what does key assignment mean

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

Make a Gift

Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

• Beware of straying.  Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
• Consider the assignment in relation to previous and upcoming assignments.  Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

• "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
• pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
• raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
• evaluating different claims about the role of gender; and
• asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

• First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
• Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

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This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

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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Chapter 2: Understanding Assignment Outlines and Instructions

Understanding assignment outlines and instructions, writing for whom writing for what.

The first principle of good communication is knowing your audience .  Often when you write for an audience of one, you might write a text or email. But college papers aren’t written like emails; they’re written like articles for a hypothetical group of readers that you don’t actually know much about. There’s a fundamental mismatch between the real-life audience and the form your writing takes.

Unless there is a particular audience specified in the assignment, you would do well to imagine yourself writing for a group of peers who have some introductory knowledge of the field but are unfamiliar with the specific topic you’re discussing. Imagine them being interested in your topic but also busy; try to write something that is well worth your readers’ time. Keeping an audience like this in mind will help you distinguish common knowledge in the field from that which must be defined and explained in your paper.

Another basic tenet of good communication is clarifying the purpose of the communication and letting that purpose shape your decisions. Your professor wants to see you work through complex ideas and demonstrate your learning through the process of producing the paper. Each assignment—be it an argumentative paper, reaction paper, reflective paper, lab report, discussion question, blog post, essay exam, project proposal, or what have you—is ultimately about your learning. To succeed with writing assignments (and benefit from them) you first have to understand their learning-related purposes. As you write for your audience, you’re demonstrating to your professor how far you’ve gotten in analyzing your topic.

Professors don’t assign writing lightly. Grading student writing is generally the hardest, most intensive work instructors do. You would do well to approach every assignment by putting yourself in the shoes of your instructor and asking yourself, “Why did she give me this assignment? How does it fit into the learning goals of the course? Why is this question/topic/problem so important to my professor that he is willing to spend time reading and commenting on several dozen papers on it?”

Professors certainly vary in the quantity and specificity of the guidelines and suggestions they distribute with each writing assignment. Some professors make a point to give very few parameters about an assignment—perhaps just a topic and a length requirement—and they likely have some good reasons for doing so. Here are some possible reasons:

• They figured it out themselves when they were students .  Many instructors will teach how they were taught in school.  The emphasis on student-centered instruction is relatively recent; your instructors more often had professors who adhered to the classic model of college instruction: they went to lectures and/or labs and wrote papers.  Students were often ‘on their own’ to learn the lingo and conventions of each field, to identify the key concepts and ideas within readings and lectures, and to sleuth out instructors’ expectations for written work. Learning goals, rubrics, quizzes, and preparatory assignments were generally rare.
• They think figuring it out yourself is good for you . Because your professors often  succeeded in a much less supportive environment , they appreciate how learning to thrive in those conditions gave them life-long problem-solving and critical thinking skills. Many think you should be able to figure it out yourself and that it would be good practice for you to do so. Even those who do include a lot of guidance with writing assignments sometimes worry that they’re depriving you of an important personal and intellectual challenge. Figuring out unspoken expectations is a valuable skill in itself.  They may also want to give you the freedom to explore and produce new and interesting ideas and feel that instructions that are too specific may limit you.  There’s a balancing act to creating a good assignment outline, so sometimes you might need to ask for clarification.
• They think you already know the skills/concepts :  Some professors assume that students come with a fully developed set of academic skills and knowledge.  You may need to ask your professor for clarification or help and it’s good to learn what additional resources are out there to assist you (the Library, Writing Guides, etc).

It is understandably frustrating when you feel you don’t know how to direct your efforts to succeed with an assignment.  The transparency that you get from some professors—along with books like this one—will be a big help to you in situations where you have to be scrappier and more pro-active, piecing together the clues you get from your professors, the readings, and other course documents.

The assignment prompt: what does “analyze” mean anyway?

Often, the handout or other written text explaining the assignment—what professors call the assignment prompt or outline—will explain the purpose of the assignment, the required parameters (length, number and type of sources, referencing style, etc.), and the criteria for evaluation.

Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is in order. Here are some tips:

Video source: https://youtu.be/JZ175MLpOmE

• Try to brainstorm or do a free-write . A free-write is when you just write, without stopping, for a set period of time. That doesn’t sound very “free;” it actually sounds kind of coerced. The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging (or distasteful) writing task or to overcome writers block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is …” and—booyah!—you’re off and running. If your instructor doesn’t make time for that in class, a quick free-write on your own will quickly reveal whether you need clarification about the assignment and, often, what questions to ask.

Rubrics as road maps

Not all professors use rubrics : some mark “holistically” (which means that they evaluate the paper as a whole), versus “analytically” (where they break down the marks by criteria).  If the professor took the trouble to prepare and distribute a rubric, you can be sure that they will use it to grade your paper.  A rubric is the clearest possible statement of what the professor is looking for in the paper. If it’s wordy, it may seem like those online “terms and conditions” that we routinely accept without reading. But you really should read it over carefully before you begin and again as your work progresses. A lot of rubrics do have some useful specifics. Even less specific criteria (such as “incorporates course concepts” and “considers counter-arguments”) will tell you how you should be spending your writing time.

Even the best rubrics aren’t completely transparent because they simply can’t be. For example, what is the real difference between “demonstrating a thorough understanding of context, audience, and purpose” and “demonstrating adequate consideration” of the same? It depends on the specific context. So how can you know whether you’ve done that? A big part of what you’re learning, through feedback from your professors, is to judge the quality of your writing for yourself. Your future employers are counting on that. At this point, it is better to think of rubrics as roadmaps, displaying your destination, rather than a GPS system directing every move you make.

Video source: https://youtu.be/mXRzyZAE8Y4

What’s critical about critical thinking?

Critical thinking is one of those terms that has been used so often and in so many different ways that if often seems meaningless. It also makes one wonder, is there such a thing as uncritical thinking? If you aren’t thinking critically, then are you even thinking?

Despite the prevalent ambiguities, critical thinking actually does mean something. The Association of American Colleges and Universities usefully defines it as “a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.” [1]

The critical thinking rubric produced by the AAC&U describes the relevant activities of critical thinking in more detail. To think critically, one must …

(a) “clearly state and comprehensively describe the issue or problem”,

(b) “independently interpret and evaluate sources”,

(c) “thoroughly analyze assumptions behind and context of your own or others’ ideas”,

(d) “argue a complex position and one that takes counter-arguments into account,” and

(e) “arrive at logical and well informed conclusions”. [2]

While you are probably used to providing some evidence for your claims, you can see that college-level expectations go quite a bit further. When professors assign an analytical paper, they don’t just want you to formulate a plausible-sounding argument. They want you to dig into the evidence, think hard about unspoken assumptions and the influence of context, and then explain what you really think and why.

Thinking critically—thoroughly questioning your immediate intuitive responses—is difficult work, but every organization and business in the world needs people who can do that effectively.  The ability to think critically also entails being able to hear and appreciate multiple perspectives on an issue, even if we don’t agree with them.  While writing time is often solitary, it’s meant to plug you into a vibrant academic community. What your professors want, overall, is for you to join them in asking and pursuing important questions about the natural, social, and creative worlds.

• Terrel Rhodes, ed., Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics (Washington, DC: Association of American Colleges and Universities, 2010). ↵
• Ibid ↵

Writing for Academic and Professional Contexts: An Introduction Copyright © 2023 by Sheridan College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Understanding the Assignment

There are four kinds of analysis you need to do in order to fully understand an assignment: determining the purpose of the assignment , understanding how to answer an assignment’s questions , recognizing implied questions in the assignment , and recognizing the disciplinary expectations of the assignment .

Always make sure you fully understand an assignment before you start writing!

Determining the Purpose

The wording of an assignment should suggest its purpose. Any of the following might be expected of you in a college writing assignment:

• Summarizing information
• Analyzing ideas and concepts
• Taking a position and defending it
• Combining ideas from several sources and creating your own original argument.

