sentence by assignment

Sentences with Assignment: 53 Examples for Better English

Here we will practice 53 sentences with assignment so that you can see just how it is used in natural, smooth English! To improve your English, I would recommend reading and repeating all of these sentences enough times so that you can say them comfortably.

Sentences with assignment

Here are the first 10 sentences with assignment . Read and repeat them all. If any of the sentences are tricky to pronounce, say them slowly a few times so that you can build up confidence with them.

• The assignment was due at the end of the week.
• Lucy worked diligently on her assignment.
• Their assignment was to be completed in a team.
• The teacher gave a challenging assignment.
• His first assignment was to write an essay.
• Each assignment helps develop new skills.
• The assignment requirements were clearly outlined.
• Their group project assignment was innovative.
• She asked for help with her math assignment.
• The assignment deadline was moved up.

Related: Asset In A Sentence: 41 Examples For Successful English

What does assignment mean?

Assignment means a task or piece of work given to students or workers. It can be anything from a school homework task to a work-related job. It is an English noun. The verb form is assign . We use that like this:

• I will assign you a new task tomorrow.

Common Situations for Using the word Assignment

• School: Homework or projects given to students.
• Work: Tasks or projects given to employees.
• Tasks: Any specific duties assigned for completion.

Synonyms for Assignment and Example Sentences

Here are 3 common synonyms for assignment. It’s always good to learn different ways to say something, or at least words that are related in meaning!

• Meaning: A piece of work to be done.
• Example sentence: The managers assigned a new task to the team.
• Meaning: A moral or legal obligation; a responsibility.
• Example sentence: It was her duty to complete the task on time.
• Meaning: A paid position of regular employment.
• Example sentence: He has a job as a truck driver.

Related: Sentences With Aspect: 53 Examples For English Practice

Sentences with assignment: part 2

Here is the second set of examples for sentences with assignment. Keep reading and repeating them to better remember the words and sentence patterns.

• In sports, training is a regular assignment.
• The artist’s newest assignment was a large mural.
• There was a significant challenge in his assignment – the deadline was pushed forward.
• Changing the routine can sometimes improve assignment quality.
• The assignment was completed ahead of schedule.
• He recorded the assignment details in his notebook.
• The weather could delay the outdoor assignment.
• They celebrated finishing the big assignment.
• His approach to the assignment was unconventional.
• The final project assignment was to create a portfolio.

Assignment in a sentence

Here is the next set of sentences with assignment:

• Completing the assignment gave them confidence.
• He worked on his assignment every evening.
• A head start on the assignment prevents last-minute stress.
• The assignment requirements were confusing at first.
• The plot twist was an exciting assignment for the writer.
• A surprise assignment can be tough to handle.
• The story starts with the protagonist’s assignment.
• She reviewed the guidelines for her assignment.
• Project assignment details are posted online.
• Completing the assignment brought group unity.
• Starting a new assignment is an opportunity to grow.
• They watched a video related to their assignment.
• An assignment can open doors to new experiences.
• His journalistic assignment took him abroad.
• Maria finished her assignment.
• Their assignment went as expected.
• He planned the assignment timetable efficiently.
• Departure from routine can make an assignment interesting.
• They discussed the assignment in detail.
• The instructor prepared them for the difficult assignment.

Questions with assignment

Here are some questions that use the word assignment. Use them to practice English conversation with. Try to answer them in full sentences! Use your imagination to answer them if you need to.

• What is your current assignment?
• How long do you need to complete this assignment?
• What was the most challenging assignment you ever had?
• Can you think of a time when an assignment changed your perspective?
• What is the most memorable assignment you’ve completed?
• How does working on an assignment help you learn?
• Describe a situation where a group assignment was beneficial.
• Do you enjoy starting a new assignment? Why or why not?
• How do you plan your time when given a big assignment?
• What assignment are you looking forward to next?

A paragraph about assignments

Below you will find a paragraph about an experience regarding the word “assignment.” You can use this paragraph as a model if you have any writing assignments of your own.

Assignments can be both demanding and rewarding. I remember when I got my first major assignment in high school. It was an essay on the impacts of climate change. I felt overwhelmed at first. The topic was broad, and I didn’t know where to start. After doing some research, I divided the assignment into smaller tasks. Each day, I focused on a different section. Slowly but surely, the essay took shape. I felt a mix of stress and excitement while working on it. My friends and I sometimes discussed our assignments and shared tips. By the time I finished, I had learned so much about the topic and about writing. Turning in the completed assignment gave me a sense of achievement. It taught me that breaking down a task can make it more manageable. In the end, the assignment helped me grow academically and personally.

