade than 30 to 50 500-word analytical essays about whether the source of a Brat summer post on TikTok can be trusted.

Finally, ChatGPT offered submission requirements (like linking to the social media content used in completing the assignment and screenshots of the online interactions) and grading criteria for the assignment and even some examples of how the assignment might be executed.

Its example in particular about analyzing the role of political memes was timely and felt like a fresh take on an evolving reality of campaign media.

I personally would love to see videos from students collaborating on a discussion with their peers about their perception of Kamala HQ 's content and the presence of former President Donald Trump across social media. 

And who knows -- maybe the students might actually enjoy it too.

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• Creating an assignment in Feedback Studio using Moodle Direct V2

The Turnitin class end date will automatically be set to one month after the course end date in Moodle.

A Turnitin Moodle Direct assignment links an activity in Moodle to an assignment or assignments on Turnitin. Once linked, the activity allows instructors to assess and provide feedback to student's written work, using the assessment tools available within Turnitin's Viewer.

If the administrator did not enable course migration, a course was not migrated, and/or a Moodle course does not exist, instructors will need to contact their Moodle administrator.

Creating an assignment

• Navigate to the course you would like to add Turnitin to, and select  Edit mode .

Assignment options

• Select the submission type for the assignment. You can restrict the submission type to File Upload or Text Submission or allow your students to choose their submission type by choosing Any Submission Type .
• Select the number of parts you would like the assignment to have from the Number of Parts dropdown menu. Each Turnitin assignment in Moodle Direct V2 can have multiple parts associated with it. The student must submit a file to each part to complete the assignment. By default, Moodle will create a one-part assignment.
• Select the Maximum File Size for submissions. Turnitin allows up to 2MB for a text only submission and 100MB for a text and graphic submission. The maximum file size can be adjusted in this setting.
• Choose whether to Enable Anonymous Marking . Student names may be revealed for an assignment by clicking on the anonymous marking enabled button to reveal the author's name for the paper. If a student's name is revealed when anonymous marking is enabled, an audit trail will be created and your Turnitin administrator will be able to see that audit trail. Revealing student names in any way cannot be undone.

If you find that this setting is unavailable to you, please contact your administrator to activate the anonymous marking feature in their account settings. You cannot enable anonymous marking after the start date of the assignment has passed.

In an effort to maintain anonymity, the student's grade will not appear in the grade book until the feedback release date has passed.

• The option to Display Similarity Reports to Students provides instructors with the ability to control whether students are allowed to view Similarity Reports within each created assignment. Select Yes to allow students to see the Similarity Report for the assignment.
• Opt to show student grades as fractions or percentages.
• To maintain synchronized data between Turnitin and Moodle, select Yes, automatically refresh originality scores and grades . Alternatively, select No, I will refresh originality scores and grades manually .
• Check Set these values as assignment defaults to save time when creating a Turnitin Assignment 2 in the future.

Entering grade information

• If selecting point grading, enter the maximum points for this assignment. The default maximum points is 100.
• Alternatively, if you opt for scale grading, select the scale from the dropdown list.

Creating an assignment part

• If you have multiple parts to the assignment, enter in the necessary information for each part.

Similarity Report options

• Allow Submissions after the Due Date : Students have the option to submit work after the assignment due date. Late submissions are always marked as being late and the actual submission date is recorded.

This option only applies to students who have not submitted previously to the assignment.

