similarities between homework and assignment

Homework vs Assignments: Key Differences and How to Effectively Manage Them

Homework is tasks or exercises assigned to students to complete outside of class. It is often used to reinforce or practice the material covered in class and may be graded or ungraded.

Assignments , on the other hand, are tasks or exercises given as part of a class or course. They are typically completed in class or under the instructor’s guidance and usually contribute to a student’s overall course grade.

Table of Contents

Purpose of homework and assignments

The purpose of homework is to allow students to practice and reinforce the material covered in class. It helps students to solidify their understanding of the material and prepares them for exams and other assessments.

Assignments, on the other hand, are used to evaluate a student’s understanding of the material and ability to apply it in a real-world setting.

Importance of understanding the difference between homework and assignments

Understanding the difference between homework and assignments is important because it can help students to manage their time more effectively and prioritize their tasks.

It can also help them understand the purpose of the tasks they are being assigned, increasing their motivation to complete them.

Differences between homework and assignments – Definition and examples of homework

1. Typically given to students to be completed outside of class: Homework is usually assigned outside of class, often to reinforce the material covered in class.

For example, a student might be assigned to read a chapter from a textbook and answer questions about it as homework.

2. Often used to reinforce or practice the material covered in class: Homework is designed to allow students to practice and reinforce the material covered in class.

For example, a student might be assigned math problems as homework to practice solving equations.

3. May be graded or ungraded: Homework may or may not be graded, depending on the teacher or school’s policy. Some homework may be used as a formative assessment to gauge student understanding, while others may not be graded.

Definition and examples of assignments

1. Given as part of a class or course: Assignments are typically given as part of a class or course and are used to evaluate a student’s understanding of the material. For example, a student might be assigned to write an essay as part of an English class.

2. Typically completed in class or under the instructor’s guidance: Assignments are usually completed in class or under the instructor’s guidance. This allows the teacher to provide guidance and support as the student works on the assignment.

For example, a student might complete a group project in class as part of a social studies assignment.

3. Usually graded and contribute to a student’s overall course grade: Assignments are usually graded and contribute to a student’s overall course grade.

For example, a student’s final research paper in a history class might count for 30% of the student’s final grade.

Similarities between homework and assignments

Both are designed to help students learn and practice material: Homework and assignments are designed to help students learn and practice material.

They provide opportunities for students to engage with the material and apply what they have learned in a real-world setting.

Teachers or instructors usually assign both: Homework and assignments by teachers or instructors responsible for creating and grading the tasks.

Both require effort and time to complete: Both homework and assignments require effort and time to complete.

Students will need to set aside dedicated time to work on the tasks and may need to use study strategies and time management techniques to complete them effectively.

How to effectively manage homework and assignments

Time management strategies.

1. Setting aside dedicated time for homework and assignments: One of the most important things students can do to effectively manage their homework and assignments is to set aside dedicated time to work on them.

This might mean setting aside specific hours of the day to work on homework or scheduling blocks of time to work on assignments.

2. Prioritizing tasks based on importance and due date: Another important time management strategy is prioritizing tasks based on importance and due date.

This means focusing on the most important tasks and working on them before moving on to less important ones.

Study Strategies

1. Breaking tasks into manageable chunks: One effective study strategy is to break tasks down into manageable chunks. This means breaking a large task, such as writing a research paper, into smaller parts, such as researching, outlining, and writing.

2. Using mnemonic devices or flashcards to memorize information: Another effective study strategy is to use mnemonic devices or flashcards to memorize information. Mnemonic devices, such as acrostics or rhymes, can help students to remember information more easily.

Flashcards are also useful for memorizing definitions, formulas, and other important information.

Tips for staying motivated

1. Setting goals and rewards: Goals and rewards can help students stay motivated as they work on their homework and assignments.

For example, a student might set a goal to finish a research paper by a certain date and reward themselves with a movie night or a favorite food.

2. Breaking up long study sessions with short breaks: Breaking up long study sessions with short breaks can help students to stay focused and motivated.

This might mean taking a 5-minute break after every hour of studying or a more extended break after completing a particularly difficult task.

This post discussed the differences and similarities between homework and assignments. We also discussed strategies for effectively managing homework and assignments, including time management techniques, study strategies, and tips for staying motivated.

Final thoughts on the importance of understanding the difference between homework and assignments:

Understanding the difference between homework and assignments is essential for students because it can help them to manage their time more effectively and prioritize their tasks.

Encourage readers to use the strategies discussed in the post to manage their homework and assignments effectively: We hope that the strategies discussed in this post will be helpful for students as they work to manage their homework and assignments.

By using effective time management techniques, study strategies, and tips for staying motivated, students can improve their ability to complete tasks and achieve academic goals.

Homework V/s. Assignment

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Assignment vs. Homework

What's the difference.

Assignment and homework are both tasks given to students by teachers to reinforce learning and assess understanding. However, there are some key differences between the two. Assignments are typically larger projects or tasks that require more time and effort to complete, while homework is usually smaller, daily tasks that can be completed in a shorter amount of time. Assignments often involve more critical thinking and creativity, while homework is more focused on practicing and applying concepts learned in class. Overall, both assignments and homework play an important role in the learning process and help students develop their skills and knowledge.

Further Detail

Assignments and homework are both tasks given to students by teachers to reinforce learning. Assignments are typically more formal and structured tasks that are given to students to complete outside of class. Homework, on the other hand, is a broader term that encompasses any work that students are expected to complete outside of class time.

Assignments are usually given less frequently than homework. They are often larger tasks that require more time and effort to complete. Homework, on the other hand, is typically given on a daily or weekly basis and is meant to be completed in a shorter amount of time.

Assignments tend to cover a broader scope of material than homework. They may require students to demonstrate a deeper understanding of a topic or to apply concepts in a more complex way. Homework, on the other hand, is usually more focused and may involve practicing specific skills or reviewing material covered in class.

Assignments can come in a variety of formats, including essays, research papers, projects, presentations, and more. They often require students to engage in higher-order thinking skills and to demonstrate their understanding in a creative or analytical way. Homework, on the other hand, is typically more straightforward and may involve completing worksheets, answering questions, or reading assigned material.

