do an assignment or make an assignment

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to fulfill/do an assignment

• Thread starter Pek
• Start date Jul 5, 2007
• Jul 5, 2007

Hello, I never know what verb to use with the word assignment. Context: assignments in a HR firm. Do you do an assignment? Do you perform an assignment? Do you fulfill an assignment? And what about to implement one? And what if you have finished , and with success, is there a specific verb in that case? Thanks for helping me out!  

Senior Member

Sophie elizabeth.

• Jul 6, 2007

Great, thank you! Sophie's addition about the word assignment is very useful, too! One last question about the subject. When you mention the assignments you have done, can you also say: "I have realized several assignments in the field of.......(health care for example)"?  

No, unfortunately not. "to realize an assignment" doesn't work. If you are talking about posts that you held in health care, you can say "I have fulfilled several assignments". If you are talking about tasks that you did which involved health care, you should say "I have completed several assignments in/on the field of health care". ("in" if you worked within health care to do the tasks, "on" if your assignments were just about the subject of health care")  

Pek said: When you mention the assignments you have done, can you also say: "I have realized several assignments in the field of.......(health care for example)"? Click to expand...

HamishPollock

• Apr 9, 2019

"complete an assignment" I think this is the most correct option  

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Do assesment or make assesment?

What should I use for this sentence? I do compliance assessments in facilities every day. Or I make compliance assessments every day. Thank you.

• 3 "conduct/give/make an assessment The first thing you must do is make an assessment of the situation." –  Cascabel_StandWithUkraine_ Commented Apr 17, 2020 at 14:15
• 1 I perform assessments... –  Jim Commented Apr 18, 2020 at 2:46
• 1 I conduct assessments –  Jim Commented Apr 18, 2020 at 6:50

3 Answers 3

It is not necessary to do or make anything to investigate compliance; assess is already a transitive verb. From https://www.google.com/amp/s/dictionary.cambridge.org/amp/english/assess :

Assess : verb t.

to judge or decide the amount, value, quality, or importance of something: -The insurers will need to assess the flood damage. -They assessed the cost of the flood damage at £2,500. -Exams are not the only means of assessing a student's ability. -It's too early to assess the long-term consequences of the two countries' union.

Your example could be re-worded: "I assess compliance in facilities every day."

Or, since a compliance assessment is the process of considering the amount or value of something, or the decision that is made , you could say, according to https://www.google.com/amp/s/dictionary.cambridge.org/amp/english/assessment :

carry out/make an assessment  The lender will send out a valuer or surveyor to make an assessment of the property.

• 1 Why the down-vote? –  Conrado Commented Apr 18, 2020 at 15:53
• 1 Probably because it doesn't answer the question. OP asked about verb-noun collocations, but this answer is about the definition of the verb, which is off-topic –  gotube Commented Apr 18, 2020 at 17:50
• 1 @gotube Ok, thanks. I understand. –  Conrado Commented Apr 18, 2020 at 18:35
• 1 I edited to answer both questions. –  Conrado Commented Apr 22, 2020 at 20:08

Merhaba Begüm!

To "make" an assessment means to examine something and judge it. It's the normal everyday use of the word.

To "do" an assessment means to follow an official procedure for assessments in a particular environment. I'm an English teacher (including 4 years in Turkey!), and every month I have to fill out student assessment forms. In my school environment, this process is "doing assessments". It's a task.

So to answer your question, "do compliance assessments" is correct.

İnşallah that helped :)

They have slightly different meanings in that "make an assessment" implies a more formalized process. But the distinction is relatively vague.

• Make a thing . Do an action . But an assessment can be either, right? –  Conrado Commented Apr 22, 2020 at 19:52

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Should I say "taking the assignment" or "doing the assignment"?

Let's say I am working on my assignments and my friend calls me up. What should I tell him?

I am doing my math's assignment (so I can't come).

I am taking my math's assignment . (similar to taking the exam )

Which of these two is more appropriate here? Or should I say something else?