Understanding How to Answer the Assignment

College writing assignments will ask you to answer a how or why question – questions that can’t be answered with just facts. For example, the question “ What are the names of the presidents of the US in the last twenty years?” needs only a list of facts to be answered. The question “ Who was the best president of the last twenty years and why?”  requires you to take a position and support that position with evidence.

Sometimes, a list of prompts may appear with an assignment. Remember, your instructor will not expect you to answer all of the questions listed. They are simply offering you some ideas so that you can think of your own questions to ask.

Recognizing Implied Questions

A prompt may not include a clear ‘how’ or ‘why’ question, though one is always implied by the language of the prompt. For example:

“Discuss the effects of the No Child Left Behind Act on special education programs” is asking you to write how the act has affected special education programs. “Consider the recent rise of autism diagnoses” is asking you to write why the diagnoses of autism are on the rise.

Recognizing Disciplinary Expectations

Depending on the discipline in which you are writing, different features and formats of your writing may be expected. Always look closely at key terms and vocabulary in the writing assignment, and be sure to note what type of evidence and citations style your instructor expects.

About Writing: A Guide Copyright © 2015 by Robin Jeffrey is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing.

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.  Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Understanding key words in writing assignments

When you begin working on a writing assignment, it is important to understand exactly what you are being asked to do. Often the assignment description will contain some of the words below; here is an overview of what they mean and what the professor will expect.

Information words Overview words Analysis words

Information words

These words ask you to show how much you know about a subject by presenting details in an organized, coherent way:

Define: Give concise, clear meanings of a term or phrase; do not give details but make sure to distinguish it from related terms.

State: Present main points in brief, clear sequence.

Illustrate : Use a figure, picture, diagram, analogy, or concrete example to explain or clarify.

Enumerate or List:  Write a list or outline that gives points concisely one by one.

Overview words

These words ask you to present an organized, coherent overview or survey of information:

Describe:  Recount, characterize, sketch graphically or relate in sequence or story form.

Summarize:  Give main points or facts in condensed form.

Trace :    In narrative form, describe process, development, or historical events from a point of origin.

Outline :   Organize a description under main points and subordinate points; omit minor details. Emphasize structure/arrangement.

Review:  Examine a subject critically, analyzing and commenting on important statements.

Synthesize: Combine separate elements or sources in an organized, coherent and concise manner.

Analysis words

These words ask you to argue a point, develop an interpretation, or make an evaluation using evidence:

Agree or Disagree: Give your opinion about a topic and support it with evidence from appropriate sources.

Analyze:  Break down topic into parts and explain how the parts relate to each other and the topic.

Apply: Use concepts or theories in order to explain a problem, issue, event or experience.

Compare and/or contrast: Analyze two or more elements in order to show similarities and/or differences between them.

Critique or Criticize: Express your judgment about the merit of theories or opinions or about the truth of facts, and your judgment with a discussion of the evidence.

Discuss: Examine by argument and debate, giving reasons pro and con.

Evaluate: Appraise worth of something in light of its truth or utility; include to a lesser degree your personal opinion.

Interpret:  Explain the meaning; make clear and explicit; usually giving your own judgment.

Justify:  Prove or give reasons for decisions or conclusions citing evidence.

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Understanding your assignment questions: A short guide

• Introduction
• Breaking down the question

Directive or task words

Task works for science based essays.

• Further reading and references

It is really important to understand the directive or task word used in your assignment.

This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.

However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.

If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification. 

Analyse : Break up into parts; investigate

Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion. 

Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable. 

Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. 

Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer. 

Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. 

Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. 

Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. 

Discuss : Investigate or examine by argument; sift and  debate; give reasons for and against; examine the implications. 

Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument. 

Examine : Look closely into something

Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens. 

Explore : Examine thoroughly; consider from a variety of viewpoints

Illustrate : Make something clear and explicit, give examples of evidence

Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made

Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples

State : Give the main features briefly and clearly

Summarise : Draw out the main points only; omit details and examples

To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.

Task Words:

How to write e.g., discuss, argue etc.

Subject Matter:

What you should be writing about.

Limiting Words:

May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)

Below are some examples of questions and tips on how you might think about answering them.

Compare acute and chronic pain in terms of pathophysiology and treatment

Compare  - Make sure you are comparing and not just describing the two things in isolation

Acute and chronic pain  - Subject matter

In terms of pathophysiology and treatment  - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.

Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear. 

With reference to any particular example enzyme, outline the key structural and functional properties of its active site

With reference to any particular example enzyme  - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding. 

Outline  - Factual description is needed. You must demonstrate your knowledge and understanding. 

The key structural and functional properties of its active site  - Subject matter

Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them. 

There is no convincing evidence for the existence of life outside our solar systems

There is  - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'

Convincing  - Important limiting word- there may be evidence but you need to assess whether or not it is convincing. 

For the existence of life outside of our solar system  - Subject matter

Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement. 

To what extent can nuclear power provide a solution to environmental issues?

Discuss  - Explore the topic from different angles, in a critical way (not purely descriptive)

Nuclear power  - Subject matter

Provide a solution to  - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.

Environmental issues  - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument. 

Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 

Discuss the issue of patient autonomy in relation to at least one case study 

The issue of patient autonomy  - Subject matter

In relation to at least one case study  - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy. 

Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality). 

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Understanding instruction words in academic essay titles

Posted in: essay-writing

Instruction or command words indicate what your tutor wants you to do in your written assignment. It's vital that you understand exactly what these instruction words mean so you can answer all parts of the essay question and provide a complete response.

Here's a list of some of the most common instruction/command words you'll see in essay questions (and examination questions as well), together with an explanation of what they mean.

Describe: Give a detailed account of…

Outline: Give the main features/general principles; don't include minor details.

Explain, account for, interpret: Describe the facts but also give causes and reasons for them. Depending on the context, these words may also suggest that you need to make the possible implications clear as well. For example: 'Explain X and its importance for Y'.

Comment on, criticise, evaluate, critically evaluate, assess: Judge the value of something. But first, analyse, describe and explain. Then go through the arguments for and against, laying out the arguments neutrally until the section where you make your judgement clear. Judgements should be backed by reasons and evidence.

Discuss, consider: The least specific of the instruction words. Decide, first of all, what the main issues are. Then follow the same procedures for Comment on, Criticise, Evaluate, Critically Evaluate and Assess.

Analyse: Break down into component parts. Examine critically or closely.

How far, how true, to what extent: These suggest there are various views on and various aspects to the subject. Outline some of them, evaluate their strengths and weaknesses, explore alternatives and then give your judgement.

Justify: Explain, with evidence, why something is the case, answering the main objections to your view as you go along.

Refute: Give evidence to prove why something is not the case.

Compare, contrast, distinguish, differentiate, relate: All require that you discuss how things are related to each other.  Compare suggests you concentrate on similarities, which may lead to a stated preference, the justification of which should be made clear. These words suggest that two situations or ideas can be compared in a number of different ways, or from a variety of viewpoints. Contrast suggests you concentrate on differences.

Define: Write down the precise meaning of a word or phrase. Sometimes several co-existing definitions may be used and, possibly, evaluated.

Illustrate: Make clear and explicit; usually requires the use of carefully chosen examples.

State: Give a concise, clear explanation or account of…

Summarise: Give a concise, clear explanation or account of… presenting the main factors and excluding minor detail or examples (see also Outline).

Trace: Outline or follow the development of something from its initiation or point of origin.

Devise: Think up, work out a plan, solve a problem etc.

Apply (to): Put something to use, show how something can be used in a particular situation.

Identify: Put a name to, list something.

Indicate: Point out. This does not usually involve giving too much detail.

List: Make a list of a number of things. This usually involves simply remembering or finding out a number of things and putting them down one after the other.

Plan: Think about how something is to be done, made, organised, etc.

Report on: Describe what you have seen or done.

Review: Write a report on something.

Specify: Give the details of something.