Assignments are usually graded more rigorously than homework. They may account for a larger portion of a student's overall grade and may be assessed based on specific criteria or rubrics. Homework, on the other hand, is often graded on completion or effort and may not carry as much weight in terms of a student's final grade.

Time Management

Assignments often require more advanced time management skills than homework. Students may need to plan ahead and break down larger tasks into smaller, manageable steps in order to complete assignments on time. Homework, on the other hand, is usually more straightforward and can be completed in a shorter amount of time, making it easier for students to fit into their daily schedules.

The purpose of assignments is to deepen students' understanding of a topic, to encourage critical thinking and problem-solving skills, and to provide opportunities for creativity and self-expression. Homework, on the other hand, is meant to reinforce learning, to practice skills, and to provide feedback to both students and teachers on the progress of learning.

Collaboration

Assignments may involve more opportunities for collaboration than homework. Students may be asked to work in groups or pairs to complete assignments, which can help them develop teamwork and communication skills. Homework, on the other hand, is usually completed independently, although students may seek help from peers or parents if needed.

Assignments often provide more detailed feedback to students than homework. Teachers may offer comments, suggestions, and grades on assignments to help students understand their strengths and areas for improvement. Homework, on the other hand, may be graded quickly and may not always include detailed feedback, although teachers may use homework completion as a way to monitor student progress.

In conclusion, assignments and homework both play important roles in the education system. While assignments tend to be more formal, structured, and in-depth tasks that require advanced skills and knowledge, homework is typically more frequent, focused, and practice-oriented. Both assignments and homework provide valuable opportunities for students to learn, practice, and demonstrate their understanding of course material.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

Homework vs Assignment: Difference and Comparison

The most significant aspect of a school is learning a subject and implementing what the students have learned. Assignments and homework are required for learning any subject from the ground up.

These procedures aid in the improvement of educated people’s skills and knowledge. Students may be confused by both terms at times, but they are not interchangeable.

Assignments and homework are both crucial for students’ development.

Key Takeaways Homework is assigned work completed outside of class time, while assignments encompass both in-class and out-of-class tasks. Homework reinforces and extends classroom learning, while assignments may include presentations, group projects, or quizzes. Teachers assign homework to help students develop study habits and time management skills, while assignments can assess a broader range of learning objectives.

Homework vs Assignment

Homework means any work that students are expected to do at home, including reading assignments, practice exercises, and studying for tests. Assignment is a specific task or job that is allocated to someone as part of a job or course of study, to complete and submit by a given deadline.

Homework is the work that is assigned by the school teachers or educators to their students to complete. The work given is meant to be completed by the student after school hours, mainly at home.

The origin of the word homework came into existence back in 1350-1400 years. And the benefits behind this practice are that students get prepared for their exams, understand the concepts, can recognize different difficult topics, etc.

Assignments include the tasks that are to be completed by the students or children within a certain amount of time. This work may also be known as work assignments for the students as part of their education.

Assignments can be given or prepared in different ways, and they may be – written assignments, practical assignments, art assignments, fieldwork assignments, online assignments, and many others.

Their main motive is to guarantee that students must comprehend the topic or concept completely.

Comparison Table

What is homework.

Homework is defined as the duties that are assigned to children by their teachers at school. Students are expected to complete the job outside of school hours.

Teachers frequently assign homework for pupils to perform at home for them to put what they’ve learned into practice. They are designed to reinforce learning and make mastering specific competencies and skills easier.

As homework, a student may be given preparation assignments. The objective of assigning homework is to introduce the student to the study material that will be presented in future lessons by the teacher.

Furthermore, if the new content is taught in class, it will assist pupils in getting the most out of it.

In addition, homework can be used to build up proper communication between parents and children, which makes the parents aware of what is happening in school.

What is Assignment?

As a student, you may have believed that it is the teacher’s role or responsibility to teach the students rather than the student’s responsibility to learn on their own.

However, we must recognize that teachers are unable to explain every detail of a unit or subject to their students. A spoon-feeding approach of transferring knowledge can harm a student’s learning ability and academic career .

Teachers, particularly in academic institutions such as colleges and universities, expect students to conduct some research to grasp untaught topics and to explore the subject on their own rather than lecturing them on everything.

The goal of assigning such tasks is to improve the students learning abilities. This allows students to keep their minds occupied for longer periods.

Students’ creativity is enhanced by academic assignments because they naturally absorb and learn a lot when they read or practice a subject or art on their own.

As a result, the major purpose of assigning assignments is to provide students with a chance to exercise and explore information about a subject on their own.

Main Differences Between Homework and Assignment

• If homework is to be defined in a sentence, then this can be stated that the type of work which is given to the students and is to be completed outside the traditional classroom setting or at their home whereas comparatively, on the other hand, the assignments can be stated as the work prescribed or assigned to be completed during the course duration time.
• The word homework came into existence back in 1350-1400 and is derived from French phrases that are ‘Middle English Assignment’ or ‘Medieval Latin assignamentum’ while comparatively, on the other hand, the word assignment came into existence after the late Middle English .
• The purpose of giving homework to students is to improvise the skills of the students while comparatively, on the other hand, the purpose of giving assignments to students is to explore the content and topic beyond the textbook knowledge and also understand the learning process.
• The main function behind homework is to find out the difficulties that might be faced by the students while comparatively, on the other hand, the main function behind the assignment is to retrieve or check the knowledge gained by the students.
• The main advantages of giving homework are that it helps to prepare for the examination, and makes the concepts easy to understand whereas comparatively, on the other hand, the main advantages of assigning assignments to students are that it helps in revision , gaining extra knowledge sometimes, boosts self-confidence within the child.

• https://www.sciencedirect.com/science/article/abs/pii/S027277571000083X
• https://psycnet.apa.org/record/2009-01936-006
• https://www.tandfonline.com/doi/abs/10.1207/s15430421tip4303_6
• https://www.clutejournals.com/index.php/TLC/article/view/7751

Last Updated : 21 July, 2023

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Emma Smith holds an MA degree in English from Irvine Valley College. She has been a Journalist since 2002, writing articles on the English language, Sports, and Law. Read more about me on her bio page .

