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Meaning of assignment in English

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• It was a plum assignment - more of a vacation 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
• short-staffed
• undertaking

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

assignment | Intermediate English

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

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a type of singing in which four, usually male, voices in close combination perform popular romantic songs, especially from the 1920s and 1930s

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

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Definition of 'assignment'

Video: pronunciation of assignment

assignment in British English

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

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• assigned randomly
• assigned risk
• assimilability
• assimilable
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Related terms of assignment

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• tough assignment
• writing assignment
• challenging assignment
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How To Spell assignment ?

How to pronounce assignment.

Correct pronunciation for the word "assignment" is [ɐsˈa͡ɪnmənt], [ɐsˈa‍ɪnmənt], [ɐ_s_ˈaɪ_n_m_ə_n_t].

Definition of assignment

An allotting or appointment to a particular person or use; a transfer of title or interest; the writing by which an interest is transferred; the thing or property transferred; a pointing out. Assignment in bankruptey, the transfer of a bankrupt's property to assignees for the benefit of the creditors.

Nuttall's Standard dictionary of the English language By Nuttall, P.Austin

What are the misspellings for assignment?

• asignment ,
• asisgnment ,
• assignmnts ,
• assignmed ,
• assignmentas ,
• assignmets ,
• assignemnt ,
• allignment ,
• aassignment ,
• assisgnment ,
• assgnments ,
• assignemtnt ,
• asighnment ,
• assiignments ,
• assgnment ,
• asssignments ,
• assngment ,
• assognment ,
• asignments ,
• assignnments

What are similar-sounding words for assignment?

• assigning ,
• assignation ,
• assessment ,
• assignable ,

What is the present tense of Assignment?

• The personal forms of the verb " assignment " in the present tense are:
• - You assign
• - He/She/It assigns
• - We assign
• - They assign

What is the past tense of Assignment?

• The personal forms of the verb " assignment " in past tense are as follows:
• 1. I assigned
• 2. You assigned
• 3. He/she/it assigned
• 4. We assigned
• 5. You assigned
• 6. They assigned

What is the adverb for assignment?

The adverb form of the word "assignment" is "assignably" .

What is the adjective for assignment?

The adjective form of the word "assignment" is "assignable" .

Usage over time for assignment:

This graph shows how "assignment" have occurred between 1800 and 2008 in a corpus of English books.

What is the plural form of assignment?

The plural of the "assignment" can be the " assignments ".

What is the singular form of assignment?

The singular of the "assignment" can be the "assignment".

Synonyms for Assignment:

• establishment
• corporation
• determination
• consignment
• acknowledgement
• attribution
• application
• accreditation
• apportionment
• dispensation
• collocation
• designation
• classification
• impressment
• distribution

Nearby words

• assignments
• Correct spelling for assignment [Infographic] | Spellchecker.net
• assignment - English spelling dictionary
• Assignment | Definition of assignment by Merriam-Webster
• Assignment definition and meaning | Collins English Dictionary
• Assignment | Definition of assignment at Dictionary.com
• Assignment dictionary definition | assignment defined

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something assigned, as a particular task or duty: She completed the assignment and went on to other jobs.

a position of responsibility, post of duty, or the like, to which one is appointed: He left for his assignment in the Middle East.

an act of assigning; appointment.

the transference of a right, interest, or title, or the instrument of transfer.

a transference of property to assignees for the benefit of creditors.

Origin of assignment

Synonym study for assignment, other words for assignment, other words from assignment.

• mis·as·sign·ment, noun
• non·as·sign·ment, noun
• re·as·sign·ment, noun

Words that may be confused with assignment

• assignment , assignation

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use assignment in a sentence

When the assignment for Sunday came in early November, Talib started preparing by watching one of each team’s last three games, every day.

As long she got the assignments done for her subjects by a set time, “you can approach them any way you want,” I told her.

The assignment involved matching simple words to illustrations.

A year later, Cole nearly lost the seat when she yanked committee assignments from Republicans who had voted for her a year earlier.

Teachers will post assignments, quizzes and activities online as they deliver them to in-person learners, meaning all children can work at the same pace.

Though this might easily have been grounds for dismissal or reassignment, nothing of the sort happened.

Last May, Israel lowered the minimum age for gender reassignment surgery from 21 to 18.

Medicare, the program for the elderly and disabled, lifted its ban on covering sex reassignment surgery earlier this year.

How did you identify before the sexual reassignment surgery?

