hand in an assignment meaning

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

This page is about the phrasal verb hand in

If you hand something in, you give it to someone in authority, like a teacher, a policeman or a security guard.

turn in (American), submit (formal)

For example

• hand in sth Please hand in your exam paper before you leave the classroom.
• hand sth in If you find something that doesn't belong to you, please hand it in to the duty officer at the front desk.

Nouns often used as objects with hand in : exam paper, test paper, report, results, keys, security card

When you've finished the assignment, please hand in

Boost your English with 1000 Phrasal Verbs in Context ebook !

Contributor: Matt Errey

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Definition of hand in phrasal verb from the Oxford Advanced Learner's Dictionary

• You must all hand in your projects by the end of next week.
• I handed the watch in to the police.
• to hand in your notice/resignation (= formally tell your employer that you want to stop working for them)

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Definition of 'hand in'

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hand in hand

Definition of hand in hand

Examples of hand in hand in a sentence.

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

Word History

14th century, in the meaning defined at sense 1

Dictionary Entries Near hand in hand

hand in glove

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“Hand in hand.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/hand%20in%20hand. Accessed 15 Apr. 2024.

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• Ford Mustang Mach E
• autonomous driving

Ford’s BlueCruise hands-free driver assist under investigation after two fatal crashes

The National Transportation Safety Board is investigating two fatal crashes involving two separate Ford Mustang Mach-Es crashing into stationary vehicles, where three people have died. In at least one of the crashes, Ford’s BlueCruise hands-free driver-assist system was activated at the time of the crash, while the second one is under preliminary investigation. Here’s what happened.

The first fatality occurred in San Antonio, Texas, after a 44-year-old Mustang Mach-E driver using the driver assist system crashed into a stationary Honda, killing the 56-year-old driver. Another Mach-E driver was involved in a fatal crash in Philadelphia on March 3, although it’s not known yet if the BlueCruise played a role.

The incident in Texas involved a driver of a 2022 Mach E striking a 1999 Honda CR-V that was stopped in the middle lane of I-10 with no lights at around 9:50 p.m. – a challenging scenario for any oncoming vehicle. The second accident near Philadelphia, which killed two people, involved a Mach-E that hit two stationary vehicles on Interstate 95 at 3:13 a.m. on March 3. Both drivers of the stationary cars were killed, and one of the victims may have been standing outside of their car, the Associated Press reports.

In regards to the February crash, the NTSB states that “based on the data obtained from the vehicle, the driver had been operating the vehicle in BlueCruise mode before the crash.”

While the Honda driver died, the Mustang driver sustained minor injuries, and police found no signs of intoxication. According to the NTSB report, a witness who had been traveling in the center lane in front of the Mach-E reported that she saw the Honda in the center lane and that the car had no tail or hazard lights illuminated. After changing lanes to avoid hitting the car, she then saw another vehicle crash into the Honda. The NTSB released a preliminary report on its investigation, with the final report likely to be published in a year or two.

BlueCruise is Ford’s marquee driver assist system, which enables hands-free driving on some highways. Ford doesn’t promote the system as autonomous driving, and drivers, while allowed to take their hands off the wheel and feet off the pedals, are required to keep their eyes peeled at all times and be ready to take control of the car. This is enforced with a driver monitoring system that deactivates BlueCruise if the driver looks to be distracted or sleepy.

Surveys have shown that people often over-rely on ADAS, treating them as fully automated driving systems, with their reaction times slower than what is considered safe when it’s time to take back control.

The NHTSA has spent nearly three years investigating more than a dozen accidents involving Tesla drivers using Autopilot. This is the first investigation into Ford’s ADAS, but as with Tesla, as more of these are on the road, more crashes and investigations will surely take place. Tesla, for its part, recently settled a lawsuit bought on by the family of Apple engineer Walter Huang, who died when his Model X crashed using Autopilot in 2018.

While GM’s Super Cruise is usable in more places, the BlueCruise is considered one of the best available , and the crash is notable because it is the first to involve a hands-free driving assist available to the public. Also, Ford offers other passive safety features, such as Co-Pilot360 with forward collision warning and emergency brake and steering assist to avoid obstacles, so this news potentially points to failures in those systems as well.

FTC: We use income earning auto affiliate links. More.

