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Definition of 'assignment'

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Assignment in american english, examples of 'assignment' in a sentence assignment, cobuild collocations assignment, trends of assignment.

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Definition of assignment noun from the Oxford Advanced American Dictionary

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Meaning of on assignment in English

On assignment, on assignment | intermediate english, translations of on assignment.

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Opinion: My family’s generations of mothering

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Once, when I was in my preteens, my best friend and I wandered off at the local ice skating rink to browse the gift shop. We were gone for so long that my mother panicked and had our names called over the rink’s loudspeaker. When she eventually found us, I think she was just as angry as she was relieved, and I’ve never forgotten the look on her face.

Now, more than 20 years later, I watch my mother care for her own mother in stores, restaurants and the house with the same love and trepidation. My grandmother has dementia that has reached the stage where she doesn’t know who most of her relatives or friends are anymore. She needs to search for most words and isn’t always able to find them. She doesn’t know that her younger sister died last year. She disappears into certain rooms of my parents’ house for so long that the other day I asked my dad if we should check on her. He said not to worry, that she does this multiple times per day. Sure enough, she reappeared and sat back down in her recliner and then, about 15 minutes later, she wandered to another room again.

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For the past several years I’ve been watching my parents raise my grandmother. I always knew they were good parents — I had a wonderful childhood, something I really appreciated only in retrospect. But watching them now as they parent my grandmother — and I don’t know what other word to use to describe the way they feed her, clothe her, make sure she’s taking her medications, set up all her appointments — it hits me in a different way. I’m turning 36 this year and have no children. I’m almost certain I don’t want any, but it hasn’t escaped me that I’m reaching the point where I need to decide for sure.

I am also starting to realize that even if I don’t birth my own children, I will probably still end up parenting some day. Dementia is often hereditary. My grandmother’s father died from it, and we have no idea if my mother will inherit it. But if it’s not that, there will most likely be something else that brings about the role-switch for us that she is currently experiencing. I also can’t help but wonder, if I don’t have any children, who will be there to parent me at the end? Yet I’m not sure I can commit to the idea of having a child just so that I’ll have someone to take care of me when my own mother is no longer here.

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My mom and I are different in a lot of ways. She’s very outgoing and naturally friendly, which I am not; she remembers every birthday and every important date, whereas I forget something immediately if I don’t write it down. She grew up a tomboy and has played sports her entire life; I have been awarded more than one participation medal for my feeble athletic efforts. Sometimes we’ve struggled to find common ground. But now that I am well into adulthood, we have a relationship that, for the first time, lets us see each other on the same level. Parenting is at the center of both our lives right now, as I decide whether or not I want to become one, and she is thrust back into a role that I’m not sure she ever imagined returning to after my sister and I grew up. If anything, she was supposed to get a promotion from mother to grandmother.

“Mother” is certainly not her only identity, but I know that sometimes she must feel like it is. And I know that, despite how much she loves her mom, she will be ready for the next phase of her life once my grandmother passes. She is ready to fully inhabit the other identities that I saw once I was old enough to realize that she had a right to exist outside of me: traveler, hiker, friend, reader, wife, gardener, sister, aunt.

Taking care of an elderly parent comes with a lot of complicated feelings, and my mom has begun to talk about things that show me she’s thinking about how she’ll spend the rest of her own life. There are countries she wants to explore, but also everyday activities that are easy to take for granted when you aren’t responsible for someone else, such as wanting to join me on some of my regular morning walks on the beach.

For now, I watch my mother hold my grandma’s hand as she walks her down the street. She tucks my grandmother’s scarf into her jacket to make sure she’s warm enough, and I can see that my grandma feels safe, content and protected, even if everything else is confusing for her. I can only hope that, if and when our own roles reverse, I will be as good of a parent to my mom.

Jackie DesForges is a writer and artist in Los Angeles. @jackie__writes

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Synonyms of assignment

• as in lesson
• as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 12 May. 2024.

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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When could you see the northern lights? Aurora forecast for over a dozen states this weekend

Read the latest on the northern lights this weekend: Saturday's forecast says parts of U.S. could see auroras .