How did your modeling agents react when you told them you were having [Sexual Reassignment Surgery]?

No doubt they'd made their last report to Taber and had headed back to Washington for reassignment.

Reassignment to a distant station is of course a day-to-day possibility in the life of any military officer.

We have journeyed together for two whole terms; there is only one more between you and reassignment.

Further delay, he predicted, would cause confusion in reassignment of some 4,000 troops.

All these teams uncovered a substantial number of men and women considered eligible for further training or reassignment.

British Dictionary definitions for assignment

/ ( əˈsaɪnmənt ) /

something that has been assigned, such as a mission or task

a position or post to which a person is assigned

the act of assigning or state of being assigned

the transfer to another of a right, interest, or title to property, esp personal property : assignment of a lease

the document effecting such a transfer

the right, interest, or property transferred

law (formerly) the transfer, esp by an insolvent debtor, of property in trust for the benefit of his creditors

logic a function that associates specific values with each variable in a formal expression

Australian history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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

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Understanding Writing Assignments

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

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.

Home Words assignment

• How do you spell assignment? Correct spelling, definition, pronunciation and synonyms for assignment

Correct spelling for assignment

What should be the correct spelling of the word assignment , what does it mean? What is the etymological origin of this word? In this content, you can find some sample sentences, idioms and proverbs that contain the word assignment.

This word consists of 10 letters and is spelled as "A-S-S-I-G-N-M-E-N-T". It has 3 vowels and 7 consonants.

How do you spell assignment

Typo fix for "assignment" assignment noun How to pronunciation assignment: ə-ˈsīn-mənt const synth = window.speechSynthesis; function speak(text) { // Create a new utterance for the text const utterance = new SpeechSynthesisUtterance(text); utterance.lang = 'en-UK'; // Speak the utterance synth.speak(utterance); }

What does Assignment Mean?

What does assignment meaning in English Appointment of one thing with regard to another thing or person. The only thing which maketh any place publick, is the publick assignment thereof unto such duties. Hooker, b. v. § 1 This institution, which assigns it to a person, whom we have no rule to know, is just as good as an assignment to no body at all. Locke. Other definitions for assignment The definition of 'assignment' is: the act of assigning something

How to spell assignment

Want to know how to spell assignment , you will find a comprehensive answer on this topic. The word "assignment consists of 3 syllables and is spelled " ə-ˈsīn-mənt ".

Synonyms for assignment:

There are synonyms for assignment'. Depending on the situation and context, the following words are also often used instead of assignment:

Some words similar to "assignment"

• embarrassment
• unparliamentariness
• enslavement
• ornamentation
• conditement

What is assignment in other languages

• assignment in French:
• assignment in German:
• assignment in Spanish:
• assignment in Italian:
• assignment in Russian:
• assignment in Hindi:
• assignment in Turkish:
• assignment in Japanese:

How many points in scrabble for assignment

How did the names of the diseases originate.

The origins of disease names can be traced back to various sources, reflecting the history, culture, and scientific understanding of the time. One prominent example is pneumonia, which derives its name from the ancient Greek words "pneuma" meaning "breath" and "onkos" meaning "mass" or "swelling." This name was given to the disease due to the characteristic symptoms of respiratory distress and lung inflammation that accompany the condition. It highlights the early recognition of the impact of the disease on the respiratory system.

Furthermore, disease names can also be influenced by the causative agents or underlying mechanisms of the illness. Pneumonia, for instance, can be caused by a variety of pathogens such as bacteria, viruses, or fungi. When referring to specific types of pneumonia, the name may incorporate the causative agent. For example, "bacterial pneumonia" signifies pneumonia caused by bacteria, while "viral pneumonia" indicates pneumonia caused by a viral infection. This naming convention helps in distinguishing between different forms of the disease based on their etiology and assists healthcare professionals in determining appropriate treatment strategies.

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Words by alphabet, spelling and pronunciation of numbers, how to read mathematical expressions in english, can artificial intelligence translate articles, homophones in english with examples, sciance, shience, sciance all about the word, correct pronunciation of words for effective speaking, word clouds.

• exaggerated
• horseradish
• cherry-tree
• dewbesprent

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 11 Apr. 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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• Section 323

323 Procedures for Correcting Errors in Recorded Assignment Document [R-08.2012]

An error in a recorded assignment document will be corrected by Assignment Division provided a “corrective document” is submitted. The “corrective document” must include the following:

• (A) A copy of the original assignment document with the corrections made therein. The corrections must be initialed and dated by the party conveying the interest; and
• (B) A new Recordation Form Cover Sheet (form PTO-1595) (See MPEP § 302.07 ).