Work out: Find a solution to a problem.

Adapted from: Coles, M. (1995), A Student’s Guide to Coursework Writing,   University of Stirling, Stirling 

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Write a response

So wonderful can anyone get the information

Thanks Josphat!

This is a life saver, do you have a youtube channel where you talk about all this stuff? If so I would love to know about it 🙂 Rachelle

Hi Rachelle, Thanks for your comment. We don't have a youtube channel but stay tuned for more posts and also check out the new My-skills portal (go.bath.ac.uk/My-skills) for lots more skills support. Tom

Quite helpful. I would definitely check this before my next essay.

Thank you, Dan.

Very helpful now I understand how construct my assignments and how to answer exam questions

I have understood it clearly;)

it is very useful for us to understand many instruction word and what we need to write down

There are some define of some words,and I find that there do have many common things for some words,but not all the same.Such as compare, contrast, distinguish, differentiate, relate,they all need people to compare but foucs on different ways.

Very helpful. Listed most of the words that might be misunderstood by foreign students. Now I know why my score of writing IELTS test is always 6, I even didn't get the point of what I was supposed to write!

I have already read all of this. And it gave me a brief instruction.

There are varied instruction words in essay questions. It's a good chance for me to have a overview of these main command words because I could response to requirements of questions precisely and without the risk of wandering off the topic.

When i encounter with an essay title with these instruction words above,I should understand exactly what these words mean so that i could know what my tutor would like me to do in the assignments.Also,these words may help me make an outline and read academic articles with percific purposes.

These words are accurate and appropriate. It is really helpful for me to response some assignment questions and I can know the orientation of my answers . I can also use these words to make an outline of my essay. However, in my view, for some instruction words which are confusing and hard to understand, it is better to give an example to help us understand.

It's the first time for me to recognise these instruction words , some of them are really similar with each other.

it is very helpful to my future study. it will be better to have some examples with it.

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If your course is largely essay-based (like mine is with Politics and International Relations) you’ll understand the frustration of receiving the same feedback on your assignments – over and over and over again.

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• Key words in Assignment Briefs

Assignment Brief

• Researching Information
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It is important to understand what an essay question or assignment brief is asking of you. Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it. Each assignment will generally have at least three learning outcomes which you must cover if you are to achieve a pass.

Breaking down an assignment question

Before you attempt to answer an assignment question, you need to make sure you understand what it is asking. This includes not only the subject matter, but also the way in which you are required to write. Different questions may ask you to discuss, outline, evaluate… and many more. The task words are a key part of the question.

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Academic writing skills guide: structuring your assignment.

• Key Features of Academic Writing
• The Writing Process
• Understanding Assignments
• Brainstorming Techniques
• Planning Your Assignments
• Thesis Statements
• Writing Drafts
• Structuring Your Assignment
• How to Deal With Writer's Block
• Using Paragraphs
• Conclusions
• Introductions
• Revising & Editing
• Proofreading
• Grammar & Punctuation
• Reporting Verbs
• Signposting, Transitions & Linking Words/Phrases
• Using Lecturers' Feedback

Keep referring back to the question and assignment brief and make sure that your structure matches what you have been asked to do and check to see if you have appropriate and sufficient evidence to support all of your points. Plans can be structured/restructured at any time during the writing process.

Once you have decided on your key point(s), draw a line through any points that no longer seem to fit. This will mean you are eliminating some ideas and potentially letting go of one or two points that you wanted to make. However, this process is all about improving the relevance and coherence of your writing. Writing involves making choices, including the tough choice to sideline ideas that, however promising, do not fit into your main discussion.

Eventually, you will have a structure that is detailed enough for you to start writing. You will know which ideas go into each section and, ideally, each paragraph and in what order. You will also know which evidence for those ideas from your notes you will be using for each section and paragraph.

Once you have a map/framework of the proposed structure, this forms the skeleton of your assignment and if you have invested enough time and effort into researching and brainstorming your ideas beforehand, it should make it easier to flesh it out. Ultimately, you are aiming for a final draft where you can sum up each paragraph in a couple of words as each paragraph focuses on one main point or idea.

Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.

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Essays: task words

Written Assignments

Explore what different task words mean and how they apply to your assignments

You'll need to understand what your assignments are asking you to do throughout your studies. Your assessments use 'task words' that explain what you need to do in your work.  

Task words are the words or phrases in a brief that tell you what to do. Common examples of task words are 'discuss', 'evaluate', 'compare and contrast', and 'critically analyse'. These words are used in assessment marking criteria and will showcase how well you've answered the question.

None of these words have a fixed meaning. Your lecturers may have specific definitions for your subject or task so you should make sure you have a good idea of what these terms mean in your field. You can check this by speaking to your lecturer, checking your course handbook and reading your marking criteria carefully.

Task words and descriptions

• Account for : Similar to ‘explain’ but with a heavier focus on reasons why something is or is not the way it is.
• Analyse : This term has the widest range of meanings according to the subject. Make a justified selection of some of the essential features of an artefact, idea or issue. Examine how these relate to each other and to other ideas, in order to help better understand the topic. See ideas and problems in different ways, and provide evidence for those ways of seeing them. 
• Assess : This has very different meanings in different disciplines. Measure or evaluate one or more aspect of something (for example, the effectiveness, significance or 'truth' of something). Show in detail the outcomes of these evaluations.
• Compare : Show how two or more things are similar.
• Compare and contrast : Show similarities and differences between two or more things.
• Contrast : Show how two or more things are different.
• Critically analyse : As with analysis, but questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make the whole essay an objective, reasoned argument for your overall case or position.
• Critically assess : As with “assess”, but emphasising your judgments made about arguments by others, and about what you are assessing from different perspectives. This often means making the whole essay a reasoned argument for your overall case, based on your judgments.
• Critically evaluate : As with 'evaluate', but showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.
• Define : Present a precise meaning. 
• Describe : Say what something is like. Give its relevant qualities. Depending on the nature of the task, descriptions may need to be brief or the may need to be very detailed.
• Discuss : Provide details about and evidence for or against two or more different views or ideas, often with reference to a statement in the title. Discussion often includes explaining which views or ideas seem stronger.
• Examine : Look closely at something. Think and write about the detail, and question it where appropriate.
• Explain : Give enough description or information to make something clear or easy to understand.
• Explore : Consider an idea or topic broadly, searching out related and/or particularly relevant, interesting or debatable points.
• Evaluate : Similar to “assess”, this often has more emphasis on an overall judgement of something, explaining the extent to which it is, for example, effective, useful, or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment.
• Identify : Show that you have recognised one or more key or significant piece of evidence, thing, idea, problem, fact, theory, or example.
• Illustrate : Give selected examples of something to help describe or explain it, or use diagrams or other visual aids to help describe or explain something.
• Justify : Explain the reasons, usually “good” reasons, for something being done or believed, considering different possible views and ideas.
• Outline : Provide the main points or ideas, normally without going into detail.
• Summarise : This is similar to 'outline'. State, or re-state, the most important parts of something so that it is represented 'in miniature'. It should be concise and precise.
• State : Express briefly and clearly. 

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Key Assignments

The Key Assignments command allows you to assign or reassign keystroke combinations to commands. The mouse buttons can also be assigned to commands. The key assignments are part of the current configura­tion.

Key Assignments Dialog box

You can type into this text box to narrow down the command list, so that you can find the command you want easily. With name fragment matching, you can simply type a word contained within any command name.

Command list

Lists all the Source Insight commands, including macros and custom commands that you've defined. When you select a command here, the keystrokes list is loaded with all the keystrokes currently assigned to the selected command.

Keystrokes list

Lists all the keystrokes assigned to the selected command. Select a keystroke here before clicking the Delete button when deleting it.

Click this to record the new key assignments in the current configuration.

Click this to cancel the command. The current configuration will not be affected by any changes in the dialog box so far.

Assign New Key…

Click to add a new keystroke or mouse click to the command selected in the Command list. A window will pop up prompting you to type a key combination.