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“Assignment” vs. “Homework”: What’s the Difference?

The difference between “assignment” and “homework”

• Assignments are typically more complex and involve more preparation and work than homework.
• Assignments can be given to test a student's knowledge and understanding of a specific topic, while homework is meant to reinforce what was already learned in class.
• Homework can be given on a daily basis, while assignments often have specific due dates and may account for a larger portion of a student's grade than homework.

What is the definition of “assignment” and “homework”?

• An assignment is a task or project given to a student by a teacher or professor.
• It is often given to test a student's understanding and knowledge of a particular topic or subject.
• Assignments are typically scheduled and have specific due dates for completion.
• Homework refers to work assigned by a teacher to be completed outside of the classroom.
• It is typically given to reinforce a student's understanding and practice of concepts learned in class.
• Homework can be given on a daily basis.

Which is the more popular variant on the Internet?

• My professor gave us an assignment to research the effects of climate change on the polar bear population.
• I struggled with the programming assignment and had to ask my friend for help.
• The deadline for the assignment is next Wednesday.
• I always try to finish my homework on Friday night so that I can enjoy the weekend.
• My son has a lot of homework to complete tonight so he won't have time to watch TV.
• The teacher assigned a chapter to read for homework.

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The terms �studying� and �doing homework� are often used synonymously. Especially in upper level education, they both mean essentially the same thing -- learning and preparing for school done outside of class time. But there are some important differences in what they mean to your child and how they should be approached.

Studying goes above and beyond what the teacher provides for the student. It necessitates self-starting. Your student should understand that what the teacher assigns, while good for reinforcing and expanding knowledge, is not enough for most students to fully prepare for tests. Every student has different strengths and weaknesses. Each student should identify their own weaknesses, with your help or a teacher's, and use this knowledge to focus their efforts and energy when it comes time to study. This tactic will also help them understand the difference between studying and doing homework, as well as the value of spending their own time outside of school and homework, studying .

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Comparing and Contrasting

What this handout is about.

This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Introduction

In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.

Recognizing comparison/contrast in assignments

Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:

• Compare and contrast Frye’s and Bartky’s accounts of oppression.
• Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.
• Contrast Wordsworth and Coleridge; what are the major differences in their poetry?

Notice that some topics ask only for comparison, others only for contrast, and others for both.

But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:

• Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.
• How do the different authors we have studied so far define and describe oppression?
• Compare Frye’s and Bartky’s accounts of oppression. What does each imply about women’s collusion in their own oppression? Which is more accurate?
• In the texts we’ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?

You may want to check out our handout on understanding assignments for additional tips.

Using comparison/contrast for all kinds of writing projects

Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.

Discovering similarities and differences

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very simple example, using two pizza places:

To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you’ve discovered.

Here’s an example, this time using three pizza places:

As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

Two historical periods or events

• When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant?
• What kinds of work did people do? What kinds of relationships did they have? What did they value?
• What kinds of governments were there? Who were important people involved?
• What caused events in these periods, and what consequences did they have later on?

Two ideas or theories

• What are they about?
• Did they originate at some particular time?
• Who created them? Who uses or defends them?
• What is the central focus, claim, or goal of each? What conclusions do they offer?
• How are they applied to situations/people/things/etc.?
• Which seems more plausible to you, and why? How broad is their scope?
• What kind of evidence is usually offered for them?

Two pieces of writing or art

• What are their titles? What do they describe or depict?
• What is their tone or mood? What is their form?
• Who created them? When were they created? Why do you think they were created as they were? What themes do they address?
• Do you think one is of higher quality or greater merit than the other(s)—and if so, why?
• For writing: what plot, characterization, setting, theme, tone, and type of narration are used?
• Where are they from? How old are they? What is the gender, race, class, etc. of each?
• What, if anything, are they known for? Do they have any relationship to each other?
• What are they like? What did/do they do? What do they believe? Why are they interesting?
• What stands out most about each of them?

Deciding what to focus on

By now you have probably generated a huge list of similarities and differences—congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper. Ask yourself these questions:

• What’s relevant to the assignment?
• What’s relevant to the course?
• What’s interesting and informative?
• What matters to the argument you are going to make?
• What’s basic or central (and needs to be mentioned even if obvious)?
• Overall, what’s more important—the similarities or the differences?

Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Caslon type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer’s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.

Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth’s “Tintern Abbey” and Coleridge’s “Frost at Midnight,” pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets’ fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.

Your thesis

The thesis of your comparison/contrast paper is very important: it can help you create a focused argument and give your reader a road map so they don’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, “This paper will compare and contrast two pizza places,” or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s and Amante are similar in many ways, but they have one major difference”) with something more detailed and specific. For example, you might say, “Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”

Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Pepper’s and Amante are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier:

Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture.

You may find our handout on constructing thesis statements useful at this stage.

Organizing your paper

There are many different ways to organize a comparison/contrast essay. Here are two:

Subject-by-subject

Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you’re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it’s more likely that you’d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper’s, a paragraph about its location, and a paragraph about its ambience. Then you’d have three similar paragraphs about Amante, followed by your conclusion.

The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.

A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a “lens” comparison, in which you use one subject or item (which isn’t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you’ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the “lens”), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.

Point-by-point

Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper’s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.

If I had a bit more to say about the items I was comparing/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper’s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison/contrast—like the ingredients available at each restaurant.

There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.

Our handout on organization can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.

Cue words and other tips

To help your reader keep track of where you are in the comparison/contrast, you’ll want to be sure that your transitions and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you’ll be making and the organization you’ll be using, but you can help them out with some extra cues. The following words may be helpful to you in signaling your intentions:

• like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.

For example, you might have a topic sentence like one of these:

• Compared to Pepper’s, Amante is quiet.
• Like Amante, Pepper’s offers fresh garlic as a topping.
• Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper’s and Amante are both fairly easy to get to.

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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The Perfect Homework Assignment: Things You Need to Know

Homework assignments play a pivotal role in students’ educational journey, acting as an intermediary between classroom learning and independent mastery of concepts. Crafting the ideal homework assignment is an art educators seek to master. In this blog post, we will look at its essential elements that ensure it provides meaningful experiences for students while being beneficial overall learning experiences.