• Similarity Reports for all submissions will be generated immediately. Students cannot resubmit papers. If, for any reason, a resubmission is required when this setting is selected, you must manually delete a student's submission from the assignment inbox to allow the student to submit again.
• This option is recommended when instructors want to use the Similarity Report as formative feedback. Similarity Reports will be generated immediately for each student's initial submission to this assignment.  Students can check their work, make changes as necessary and resubmit the best version of their paper to the assignment.
• Students may resubmit as often as they wish until the assignment's due date.
• Similarity Reports for a fourth or subsequent submission will generate after 24 hours of submission.
• With resubmissions, only the latest submission's report will be available to both you and the student.
• Similarity Reports will regenerate within an hour of the due date and time to allow student submissions to compare against one another within the same assignment also known as collusion check. Collusion check will occur within an hour of the due date and time. This means that Similarity Reports will regenerate in order to compare student submissions against one another within the same assignment. In addition, it is possible that the report score will change after collusion check has occurred.
• This report regeneration may cause a change in a paper's similarity score. No resubmissions are allowed after the due date and time of the assignment.
• Similarity Reports will not be generated for any submission until the due date and time of the assignment is reached. Students may resubmit as many times as needed until the due date and time, but will not receive reports during this period. No resubmissions are allowed after the due date and time of the assignment.
• Student papers are stored in the global paper repository.
• Student papers are stored in an institutional repository.
• A similarity report will still be generated for paper submissions, but your students' papers will not be stored in the Turnitin standard paper repository or the institution's paper repository for future comparison.
• Standard paper repository: compares current submissions to previous submissions in classes and assignments in Turnitin across institutions.
• Institution paper repository: compares current submissions to the repository of student papers unique to your institution.
• Current and archived internet: compares current submissions to a repository of archived and live publicly available internet pages containing billions of pages of existing content and tens of thousands of new pages added daily.
• Periodicals, journals, & publications: compares current submissions to third party periodical, journal, and publication content including many major professional journals, periodicals, and business publications.
• Exclude bibliographic materials: Select the checkbox to exclude text appearing in the bibliography, works cited, or references sections of student papers from being checked for matches when generating Similarity Reports. You can overwrite this setting in individual Similarity Reports.
• Exclude quoted materials: Select the checkbox to exclude quotations from being checked for matches when generating Similarity Reports. You can overwrite this setting in individual Similarity Reports.
• Exclude small sources: Select the checkbox to exclude matches that are not of sufficient length (determined by you) from being considered when generating Similarity Reports. A box will appear, where you can exclude matches by word count or by percentage. You can overwrite this setting in individual Similarity Reports.
• If enabled for this account, you can select whether a separate report will be generated based on English translations of a student's non-English submitted paper. Find out more about how to enable Translated Matching .

GradeMark Grading Options

GradeMark options allows you to attach a rubric to an assignment. You can do this by selecting a rubric from the dropdown list.

Alternatively, select Launch Rubric Manager to edit or create a rubric.

Moodle Groups

The Moodle functionality for managing groups and groupings of students within Moodle courses / activities is fully supported in Moodle Direct V2. You can find this under Common module settings .

Remember to Save

Select Save and return to course or Save and display to complete your assignment.

Articles in this section

• Downloading and exporting submissions in bulk using Moodle Direct V2
• Moodle Direct V2 to LTI 1.3 migration FAQ for Feedback Studio instructors
• LMS course copy recommendations for Feedback Studio in Moodle Direct V2
• Editing an assignment in Feedback Studio using Moodle Direct V2
• Using the Assignment Inbox in Feedback Studio with Moodle Direct V2
• Enabling Translated Matching in Moodle Direct V2 assignments
• Accessing student submission notifications in Moodle Direct V2
• Notifying non-submitters in Moodle Direct V2

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Sports. Honestly. Since 2011

Tigers tweak roster, designate seasoned infielder for assignment.

• August 16, 2024

Matt Graves, Site Manager

The Detroit Tigers are making big changes to the roster. Not only did the Tigers promote Jace Jung and Trey Sweeney from Triple-A Toledo for their MLB debuts. However, the Tigers also designated veteran third baseman Gio Urshela for assignment, per Evan Petzold of the Detroit Free Press . Petzold did add that Urshela, 32, is still owed about $353,000 of his $1.5 million 2024 salary. If he is claimed off waivers, the new team will take on his remaining contract.

In a corresponding move, outfielder Akil Baddoo was optioned to Triple-A. To open another 40-man roster spot, left-hander Easton Lucas was designated for assignment.

Tigers Veteran Gio Urshela Designated for Assignment

Urshela signed a one-year, $1.5 million free agent deal with the Tigers over the offseason. He quickly stepped in as Detroit’s regular third baseman. Urshela suffered a hamstring injury in early April, who missed most of the 2023 season recovering from a pelvic fracture. He hit .299/.329/.474 for the Angels but didn’t play again after June 15 due to his recovery. His bat this season started to come around following a rough first half, but the Tigers seem to be turning their attention toward next season.