Delete Assignment

Click to remove the assignment of the keystroke selected in the Keystrokes list from the command selected in the Command List.

Click to run the selected command. This also records any changes you have made.

Click to reset the key assignments to their default, factory settings. Source Insight will ask you if you are sure you want to do this.

Click to create a key assignments list file. This also records any changes you have made. The list file is just a text file that contains a list of commands, and their key assignments.

Click Menu to record the new key assignments in the current configuration, and then run the Menu Assign­ments command. See: Menu Assignments .

Numeric Keypad Keys

The numeric keypad keys / * - + are bound to these commands by default:

If you want those keys to function normally by just inserting the character on the key top, then you need to un-assign those keys from the commands.

Use the Options > Key Assignments  dialog box to find those commands and delete the key assignments for each of them. When the key assignments are removed from those keys, they will function normally.

Assigning Keys and Mouse Clicks

The procedures for assigning keys and mouse clicks are described below.

To Assign Keystrokes

You can add any combination of Alt, Ctrl, and Shift key modifiers with any other key, including mouse but­tons.

To assign a new keystroke combination to a command:

1. Select the command in the Command list.

2. Click the Assign New Key button.

3. Type the keystroke(s) that you want to assign. Pressing Esc cancels the assign procedure. If the key­stroke you typed is already assigned to a different command, Source Insight will ask you if you want to re-assign it.

To Assign Mouse Clicks

To assign a mouse click to a command:

3. Click the mouse button that you want to assign. If you want a modifier key, such as Alt, Shift, or Ctrl, to be included, press the modifier key before clicking the mouse button. You can even use the Left mouse button to modify the right button. Pressing Esc cancels the assign procedure.

To Delete a Key Assignment

To delete a keystroke assignment from a command:

2. Select the keystroke to be deleted in the Keystroke list.

3. Click the Delete button.

• Cambridge Dictionary +Plus

Meaning of assignment in English

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• It was a jammy assignment - more of a holiday really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• undertaking

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

assignment | American Dictionary

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

These are words often used in combination with assignment .

Click on a collocation to see more examples of it.

Translations of assignment

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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 5 Apr. 2024.

Legal Definition

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

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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What Does It Mean to Discuss an Assignment?

When faced with an assignment, it is crucial to understand the task at hand and approach it effectively. However, interpreting assignment instructions can often be challenging. In this article, we will explore the meaning of discussing an assignment and provide valuable insights on how to tackle such tasks. By breaking down the key elements and examining advice from experts, you’ll gain a clearer understanding of what it means to discuss an assignment.

Understanding the Assignment

To begin, let’s delve into what it means to discuss an assignment. When an assignment instructs you to “discuss,” it does not imply casual conversation or a simple list of facts. Rather, it requires constructing a well-organized argument that considers a range of materials and presents a broad perspective on the topic. Discussion assignments often involve analyzing evidence, evaluating claims and exploring implications. The goal is to go beyond a basic restatement of the question and develop an original thesis supported by critical thinking and evidence.

Tips for Approaching a Discussion Assignment

Now that we understand the essence of discussing an assignment, let’s explore some practical tips to approach such tasks effectively.

Carefully Read and Analyze the Assignment

Before diving into the assignment, take time to thoroughly read and analyze the instructions. This initial step is crucial to gain a clear understanding of the task’s purpose and requirements. Pay attention to key words and phrases that guide your approach, such as “discuss,” “analyze,” or “evaluate.” Familiarize yourself with any additional materials provided and consider the assignment’s context within the course curriculum.

Identify the Focus and Scope of the Assignment

To avoid straying from the main topic, periodically review the assignment while drafting your response. Understand the specific focus of the task and its relation to previous and upcoming assignments. This awareness helps you concentrate on the unique challenges and develop a coherent argument.

Structure Your Assignment Discussion

A strong discussion essay goes beyond a mere listing of facts. Instead, it presents a well-organized analysis, drawing upon various sources and providing a critical perspective. Consider structuring your discussion in a way that highlights the similarities, differences or themes within the topic. You may also incorporate fresh evidence or unexpected sources to enrich your argument and showcase your understanding of the subject matter.

Seek Clarification

If you find yourself uncertain about any aspect of the assignment, don’t hesitate to seek clarification from your instructor. Requesting additional guidance demonstrates your commitment to understanding the task thoroughly. Your instructor can provide valuable insights, offer sample responses, or clarify any confusing language within the assignment instructions.

Discussing an assignment involves constructing a well-organized argument, considering a range of materials and presenting a broad perspective on the topic. By carefully analyzing the assignment, identifying its focus and scope, structuring your discussion effectively and seeking clarification when needed, you can tackle such tasks with confidence. Remember, a strong discussion essay goes beyond a basic restatement of the question, showcasing your critical thinking skills and ability to engage with the subject matter in a meaningful way.

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Assignment: Definition in Finance, How It Works, and Examples

Adam Hayes, Ph.D., CFA, is a financial writer with 15+ years Wall Street experience as a derivatives trader. Besides his extensive derivative trading expertise, Adam is an expert in economics and behavioral finance. Adam received his master's in economics from The New School for Social Research and his Ph.D. from the University of Wisconsin-Madison in sociology. He is a CFA charterholder as well as holding FINRA Series 7, 55 & 63 licenses. He currently researches and teaches economic sociology and the social studies of finance at the Hebrew University in Jerusalem.

Yarilet Perez is an experienced multimedia journalist and fact-checker with a Master of Science in Journalism. She has worked in multiple cities covering breaking news, politics, education, and more. Her expertise is in personal finance and investing, and real estate.

What Is an Assignment?

Assignment most often refers to one of two definitions in the financial world:

• The transfer of an individual's rights or property to another person or business. This concept exists in a variety of business transactions and is often spelled out contractually.
• In trading, assignment occurs when an option contract is exercised. The owner of the contract exercises the contract and assigns the option writer to an obligation to complete the requirements of the contract.

Key Takeaways

• Assignment is a transfer of rights or property from one party to another.
• Options assignments occur when option buyers exercise their rights to a position in a security.
• Other examples of assignments can be found in wages, mortgages, and leases.

Uses For Assignments

Assignment refers to the transfer of some or all property rights and obligations associated with an asset, property, contract, or other asset of value. to another entity through a written agreement.

Assignment rights happen every day in many different situations. A payee, like a utility or a merchant, assigns the right to collect payment from a written check to a bank. A merchant can assign the funds from a line of credit to a manufacturing third party that makes a product that the merchant will eventually sell. A trademark owner can transfer, sell, or give another person interest in the trademark or logo. A homeowner who sells their house assigns the deed to the new buyer.

To be effective, an assignment must involve parties with legal capacity, consideration, consent, and legality of the object.

A wage assignment is a forced payment of an obligation by automatic withholding from an employee’s pay. Courts issue wage assignments for people late with child or spousal support, taxes, loans, or other obligations. Money is automatically subtracted from a worker's paycheck without consent if they have a history of nonpayment. For example, a person delinquent on $100 monthly loan payments has a wage assignment deducting the money from their paycheck and sent to the lender. Wage assignments are helpful in paying back long-term debts.

Another instance can be found in a mortgage assignment. This is where a mortgage deed gives a lender interest in a mortgaged property in return for payments received. Lenders often sell mortgages to third parties, such as other lenders. A mortgage assignment document clarifies the assignment of contract and instructs the borrower in making future mortgage payments, and potentially modifies the mortgage terms.

A final example involves a lease assignment. This benefits a relocating tenant wanting to end a lease early or a landlord looking for rent payments to pay creditors. Once the new tenant signs the lease, taking over responsibility for rent payments and other obligations, the previous tenant is released from those responsibilities. In a separate lease assignment, a landlord agrees to pay a creditor through an assignment of rent due under rental property leases. The agreement is used to pay a mortgage lender if the landlord defaults on the loan or files for bankruptcy . Any rental income would then be paid directly to the lender.