Understanding Your Purpose

Step one in crafting the ideal homework assignment is clearly outlining its purpose. Homework shouldn’t simply be seen as another mundane chore but as a means of augmenting classroom instruction; teachers need to ask themselves: Which learning objectives am I trying to reinforce with this assignment? Educators should ask themselves, “Which specific learning objectives will this assignment reinforce?” such as reinforcing concepts, encouraging critical thinking, or developing independent research abilities – having this defined in advance can ensure its success

Clear Instructions and Expectations

One of the key challenges in homework assignments is vague or unclear instructions. For optimal results, educators must provide clear and direct directions; students should understand exactly what is expected of them and its scope as well as any evaluation criteria or assessment criteria. Clarity not only encourages confidence among students but also guarantees that assignments fulfill their intended purposes.

Personalization and Relevance

A great homework assignment takes into account students’ unique learning styles and interests, offering something that speaks directly to each student’s learning style and interests. Tailoring assignments by adding real-world examples or giving students a choice in choosing topics that resonate with them enhances engagement and motivation, leading them to dedicate more time and energy towards completing it – leading them to gain a deeper comprehension of the material studied.

Balancing Challenge and Accessibility

Striking an effective balance between challenge and accessibility in homework assignments is of utmost importance for their effectiveness. Too easy assignments could become tedious formalities; too complex could cause frustration or discouragement among students. Therefore, educators must create assignments tailored specifically for each difficulty level to encourage critical thinking without overwhelming students.

Feedback and Reflection

Learning does not stop with homework completion; it also encompasses providing timely and constructive feedback afterward. Giving timely and constructive comments that highlight areas for improvement while acknowledging student strengths are an integral component of an ideal homework assignment. Furthermore, encouraging reflection helps students understand their learning process as well as identify strategies for improvement.

Integrating Technology

Technology can enhance the quality of homework assignments in today’s digital environment. Platforms for collaboration, research, and multimedia presentations give students various ways to express their understanding in multiple forms. However, it’s essential that technology serves as an aid rather than a hindrance, taking into account student access levels and proficiency levels.

Protecting Yourself Against Plagiarism

As education evolves, concerns over academic integrity become more pressing. Teachers must remain vigilant in crafting assignments that foster original thought and creativity while at the same time taking steps to prevent plagiarism; awareness of reputable sources, correct citation techniques, and discussions regarding academic integrity must all be part of a homework assignment.

Top Essay Writing Reviews and Where Can I Purchase Essays Online Reviews

Academic support services often allow students to seek assistance online through various platforms. With more students turning to essay writing or considering to buy essays online reviews as sources of academic assistance. It’s vital that we address this growing trend of seeking assistance through such platforms – even though such services promise convenience. There can still be substantial risks involved, including plagiarism and compromised academic integrity.

Educators must emphasize the value of independent learning and critical thinking skills, discouraging the use of top essay writing reviews services. Engaging students in conversations regarding ethical behavior and academic dishonesty will enable them to make more informed decisions regarding their educational journey.

Risks Associated With Essay Writing Services Online

Academic communities are becoming increasingly concerned with the lure of purchasing essays online or engaging essay writing services as an option for quick solutions and high-quality content, but risks must not be discounted when using such services. Plagiarism, compromised academic integrity, and potential legal repercussions all present inherent dangers when students use such services; educators must educate students on these hazards to build a culture of academic honesty and integrity among their student body.

Adopting Creativity and Collaboration

Teachers looking to elevate the perfect homework assignment should explore opportunities for creativity and collaboration among their students. By encouraging student teams to collaborate on projects together and permitting alternative forms of expression like multimedia presentations or creative writing, educators can tap into students’ varied talents and create an exciting and stimulating homework environment.

Crafting the ideal homework assignment involves an intricate blend of pedagogy, clear instructions, personalization, and technology use. By prioritizing these elements in their assignment creation process, educators can craft homework that not only reinforces classroom learning but also fosters independent exploration and critical thinking among their students. With the evolving landscape of education in mind, educators must address challenges presented by online essay writing services while leading students toward ethical academic practices – which will contribute to holistic development as they are prepared for academic and professional success in future endeavors.

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TO GIVE OR NOT TO GIVE HOMEWORK…That is the question!

The amount of homework students are given differs greatly across grade levels and states. Some students are given hours of work while other students are assigned little or no work to be done at home.

So what’s appropriate? What is the purpose of homework? What are the advantages and disadvantages of homework? How much homework should be assigned? How important is the quality of the assignments? And most importantly: Does homework increase student achievement?

These questions represent the ongoing debate surrounding homework for the past two decades. According to a survey by the University of Michigan , homework has doubled over the last twenty years, especially in the younger grades, due to the school’s requirement to meet higher-than-ever achievement goals for children. Although homework has academic and non-academic advantages and disadvantages, the majority of studies conducted reveal inconclusive evidence that assigning homework increases student achievement. Most studies show positive effects for certain students, others suggest no effects, and some even suggest negative effects according to research by Alfie Kohn , an independent scholar (2006).

Let’s begin with the purpose of homework…

Educators assign homework for different reasons and purposes. Homework is assigned either as practice , preparation , extension , or integration of grade-level skills and concepts.

PRACTICE HOMEWORK reinforces learning from the skills and concepts already taught in the classroom. Practice homework promotes retention and automaticity of the concept , skill, and content taught. Examples include practicing multiplication facts or writing simple sentences in order to commit theses skills and concepts to long-term memory .

PREPARATION HOMEWORK is assigned to introduce content that will be addressed in future lessons. However, research suggests that homework is less effective if it is used to teach new or complex skills. For these types of assignments, students typically become stressed which can create a negative perspective towards learning and school.

EXTENSION HOMEWORK requires students to use previously taught skills and concepts and apply them to new situations or projects. For instance, students may use the concept of area and perimeter to build a flowerbed.

INTEGRATION HOMEWORK requires the student to apply learned skills and concepts to produce a single project like reading a book and writing a report on it.