The Ultimate Guide to the Ford Mustang Mach-E

Jennifer is a writer and editor for Electrek. Based in France, she has worked previously at Wired, Fast Company, and Agence France-Presse. Send comments, suggestions, or tips her way via X (@JMossalgue) or at [email protected].

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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.

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multitasking

a person's or product's ability to do more than one thing at a time

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Hand in an assignment

This article is for students.

You hand in your work online in Classroom. Depending on the type of assignment and attachments, you'll see Hand in or Mark as done .

Any assignment handed in or marked as done after the due date is recorded as late.

Important: 

• You can only submit an assignment before the due date.
• If you need to edit an assignment that you have submitted, unsubmit the assignment before the due date, make your changes and resubmit.
• Attach one or more files to your assignment.
• With the scan feature, you can combine photos into a single document, crop or rotate photos and improve lighting. 
• Open and work on files that you own in Google Docs, Slides, Sheets and Drawings and then attach them to your assignment.

Turn in an Assignment Using Google Classroom (iOS)

• Tap Add work .

• Select the attachment or enter the URL and tap Add .

• A new PDF will open as a blank file that you can write notes or draw images on. When you've finished, tap Save .
• You can attach or create more than one file.
• You can leave the app while you upload a file.

Important : If you get an error message when you tap Hand in , let your instructor know.

Hand in a quiz assignment

• Tap the quiz file and answer the questions.
• Tap  Hand in .

Mark an assignment as done

Important : Any assignment that is handed in or marked as done after the due date is marked as late, even if you previously submitted the work before the due date.

The assignment status will change to Handed in .

Unsubmit an assignment

Want to make changes to an assignment that you have already handed in? Just unsubmit the work, make the changes and hand it in again.

Important : Any assignment that is handed in or marked as done after the due date is recorded as late, even if you previously submitted the work before the due date.

• Tap Unsubmit and confirm. This assignment is now unsubmitted. Resubmit it before the due date.

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Here’s What to Know About the Hunger Crisis in Gaza

“The food production system has been completely obliterated, and the lack of entry of emergency aid within a short time has created a free fall,” a United Nations official said.

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By Matthew Mpoke Bigg

• April 11, 2024

Six months into the Israel-Hamas war, the people of Gaza are facing a hunger crisis that the United Nations says borders on famine.

The crisis in Gaza is entirely human-made, a result of Israel’s war on Hamas and a near-complete siege of the territory, aid experts say. Conflicts were also at the root of the other two disasters in the last two decades that were classified by a global authority as famines, in Sudan and Somalia, though in those countries drought was also a significant underlying factor.

Here’s a look at how Gaza reached this point.

The food shortages in Gaza have been created by Israel’s blockade and military operations.

For years before the latest war, Gaza was subject to an Israeli blockade , backed by Egypt. Under the blockade, humanitarian aid, including food and commercial imports, was tightly restricted. Even so, levels of malnutrition among Gaza’s roughly 2.2 million people were low and comparable to those of countries in the region.

After Oct. 7, when Hamas led a deadly attack on Israel that incited the war, Israel imposed a siege and instituted much stricter controls on what could go into Gaza, stopping anything it believed could potentially benefit Hamas from entering. At the same time, Israel blocked commercial imports of food that had filled Gaza’s shops and markets.

It also bombed Gaza’s port , restricted fishing and bombed many of the territory’s farms. Airstrikes and fighting have shattered Gaza’s infrastructure and forced almost all of its population to flee their homes. That displacement, plus the destruction of businesses and a surge in prices, has made it hard for families to feed themselves.

“The food production system has been completely obliterated, and the lack of entry of emergency aid within a short time has created a free fall,” said Jens Laerke, a spokesman for the U.N. humanitarian office.

Famine has a precise definition for the United Nations and aid groups.

This week, Samantha Power, the head of the U.S. Agency for International Development, said that a famine was underway in northern Gaza , the part of the territory most cut off from aid. Her agency later said that assessment was based on data collected in March, not on new information, but that “conditions remain dire.”

That data was released by the Integrated Food Security Phase Classification , an initiative of U.N. bodies and major relief agencies that is also known as the I.P.C.,. The I.P.C. has not yet classified the situation in Gaza as a famine but said last month that one was imminent in the north. The body defines a famine as at least 20 percent of households facing an extreme lack of food, at least 30 percent of children suffering from acute malnutrition , and at least two adults or four children for every 10,000 people dying each day from starvation or disease linked to malnutrition.

