make sentence of assignment in english

How to Use assignment in a Sentence

• The reporter is here on assignment .
• The reporter is here on an assignment .
• She asked if she could change her seating assignment .
• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The article discusses the recent assignment of senators to some of the more powerful committees.

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

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Examples of 'assignment' in a sentence

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All ENGLISH words that begin with 'A'

Assignment in a Sentence  🔊

Definition of Assignment

a particular task or duty that one is expected to complete

Examples of Assignment in a sentence

On assignment for the Washington Post, the reporter combed the city in search of information.  🔊

The student’s math assignment was too difficult, so he asked his teacher for help completing it.  🔊

Each worker in the building is giving a different assignment that he or she is expected to complete by the end of the work day.  🔊

Although Laura didn’t enjoy her latest post assignment, she didn’t regret her decision to join the military.  🔊

The state attorney was recently given the assignment of prosecuting a West Virginian serial killer.  🔊

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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injury to someone caused by severe cold, usually to their toes, fingers, ears, or nose, that causes permanent loss of tissue

Keeping up appearances (Talking about how things seem)

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ASSIGNMENT in a Sentence Examples: 21 Ways to Use Assignment

Are you struggling to understand the concept of an assignment? An assignment is a task or piece of work that has been assigned to someone as part of their job or studies. It requires them to complete a specific set of actions or deliverables within a defined timeframe.

In an academic setting, assignments often involve research, analysis, and the presentation of findings in various formats. Understanding the requirements of an assignment is crucial for students to produce high-quality work and meet the expectations of their instructors.

Table of Contents

7 Examples Of Assignment Used In a Sentence For Kids

• Please complete your assignment by coloring the picture.
• Your assignment is to count how many animals you see.
• Draw a circle around the smallest object in this assignment .
• Can you find the letter “A” in your assignment ?
• Remember to write your name on the top of your assignment .
• Let’s work on this assignment together, okay?
• Practice tracing the numbers in your assignment .

14 Sentences with Assignment Examples

• The professor’s surprise assignment caught many students off guard.
• Completing the group assignment required effective communication and collaboration.
• I spent all night working on my assignment due tomorrow.
• The guidelines for the assignment were clearly outlined in the syllabus.
• I need to visit the library to conduct research for my assignment .
• The deadline for the assignment has been extended by a week.
• My assignment score was negatively impacted by late submission.
• The professor announced a pop assignment to test our understanding of the topic.
• I received positive feedback from the professor on my assignment .
• The assignment requires a minimum of 1000 words and proper citations.
• Submitting a plagiarized assignment will result in severe consequences.
• The assignment is a key component of our overall grade in the course.
• I struggled to grasp the concept, which made completing the assignment challenging.
• Working on the assignment together with classmates helped clarify confusing concepts.

How To Use Assignment in Sentences?

Assignment is a task or piece of work that someone is given to do. It can also refer to the allocation of a particular task or job to someone. To use the word assignment in a sentence, simply place it in the context of giving or receiving a task. For example, “The teacher handed out the math assignment to the students” or “I have a new assignment at work that I need to complete by Friday.”

When using assignment in a sentence, it is important to ensure that it fits naturally within the sentence structure. Make sure the context in which you use the word is appropriate and clear for the reader to understand.

You can also use assignment in a broader sense, such as “The assignment of duties within the team was well-organized.” In this case, assignment refers to the distribution of tasks among team members.

Remember that assignment can be used in various contexts, not just limited to academic settings. It can be applied to work projects, volunteer tasks, or even household chores. By understanding the versatility of the word assignment , you can effectively communicate tasks and responsibilities in different situations.

In conclusion, the examples of sentences with the keyword “assignment” demonstrate its role in conveying the idea of a task or duty that needs to be completed. Whether referring to a school assignment, work task, or project, the keyword is versatile in indicating a specific job that requires attention and effort. These sentences show how assignments can vary in complexity and nature, from academic exercises to professional responsibilities.

By examining the usage of the keyword “assignment” in different contexts, it is clear that assignments play a crucial role in education, work, and daily life. They serve as a way to allocate tasks, assess knowledge or skills, and facilitate learning and growth. Understanding the significance of assignments can help individuals prioritize and manage their responsibilities effectively, leading to successful completion of tasks and achievements of goals.