Options Assignment

Options can be assigned when a buyer decides to exercise their right to buy (or sell) stock at a particular strike price . The corresponding seller of the option is not determined when a buyer opens an option trade, but only at the time that an option holder decides to exercise their right to buy stock. So an option seller with open positions is matched with the exercising buyer via automated lottery. The randomly selected seller is then assigned to fulfill the buyer's rights. This is known as an option assignment.

Once assigned, the writer (seller) of the option will have the obligation to sell (if a call option ) or buy (if a put option ) the designated number of shares of stock at the agreed-upon price (the strike price). For instance, if the writer sold calls they would be obligated to sell the stock, and the process is often referred to as having the stock called away . For puts, the buyer of the option sells stock (puts stock shares) to the writer in the form of a short-sold position.

Suppose a trader owns 100 call options on company ABC's stock with a strike price of $10 per share. The stock is now trading at $30 and ABC is due to pay a dividend shortly. As a result, the trader exercises the options early and receives 10,000 shares of ABC paid at $10. At the same time, the other side of the long call (the short call) is assigned the contract and must deliver the shares to the long.

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Why the federal government is paying upfront to fix the Baltimore bridge

The federal government stepping in to pay to rebuild the bridge doesn’t necessarily mean taxpayers will cover the entire bill.

After President Joe Biden said the federal government would pay to replace Baltimore’s Francis Scott Key Bridge, a project estimated to cost from  $400 million  to  over $1 billion , some social media users questioned why the company that owned the ship isn’t footing the bill.

Biden, in  March 26 remarks  after the accident, said the federal government “will pay for the entire cost of reconstructing that bridge,” and he expected congressional support for that effort.

On social media, users expressed outrage.

“That ship was commissioned by a Danish company. It was operating under a Singapore flag … President Biden thinks the American taxpayers should foot the bill to clean up the mess and rebuild the bridge. I think there’s a foreign company that owes us a bridge!” read  three   Facebook   posts  that shared the same graphic.

“Why are WE responsible for paying for this!! Make it make sense!!” another  Facebook post  said.

Former House Speaker Newt Gingrich, R-Ga., criticized Biden, writing  in an X post , “Why add a billion dollars to US debt when the big insurance companies exist for precisely this purpose?”

The ship that struck the bridge was owned by Singapore-based company Grace Ocean Private Ltd. It was managed by Singapore-based ship management company Synergy Marine Group, and chartered by Danish shipping company Maersk.

Grace Ocean Private Ltd. and Synergy Marine Group filed a court petition April 1  seeking to cap their liability  at about $43.6 million.

The federal Department of Transportation on March 28  announced $60 million  in “quick release” Emergency Relief funds for the Maryland Department of Transportation Department to begin rebuilding the bridge, describing it as an “initial down payment of funds.”

Getting the bridge repaired and the Port of Baltimore open to ship traffic is an economic imperative for Maryland and for the U.S.,  Maryland  and federal  officials  said.

The bridge carried more than 30,000 vehicles a day, state officials said. The Port of Baltimore in 2021 was the 17th largest in the U.S. in terms of annual total tonnage of cargo, U.S. Department of Transportation  data shows.

Maryland’s Democratic governor, Wes Moore,  said  March 31 on “Fox News Sunday” that the bridge collapse isn’t affecting Maryland’s economy alone, but also states across the country.

The support Baltimore has received “isn’t because anyone is trying to do Maryland a favor,” Moore said. “It’s because the national economy relies on the Port of Baltimore being up and running,”

Where will the money come from and will feds foot the entire bill?

The federal government stepping in to pay to rebuild the bridge doesn’t necessarily mean taxpayers will cover the entire bill.

When reporters asked Biden March 26 whether the company that owned the ship should be held responsible, Biden  said , “That could be, but we’re not going to wait if that happened. We’re going to pay for it to get the bridge rebuilt and open.”

Transportation Secretary Pete Buttigieg said at a  March 27 news briefing  that “any private party that is found responsible and liable will be held accountable” for the bridge accident.

Analysts  say  insured losses including for bridge repair and business interruption could amount to up to $4 billion. But lawsuits in similar disasters have taken years to settle.

Peter Knudson, a National Transportation Safety Board spokesperson, said its investigation is expected to last one to two years.

Sen. Chris Van Hollen, D-Md.,  said  on ABC’s “This Week with George Stephanopoulos” that “The federal government will pay 90% of the costs,” and he plans to introduce legislation to cover the other 10%.

Treasury Secretary Janet Yellen in a  March 27 MSNBC interview,  said money from the 2021 Bipartisan Infrastructure Law could help pay some of the costs, but said she expected insurance to cover those costs partly.

Buttigieg  said  March 31 on CBS’ “Face the Nation” that more than the initial $60 million in emergency released funding will come, but “it is possible we may need to turn to Congress to supplement that fund. That has happened in the past.”

Although some Republicans in Congress have  expressed opposition  to paying for the repairs, Senate Minority Leader Mitch McConnell, R-Ky.,  said  in an April 1 radio interview that the federal government will pay “the lion’s share” of the cost to replace the bridge.

Buttigieg pointed to bipartisan support for a $250 million reconstruction package following 2007 collapse of the Interstate N35 in Minnesota.

The bridge’s  August 2007  collapse near downtown Minneapolis took down 111 vehicles, killing 13 people and injuring 145. The NTSB concluded that the probable cause was “inadequate load capacity, due to a design error” of some of the bridge’s structures.

With the state  estimated to lose  about $60 million in economic output in 2007 and 2008 because of the bridge’s absence, Congress three days after the bridge’s collapse authorized the reconstruction funding. Two days after that, former President George W. Bush signed it into law. The bridge was completed in 13 months.

URS Corp., the engineering company tasked to evaluate the bridge before it collapsed, agreed to pay $52.4 million to the tragedy’s victims.

Federal government has paid up front for similar disasters

Steve Ellis, president of the Taxpayers for Common Sense, an independent group that analyzes federal spending, said the federal government often intervenes after disasters to pay for the immediate response.

“In this case, where there are other insured actors, like the shipping line, the federal government should go after them for reimbursement and penalties,” Ellis said.

Andy Winkler, director of the Bipartisan Policy Center’s infrastructure project, said the Biden administration’s quick offer of assistance in the Baltimore bridge collapse does not preclude the federal government from recouping costs should a private sector party be found responsible.”

Here are some examples of the federal government paying up front and seeking reimbursement later:

Deepwater Horizon and Exxon Valdez oil spills:  Ellis and Winkler each pointed to the 2010 Deepwater Horizon oil spill in the Gulf of Mexico, and Ellis also noted the 1989 Exxon Valdez oil spill in Alaska as examples of the federal government contributing to upfront costs and recovering moneymore through settlements with the companies responsible. Those settlements took six years to reach in the Deepwater spill and two in the Exxon spill.

The Deepwater spill, triggered by an oil rig explosion that killed 11 people, was the largest U.S. marine oil spill ever,  releasing about 130 million gallons of oil  into the sea and soiling five states coastlines. The federal government reached a $20.8 billion settlement with BP, the largest environmental settlement in U.S. history, that was  approved  in 2016 by a federal judge.

“The federal government provided assistance, including funding to support cleanup efforts, all while aggressively pursuing compensation for all damage,” Winkler said.

Before Deepwater Horizon, the  1989 Exxon Valdez  oil spill had been the worst in U.S. history. An Exxon oil tanker struck a reef in Prince William Sound, Alaska, spilling 11 million gallons of crude oil into the water. Exxon agreed to pay $1 billion in fines and damages, the  Enviromental Protection Agency said in 1991 . Overall,  Exxon said  it has paid $4.3 billion after the accident in compensatory and cleanup payments, settlements and fines.

East Palestine train derailment:  In 2023, after a train derailed in East Palestine, Ohio, the state led the initial emergency operation with federal and local support.

