assignment in a small sentence

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Assignment in a Sentence  🔊

Definition of Assignment

a particular task or duty that one is expected to complete

Examples of Assignment in a sentence

On assignment for the Washington Post, the reporter combed the city in search of information.  🔊

The student’s math assignment was too difficult, so he asked his teacher for help completing it.  🔊

Each worker in the building is giving a different assignment that he or she is expected to complete by the end of the work day.  🔊

Although Laura didn’t enjoy her latest post assignment, she didn’t regret her decision to join the military.  🔊

The state attorney was recently given the assignment of prosecuting a West Virginian serial killer.  🔊

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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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Definition of assign verb from the Oxford Advanced American Dictionary

Join our community to access the latest language learning and assessment tips from Oxford University Press!

• 3 [ usually passive ] assign somebody to somebody/something to send a person to work under the authority of someone or in a particular group I was assigned to B platoon.
• 4 to say that something has a particular value or function, or happens at a particular time or place assign something to something Assign a different color to each different type of information. assign something sth The painting cannot be assigned an exact date.
• 5 assign something to somebody ( law ) to say that your property or rights now belong to someone else The agreement assigns copyright to the publisher. She has assigned the lease to her daughter.

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Assign in a sentence

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• loads  (154+8)
• motionless  (149+5)
• hauling  (75+2)
• snuff  (85+2)
• jowl  (34+1)
• maxilla  (41)
• take shape  (43+2)
• chaff  (62+1)
• bronze age  (52+1)
• thriving  (177+7)
• pound  (235+28)
• seam  (199+5)
• gasp  (134+6)
• blotch  (13)
• sphinx  (39)
• urchin  (60)
• bestowed  (84+2)
• perambulator  (11)
• wheelbarrow  (56+2)
• barrow  (76+4)

How To Write Masterful Topic Sentences For Assignments

By Elayna Skye

Updated on November 13, 2023

Have you ever stared at a blank document, grappling with the daunting task of starting your assignment? You're not alone. Help with an assignment often begins with a single, powerful sentence—a topic sentence. These seemingly humble sentences play a pivotal role in academic writing, serving as the guiding stars of your assignments. In this article, we'll embark on a journey to unravel the art of crafting masterful topic sentences.

Topic sentences are not mere strings of words; they're the foundation upon which your assignments are built. They introduce the main idea of each paragraph, providing a roadmap for your readers to follow. A well-crafted topic sentence not only grabs your reader's attention but also sets the tone, focus, and structure of your assignment. Whether you're working on an essay, research paper, or any academic document, mastering the art of writing effective topic sentences can transform your writing from ordinary to extraordinary. So, fret not! We're here to equip you with the strategies and insights you need to craft topic sentences that shine.

The Art of Clarity and Conciseness

In the world of academic writing, clarity and conciseness are your trusty companions, and they play a pivotal role in crafting impeccable topic sentences. These sentences serve as beacons, guiding your readers through the labyrinth of your assignment. But what's the secret to making them shine? Clarity, for starters, involves presenting your main idea in a straightforward, easily digestible manner. Avoid convoluted phrases or labyrinthine sentences that leave your reader bewildered. Instead, strive for simplicity. Imagine you're handing directions to a lost traveler - you want them to reach their destination without any detours. The same goes for your readers; they should navigate your assignment with ease.

Conciseness, on the other hand, means delivering your message succinctly and without unnecessary fluff. It's like packing for a trip - you bring the essentials but leave behind the excess baggage. Trim the excess words, and your topic sentence will shine. For instance, if you're discussing the impact of climate change on polar bears, your topic sentence could be as crisp as an Arctic breeze: "Climate change threatens polar bear survival." It's concise and to the point, leaving no room for ambiguity. For guidance in achieving this level of clarity and conciseness, essay writer services can provide valuable assistance. By mastering the art of clarity and conciseness, your topic sentences will become lighthouses, guiding your readers to the heart of your assignment.