Homework also serves other purposes not directly related to instruction. Homework can help establish communication between parents and children; it can be used as a form of discipline; and it can inform parents about school topics and activities.

The Homework Debate

The homework debate often focuses on how and why homework affects student learning and achievement. Harris Cooper, a professor of psychology, and colleagues (2006) found there are both positive and negative consequences of homework.

The Benefits

Homework provides practice with content, concepts, and skills taught at school by the teacher. It can foster retention and understanding of the academic content. Some studies suggest that homework correlates with student achievement. Cooper, Robinson, and Patall (2006) discovered a positive correlation between the amount of the homework students do and their achievement at the secondary level. Some studies also suggest that assigning homework improves the achievement of low-performing students and students in low-performing schools. However, the correlation between student achievement and homework given to elementary students is inconclusive. Most research only supports homework for middle and high school students (Cooper 1989a; Kohn 2006).

There are also non-academic reasons for assigning homework. Corno and Xu (2004) discovered that homework fosters independence, develops time-management skills, and teaches responsibility. Assigning homework to primary age students can establish better study habits and skills for secondary education (Bempechat, 2004). Homework promotes a positive attitude towards school and keeps families informed about their child’s learning.

The Potential Harm

Homework also has negative associations. It can lead to boredom if the student has already mastered the skills, and it can lead to loss of interest in school due to burnout.  Cheating is involved with homework by either copying another student’s work or when help is received from adults in an attempt to finish all the assignments.  Also, assigning excessive amounts of homework may result in unneeded stress and pressure on the child, which affects the student’s emotions, behaviors, thinking ability, and physical health.

The correlation between homework and student achievement is inconsistent. In The Battle Over Homework , Cooper determined that the average correlation between the time primary children spent on homework and achievement was around zero. Not to mention, the amount of homework completed had no effect on test scores.  David Baker and Gerald  LeTendre, professors of education at Penn State , found that countries that assign minimal amounts of homework, like Japan, were the most successful school systems compared to Greece and Iran school systems where students are given a lot of work.

Another concern surrounding homework is its interference with the student’s time to relax and take their minds off work as well as family time. Students are spending too much time completing homework assignments instead of playing outside or enjoying leisure activities, which teach and enhance important life skills.

In addition, homework decreases the time spent with family. As Alfie Kohn states in The Homework Myth , “ Why should children be asked to work a second shift? It’s unconscionable to send children to work for nearly eight hours a day, then have them go home and work for 2-5 more hours. Secondly, it reduces the amount of time that children could be spending with their families. Family time is especially important to a growing child and without it social problems can crop up and a family unit can be compromised by a lack of time being spent together .”

The Amount of Homework

The frequency and duration of each assignment does not necessarily suggest a correlation between homework and student achievement. “ We found that for kids in elementary school there was hardly any relationship between how much homework young children did and how well they were doing in school, but in middle school the relationship is positive and increases until the kids were doing between an hour to two hours a night, which is right where the 10-minute rule says it’s going to be optimal,” stated Harris Cooper. The 10-minute rule was created by the National PTA which suggests 10 minutes per a grade should be assigned (e.g., 70 minutes for 7 th grade). “After that it didn’t go up anymore. Kids that reported doing more than two hours of homework in middle school weren’t doing any better in school than kids who were doing between an hour to two hours ,” said Harris Cooper.

Quantity Versus Quality

Effective homework is homework with a purpose. According to Cooper, some teachers assign ‘shotgun homework’ : blanket drills, questions, and problems. Students are given homework that is not furthering the concepts and skills. The homework is assigned because it has been drilled into our collective mind that homework produces higher performing students. However, homework is most effective when it covers material already taught, is given for review, or is used to reinforce skills previously learned. Students should not be assigned homework on concepts and skills they do not grasp.

DataWORKS Educational Research recommends assigning homework to provide additional repetitions of the content to promote retention and automaticity . The reason for homework is to practice the content, NOT to learn the content.  Students learn the content (skills and concepts) from the lesson taught at school. Students need to be able to complete the work at home without assistance because some students do not have an English-speaking parents or guardians to help them.

In conclusion, research is inconsistent in determining if homework increases student achievement. As educators, the amount, frequency, and the purpose should be considered prior to assigning homework. Homework should be used effectively! Instead of the quantity of homework, educators should improve the quality of the assignments. Homework assignments must be well-designed.  So, when assigning homework, please consider the effectiveness of it, homework should positively impact the student learning. Otherwise, the debate about homework will continue without an answer – to give or not to give !

Kohn, Alfie (2007). Rethinking Homework .

Kohn, Alfie.   The Homework Myth:  Why Our Kids Get Too Much of a Bad Thing  (Cambridge, MA: Da Capo Press, 2006).

Cooper, H. (1989).  Homework.  White Plains, NY: Longman.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research .  1987–2003.  Review of Educational Research, 76 (1), 1–62.

What is your stance on homework? What do you think is an appropriate amount of homework? Why do you assign homework? Please share your experiences in the comment section below.

Author:  patricia bogdanovich.

Patricia has held various positions with DataWORKS since 2002. She currently works as a Curriculum Specialist. Patricia helped develop and create many of the early resources and workshops designed by DataWORKS, and she is an expert in analysis of standards. Patricia plans to blog about curriculum and assessments for CCSS and NGSS, classroom strategies, and news and research from the world of education.

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Distinctive Differences Between Assignment And Homework

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Herbert Spencer once said that the most significant aim for any education is not the knowledge that we obtain from it but the action. This means that it is essential to apply the knowledge which we have learned in a certain subject. Assignments and homework are necessary when learning subjects from its roots. They help to improve the knowledge and skills of the students.

But the big question is, is there any difference between assignment and homework?

For the improvement of any student, the application of both assignment and homework is essential. If you have any doubt on the difference between these two processes, then feel free to read on!

Difference Between Assignment And Homework

Assignment and homework can be well differentiated with various elements. Some of these distinctive elements include

• Objective or purpose
• Word origin
• Main functions
• Advantages or benefits

In this post, we shall discuss in detail the differences between this two processes (Assignment and homework) using the elements mentioned above.