The new recordation form cover sheet must identify the submission as a “corrective document” submission and indicate the reel and frame number where the incorrectly recorded assignment document appears. The original cover sheet should be submitted with the corrective document. The corrective document will be recorded and given a new reel and frame number and recording date. The recording fee set forth in 37 CFR 1.21(h) is required for each patent application and patent against which the corrective document is being recorded. See MPEP § 302.06 .

Corrections may be made on the original assignment document, for example, by lining out an incorrect patent or application number in a merger or change of name (see MPEP § 314 ).

Office policy regarding recordation of assignment documents is directed toward maintaining a complete history of claimed interests in property and, therefore, recorded assignment documents will not be expunged even if subsequently found to be invalid. See In re Ratny, 24 USPQ2d 1713 (Comm’r Pat. 1992). Once a document is recorded with the Assignment Services Division, the Assignment Services Division will not remove the papers from the record relating to that application or patent. See MPEP § 323.01(d) .

323.01 Correction of Error in Recorded Cover Sheet [R-08.2012]

37 cfr 3.34  correction of cover sheet errors..

• (1) The error is apparent when the cover sheet is compared with the recorded document to which it pertains and
• (2) A corrected cover sheet is filed for recordation.
• (b) The corrected cover sheet must be accompanied by a copy of the document originally submitted for recording and by the recording fee as set forth in § 3.41 .

Any alleged error in a recorded cover sheet will only be corrected if the error is apparent from a comparison with the recorded assignment document. The corrected cover sheet should be directed to Assignment Division.

During the recording process, the Assignment Services Division will check to see that a cover sheet is complete and record the data exactly as it appears on the cover sheet. The Assignment Services Division does not compare the cover sheet with the assignment document (or other document affecting title). Once the document is recorded, the Office will issue a notice of recordation.

The party recording the document should carefully review the notice of recordation.

Typographical errors made by the Office will be corrected promptly and without charge upon written request directed to the Assignment Services Division. For any other error, the party recording the document is responsible for filing the papers and paying the recordation fees necessary to correct the error, using the procedures set forth in MPEP §§ 323.01(a) through 323.01(c) .

323.01(a) Typographical Errors in Cover Sheet [R-08.2012]

A party who wishes to correct a typographical error on a recorded cover sheet must submit the following to the Assignment Services Division:

• (A) a copy of the originally recorded assignment document (or other document affecting title);
• (B) a corrected cover sheet; and
• (C) the required fee for each application or patent to be corrected ( 37 CFR 3.41 ).

See 37 CFR 3.34 . The party requesting correction should also submit a copy of the original cover sheet, to facilitate comparison of the corrected cover sheet with the originally recorded document.

The party filing the corrected cover sheet should check the box titled "Other" in the area of the sheet requesting "Nature of Conveyance," and indicate that the submission is to correct an error in a cover sheet previously recorded. The party should also identify the reel and frame numbers (if known), and the nature of the correction (e.g., "correction to the spelling of assignor’s name" or "correction of application number or patent number" ). The Office will then compare the corrected cover sheet with the original cover sheet and the originally recorded assignment document (or other document affecting title) to determine whether the correction is typographical in nature. If the error is typographical in nature, the Assignment Services Division will record the corrected cover sheet and correct the Assignment Historical Database.

If the original cover sheet contains a typographical error that does not affect title to the application or patent against which the original assignment or name change is recorded, the Assignment Services Division will correct the Assignment Historical Database and permit the recording party to keep the original date of recordation.

If the original cover sheet contains a typographical error that affects title to the application or patent against which the assignment or name change is recorded, the recording party will not be entitled to keep the original date of recordation. Rather, the Assignment Services Division will correct its automated records and change the date of recordation to the date the corrected cover sheet was received in the Office.

323.01(b) Typographical Errors in Recorded Assignment Document [R-08.2012]

If there is an error in the recorded assignment document (or other document affecting title) rather than in the cover sheet, the party responsible for an erroneous document (e.g., the assignor) must either create and record a new document or make corrections to the original document and re-record it. If an assignor is not available to correct an original document or execute a new one, the assignee may submit an affidavit or declaration in which the assignee identifies the error and requests correction. The affidavit or declaration must be accompanied by a copy of the originally recorded papers, a cover sheet, and the required fee for each application or patent to be corrected ( 37 CFR 3.41 ). See In re Abacab International Computers Ltd. , 21 USPQ2d 1078 (Comm’r Pat. 1987).