Connecting Your Topic Sentence to Your Thesis

Crafting an effective topic sentence isn't just about showcasing your writing finesse; it's about anchoring your assignment within the broader context of your thesis. Think of your thesis statement as the grand blueprint of your assignment, the overarching idea that you intend to explore and prove. Your topic sentence is the first brick in this academic construction, and it needs to fit seamlessly into the design. The topic sentence should serve as a miniaturized version of your thesis, offering a concise preview of the specific argument you're about to delve into. It's like an enticing trailer for an epic movie; it should leave your readers eager to explore the rest of the story.

To ensure this alignment between your topic sentence and thesis, it's essential to revisit your thesis statement before crafting each topic sentence. Consider the key elements and claims in your thesis and determine which aspect you'll address in the upcoming section. Then, craft your topic sentence in a way that not only echoes the broader thesis but also bridges the gap between it and the current paragraph's focus. This synergy ensures that your assignment unfolds cohesively, with each topic sentence advancing your overall argument. It's the art of creating an academic mosaic where every piece fits into the larger picture, creating a compelling and comprehensive whole.

Tailoring Topic Sentences to Different Assignment Types

Not all assignments are created equal, and the type of writing task at hand greatly influences the construction of your topic sentences. For instance, when tackling a persuasive essay, your topic sentences must be designed to introduce and support your argument effectively. In this context, they should clearly convey the stance you're taking and provide a hint of the evidence or reasoning you'll employ to convince your audience. On the other hand, when diving into a research paper, your topic sentences serve as a roadmap for your reader through the intricate web of information you've gathered. They should provide a glimpse of the specific aspect of your research you'll delve into and offer a sense of direction within the broader research landscape.

To master this art of tailoring topic sentences, consider the unique demands of each assignment type. For argumentative essays, make sure your topic sentences pack a persuasive punch, leaving no room for ambiguity regarding your standpoint. In research papers, guide your readers through the labyrinth of data and analysis by using topic sentences that point to the specific research question, methodology, or findings you're discussing in each section. For literary analyses, your topic sentences should encapsulate the theme or element of the text you're dissecting. By customizing your topic sentences to suit the assignment type, you're ensuring that your writing is not only technically adept but also contextually astute.

So there you have it, the keys to crafting masterful topic sentences for your academic assignments. These seemingly small components of your writing hold the power to transform your work from ordinary to exceptional. In this journey, we've learned that clarity and conciseness are the cornerstones of an effective topic sentence. We've explored the vital link between your topic sentence and your thesis statement, realizing that they should dance in harmony to lead your reader through your argument. And we've discovered the art of tailoring topic sentences to suit different assignment types, giving your writing the versatility it needs to shine.

As you embark on your next assignment, armed with these strategies, remember that well-crafted topic sentences aren't just about academic perfection—they're about effective communication. They're your invitation to engage your reader, to guide them through your ideas, and to leave a lasting impression. So, don't underestimate their significance. Embrace the challenge, hone your skills, and watch as your writing elevates to a masterful level.

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SMALL in a Sentence Examples: 21 Ways to Use Small

Are you looking to enhance your writing by incorporating concise and impactful sentences? Utilizing small sentences can be a powerful tool in capturing your reader’s attention.

Small sentences are brief and to the point, making them easily digestible for your audience. They can create a sense of urgency, emphasize key points, and drive your message home with clarity. Whether used for dramatic effect or to break up longer passages, small sentences can be a versatile and effective writing technique.

Table of Contents

7 Examples Of Small Used In a Sentence For Kids

• I have a small ball to play with.
• The cat has a very small tail.
• The small bird chirped in the tree.
• Our school has a small playground.
• My small sister likes to sing songs.
• The small puppy wagged its tail.
• I have a small red car to drive.

14 Sentences with Small Examples

• The small library on campus is a great place to study for exams.
• I love having small group discussions with my classmates to deepen my understanding of the subject.
• The small cafeteria serves delicious snacks and drinks for a quick study break.
• It’s important to take small breaks while studying to avoid burnout.
• I always keep a small notebook handy to jot down important points during lectures.
• The campus bookstore has a small section dedicated to academic books and materials.
• My roommate and I share a small study space in our dorm room.
• I prefer attending small tutorial sessions for personalized assistance with my coursework.
• The university offers small scholarships for deserving students in need of financial aid.
• I like to participate in small study groups to prepare for exams collaboratively.
• The professor emphasized the importance of paying attention to small details in our assignments.
• I found a cozy small coffee shop near the campus where I like to study on weekends.
• The university provides small grants for student-led projects and initiatives.
• I enjoy attending small workshops and seminars to enhance my skills outside of regular coursework.