Days later, the EPA  ordered  its operator, Norfolk Southern, to reimburse the agency for cleanup.

Norfolk Southern claimed that companies responsible for the destroyed tank cars and spilled chemicals should share cleanup costs, which it said amounted to more than $1.1 billion. But in  March , a federal judge ruled that solely Norfolk Southern should fund the cleanup.

The  $1.1 billion figure  reflects any costs charged to Norfolk because of the derailment, as well as the more than $104 million paid directly to residents and the East Palestine community, Norfolk spokesperson Connor Spielmaker told PolitiFact.

The EPA told PolitiFact in an April 1 email it will send Norfolk Southern a bill for all of its personnel, time and resources spent.

Washington highway bridge collapse:  In Washington state in May 2013, the Interstate 5 Skagit River Bridge in Mount Vernon, about halfway between Seattle and the Canadian border, collapsed after a wide-load-bearing 18-wheeler crashed into the bridge. A month later, the U.S. Department of Transportation’s Federal Highway Administration released $15.6 million from emergency funds to pay for the repairs, but required the state to seek reimbursement,  The Seattle Times reported .

In 2019, the Washington Supreme Court ruled that Mullen Trucking and Motorways Trucking, the  two companies responsible for the crash, were responsible for paying $17 million to pay the repair costs instead of taxpayers,  The Seattle Times said .

PolitiFact Senior Correspondent Amy Sherman and Researcher Caryn Baird contributed to this story.

This fact check was originally published by PolitiFact , which is part of the Poynter Institute. See the sources for this fact check here .

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• Copy URL https://www.pbs.org/newshour/nation/how-baltimores-key-bridge-collapse-will-affect-supply-chains-and-the-economy

How Baltimore’s Key Bridge collapse will affect supply chains and the economy

The Francis Scott Key Bridge, once the second-longest continuous truss bridge in the U.S., now lies partially submerged in the Patapsco River after a catastrophic cargo ship collision this week.

Two people were injured, and six others presumed dead. The ship and mangled debris from the bridge have formed a wall in the water, indefinitely blocking access in and out of the Port of Baltimore, the top domestic port for cars and a major hub for other goods, such as forest products , farm equipment and sugar .

WATCH: Baltimore crews recover bodies of 2 killed in bridge collapse

Among the questions around what happens now is what the accident means for shipping and the economy.

The port handled a record amount of cargo last year. While President Joe Biden has said he intends for the federal government to rebuild the bridge , and called on Congress to support that effort, the port is directly responsible for about 15,000 jobs and generated $4.7 billion in economic value to the state of Maryland.

The bridge’s collapse stranded at least 10 vessels in the water and ships outside the blockage have had to reroute to other East Coast ports, such as Norfolk and New Jersey. For global shipping, this comes at a time when companies are contending with route disruptions along the Suez and Panama canals.

Here’s how the Key Bridge collapse may affect the port’s operation, the local economy and international supply chains.

What role does the Port of Baltimore play?

Along with being the top U.S. port for autos, Baltimore is also the nation’s furthest inland port, said Houston Mason, adjunct professor of supply chain management at Loyola and Georgetown universities. Companies may have to spend an extra day traveling up the Chesapeake Bay and into Baltimore’s harbor, but once their product is unloaded, it’s closer to the Midwest than it would be at any other East Coast port.

In the last decade, after increasing the depth of berths at its primary cargo terminal, Baltimore has been able to handle substantially larger ships than other East Coast ports, Mason said.

The port is also a major source of employment across the region. A 2018 report found that along with 15,000 direct jobs there were nearly 22,000 other jobs either supported by or indirectly related to activities at the port.

How long will shipping be suspended?

Though the port remains open to ground vehicles , it is largely impassable for water vessels. Work can still be done at the port, but ships can’t enter or leave and new cargo cannot be loaded or unloaded.

At the moment, experts predict it will take at least a couple of months to clear wreckage from the crashed cargo ship and the bridge from the harbor, effectively preventing all maritime traffic from coming or going during that period.

Will supply chains be interrupted?

For cars, it would make sense to expect some degree of disruption with the No. 1 port out of commission, at least along the East Coast, said Mason, who is also a director of logistics for a large manufacturing firm. To the extent that the average American notices supply chains, interruptions will be minimal to nonexistent, experts interviewed for this story said. There will be added costs and delays in diverting traffic to other ports, but logistics professionals are likely scrambling to minimize the impacts.

In the near future, ships are likely to be diverted to other major ports on the East Coast, all of which are larger than Baltimore’s and have the capacity to handle an increase in traffic, Emily Stausboll, an analyst at international shipping analytics platform Xeneta, told the NewsHour .

READ MORE: Key Bridge is not the first bridge collapse in the U.S. from a ship collision

The Port Authority of New York and New Jersey “stand[s] ready to assist with emergency resources and any other assistance that may be needed,” its director, Bethann Rooney, said in a statement. “The Port of New York and New Jersey is proactively working with our industry partners to respond as needed and ensure supply chain continuity along the East Coast.”

Rooney noted that in 2021, New York and New Jersey’s ports handled about 20 percent more cargo than they’re currently seeing. Those ports likely wouldn’t have been able to operate at that level pre-pandemic, Mason said, but as supply chains were battered, they ramped up capacity and can now handle increased traffic.

The pandemic also changed how many companies handle supply chains. Pre-pandemic, “just-in-time” deliveries were the norm, which reduced inventory and shipping costs, said Lisa Anderson, president of LMA Consulting Group . But when that created massive shortages and disruptions during lockdowns, companies began to stock up on inventory slightly more.

Now, Anderson said, inventories have broadly been brought back down, so kinks in the supply chain could cause additional delays. Smaller companies are more susceptible to complications than larger companies, which often have cushions.

What are potential long-term effects?

The Key Bridge collapse comes at a time when other international routes are under pressure, Anderson said. Extreme drought has forced the Panama Canal to limit the number of ships passing through and snarled agricultural exports along the Mississippi River . Meanwhile, Houthi rebels have been attacking ships crossing the Red Sea , so many companies are choosing to avoid that route, instead traveling around the southern tip of Africa — often adding 10 or more days to the trip.

“Will this Baltimore situation add a bunch of cost to the global supply chain? Well, no,” Anderson said. But with additional global complications, costs could compound.

WATCH: Houthis vow revenge after U.S. and U.K. airstrikes in response to Red Sea attacks

“People who are in supply chain are good at being resilient, or they’ve become good at being resilient since the pandemic, at least. So they’ll continue to move it around until they find a way to go without a problem. However, each of these steps is going to add cost. And so it is one more disruption,” Anderson said.

Capacity at ports nationwide dropped precipitously during the pandemic, and companies — especially those in northeast Asia — might prefer to ship across the Pacific Ocean to the U.S. West Coast, which has the ability to handle significantly more volume as post-pandemic operations have ramped back up, Anderson added.

For Baltimore, it’s possible that being out of commission for a while might have a long-term effect on the port’s use and traffic, with former customers preferring to stick to workarounds they develop during the effective closure. It may turn out that companies find shipping to the West Coast to be more effective in the long run, Anderson said.

What about local and regional effects?

The Key Bridge was an important link along Interstate 95, the major overland shipping corridor that runs the length of the East Coast. It was also one of three links connecting the south side of Baltimore to the north. The remaining two are tunnels, which have height, width and material restrictions; hazardous materials are prohibited.

Now, Mason said, companies can still traverse the coast, but their options will likely add time, traffic and money, and may require travel along smaller roads. All of those factors are likely to cause additional bottlenecks and chokepoints, leading to shipping delays.

Anderson said she believes that the effects will be particularly felt regionally, as well as along the East Coast, where trucking will be most affected.

“For sure it’s going to affect the region, specifically the smaller businesses because it’ll be harder to get things,” Anderson said. “Any business, even a large business, can be affected if you have some critical item that’s not going to come.”