Once Detroit moved Colt Keith from third to second base, they slid Jung to the hot corner. He has started 68 games there this season compared to 17 starts at second base. Jung, the younger brother of Texas Rangers third baseman Josh Jung ,  was hitting .257/.377/.454 with 14 home runs through 415 plate appearances. In platoon situations, he’s hitting .272/.402/.510 against right-handed pitchers. Sweeney, who the Tigers acquired in the Jack Flaherty deal ,  isn’t the same caliber of prospect as Jung, but he will get looks at shortstop in place of Javier Baez .

With a four game winning streak at hand, the Tigers sit 7 1/2 games back of the final Wild Card spot in the American League.

Main Photo: © Robert Edwards-USA TODAY Sports

It’s Inevitable for the Rockies to Move on from the Former NL MVP

Three seasons into his seven year, $182 million deal with the Colorado Rockies, there’s no doubt that Kris Bryant’s deal back in March of 2022

Red Sox Getting Big Lineup Boost with Long-Awaited Return

After spending nearly four months on the injured list, the Boston Red Sox are expected to activate Triston Casas ahead of Friday’s game in Baltimore.

The Pitcher That Could Help The Phillies In Stretch Run

There is a minor-league pitcher who could help the Philadelphia Phillies during the stretch run. While the Phillies have a few pitching prospects at Triple-A

Veteran Lefty To Sign His Eighth Contract With The Red Sox

According to Rob Bradford of WEEI, the Boston Red Sox will sign veteran pitcher Rich Hill to a minor league deal. Hill will likely make

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Courthouse Scandal Gets Even Wilder As Prosecutors Accused Of Trying To Manipulate Judge Assignments

More machinations at the alaska federal courthouse than at melrose place..

But there’s even more wildness coming out.

Bloomberg Law is reporting allegations that a prosecutor strategically assigned Vandergaw to cases in order to trigger a Kinded recusal. In 2023, the Alaska federal defender’s office noted that in cases where Vandergaw appeared, Kindred would recuse himself or the case was reassigned — though they didn’t know why that was. When Vandergaw entered an appearance in a murder case against defendant Matthew Moi, folks questioned what was up.

Powerful Branding Strategies and Marketing Tips for Small Law Firms

Gary Colbath, the Alaska federal defender’s office No. 2, said he confronted the lead prosecutor on the case about his suspicions of improper maneuvering and warned he planned to accuse the office of misconduct in a motion to dismiss. Kindred had a reputation for being more lenient toward criminal defendants. “There was no reason that she noticed an appearance, in our eyes, other than as a strategic attempt to cause Kindred’s recusal,” Colbath said in an interview. The following business day after Colbath said he raised concerns, Vandergaw was withdrawn from the prosecution team without explanation, court records show.

Now if prosecutors deliberately had Vandergaw enter an appearance in the controversial case in order to game the system and draw a more favorable jurist, that’s a terrible look. Though there are less machiavellian explanations.

It’s possible that Vandergaw’s addition to the case may have been negligence or a failure by the office to conduct proper ethical reviews, said Jeremy Fogel, executive director of the Berkeley Judicial Institute and a former California federal judge. “You have three buckets this could fall in: It’s negligent, it’s reckless, or it’s intentional,” Fogel said. “It’s not okay under any circumstance” for a conflicted prosecutor to be added to a docket, Fogel said. “But the question is, how culpable are they?”

You certainly hope the scheming in the Alaska courthouse didn’t rise to the nefarious level. But given the absolute mess Kindred left in his wake, both the U.S. Attorney’s and federal defender’s offices are conducting reviews to see how many cases have been impacted.

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Goodbye And Good Riddance: UK lawyers leave Twitter after Elon’s warmongering .

Each Ounce Counts!: Attorney wins big fishing competition by a very small margin .

T-14 Degree Optional!: If elected, Kamala would be the second president with a law degree from outside of the T-14 .

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West Virginia senator facing misdemeanor charges, removed from committees assignments

Sen. Mike Maroney, shown speaking during the 2024 regular legislative session, was arrested earlier this month on misdemeanor charges of disorderly conduct and indecent exposure. (Will Price | West Virginia Legislative Photography)

A West Virginia senator has been removed from his committee assignments after he was arrested earlier this month on misdemeanor charges of disorderly conduct and indecent exposure. 