323.01(c) Assignment or Change of Name Improperly Filed and Recorded by Another Person Against Owner’s Application or Patent [R-07.2015]

When the owner of an application or registration discovers that another party has improperly recorded an assignment or name change against the owner’s application or patent, the owner must correct the error by having a corrected cover sheet filed with the Assignment Services Division.

The owner should contact the party who recorded the papers with the erroneous information and request that such party record corrective papers. However, if the party cannot be located or is unwilling to file corrective papers, then the true owner must record the necessary papers with the Assignment Services Division to correct the error.

Specifically, the owner should submit the following to the Assignment Services Division:

• (A) a completed cover sheet identifying the application or patent against which the assignment was improperly recorded;
• (B) an affidavit or declaration (1) identifying itself as the correct owner, (2) stating that the previously recorded document was submitted with erroneous information, and (3) providing the reel and frame number of the previously recorded document; and
• (C) the required fee ( 37 CFR 3.41 ) for each application or patent to be corrected.

The affidavit or declaration should include a summary of the true chain of title to make it clear that the chain of title for the application or patent identified should not be considered altered by the incorrect assignment or name change, and a statement that the original applicant or patentee or last correct assignee has been, and continues to be, the owner of the application, or patent at issue.

On the corrected cover sheet, the owner should check the box titled "Other" in the area of the cover sheet requesting the "Nature of Conveyance," and indicate that the submission is to correct an error made in a previously recorded document that erroneously affects the identified application(s), or patent(s). The party should also write the name of the correct owner in both the box requesting the name of the conveying party and the box requesting the name and address of the receiving party; this is to make it clear that ownership never changed and that any assignment or name change recorded against the application(s) or patent(s) was erroneous.

323.01(d) Expungement of Assignment Records [R-07.2015]

Petitions to correct, modify or "expunge" assignment records are rarely granted and will not result in the removal of a document from the assignment records. Such petitions are granted only if the petitioner can prove that:

• (A) the normal corrective procedures outlined in MPEP § 323.01(a) through § 323.01(c) will not provide the petitioner with adequate relief; and
• (B) the integrity of the assignment records will not be affected by granting the petition.

Assignment records are recognized as distinct from application file records. Even if a petition to "expunge" a document is granted with respect to a particular application or patent, the image of the recorded document will remain in the records of the Assignment Services Division at the same reel and frame number, and the image will appear when someone views that reel and frame number. The Office will, however, delete the links to the application or patent that was the subject of the petition, so that no information about the recorded document will appear when someone searches for that application or patent number in the Assignment Historical Database. A redacted version of the "expunged" document must be recorded and will appear in the assignment records instead of the "expunged" document upon the granting of the petition. An additional assignment of the “correct” document may be recorded in addition to the redacted version where the redacted version is incomplete or the original document was not correct.

• 301.01-Accessibility of Assignment Records
• 302.01-Assignment Document Must Be Copy for Recording
• 302.02-Translation of Assignment Document
• 302.03-Identifying Patent or Application
• 302.04-Foreign Assignee May Designate Domestic Representative
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• 302.07-Assignment Document Must Be Accompanied by a Cover Sheet 
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• 304‑305-[Reserved]
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• 314-Certificates of Change of Name or of Merger
• 315-Indexing Against a Recorded Certificate
• 316-[Reserved]
• 317.01-Recording Date
• 317.02-Correction of Unrecorded Returned Documents and Cover Sheets
• 317.03-Effect of Recording
• 318-Documents Not to be Placed in Files
• 319-[Reserved]
• 320-Title Reports
• 321‑322-[Reserved]
• 323.01(a)-Typographical Errors in Cover Sheet
• 323.01(b)-Typographical Errors in Recorded Assignment Document
• 323.01(c)-Assignment or Change of Name Improperly Filed and Recorded by Another Person Against Owner’s Application or Patent
• 323.01(d)-Expungement of Assignment Records
• 324-Establishing Right of Assignee To Take Action in Application Filed Before September 16, 2012
• 325-Establishing Right of Assignee To Take Action in Application Filed On or After September 16, 2012

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US military rescued mariners stranded in the Pacific after they used palm leaves to spell 'HELP' on the beach

• The US military this week rescued three men who had been stranded on a Pacific island for days.
• The men were spotted by a Navy aircraft after they used leaves to write "HELP" in the sand.
• An American officer hailed it as a crucial "act of ingenuity." 