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English EFL

4 key points for effective assignment writing.

Methodology

By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1.    Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

●       Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

●       Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

●       Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1.    Prepare Assignment Structure

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

●       Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

●       Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

●       Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1.    Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

●       Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

●       Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

●       Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

●       Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

●       Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

●       Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1.    Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

●       Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

●       Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

●       Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.

Success Skills

Text: what to do with essay assignments.

Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you’ll need to do, in what order, and how it will be graded. Some assignments are very open-ended, leaving you to determine the best path toward answering the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It’s important to remember that your first resource for getting clarification about an assignment is your instructor—she or he will be very willing to talk out ideas with you, to be sure you’re prepared at each step to do well with the writing.

Most writing in college will be a direct response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories.

Summary Assignments

Being asked to summarize a source is a common task in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.

An effective summary does the following:

• reflects your accurate understanding of a source’s thesis or purpose
• differentiates between major and minor ideas in a source
• demonstrates your ability to identify key phrases to quote
• demonstrates your ability to effectively paraphrase most of the source’s ideas
• captures the tone, style, and distinguishing features of a source
• does not reflect your personal opinion about the source

That last point is often the most challenging: we are opinionated creatures, by nature, and it can be very difficult to keep our opinions from creeping into a summary, which is meant to be completely neutral.

In college-level writing, assignments that are only summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology report that explains what happened during a chemical process, to an analysis essay that requires you to explain what several prominent positions about gun control are, as a component of comparing them against one another.

Defined-Topic Assignments

Many writing tasks will ask you to address a particular topic or a narrow set of topic options. Even with the topic identified, however, it can sometimes be difficult to determine what aspects of the writing will be most important when it comes to grading.

• Focus on the verbs . Look for verbs like compare, explain, justify, reflect , or the all-purpose analyze . You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
• Put the assignment in context . Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. If the assignment isn’t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material in your own way.
• Try a free-write . A free-write is when you just write, without stopping, for a set period of time. That doesn’t sound very “free”; it actually sounds kind of coerced, right? The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging (or distasteful) writing task or to overcome writer’s block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is…,” and—booyah!—you’re off and running.
• Ask for clarification . Even the most carefully crafted assignments may need some verbal clarification, especially if you’re new to a course or field. Try to convey to your instructor that you want to learn and you’re ready to work, and not just looking for advice on how to get an A.

Although the topic may be defined, you can’t just grind out four or five pages of discussion, explanation, or analysis. It may seem strange, but even when you’re asked to “show how” or “illustrate,” you’re still being asked to make an argument. You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports. 

Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter.

Undefined-Topic Assignments

Another writing assignment you’ll potentially encounter is one in which the topic may be only broadly identified (“water conservation” in an ecology course, for instance, or “the Dust Bowl” in a U.S. History course), or even completely open (“compose an argumentative research essay on a subject of your choice”).

The first hurdle with this type of task is to find a focus that interests you. Don’t just pick something you feel will be “easy to write about”—that almost always turns out to be a false assumption. Instead, you’ll get the most value out of, and find it easier to work on, a topic that intrigues you personally in some way.

The same getting-started ideas described for defined-topic assignments will help with these kinds of projects, too.  You can also try talking with your instructor or a writing tutor (at your college’s writing center) to help brainstorm ideas and make sure you’re on track. You want to feel confident that you’ve got a clear idea of what it means to be successful in the writing and not waste time working in a direction that won’t be fruitful.

• Writing Strategies. Provided by : Lumen Learning. Located at : https://courses.candelalearning.com/lumencollegesuccess/chapter/writing-strategies/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : http://textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
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How to Write an English Assignment

Last Updated: December 6, 2021

wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 20 people, some anonymous, worked to edit and improve it over time. This article has been viewed 48,544 times.

Writing an English assignment can be troublesome at times. The students lack the proper information which is required to write an assignment. Apart from this there are many more things which are necessary for an assignment writing and such things are highlighted in this article.

• Take second advice from a close friend. Some mistakes you may not see or be used to seeing, and a second opinion can help catch some of the mistakes that you won't see the first time through.