Sentences with assignment: a useful word to know!

I hope you have enjoyed reading and repeating all of these examples for sentences with assignment ! Here are a final 3 sentences using assignment, gradually getting trickier:

• What is the next assignment?
• When is the assignment due?
• This assignment requires careful attention to detail.

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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Grammar: Sentence Structure and Types of Sentences

Definitions and examples of basic sentence elements.

The Mastering the Mechanics webinar series also describes required sentence elements and varying sentence types. Please see these archived webinars for more information.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font = prepositional phrase

Independent clause : An independent clause can stand alone as a sentence. It contains a subject and a verb and is a complete idea.

• I like spaghetti .
• He reads many books .

Dependent clause : A dependent clause is not a complete sentence. It must be attached to an independent clause to become complete. This is also known as a subordinate clause.

• Although I like spaghetti,…
• Because he reads many books,…

Subject : A person, animal, place, thing, or concept that does an action. Determine the subject in a sentence by asking the question “Who or what?”

• I like spaghetti.
• He reads many books.

Verb : Expresses what the person, animal, place, thing, or concept does. Determine the verb in a sentence by asking the question “What was the action or what happened?”

• The movie is good. (The be verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "the movie," to the complement or the predicate of the sentence, in this case, "good.")

Object : A person, animal, place, thing, or concept that receives the action. Determine the object in a sentence by asking the question “The subject did what?” or “To whom?/For whom?”

Prepositional Phrase : A phrase that begins with a preposition (i.e., in, at for, behind, until, after, of, during) and modifies a word in the sentence. A prepositional phrase answers one of many questions. Here are a few examples: “Where? When? In what way?”

• I like spaghetti for dinner .
• He reads many books in the library .

English Sentence Structure

The following statements are true about sentences in English:

• H e obtained his degree.
• He obtained his degree .
• Smith he obtained his degree.
• He obtained his degree.
• He (subject) obtained (verb) his degree (object).

Simple Sentences

A simple sentence contains a subject and a verb, and it may also have an object and modifiers. However, it contains only one independent clause.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font =prepositional phrase

Here are a few examples:

• She wrote .
• She completed her literature review .
• He organized his sources by theme .
• They studied APA rules for many hours .

Compound Sentences

A compound sentence contains at least two independent clauses.  These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon .

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined

• She completed her literature review , and she created her reference list .
• He organized his sources by theme ; then, he updated his reference list .
• They studied APA rules for many hours , but they realized there was still much to learn .

Using some compound sentences in writing allows for more sentence variety .

Complex Sentences

A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause.

If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses.

Key: independent clause = yellow, bold ; comma = pink, regular font ; dependent clause = blue, italics

• Note the comma in this sentence because it begins with a dependent clause.
• Note that there is no comma in this sentence because it begins with an independent clause.
• Using some complex sentences in writing allows for more sentence variety .

Compound-Complex Sentences

Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and at least one dependent clause.

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined ; dependent clause = blue, italics

• She completed her literature review , but she still needs to work on her methods section even though she finished her methods course last semester .
• Although he organized his sources by theme , he decided to arrange them chronologically , and he carefully followed the MEAL plan for organization . 
• T hey studied APA rules for many hours , and they decided that writing in APA made sense because it was clear, concise, and objective .
• Using some complex-compound sentences in writing allows for more sentence variety .
• Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to follow the intended meaning.

Sentence Structure Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Structuring Sentences: Types of Sentences (video transcript)
• Structuring Sentences: Simple Sentences (video transcript)
• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)
• Common Error: Unclear Subjects (video transcript)
• Mastering the Mechanics: Punctuation as Symbols (video transcript)
• Mastering the Mechanics: Commas (video transcript)
• Mastering the Mechanics: Periods (video transcript)
• Mastering the Mechanics: Semicolons (video transcript)

Related Resources

Knowledge Check: Sentence Structure and Types of Sentences

Didn't find what you need? Email us at [email protected] .

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How to Use assignment in a Sentence

• The reporter is here on assignment .
• The reporter is here on an assignment .
• She asked if she could change her seating assignment .
• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The article discusses the recent assignment of senators to some of the more powerful committees.

Some of 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.

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