An assignment is a piece of work or task that is assigned to a student in the course of study. An assignment generally gives the student a clue on the objectives and the purpose of a particular class of research.

On the other hand, homework is a piece of work or task that a student is assigned by his or her teacher to complete it outside the classroom setting, mostly at home.

Objective Or Purpose

An assignment and homework meet different goals. An assignment helps a student to understand the studying process well. Through helping a student to learn how to study, a student will learn a specific subject very well.

Homework meets different purposes especially when done regularly. Some of these purposes include:

• It helps the students to improve their skills
• When done on a daily basis, homework can be a gateway to exam preparation
• When a student does homework with the seriousness it deserves, he or she will be able to understand a particular topic.
• Homework encourages teamwork through group discussions. These group discussions help the students to interact with each other hence there is an intense exchange of vital information.
• Homework can be used as a tool for increasing the confidence of a student after understanding numerous topics. This makes it hard to forget those topics.
• Conventionally, homework is used as a tool to create an excellent interpersonal relationship between students and their friends, teachers, and parents.

An assignment and homework have different accounts. The word assignment originate from old French assignment which was a phrase used in the late Middle English. The term homework can be traced back from 1350 to 1400. It originated from the phrases "Medieval Latin assignamentum" and "Middle English assignment."

Main Function

The element of the primary function can be used to differentiate between an assignment and homework. An assignment can be used to point out what should be done, give a guide on the procedure of completing a particular task, a source of motivation in performing work and also, to give a review of the difficulties that can be encountered when completing a task. Besides, an assignment can be used to suggest the solutions that can be used to overcome such problems.

Homework on the other side is primarily used to identify the challenges or difficulties that are faced by the students on a particular topic. This process can also provide viable solutions to the problems and challenges. For example, homework helps students to prepare very well for their examinations.

Various advantages are associated with an assignment. These advantages can easily be used as a differentiation element for assignment and homework. Some of the merits for assignment include

• Helps students to revise a particular topic
• Gives the student the ability to understand and tackle a specific problem
• Helps in boosting the students' confidence
• Assignments are useful when polishing the student's knowledge

Homework has the following advantages to a student:

• Helpful when understanding a specific topic
• Homework gives a student some insight to research on the subject matters regarding a particular homework.
• Homework provides the student with a platform to prepare for an exam

Teachers should use both assignment and homework to improve the skills of a student. If you are seeking reliable assignment help online , do not hesitate to contact us! We are here to help you out! That's why our "pay for homework help" services is affordable to cater for the needs of every student.

Dont compromise on quality. Our homework helpers can service all your academic needs perfectly.

Home » Education » What is the Difference Between Assignment and Assessment

What is the Difference Between Assignment and Assessment

The main difference between assignment and assessment is that assignments refer to the allocation of a task or set of tasks that are marked and graded while a ssessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective.  

Assignments and assessment are two important concepts in modern education. Although these two words are similar, they have different meanings. Assignments are the pieces of coursework or homework students are expected to complete. Assessment, on the other hand, refer to the method of assessing the progress of students. Sometimes, assignments can act as tools of assessment.

Key Areas Covered

1. What is an Assignment       – Definition, Goals, Characteristics 2. What is an Assessment      – Definition, Characteristics 3. Difference Between Assignment and Assessment      – Comparison of Key Differences

What is an Assignment

Assignments are the pieces of coursework or homework given to the students by teachers at school or professors at university. In other words, assignments refer to the allocation of a task or set of tasks that are marked and graded. Assignments are essential components in primary, secondary and tertiary education.

Assignments have several goals, as described below:

– gives students a better understanding of the topic being studied

– develops learning and understanding skills of students

– helps students in self-study

– develops research and analytical skills

– teaches students time management and organization

– clear students’ problems or ambiguities regarding any subject

– enhance the creativity of students

Generally, educators assign such tasks to complete at home and submit to school after a certain period of time. The time period assigned may depend on the nature of the task. Essays, posters, presentation, annotated bibliography, review of a book, summary, charts and graphs are some examples of assignments. Writing assignments develop the writing skills of students while creative assignments like creating posters, graphs and charts and making presentation enhance the creativity of students. Ultimately, assignments help to assess the knowledge and skills, as well as the students’ understanding of the topic.

What is an Assessment

Assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. In other words, it is the method of assessing the progress of students. Assessment helps the educators to determine what students are learning and how well they are learning it, especially in relation to the expected learning outcomes of a lesson. Therefore, it helps the educator to understand how the students understand the lesson, and to determine what changes need to be made to the teaching process. Moreover, assessment focuses on both learning as well as teaching and can be termed as an interactive process. Sometimes, assignments can act as tools of assessment.

There are two main types of assessment as formative and summative assessment . Formative assessments occur during the learning process, whereas summative assessments occur at the end of a learning unit. Quizzes, discussions, and making students write summaries of the lesson are examples of formative assessment while end of unit tests, term tests and final projects are examples of summative assessment. Moreover, formative assessments aim to monitor student learning while summative assessments aim to evaluate student learning.

Difference Between Assignment and Assessment

Assignments refer to the allocation of a task or set of tasks that are marked and graded while assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. 

Assignments are the pieces of coursework or homework students have to complete while assessment is the method of assessing the progress of students

Goal                

Moreover, assignments aim to give students a more comprehensive understanding of the topic being studied and develop learning and understanding skills of students. However, the main goal of assessment is monitoring and evaluating student learning and progress.

Assignments are the pieces of coursework or homework students have to complete while assessment refers to the method of assessing the progress of students. This is the main difference between assignment and assessment. Sometimes, assignments can also act as tools of assessment.

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1. “Focused schoolgirl doing homework and sitting at table” (CC0) via Pexels 2. “Assessment” By Nick Youngson (CC BY-SA 3.0) Alpha Stock Images

About the Author: Hasa

Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

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• English Difference Between
• Difference Between Project and Assignment

Difference between Project and Assignment | Assignment vs Project

It is paramount that we use good English grammar, regardless of whether it is for academics or business. Inaccurate grammar usage could lead to misinterpretation of concepts and in some cases, it can be considered a lack of professionalism.