How To Use Small in Sentences?

To use the word Small correctly in a sentence, start by identifying something that is little in size or limited in scope. For example, you could say, “The small kitten chased a small ball around the small room.” In this sentence, the word is used multiple times to describe the size of the kitten, the ball, and the room.

Another way to incorporate Small into a sentence is by contrasting it with something larger. For instance, you might write, “Although the small dog was afraid of the large dog, it bravely stood its ground.” Here, the word Small emphasizes the size difference between the two dogs.

You can also use Small figuratively to describe an amount or degree. For example, “The group made a small donation to the charity, but every contribution helped.” In this case, the word Small is used to convey the idea of a modest or limited donation.

Remember to pay attention to the context of your sentence to determine the best way to use Small effectively. By practicing with different scenarios, you will become more comfortable incorporating it into your writing.

In writing, sentences with small, concise phrases are easy to understand and effective in conveying information. By using minimal words, these sentences can quickly get to the point without unnecessary embellishments, making them clear and accessible to a wide audience. This style of writing is particularly useful when a straightforward and direct communication is needed, allowing readers to grasp the message without confusion or distractions.

Additionally, sentences with small words or phrases can enhance readability and comprehension, especially for those with limited language proficiency or when dealing with complex subject matter. The simplicity and clarity of these sentences make them an essential tool for effective communication, enabling writers to efficiently express their ideas and engage with their audience in a direct and impactful way.

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Biden pardons 11 people and shortens the sentences of 5 others convicted of non-violent drug crimes

President Joe Biden speaks before signing a $95 billion Ukraine aid package that also includes support for Israel, Taiwan, and other allies, in the State Dining Room of the White House, Wednesday, April 24, 2024, in Washington. (AP Photo/Evan Vucci)

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WASHINGTON (AP) — President Joe Biden has granted clemency to 16 people who were convicted of non-violent drug crimes, issuing pardons to 11 men and women and commuting the sentences of five other people in the latest use of his clemency power to address racial disparities in the justice system.

Biden said in a statement Wednesday that April is Second Chance Month and that many of the individuals getting clemency had received “disproportionately longer” sentences than they would have under current law.

The Democratic president is campaigning for reelection in November and is grappling with how to boost support from communities of color that heavily supported him over Republican Donald Trump in the 2020 election. The two rivals are headed for a likely rematch in November.

“Like my other clemency actions, these pardons and commutations reflect my overarching commitment to addressing racial disparities and improving public safety,” Biden said.

Biden said those receiving pardons had shown a commitment to bettering their lives and doing good in their communities. He said those who had their sentences commuted, or shortened, had shown they were worthy of forgiveness and the chance to build a future outside of prison.

The president issued his most recent pardons in December 2023 to thousands of people who were convicted of the use and simple possession of marijuana on federal lands and in the District of Columbia.

An Associated Press analysis of Justice Department data shows that Biden has granted 129 commutations, more than any predecessor in their first term, dating to Richard Nixon. Nixon issued the most pardons at 691.

A pardon is an expression of forgiveness by the president, commonly granted to recognize that a person convicted of a crime has accepted responsibility for their actions. A pardon doesn’t mean the person is considered innocent, but does restore some rights, such as voting, that are lost upon conviction. A commutation only reduces a sentence but does not affect a conviction.

How to Use stipend in a Sentence

• He receives a small stipend for his work as a research fellow.

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

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Cuba sentences 22-year-old mother to 15 years in prison for publishing videos of protests

Mayelín rodríguez prado was arrested after uploading images to facebook of a small demonstration in nuevitas in august 2022.

At the age of 22, Mayelín Rodríguez Prado received the heaviest of the sentences the Cuban government handed down to a group of 13 people who demonstrated in August 2022 in the municipality of Nuevitas, in central Cuba. Prado, who is the mother of a little girl, will serve 15 years in prison for publishing the protests through the social network Facebook.