In an unusual scene seemingly out of a movie, the US military this week rescued three individuals who were stranded on an island in the middle of the Pacific Ocean after they used palm leaves to write "HELP" in big letters on the beach.

The lost mariners spent more than a week stuck alongside their damaged boat at Pikelot Atoll, a tiny island that's part of the Federated States of Micronesia, before an American military vessel recovered them on Tuesday, US Coast Guard Forces Micronesia, Sector Guam said in a Wednesday statement .

A US Navy reconnaissance aircraft spotted the men from above on Sunday, leading to a breakthrough moment in the rescue operation.

"In a remarkable testament to their will to be found, the mariners spelled out 'HELP' on the beach using palm leaves, a crucial factor in their discovery," Lt. Chelsea Garcia, the search and rescue mission coordinator, said in Tuesday's Coast Guard's statement.

"This act of ingenuity was pivotal in guiding rescue efforts directly to their location," Garcia added.

The three mariners initially set off on a March 31 voyage from Polowat Atoll, which is around 100 nautical miles southeast of Pikelot. Nearly a week later, on Saturday, a relative of the men reported them missing to the US military, which quickly mobilized the search and rescue operation, according to the Coast Guard.

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A Navy P-8 Poseidon aircraft, which is used for patrol and reconnaissance missions, first identified the men, whose small motorboat had suffered damage and couldn't function anymore, at Pikelot on Sunday and airdropped them survival packages.

The following day, on Monday, a Coast Guard HC-130J Hercules recovery aircraft airdropped a radio on the island so that the US could communicate with the mariners, who said they were in good health and still had access to food and water, but needed help leaving the island.

By Tuesday morning, the Coast Guard Cutter Oliver Henry had arrived at Pikelot to physically rescue the men and bring them back to Polowat.

"This successful operation underscores the effective coordination and partnership between the US Coast Guard, the US Navy, and regional partners," Garcia said. "We extend our gratitude to everyone involved." 

The Coast Guard in its statement suggested that mariners should equip boats with an emergency position-indicating radio beacon, which is a battery-powered radio transmitter, to "enhance safety on the water." It's unclear if the three mariners had one when they set out on their journey on March 31.

Search and rescue operations are a significant part of the Coast Guard's responsibilities. This important service branch, for example, led the charge during last June's hunt for a submersible that went missing while traveling to visit the wreckage of the Titanic. The Coast Guard has also carried out more recent searches for individuals who went missing while on cruise ships .

The Coast Guard has long operated in the Pacific — its ships used to patrol American territories and other nearby countries for decades. But the service has increasingly played a more hands-on role in the region amid rising tensions between the US and China.

Such activity in the Pacific includes conducting training and exercises together with allies and partners and helping island countries police their coastal waters.

Watch: Coast Guard rescue pilot rates 9 search-and-rescue scenes in movies and TV

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The pro-Putin far right is on the march across Europe – and it could spell tragedy for Ukraine

With Slovakia the latest member to elect a Russia-leaning leader, the EU is increasingly open to hostile interference

T he victory for Peter Pellegrini in Slovakia’s presidential election is just the latest triumph for the far right in Europe. Even though the role of president is largely symbolic, his win over his pro-European rival, Ivan Korčok, by a comfortable six-point margin, consolidates the power of the prime minister, Robert Fico. The result is one of a growing number of victories for politicians supportive of Vladimir Putin in Europe.

Public support for the far right is sweeping across the continent. In the Netherlands and Portugal , far-right parties have also increased their vote share in recent national elections. Meanwhile, polling ahead of German local elections, and Austrian and Belgian parliamentary elections this year, suggests they are likely to make gains in these countries too. There is a real possibility that Austria’s elections might see a return to power for the far right, Putin-supporting Freedom party, if another party can be convinced to join it in a coalition. There is a sense across Europe that the far right is gathering momentum and expanding beyond its usual core vote.