What is the Difference between Project and Assignment?

Project and assignment are two words that are often used interchangeably. However, they have their differences.

Table of Content

• Table Summarising the Difference between Project and Assignment
• The Meanings of Assignment and Project
• Examples for Project and Assignment
• Assignment vs. Project – Conclusion

Mastering English grammar is not easy. One of the biggest reasons is that there are many rules in English grammar as well as countless exceptions in the way that words are used. Moreover, the English language has a vocabulary of over 170,000 words, and therefore, learning English grammar can quickly become daunting. Regardless, adding a few words to your vocabulary each day can make a big difference. In this article, we shall explore the difference between project and assignment, their meanings and usage.

Table Summarising the Difference between Project and Assignment:

The meanings of project and assignment.

As already summarised above, the meanings of ‘project’ and ‘assignment’ are quite different, and they vary according to their usage.

• ‘Project’ meaning – The word project can be used either as a verb or a noun. Its meaning varies accordingly.
• Give an estimate or a projection based on current data

A specific plan or design

• Assignment meaning – The word assignment can only be used as a noun, and it refers to allocation of work or individuals.

Examples for Assignment and Project:

We shall explore some examples:

• Global average temperatures are projected to reach 25 degrees celsius by the year 2030.
• I noticed scaly growths projecting from his skin after exposure to the chemical.
• The image was projected on the wall.

She was captivated by the findings of the project .

• Assignment – The deadline for the assignment is next week.

Project vs. Assignment – Conclusion

As a verb, the word assignment refers to something that you are given to do by someone else. Alternatively, it could also refer to the assignment of individuals to work. A project, on the other hand, can be used as a verb as well as a noun and its meaning varies accordingly. As a verb, the word refers to the process of giving an estimate or a projection. Alternatively, it can also mean ‘to protrude’. As a noun, the word ‘project’ refers to a specific plan or design. To explore more differences between ‘project’ and ‘assignment’, register at BYJU’S. You can also find other important concepts in grammar, as well as resources for your studies here.

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Understanding Assignments and Quizzes

This article discusses the following topics.

General information about assignments and quizzes Difference between assignments and quizzes Types of assignments

General Information

With Electa Live you can create assignments (homework) and quizzes. Students complete the respective task or quiz and submit their work. Teachers assess the work and accept the assignment.

Assignments can be delivered separately to students or groups of students or can be provided as a part of online courses resources and activities to the course enrolees. For more information about this please refer to Resource Access Permissions Explained .

​The assignments and quizzes are available under the Resources menu -> Assignments, Homework and Quizzes .

Assignments vs Quizzes

Assignments are simple or complex tasks (or homework). They consist of a title, description and optionally an attachment. The assignment title is providing basic information about what students need to do. More details about the task are provided in the description area. Optionally, the teacher may attach a file as a part of the task where even more details are provided.

Each assignment has an availability date range - that is - a starting date/time and a deadline until students can work on it.

​An example of a simple assignment can be the following:

Title : Read Chapter Two: The Vanishing Glass from Harry Potter and the Philosopher's Stone. Description : Complete this task during the weekend. After reading the chapter draw a picture of your favorite part and upload it .

When students complete their task the teacher can give points. Such assignments are called "evaluated" or assessed. For each assignment the teacher specifies what is the maximum number of points students can gain.

Quizzes, similarly to the assignments have a title, description and an availability date range. Quizzes however have a list of questions that has to be answered. Questions can be with one correct answer, multiple correct answers or open questions where students provide a free-form answer.

Each question carries certain number of points. Answers to questions with predefined answers are automatically assessed upon completion. Answers to open questions have to be reviewed by the teacher and assessed manually. Quizzes are always evaluated.

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The Differences in Educational Systems

Education is a fundamental right and I strongly believe that everyone should get the opportunity to get at least some basic level of education. The term ‘education’ is a very broad term covering subjects like science, english, mathematics and many others. It also includes being able to read and write. This ‘education’ is universal but the methods of teaching and learning often differ from country to country. As someone who has had the opportunity to study in both India and the United States, I can indeed see the similarities and differences between the two educational systems. This essay will examine these contrasts and comparisons between the two systems and my experience as well.

The educational systems of India and the United States are shaped by many cultural, historical, and social factors, which result in differences in structure, curriculum, and teaching. In India, the educational system is characterized by a centralized approach, with a heavy emphasis on rote learning, standardized testing, and academic competition. Students typically follow a predetermined curriculum, with limited opportunities for interdisciplinary studies or personalized learning experiences. In contrast, the educational system in the United States is more decentralized and flexible, allowing for greater autonomy and innovation at the individual, school, and district levels. The curriculum is often broader and more diverse, with an emphasis on critical thinking, creativity, and experiential learning. Furthermore, the American educational system values holistic development, incorporating extracurricular activities, community service, and social-emotional learning into the academic experience.

Similarities between the two educational systems include a focus on foundational subjects such as mathematics, science, language arts, and social studies, as well as the importance of examinations and assessments in measuring student progress. A similarity between Indian and the United States education system is the entrance exams. In India, one must give the Joint Entrance Examination (or JEE) to get into prestigious engineering colleges like the Indian Institute of Technology (IIT). This is similar for the students in the United States who give the SATs and APs to get into Ivies or well-known and highly ranked universities. Both of these countries emphasize a lot of importance on these entrance tests and the students who give these studies long and hard to get a good score.

However, the methods of instruction, assessment criteria, and educational priorities may vary significantly between the two countries. In India, there is a greater social pressure as well as higher emphasis on taking up science courses like physics and chemistry in high school and then either studying to become a doctor or an engineer. I have been in the United States for almost a year now, and based on my interactions with my roommates who are both domestic students, I have realized that high school students here do not face that kind of social pressure. They are free to study what they like without any difficulties.

My experience transitioning from the educational system in India to that of the United States was both challenging and enlightening, offering valuable insights into the strengths and weaknesses of each approach. One of the most significant lessons I learned was the importance of being able to and being open to adapting to new and unfamiliar environments. As I adjusted to the different teaching methods, assessment practices, and classroom dynamics, I discovered the value of embracing new perspectives and approaches to learning.