Amazon, Under Armour and Home Depot are among companies with distribution centers right near the ports; there are also local shops that serve employees of the port and warehouse district. All of those businesses could feel indirect impacts, Mason said.

“If you have a downturn in activity, you can just see the ripple effect of not having as many transactions and work,” he said.

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Where is the Francis Scott Key Bridge? What to know about collapsed Baltimore bridge

The collapse of the Francis Scott Key Bridge , a major transportation link in the Baltimore area, sparked a massive search and rescue effort early Tuesday morning.

The bridge has been a critical transportation passageway along the East Coast for decades. Video captured the collapse , after Singapore-flagged container ship, the Dali, collided with one of the bridge's pillars.

The ship had caught fire, and several vehicles fell into the river below.

Here's what to know about the Francis Scott Key Bridge.

Follow here for live updates → Baltimore's Key Bridge collapses after ship collision; rescue effort underway

Where is the Francis Scott Key Bridge located?

The bridge crosses over the Patapsco River on I-695 and is the final link on the Baltimore Beltway, according to the Maryland Transportation Authority .

It is the outermost of the three tollways that cross Baltimore's Harbor.

How long is the Francis Scott Key Bridge?

The 4-lane bridge structure alone is 1.6 miles long. The facility also includes the Curtis Creek Drawbridge. Including approach roadways, the entire stretch is around 10.9 miles long, MDTA said.

Why did a ship hit the Francis Scott Key Bridge?

The ship, a container vessel chartered by Maersk, apparently lost power a few minutes before striking the bridge, a senior U.S. official told USA TODAY .

No Maersk crew or personnel were onboard the vessel when it struck the bridge, according to a statement from the company. It was operated by a charter company, Synergy Group, and owned by Grace Ocean Pte., based in Singapore, and ultimately bound for Sri Lanka.

Accidents like this, called Marine casualties, are not uncommon, the official told USA TODAY, with an allision (an immobile object being struck by a ship) occurring about every 10 years or so. Investigators will likely look into the cause of the power outage and whether there was a mechanical failure on the ship.

How old is the Key Bridge in Baltimore?

The Francis Scott Key Bridge opened in March 1977, according to the Maryland Transportation Authority .

What type of bridge is the Francis Scott Key?

The steel-arched bridge was the second-longest continuous-truss bridge span in the world when it was built and remains the second longest in the United States and third in the world,  according to the American Civil Engineering Society .

When was the Francis Scott Key Bridge built?

Construction of the Francis Scott Key Bridge began in 1972.

Francis Scott Key Bridge has a deep history

According to the MDTA, the bridge crosses over the Patapsco River, near where Francis Scott Key, the bridge's namesake, was inspired to write the lyrics of the Star Spangled Banner.

Key is believed to have witnessed the bombardment of Fort McHenry on the night of Sept. 12, 1814, within 100 yards of the modern-day bridge. That battle is what inspired him to the national anthem.

How vital is the Francis Scott Key Bridge?

The bridge is critical to East Coast shipping. The port’s private and public terminals handled 847,158 autos and light trucks in 2023, the most of any U.S. port. The port also handles farm and construction machinery, sugar, gypsum and coal, according to a Maryland government website.

Watch CBS News

Who owns the ship that struck the Francis Scott Key Bridge in Baltimore?

By Megan Cerullo

Edited By Anne Marie Lee

Updated on: March 26, 2024 / 5:05 PM EDT / CBS News

The collapse of  Baltimore's Francis Scott Key Bridge on Tuesday after being struck by a cargo ship has raised questions about who owns and manages the ship, as well as on the potential impact on one the busiest ports in the U.S.

Called the Dali, the 948-foot vessel that hit the bridge is managed by Synergy Marine Group, a Singapore-based company with over 660 ships under management worldwide, according to its website . The group said the ship was operated by charter vessel company Synergy Group and chartered by Danish shipping giant Maersk at the time of the incident, which sent vehicles and people tumbling into the Patapsco River.

"We are horrified by what has happened in Baltimore, and our thoughts are with all of those affected," Maersk said in a statement to CBS News on Tuesday, in which it also confirmed the ship was carrying cargo for Maersk customers. The company had no crew or personnel aboard the ship.

The Dali, which can carry up to 10,000 twenty-foot equivalent units, or TEUs, was carrying nearly 4,700 containers at the time of the collision. It was operated by a 22-person, Indian crew. It was not immediately clear what kind of cargo the ship was carrying. 

Who owns and manages the Dali?

The Dali is owned by Grace Ocean Private, a Singapore-based company that provides water transportation services. The ship was chartered by Danish container shipping company Maersk at the time of the collision.

Synergy Marine, founded in 2006, provides a range of ship management services, including managing ships' technical components and their crews and overseeing safety, according to S&P Capital IQ. Its parent company, Unity Group Holdings International, an investment holding company, was founded in 2008 and is based in Hong Kong.

Where was the ship headed?

The outbound ship had left Baltimore and was headed for Colombo, the capital of Sri Lanka, Synergy Marine Group said in a  press release . 

How busy is the Port of Baltimore?

In 2023, the Port of Baltimore handled a record 52.3 million tons of foreign cargo, worth $80 billion, according  to the office of Maryland Gov. Wes Moore. The port is also a significant provider of local jobs. 

The top port in the U.S. for sugar and gypsum imports, it is the ninth busiest U.S. port by the total volume and value of foreign cargo handled. All vessel traffic into and out of the facility is currently suspended, although the port remains open and trucks continue to be processed within its terminals, according to a statement released by Port of Baltimore officials. 

What is the potential local economic impact?

Directly, the port supports 15,300 jobs, while another 140,000 in the area are related to port activities. The jobs provide a combined $3.3 billion in personal income, according to a CBS News report . The Port of Baltimore said Tuesday that it is unclear how long ship traffic will be suspended.

The disaster also caused chaos for local drivers. The Maryland Transportation Authority said all lanes were closed in both directions on I-695, with traffic being detoured to I-95 and I-895.

How could the bridge collapse affect consumers and businesses?

Experts say the bridge collapse could cause significant supply chain disruptions.

"While Baltimore is not one of the largest U.S. East Coast ports, it still imports and exports more than 1 million containers each year, so there is the potential for this to cause significant disruption to supply chains," Emily Stausbøll, a market analyst at Xeneta, an ocean and air freight analytics platform, said in a statement. 

She added that freight services from Asia to the East Coast in the U.S. have already been hampered by drought in the Panama Canal, as well as risks related to conflict in the Red Sea. Nearby ports, including those in New York, New Jersey and Virginia, will be relied on to handle more shipments if Baltimore remains inaccessible. 

Whether ocean freight shipping rates will rise dramatically, potentially affecting consumers as retailers pass along higher costs, will depend on how much extra capacity the alternate ports can handle, Stausbøll said. "However, there is only so much port capacity available and this will leave supply chains vulnerable to any further pressure."

Marty Durbin, senior vice president of policy at the U.S. Chamber of Commerce, said that the bridge is a critical connector of "people, businesses, and communities."

"Unfortunately, its prolonged closure will likely disrupt commercial activities and supply chains that rely on the bridge and Port of Baltimore each day," he said in a statement.

What other industries could be affected?

Trucking companies could be severely affected by the disaster. 

"Aside from the obvious tragedy, this incident will have significant and long-lasting impacts on the region," American Trucking Associations spokesperson Jessica Gail said, calling Key Bridge and Baltimore's port "critical components'' of the nation's infrastructure.

Gail noted that 1.3 million trucks cross the bridge every year — 3,600 a day. Trucks that carry hazardous materials will now have to make 30 miles of detours around Baltimore because they are prohibited from using the city's tunnels, she said, adding to delays and increasing fuel costs.

"Time-wise, it's going to hurt us a lot," added Russell Brehm, the terminal manager in Baltimore for Lee Transport, which trucks hazardous materials such as petroleum products and chemicals. The loss of the bridge will double to two hours the time it takes Lee to get loads from its terminal in Baltimore's Curtis Bay to the BJ's gasoline station in the waterfront neighborhood of Canton, he estimated.