This trend is mirrored in the European parliament, where polls suggest the two far-right groupings are likely to increase their vote share in elections in June. Russia is the issue where the difference between the two groupings is at its most stark. The far-right European Conservatives and Reformists (ECR) group, home to Italy’s prime minister Giorgia Meloni’s party, is broadly supportive of sanctions against Russia and aid to Ukraine. While the far-right Identity and Democracy (ID) group, which includes Germany’s Alternative für Deutschland and Austria’s Freedom party, is pro-Russian and has systematically voted against support for Ukraine. Both are forecast to increase their seats , the latter grouping by more than a third, potentially placing it behind only the conservative Europe People’s party (EPP) and the leftwing Socialists and Democrats. This means not just an increase in vote share for the far right, but for a pro-Putin far right.

Alongside the usual electoral campaigning, there have also been some attempts at horse-trading in the hope of re-orienting the coalitions. The current European commission president, Ursula von der Leyen – affiliated with the EPP – has been courting Meloni, amid speculation her Brothers of Italy party is considering leaving the ECR and joining the EPP to bolster its overall vote share. Meanwhile, Viktor Orbán’s Fidesz doesn’t currently have a home in the European parliament after leaving the EPP before it could be ousted in 2021, but has stated his intention for the party to join the ECR.

Why is this important? With key challenges such as military support for Ukraine, EU enlargement and the green transition on the agenda in the next parliament, a growing far-right bloc sympathetic to Putin will be sure to have its say. Ukraine is an especially pertinent issue: there will inevitably be crunch discussions about further financial, military and humanitarian aid, and the extent to which EU countries will be willing to support Ukraine by reducing trade barriers on the import of goods. While von der Leyen has made it clear that defence and security are her top priorities if re-elected for a second term, increased pro-Putin leanings in both the European parliament and in the European council could make this more difficult.

Hungary – who will also hold the six-month rotating seat of the council presidency from 1 July 2024 – has already demonstrated it can hold up aid for Ukraine and block new sanction packages proposed by the commission. Orbán, Putin’s puppet in Europe, has also tried to advance Serbia’s accession to the EU – a state with an equally pro-Russian government – at a faster pace than other Western Balkan states that are technically speaking more ready for accession.

The far right across Europe – whether pro- or anti-Putin – agrees on one thing, and that is the need to consolidate its position to hollow out the EU from within. Yet seeking closer relations with Russia, as some parties are keen to do , brings with it all kinds of security risks. The recent allegations against Austrian intelligence officials expose the extensive spy network the Russian state has built up in Europe to further its own imperialist agenda. Consider a scenario in which Russia does challenge the territorial integrity of an EU – or Nato – state. What might a European response, where pro-Putin parties have influence, look like?

The growth in support and influence for the Putin-supporting far right across Europe, of which Slovakia is the latest country to fall victim, is a grave security risk to the continent. This coalition – which includes the Austrian Freedom party and Marine Le Pen’s National Rally in France – do not view Russia as the acute security risk it is, and are reluctant to support much-needed coordination with Nato on security and defence policy. In the short to medium term, this will leave the EU unable to coordinate essential support for Ukraine – a tragedy for the Ukrainian people. But also in the long term, it will leave European countries vulnerable to foreign hostile interference in all aspects of life – ultimately fundamentally undermining the principles of democracy.

Armida van Rij is a senior research fellow and leads the Europe programme at Chatham House

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Julio Teheran designated for assignment 1 day after poor results in debut with Mets

New York Mets pitcher Julio Teheran delivers to an Atlanta Braves batter in the first inning of a baseball game Monday, April 8, 2024, in Atlanta. (AP Photo/John Bazemore)

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ATLANTA (AP) — New York Mets right-hander Julio Teheran was designated for assignment on Tuesday, one day after he lasted only 2 2/3 innings in his debut with the team.

The Mets selected the contract of right-hander Dedniel Núñez from Triple-A Syracuse before Tuesday night’s game against the Atlanta Braves.

Teheran, 33, gave up four runs in Monday night’s 8-7 win over the Braves. Teheran signed with New York on Friday. He began his career with Atlanta in 2011 and was an All-Star with the Braves in 2014 and 2016.

Teheran earns $2.5 million while in the majors and $150,000 while in the minors in his contract with the Mets . The deal also includes the possibility of $400,000 in performance bonuses.

Teheran spent spring training with the Baltimore Orioles but opted out of his minor league deal in late March when he didn’t make their opening-day roster. He was 3-5 with a 4.40 ERA in 11 starts and three relief appearances last year for NL Central champion Milwaukee.

Núñez, 27, pitched 3 1/3 scoreless innings in relief for Syracuse this season. He has not pitched in the majors.