Since 2004, when the system was set up, there have been two famines , according to that definition. In 2011, the United Nations declared famine in parts of Somalia, which had endured decades of conflict. Years of drought wrecked the agricultural sector and the economy, forcing many people to leave their homes in search of food. At the same time, an Islamist insurgent group blocked starving people from fleeing and forced out Western aid organizations. In all, around 250,000 people died.

Six years later, a famine was declared in parts of South Sudan. The country had suffered years of drought, but the U.N. said that the famine was human-made. Millions of people had fled because of a civil war, destroying the country’s economy, and rebel forces and government soldiers blocked aid and hijacked food trucks. Tens of thousands died.

Gaza is small and mostly urban, so food should be close at hand.

Gaza is just 25 miles long and largely urban, and there is no shortage of food on the other side of its borders, with Israel and Egypt.

Still, aid agencies have found doing their jobs difficult. Six months of war have included the killings of scores of aid workers, including seven from World Central Kitchen, the relief group founded by the chef José Andrés. Those employees were killed by an Israeli drone strike on April 1 after delivering tons of food to a warehouse.

There is a sharp disagreement in Gaza between the U.N. and the Israeli government about how much aid is entering Gaza each day, but aid organizations say they need better access, particularly to northern Gaza. The Israeli authorities have repeatedly denied permission for aid convoys to move within Gaza, they say.

Arif Husain, the chief economist at the World Food Program, said that what made the situation in Gaza so shocking was the scale and severity of the crisis and how quickly it had developed.

Israel claims it has placed no limits on aid. Critics disagree.

Critics of the way Israel is conducting the war say that the hunger crisis derives largely from Israeli restrictions on where trucks can enter and from an onerous inspection process. Some have accused Israel of slowing aid down to punish Gazans for the Oct. 7 attack.

Israeli officials say they have placed no limits on the amount of aid that can flow into Gaza. They blame the U.N., particularly UNRWA, the main agency that helps Palestinians, for failing to distribute aid effectively.

COGAT, the Israeli agency responsible for coordinating aid deliveries into Gaza, says that it has “surged” deliveries in recent days and is opening an additional entry point in northern Gaza. More broadly, the Israeli government holds Hamas responsible for all civilian suffering in Gaza. ( UNRWA said last month that Israel had denied the group access to northern Gaza, though Israel has rebutted that claim.)

Governments around the world have urged Israel to address the crisis quickly. President Biden last week warned that the United States could withhold support for Israel if it did not ensure adequate aid deliveries and protect civilians. On Wednesday, Mr. Biden said that the steps Israel had taken since then were “not enough.”

Adam Sella contributed reporting.

Matthew Mpoke Bigg is a correspondent covering international news. He previously worked as a reporter, editor and bureau chief for Reuters and did postings in Nairobi, Abidjan, Atlanta, Jakarta and Accra. More about Matthew Mpoke Bigg

Our Coverage of the Israel-Hamas War

News and Analysis

Within moments of Israel and its allies shooting down a fusillade of Iranian missiles and drones, many began wondering what the exchange would mean for the war in Gaza. Military analysts were divided .

The disappearance and death of an Israeli teenager, whose body was found in the West Bank , spurred deadly rioting by Israeli settlers in Palestinian villages, ratcheting up tensions  even further in the occupied territory.

For months, Western governments have sent weapons to Israel while fending off accusations of abetting war crimes in Gaza. But as an outcry over the civilian death toll mounts, maintaining that balance is becoming increasingly difficult .

Mobilizing the American Left: As the death toll in Gaza climbed, the pro-Palestinian movement grew into a powerful, if disjointed, political force in the United States . Democrats are feeling the pressure.

Riding Rage Over Israel: Jackson Hinkle’s incendiary commentary  has generated over two million new followers on X since October — a surge that some researchers say is aided by inauthentic accounts by the online celebrity.

Psychedelics and Trauma: Thousands of festival-goers were using mind-altering substances when Hamas-led fighters attacked on Oct 7. Now, scientists are studying the effects of such drugs at a moment of trauma .

Turmoil at J Street: The war in Gaza has raised serious concerns within the Jewish political advocacy group about its ability to hold a middle position  without being pulled apart by forces on the right and the left.