Prado recorded the moment in which Cuban police beat three girls during the demonstration, as well as other repressive actions against protestors . The young woman, whose daughter at the time was less than a year old, was detained at her home after the protest and held in solitary confinement at a State Security facility.

The judicial sentence issued by the Municipal Court of Camagüey, to which the Cuban Observatory for Human Rights (OCDH) had access, states that the court agreed to punish Prado as “author of an intentional and consummated crime of enemy propaganda of a continuous nature” and “author of an intentional and consummated crime of sedition.” The court also announced sentences of between four and 14 years for 12 other participants in the demonstration for the same crimes. According to the Cuban Penal Code, sedition is a “crime against the internal security of the State,” and anyone who “tumultuously and by means of express or tacit agreement, using violence, disturbs the socialist order” can be prosecuted on that charge.

“It was Mayelín who gave visibility to the protests and to the repression of the authorities, that is why this sentence [has been imposed], as a way to punish her,” says Cuban lawyer Raudiel Peña Barrios, a member of the legal advisory group Cubalex. Barrios insists that the objective of these sentences is to criminalize peaceful protest and freedom of expression. “The message is clear. Anyone who protests, no matter how peacefully, anywhere in Cuba will be punished. The crime of sedition carried significant political context, because sedition has to be committed by someone who wants to change the political regime. The message is to convey that anyone who does not participate in a demonstration, but who records them, takes photos or videos, will also be sanctioned.”

Tired of the lack of electricity and other basic necessities , hundreds of residents of Nuevitas took to the streets of the Pastelillo neighborhood two years ago with pots and pans, cell phone flashlights and horns shouting “Freedom.” The demonstration took place just a year after the massive protests of July 11, 2021 , which the Havana government broke up with repression and convictions that left more than 1,000 people behind bars, some serving sentences of up to 30 years.

The harsh sentencing this week of up to 15 years in prison for Cubans who peacefully assembled in Nuevitas in 2022 is outrageous. The Cuban government's continued repression of Cubans striving to fulfill their basic rights and needs is unconscionable. — Brian A. Nichols (@WHAAsstSecty) April 29, 2024

“Exemplary sentences”

Cuban activist Marcel Valdés reported on social media that Fray Claro Valladares, 22, another of the 13 people arrested for the Nuevitas protest, “tried to hang himself” in the Cerámica prison in Camagüey province after learning of his 10-year sentence.

These sentences are “designed to be exemplary” amid the discontent caused by the socioeconomic situation in Cuba , according to Yaxys Cires, director of strategies of the OCDH. “These sentences are part of a highly repressive context in which other events have also occurred: the detention of journalist José Luis Tan on April 26; the arbitrary detention for several hours of intellectual Alina Bárbara López Hernández, who was also beaten; and the recent reminder on a Cuban television program that there are crimes, such as sedition, which could carry the death penalty. These are just some examples.”

U.S. Assistant Secretary of State for Western Hemisphere Affairs Brian A. Nichols also criticized the convictions. " The harsh sentencing this week of up to 15 years in prison for Cubans who peacefully assembled in Nuevitas in 2022 is outrageous,” he said on X. “The Cuban government’s continued repression of Cubans striving to fulfill their basic rights and needs is unconscionable.”

There are other cases of people the Cuban government has sentenced for expressing themselves publicly on social networks. Among the July 2021 protesters, Yoan de la Cruz, who broadcast the first demonstration from San Antonio de los Baños live via Facebook, was imprisoned for 10 months and sentenced to five years of correctional labor without internment.

With the rise of the internet in recent years on the island, giving more and more Cubans access to social networks, and the increase in demonstrations of popular discontent, the government has implemented tools that restrict freedom of expression online and punish by law any publication considered a threat. Decree Law 370, approved in 2019, criminalizes the disclosure on social networks of “information contrary to the public interest, morals, good customs and the integrity of persons.” Likewise, Decree Law 35 of 2021 legislates the restriction of the use of information “through telecommunication/ICT infrastructures, platforms or services, of content that threatens the constitutional, social, and economic precepts of the State.”

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