Cruise operators are also being affected. A Carnival cruise ship that set off Sunday for the Bahamas had been scheduled to return to Baltimore on March 31. Carnival said Tuesday that it is "currently evaluating options for Carnival Legend's scheduled return on Sunday." The company also has cruises scheduled to set sail from Baltimore through the summer. 

Norwegian Cruise Line last year introduced new routes departing from the Port of Baltimore. Its sailings are scheduled for late this year. The company said the Key Bridge collapse doesn't immediately require it to reroute any ships.

Who will pay to rebuild the bridge?

President Biden said Tuesday that the federal government, with congressional support, would pay to rebuild the bridge.

"We're going to work with our partners in Congress to make sure the state gets the support it needs. It's my intention that the federal government will pay for the entire cost of reconstructing that bridge," Biden said in comments from the White House. "And I expect the Congress to support my effort. This is going to take some time. The people of Baltimore can count on us though, to stick with them, at every step of the way, till the port is reopened and the bridge is rebuilt."

—The Associated Press contributed to this report.

• Francis Scott Key Bridge
• Bridge Collapse
• Patapsco River

Megan Cerullo is a New York-based reporter for CBS MoneyWatch covering small business, workplace, health care, consumer spending and personal finance topics. She regularly appears on CBS News Streaming to discuss her reporting.

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• Today’s average refinance rates
• Today’s refinance interest rates

Refinance rate news

What to know about 2024 refinance rate trends, what does it mean to refinance, how to select the right refinance type and term, reasons you might refinance your home, 30-year fixed refi rate inches toward 7%: today’s refinance rates, april 4, 2024.

Refinance rates aren't likely to take any major dips down this month.

Katherine Watt

Katherine Watt is a CNET Money writer focusing on mortgages, home equity and banking. She previously wrote about personal finance for NextAdvisor. Based in New York, Katherine graduated summa cum laude from Colgate University with a bachelor's degree in English literature.

Laura Michelle Davis

Laura is a professional nitpicker and good-humored troubleshooter with over 10 years of experience in print and digital publishing. Before becoming an editor with CNET, she worked as an English teacher, Spanish medical interpreter, copy editor and proofreader. She is a fearless but flexible defender of both grammar and weightlifting, and firmly believes that technology should serve the people. Her first computer was a Macintosh Plus.

CNET staff -- not advertisers, partners or business interests -- determine how we review the products and services we cover. If you buy through our links, we may get paid.

• 30-year fixed-rate 6.97% (+0.10)
• 15-year fixed-rate 6.37% (+0.06)
• 30-year fixed-rate jumbo 7.11% (+0.10)
• 5/1 ARM 6.66% (+0.13)
• 10-year fixed-rate 6.23% (+0.04)
• 30-year fixed-rate refinance 6.98% (+0.13)
• 15-year fixed-rate refinance 6.44% (+0.08)
• 10-year fixed refinance 6.26% (+0.04)

Today's rates

Today’s average refinance rates, today’s refinance interest rates.

Refinance rates are still high, but your personal interest rate will depend on your credit history, financial profile and application.

Average refinance rates reported by lenders across the US as of April 4, 2024. We track refinance rate trends using information from Bankrate.

Mortgage refinance rates change every day. Experts recommend shopping around to make sure you’re getting the lowest rate. By entering your information below, you can get a custom quote from one of CNET’s partner lenders.

About these rates: Like CNET, Bankrate is owned by Red Ventures. This tool features partner rates from lenders that you can use when comparing multiple mortgage rates.

A vast majority of US homeowners already have mortgages with a rate below 6%. Because mortgage refinance rates have been averaging above 6.5% over the past several months, households are choosing to hold on to their existing mortgages instead of swapping them out with a new home loan.

If rates fell to 6%, at least a third of borrowers who took out mortgages in 2023 could reduce their rate by a full percentage point through a refinance, according to BlackKnight .

Refinancing in today’s market could make sense if you have a rate above 8%, said Logan Mohtashami , lead analyst at HousingWire. “However, with all refinancing options, it’s a personal financial choice because of the cost that goes with the loan process,” he said.

Mortgage rates have been sky-high over the last two years, largely as a result of the Federal Reserve’s aggressive attempt to tame inflation by spiking interest rates. Experts say that decelerating inflation and the Fed’s projected interest rate cuts should help stabilize mortgage interest rates by the end of 2024. But the timing of Fed cuts will depend on incoming economic data and the response of the market.

For homeowners looking to refinance, remember that you can’t time the economy: Interest rates fluctuate on an hourly, daily and weekly basis, and are influenced by an array of factors. Your best move is to keep an eye on day-to-day rate changes and have a game plan on how to capitalize on a big enough percentage drop, said Matt Graham of Mortgage News Daily.

When you refinance your mortgage, you take out another home loan that pays off your initial mortgage. With a traditional refinance, your new home loan will have a different term and/or interest rate. With a cash-out refinance, you’ll tap into your equity with a new loan that’s bigger than your existing mortgage balance, allowing you to pocket the difference in cash.

Refinancing can be a great financial move if you score a low rate or can pay off your home loan in less time, but consider whether it’s the right choice for you. Reducing your interest rate by 1% or more is an incentive to refinance, allowing you to cut your monthly payment significantly.

The rates advertised online often require specific conditions for eligibility. Your personal interest rate will be influenced by market conditions as well as your specific credit history, financial profile and application. Having a high credit score, a low credit utilization ratio and a history of consistent and on-time payments will generally help you get the best interest rates.

30-year fixed-rate refinance

The current average interest rate for a 30-year refinance is 6.98%, an increase of 10 basis points compared to one week ago. (A basis point is equivalent to 0.01%.) A 30-year fixed refinance will typically have lower monthly payments than a 15-year or 10-year refinance, but it will take you longer to pay off and typically cost you more in interest over the long term.

15-year fixed-rate refinance

The current average interest rate for 15-year refinances is 6.38%, a decrease of 1 basis point from what we saw the previous week. Though a 15-year fixed refinance will most likely raise your monthly payment compared to a 30-year loan, you’ll save more money over time because you’re paying off your loan quicker. Also, 15-year refinance rates are typically lower than 30-year refinance rates, which will help you save more in the long run.

10-year fixed-rate refinance

The current average interest rate for a 10-year refinance is 6.21%, a decrease of 7 basis points from what we saw the previous week. A 10-year refinance typically has the lowest interest rate but the highest monthly payment of all refinance terms. A 10-year refinance can help you pay off your house much quicker and save on interest, but make sure you can afford the steeper monthly payment.

To get the best refinance rates, make your application as strong as possible by getting your finances in order, using credit responsibly and monitoring your credit regularly. And don’t forget to speak with multiple lenders and shop around.

Homeowners usually refinance to save money, but there are other reasons to do so. Here are the most common reasons homeowners refinance:

• To get a lower interest rate: If you can secure a rate that’s at least 1% lower than the one on your current mortgage, it could make sense to refinance.
• To switch the type of mortgage: If you have an adjustable-rate mortgage and want greater security, you could refinance to a fixed-rate mortgage.
• To eliminate mortgage insurance: If you have an FHA loan that requires mortgage insurance, you can refinance to a conventional loan once you have 20% equity.
• To change the length of a loan term: Refinancing to a longer loan term could lower your monthly payment. Refinancing to a shorter term will save you interest in the long run.
• To tap into your equity through a cash-out refinance: If you replace your mortgage with a larger loan, you can receive the difference in cash to cover a large expense.
• To take someone off the mortgage: In case of divorce, you can apply for a new home loan in just your name and use the funds to pay off your existing mortgage.

Recommended Articles

Compare current refinance rates in april 2024, refinancing a mortgage: how it works, 30-year refinance rates for april 2024, 15-year mortgage refinance rates for april 2024, how to refinance your home, how does a cash-out refinance work, va refinance rates for april 2024.

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