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• ↑ https://www.openpolytechnic.ac.nz/current-students/study-tips-and-techniques/assignments/step-by-step-guide-to-assignment-writing/
• ↑ https://writingcenter.unc.edu/tips-and-tools/understanding-assignments/
• ↑ https://www.uq.edu.au/student-services/learning/structuring-your-assignment
• ↑ https://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing

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Grammar: Sentence Structure and Types of Sentences

Definitions and examples of basic sentence elements.

The Mastering the Mechanics webinar series also describes required sentence elements and varying sentence types. Please see these archived webinars for more information.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font = prepositional phrase

Independent clause : An independent clause can stand alone as a sentence. It contains a subject and a verb and is a complete idea.

• I like spaghetti .
• He reads many books .

Dependent clause : A dependent clause is not a complete sentence. It must be attached to an independent clause to become complete. This is also known as a subordinate clause.

• Although I like spaghetti,…
• Because he reads many books,…

Subject : A person, animal, place, thing, or concept that does an action. Determine the subject in a sentence by asking the question “Who or what?”

• I like spaghetti.
• He reads many books.

Verb : Expresses what the person, animal, place, thing, or concept does. Determine the verb in a sentence by asking the question “What was the action or what happened?”

• The movie is good. (The be verb is also sometimes referred to as a copula or a linking verb. It links the subject, in this case "the movie," to the complement or the predicate of the sentence, in this case, "good.")

Object : A person, animal, place, thing, or concept that receives the action. Determine the object in a sentence by asking the question “The subject did what?” or “To whom?/For whom?”

Prepositional Phrase : A phrase that begins with a preposition (i.e., in, at for, behind, until, after, of, during) and modifies a word in the sentence. A prepositional phrase answers one of many questions. Here are a few examples: “Where? When? In what way?”

• I like spaghetti for dinner .
• He reads many books in the library .

English Sentence Structure

The following statements are true about sentences in English:

• H e obtained his degree.
• He obtained his degree .
• Smith he obtained his degree.
• He obtained his degree.
• He (subject) obtained (verb) his degree (object).

Simple Sentences

A simple sentence contains a subject and a verb, and it may also have an object and modifiers. However, it contains only one independent clause.

Key: Yellow, bold = subject; green underline = verb, blue, italics = object, pink, regular font =prepositional phrase

Here are a few examples:

• She wrote .
• She completed her literature review .
• He organized his sources by theme .
• They studied APA rules for many hours .

Compound Sentences

A compound sentence contains at least two independent clauses.  These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon .

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined

• She completed her literature review , and she created her reference list .
• He organized his sources by theme ; then, he updated his reference list .
• They studied APA rules for many hours , but they realized there was still much to learn .

Using some compound sentences in writing allows for more sentence variety .

Complex Sentences

A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause.

If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses.

Key: independent clause = yellow, bold ; comma = pink, regular font ; dependent clause = blue, italics

• Note the comma in this sentence because it begins with a dependent clause.
• Note that there is no comma in this sentence because it begins with an independent clause.
• Using some complex sentences in writing allows for more sentence variety .

Compound-Complex Sentences

Sentence types can also be combined. A compound-complex sentence contains at least two independent clauses and at least one dependent clause.

Key: independent clause = yellow, bold ; comma  or semicolon = pink, regular font ; coordinating conjunction = green, underlined ; dependent clause = blue, italics

• She completed her literature review , but she still needs to work on her methods section even though she finished her methods course last semester .
• Although he organized his sources by theme , he decided to arrange them chronologically , and he carefully followed the MEAL plan for organization . 
• T hey studied APA rules for many hours , and they decided that writing in APA made sense because it was clear, concise, and objective .
• Using some complex-compound sentences in writing allows for more sentence variety .
• Pay close attention to comma usage in complex-compound sentences so that the reader is easily able to follow the intended meaning.

Sentence Structure Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Structuring Sentences: Types of Sentences (video transcript)
• Structuring Sentences: Simple Sentences (video transcript)
• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)
• Common Error: Unclear Subjects (video transcript)
• Mastering the Mechanics: Punctuation as Symbols (video transcript)
• Mastering the Mechanics: Commas (video transcript)
• Mastering the Mechanics: Periods (video transcript)
• Mastering the Mechanics: Semicolons (video transcript)

Related Resources

Knowledge Check: Sentence Structure and Types of Sentences

Didn't find what you need? Email us at [email protected] .

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