A series of strong solar flares that the sun has been emitting since Wednesday morning could cause the northern lights to become visible this weekend to a wide swath of the United States.

The coronal mass ejections (CMEs) hurtling toward Earth prompted the National Oceanic and Atmospheric Administration to issue a rare  Severe (G4) Geomagnetic Storm Watch on Thursday for the first time in 19 years. The geomagnetic storms that the CMEs would produce pose a limited threat to our communications, but they can also trigger the aurora borealis, better known as the northern lights.

And because the sun is at the height of its 11-year-cycle, the auroras have a very good chance of being seen by more Americans than usual .

Here's what to know about the northern lights, and when and where you may catch a glimpse of them this weekend.

Good news on northern lights: Experts predict years of awesome aurora viewing

What are the northern lights?

The auroras are a natural light display in Earth's sky that are famously best seen in high-latitude regions.

The northern lights materialize when energized particles from the sun reach Earth's upper atmosphere at speeds of up to 45 million mph, according to Space.com . Earth's magnetic field redirects the particles toward the poles through a process that produces a stunning display of rays, spirals and flickers that has fascinated humans for millennia.

Geomagnetic storm: Solar storm is powerful enough to disrupt communications: Why NOAA says not to worry

When might the northern lights be most visible?

This week's solar activity brings with it the increased possibility of seeing the aurora across the U.S.

Though the timing is uncertain and the northern lights can be a particularly fickle forecast , officials at NOAA said the coronal mass ejections could reach Earth as early as Friday evening into Saturday, Shawn Dahl, a space weather forecaster at SWPC, told reporters Friday morning during a news briefing.

Experts from NOAA said auroras could be visible into Sunday.

The best aurora is usually within an hour or two of midnight (between 10:00 p.m. and 2:00 a.m. local time). These hours expand towards evening and morning as the level of geomagnetic activity increases, according to NOAA.

Where might the northern lights be best seen in the US?

The northern half of the U.S. is forecasted to be in the view path where the auroras may be most visible.

The best chances appear to be in northern Montana, Minnesota, Wisconsin and the majority of North Dakota, according to SWPC's  experimental Aurora viewline . The visibility for viewing will also depend on local weather conditions and city lights.

Experts at NOAA said the northern lights may even be visible as far south as Alabama and Northern California. If all else fails, experts even recommend taking a photo of the night sky with your cell phone – you never known what you may capture.

"Things that the human eye can't see, your phone can, so it'll be interesting to see just how far south we're getting aurora images this time," said Brent Gordon, Chief of Space Weather Services Branch for SWPC, on the Friday call with reporters.

The National Weather Service on Friday shared an aurora forecast for Friday night and early Saturday morning, showing more than a dozen states with at least a chance to see the lights.

How does the solar maximum influence the northern lights?

Explosive bursts of radiation known as solar flares and coronal mass ejections (eruptions of solar material) drive the geometric storms, releasing solar particles and electromagnetic radiation toward our planet.

As the frequency of coronal mass ejections increases at the height of its 11-year cycle,  which NASA said is expected to be in 2025 , electromagnetic activity on the sun peaks. What that so-called "solar maximum" means for us is that the risk increases for disruption to satellite signals, radio communications, internet and electrical power grids.

'God's Hand' revealed in cosmos: Telescope images reveal 'cloudy, ominous structure' known as 'God's Hand' in Milky Way

Last December , a powerful burst of energy created the largest solar flare that NASA had detected since 2017.

The last G4 level solar storm hit Earth in March , one of only three storms of that severity observed since 2019, according to NOAA's Space Weather Prediction Center .

Just like in March, the upcoming solar storm will have particles flowing from the sun that get caught up in Earth's magnetic field, causing colorful auroras to form as they interact with molecules of atmospheric gases. The resulting glowing green and reddish colors of the aurora may be quite a sight to see.

Contributing: Doyle Rice, USA TODAY

Eric Lagatta covers breaking and trending news for USA TODAY. Reach him at [email protected]