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Astros Designate Cooper Hummel For Assignment

By Darragh McDonald | April 10, 2024 at 4:00pm CDT

The Astros have selected the contract of right-hander Spencer Arrighetti , a move that was reported last night. Right-hander Wander Suero was optioned to Triple-A Sugar Land to open an active roster spot while utility player Cooper Hummel was designated for assignment to open a 40-man spot. Chandler Rome of The Athletic was among those to relay the list of transactions.

Hummel, 29, was just claimed off waivers last week but the Astros have been dealing with a notable roster churn of late. Each of Suero, Arrighetti and Blair Henley have been selected to the 40-man in the past few days, which has squeezed Hummel out of his spot.

It’s been quite a nomadic few months for Hummel, who was with the Mariners in 2023. Since December, he’s gone to the Mets, Giants and Astros via waiver claims or cash deals. It’s possible yet another jersey swap is over the horizon, as the Astros will now have a week to trade him or try to pass him through waivers.

His 227 major league plate appearances have resulted in an unimpressive batting line of .166/.264/.286 but he’s naturally been much better in the minors. From the start of 2021 through the present day, he has 992 Triple-A plate appearances. He has drawn a walk in a huge 17.3% of those while keeping his strikeout rate down to a respectable 21.2% rate. His combined batting line of .287/.419/.488 in that time translates to a wRC+ of 131.

Defensively, Hummel offers a unique level of versatility, having spent significant time behind the plate as well as the outfield corners, first base and even a small amount of time at third base. He also has one option year remaining, which means he can be kept in Triple-A for depth until needed. With less than a year of service time, he’s still not close to qualifying for arbitration or free agency.

That combination of his Triple-A offense, his defensive flexibility and his contract status clearly makes him appealing to clubs, judging by how many of them have tried to grab him since the end of last year. Taking all that into consideration, he may be on the move yet again in the days to come. If he were to finally pass through waivers unclaimed, he would stick with the Astros as non-roster depth, since he has neither the three years of service time nor the previous career outright that would give him the right to elect free agency.

18 hours ago

Well, all the ceramics-collecting grandmas will be disappointed. There goes the Giveaway Promotion the Astros had named “Hummel Figure Night”.

If he makes a slight name change, they could have Hummer Night at the park. I guarantee you a sell out.

15 hours ago

0.166 average in 199 at-bats makes him only a Mini-Cooper

34 seconds ago

Poor guy has been moved so many times in the last two months he may need to add “Suitcase” as his nickname. (Like Harry “Suitcase” Simpson.)

I hope he goes through waivers unclaimed. Seems like he has some potential

17 hours ago

Hes 29 his potential is what you see

He may have the same resurgence that a certain player for the Rangers has. Name rhymes with Smarseeya. Below average player for years, then becomes insanely jacked, and all of a sudden hits lots of HRs.

14 hours ago

Well, that didn’t work. Is Whitley healthy and throwing yet? Can’t be any worse than these other two jokers.

12 hours ago

I really feel for some of these pitchers Henley and Spencer not having their best starts. Nor Suero on 2 pitches gets sent back down. They do have an open spot I think it said. Wonder who will put in that spot. Save it for Verlander

This rotation and more stinks. Many players not great right now. Pena started hot and is cooling down. Alvarez took time but I still think him and Tucker and even Bregman at 2 – 4 spots are not working. Not like in previous years. Bregman at least had his struggles with number 2 or 3 but he did hit better than now.

Chas is even struggling and saw articles he would slip this season. Meyers started fair but even he is going downhill.

Abreu is the WORST right now. Singleton right behind him. Kessinger is sitting but he can’t take first as with that spot we need more production. Dubon even though like him on bench right now may have to come in somewhere. Just do not know what they will do. I thought Espada would be better than this being under Dusty and more. But not sure if our hitting coaches and even Miller stink as coaches this season.

It does not look any better with Brown pitching tomorrow. He may last 2 to 4 innings and think will need 10 from him to spell bullpen.

I doubt we make October this season. We need to pick it up. I had thought maybe were turning things after last 2 wins with Rangers but we can’t even beat the Royals again. They are better this season. But will it last.

But how will Crane feel now with this team just imploding. He did interview on Great Day Houston and was on cloud 9. Said we would have a fantastic season. We didn’t need much during off season. Dana said same. But I think we are going to fall on our faces for a bit. Perhaps back to 100 loss season.

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