“Above all, I am deeply concerned for our friend and colleague, Sen. Mike Maroney,” West Virginia Senate President Craig Blair said in a statement Wednesday morning. “The facts that have emerged are troubling, and I am disappointed. However, in this time, our primary focus is on the well-being of Sen. Maroney.”

The alleged incident happened around 1 p.m. Aug. 4. According to a criminal complaint filed in Marshall County Magistrate Court,  employees of Gumby’s in Glen Dale, West Virginia, called the police to report a person masturbating in a gaming room. Employees observed him on security cameras. When a police officer approached him, Maroney denied the act and left the establishment. 

The incident was earlier reported by the Wheeling Intelligencer. 

“Like all citizens, Sen. Maroney is entitled to full due process as this matter works its way through the legal system,” Blair said in the statement. “We join in prayer for our friend Mike and his family as he deals with these issues. While the charges are still under investigation, if true, this allegation is obviously not up to the standard of what we expect from our elected leaders in the State Senate of West Virginia.”

Maroney, 56, a Marshall County Republican and physician, had been the chairman of the Senate Committee on Health and Human Resources.

He was first elected to the Senate in 2016 and reelected in 2020. Maroney was defeated by opponent Chris Rose during the May primary election. 

Maroney did not immediately return a message seeking comment. 

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Proposed Collection of Information: Special Form of Assignment for U.S. Registered Securities

A Notice by the Bureau of the Fiscal Service on 08/15/2024

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Department of the Treasury

Bureau of the fiscal service.

Notice and request for comments.

The Department of the Treasury, as part of its continuing effort to reduce paperwork and respondent burden, invites the general public and other Federal agencies to take this opportunity to comment on proposed and/or continuing information collections, as required by the Paperwork Reduction Act of 1995. Currently the Bureau of the Fiscal Service within the Department of the Treasury is soliciting comments concerning the Special Form of Assignment for U.S. Registered Securities.

Written comments should be received on or before October 15, 2024 to be assured of consideration.

Direct all written comments and requests for additional information to Bureau of the Fiscal Service, Bruce A. Sharp, Room #4006-A, P.O. Box 1328, Parkersburg, WV 26106-1328, or [email protected] .

Title: Special Form of Assignment for U.S. Registered Securities.

OMB Number: 1530-0058.

Form Number: FS Form 1832.

Abstract: The information is requested to complete transactions involving the assignment of U.S. Registered and Bearer Securities.

Current Actions: Extension of a currently approved collection.

Type of Review: Regular.

Affected Public: Individuals or households.

Estimated Number of Respondents: 10.

Estimated Time per Respondent: 15 minutes.

Estimated Total Annual Burden Hours: 3.

Request for Comments: Comments submitted in response to this notice will be summarized and/or included in the request for OMB approval. All comments will become a matter of public record. Comments are invited on: 1. Whether the collection of information is necessary for the proper performance of the functions of the agency, including whether the information shall have practical utility; 2. the accuracy of the agency's estimate of the burden of the collection of information; 3. ways to enhance the quality, utility, and clarity of the information to be collected; 4. ways to minimize the burden of the collection of information on respondents, including through the use of automated collection techniques or other forms of information technology; and 5. estimates of capital or start-up costs and costs of operation, maintenance, and purchase of services to provide information.

Dated: August 9, 2024.

Bruce A. Sharp,

Bureau PRA Clearance Officer.

[ FR Doc. 2024-18210 Filed 8-14-24; 8:45 am]

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Red Sox to designate fan favorite first baseman for assignment

The Boston Red Sox  are set to take on the Baltimore Orioles on Friday night at Camden Yards, but before they announce their lineup, a roster move has been reported.

According to MLB Insider Robert Murray, the Red Sox are designating first baseman Dom Smith for assignment.

Smith, 29, signed with Boston back in May to split first base opportunities with Garrett Cooper when Triston Casas went down with torn cartilage in his ribs. While Smith started out slow, he eventually won the job and finished pretty well, hitting .237 with a .706 OPS, six home runs and 34 RBIs in 83 games. His immediate connection to the fan base was palpable and something he talked about frequently. 

With Casas expected to return on Friday , this move isn't a huge surprise, but some believed he had done enough to keep his spot on the roster. 

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Mike Masala previously served as the Managing Editor of USA TODAY's Dolphins Wire as well as a contributing writer at Patriots Wire. Follow on Twitter/X: @Mike_Masala