In the United States, the overall grade of your class is distributed into participation, homework assignments, discussions, exams and presentations. This was very new to me as I was used to not being graded for everything including class participation. In India we just have one final exam which decides our final grade and some midterm exams which carry some weight but not a lot. Initially it was difficult for me to adjust to this system of grading as I had to keep in mind a lot of things as well as submit all my assignments with my best work and not sloppy work which I could do and get away with in India. As I got accustomed to this new system of grading, I realized that it was actually helpful, attention paid in class increases, class discussions help to know your classmates and submitting multiple assignments made it much easier to remember what was taught. I still get frustrated sometimes when I have a lot of assignments and just wish I was in India where I would not have to do this but once I start my assignments, I am able to understand and remember the material better.

My exposure to the American educational system broadened my understanding of educational equity and inclusivity. I witnessed efforts to create a more inclusive and supportive learning environment for students from diverse backgrounds, including those with disabilities and smaller communities. The professors are always happy to help the students in whatever manner they can and what I like most is the concept of office hours where I can just drop by my professor’s office and ask them how many questions I want. This commitment to diversity and inclusion challenged my assumptions about education and reinforced the importance of advocating for equitable access to quality education for all learners.

The comparison of the educational systems in India and the United States offers valuable insights into the diverse approaches to teaching and learning around the world. While each system has its strengths and weaknesses, the experience of navigating a new educational environment has taught me the importance of adaptability and educational equity. As I continue my educational journey, I carry with me the lessons learned from my experiences in both India and the United States, striving to foster a culture of curiosity, creativity, and inclusivity in my own learning community.

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Khider’s Der falsche Inder (2008) Module

Frame and Preparation

Abbas khider’s der falsche inder (2008) module.

Conceptual Frames and Background

• border crossing, migration, flight
• multidirectional memory
• narrative re-telling
• Arab-German studies

Introduction

Published in 2008, Der falsche Inder is Abbas Khider’s debut novel. It features a frame narrative, told from the perspective of an unnamed intradiegetic narrator, which consists of just four pages at the beginning and five pages at the end. This frame takes place predominantly on an ICE train from Berlin to Munich, at the beginning of which this narrator happens upon and eventually claims a manuscript titled “Errinerungen.” The middle 148 pages of Der falsche Inder consist of this found text, written by the novel’s metadiegetic narrator Rasul Hamid, and details his experiences as a political prisoner fleeing from Iraq to Germany, where he receives asylum. This manuscript found in Der falsche Inder subverts expectations of a linear univocal narrative by re-presenting the same basic story with slightly altered foci in each of its eight core chapters. Through and within this structure, the novel thematizes questions of narrative, identity and identification, and the impact of transient historical and social contextualization.

The novel presents countless border crossings, depicts refugees and migrants in numerous locations of transit, and is laden with historical references mediated via destabilized national perspectives.

While the module as a whole focuses on Der falsche Inder , a similar lesson provides materials to perform this pre-reading activity with Hussain al-Mozany’s novel Der Marschländer: Bagdad, Beirut, Berlin (Frankfurt am Main: Glaré Verlag, 1999), as well.

Potential Expansions to the Lesson

• the first lesson (this one) introduces the novel and module;
• the second lesson and third lesson involve close readings of selections ;
• the fourth lesson works on listening comprehension through a Hörspiel version of Der falsche Inder .
• Paiting Der falsche Inder with Hussain al-Mozany’s novel Der Marschländer: Bagdad – Beirut – Berlin (1999) would allow for a broader discussion of literary narrative techniques to engage with complex, transnational historical events. Reading them in conversation would allow you to centers questions about how histories are communicated and interpellated among populations.
• Some scholars, notably Sarah Fortmann-Hijazi, argue that Der falsche Inder is autofiction because of similarities between Hamid’s story and Khider’s life. While an autofictive reading could be productive, these lessons focus on other elements and ways of engaging with the novel. Expanding this lesson to a fuller module on Khider, however, would benefit from questions of genre and the potential roles of autofiction, memoir, or semi-autobiographical creative writing.

Text and Discussion

This lesson plan focuses on preparing students for reading excerpts from the novel. These are essentially pre-reading activities to prepare students to look at certain themes and to begin cultivating necessary vocabulary for discussing the novel.

It features two discussions: 1) a discussion focusing on the book cover, 2) a reading activity and discussion based on short descriptions of each novel.

Khider, Abbas. Der falsche Inder . Hamburg: Edition Nautilus Verlag, 2008.

Teil 1: der Buchumschlag

As a pre-reading in-class activity, display each title and book cover in class. Some potential questions to ask:

• Collect answers to generate an initial vocabulary list for students.
• Some words that could be useful are included in the following vocabulary list but solicit potential words from students prior to providing them with a completed list.
• Kennt ihr diese Orte?
• Wie werden die Orte dargestellt? Wie werden sie im Verhältnis zueinander dargestellt?
• Return to collecting words for the initial vocabulary list to conclude this warm up activity.

Teil 2: der Klappentext

Below is a simple worksheet with a paragraph synopsis of each novel and a series of vocabulary words for students to look up. This could be adapted to be a homework assignment, as desired. Working with partners, students should:

• Partners read aloud the first synopsis, alternating turns either by sentence or paragraph depending on the pair’s preference.
• Partners look up the words included in the table following the synopsis.
• Pause every few sentences to check for general comprehension. Students will not understand everything, but we are looking for a general comprehension of themes.
• You could translate a few sentences as a group as instructor sees fit and depending on time.

Diskussion: Was steht im Klappentext?

• Welche Wörter, Themen oder Motive werden in beiden Zusammenfassungen erwähnt?
• Wo spielt das Buch?
• Wer sind mögliche Figuren?

Diskussion: Was ist das Schicksal?

• Was ist das Schicksal?
• Glaubt ihr an das Schicksal?
• Können Menschen ihr Schicksal ändern? Können Menschen ihre Zukunft kontrollieren?
• Welche Dinge beeinflussen die Zukunft, die Entscheidungen und die Möglichkeiten der Menschen?

Developed by Veronica Cook Williamson.