• word-choice

• 4 You used it in your question " working on ". Nah, I can't come; I'm working on my math assignment. –  Jim Commented Apr 20, 2013 at 17:42
• 1 It's math (AmE) or maths (BrE), but never math's . –  FumbleFingers Commented Apr 20, 2013 at 20:57
• 1 There are a few ways you could say this. In addition to "working on" and "doing," you could say "busy with" or "need to finish". But "taking" is not the right word. You bring up an interesting quirk, though, why do we take tests and exams, but not assignments and homework? –  J.R. ♦ Commented Apr 20, 2013 at 23:13
• I also think that your question is very interesting. Maybe we use "taking" when we talk about something more official (it sounds more official in Polish; in Polish instead of "to take" we use a phrase "przystępować do") and "doing" when referring to something more usual, as assignments and homework? –  Paweł Commented Feb 27, 2016 at 21:35

2 Answers 2

Math vs. maths.

It is either math (American English) or maths (British English), but never math's. See this for more about that.

Doing vs. Taking

In regards to a math(s) assignment, "doing" is a better word choice. As used in your question, "working on" is also appropriate. You could also simply say, "I need to finish my homework."

We often use common verbs like have and take with nouns. They are called delexical verbs because the important part of the meaning is taken out of the verb and put into the noun. We often put adjectives in front of the noun as well

in your example "doing" is right because taking implies that you are taking it away with you which isn't case here

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Do an assignment or make an assignment?

We cannot deny the fact that assignments are the most daunting task in every scholar's life. Every one of us toils to finish it before the given time frame but we miss the deadline due to lack of time, knowledge, research resources, and understanding of referencing. While I was a scholar, I was also trapped in between my assessment and asked my friend, "Can someone do my assignment for me"?

Chris George ∙

Anonymous ∙

Yes, assignment writing services do your assignment Online. There are lot of online service provider available but in those site myassignmenthelp is one of the best assignment writing services of them. They are highly qualified and skilled professional writers who have vast experience in writing assignments, dissertations, essays, research papers, term papers etc. You can take help with them.

Add your answer:

What is the opposite of assignment?

un-assignment

The assignment for MA-English?

poetry 2 assignment

How do you make a sentence using the words rising actions?

My teacher gave me an assignment to write about the rising actions in the book.

How many syllables are in the word assignment?

There are 3 syllables in the word "assignment".

What part of a writing assignment do you get into the habit of asking yourself about the assignment's purpose?

the introduction

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Sentence examples for doing an assignment from inspiring English sources

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"I'm doing an assignment for social studies on road rage".

"When I'm doing an assignment like this I'm looking, the whole time, for the image that can explain what's going on.

Blackboard facilitates creating a rubric that students can see when doing an assignment and the instructor then uses to grade that work.

It dawned on me that I had been too hard on her earlier for not doing an assignment .

"I learned how to hold a bottle correctly, how to cradle a baby while doing an assignment , and probably one of the best lessons in life: if I wanted to give my baby a good life, I HAD to get an education," she said.

When doing an assignment , make sure you complete it fully.

Try to look like you are doing an assignment or research for class.

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Assignation or assignment

| Grammarist

An assignment is a task given to a specific person or group to complete. It can also mean the act of assigning . In some legal fields it can refer to the transferring of ownership of property.

An assignation is the act of assigning or the actual assignment. But it also means a secret rendezvous for lovers, most especially for affairs or illicit relationships. Sometimes this is used to mean a secret meeting or a regularly set meeting, but it would be confusing in this sense to those who are familiar with the standard meaning (see the example below). As a mass noun it can refer to something as being owned or belonging to something else.

Examples The choice has not been made, but it appears the team is more likely to option Orlando to Omaha, rather than designate Dyson for assignment. [ The Kansas City Star ] According to a criminal complaint, Ms Dale, 21, told a detective that Ethan refused to complete the assignment for the first time on 24 February. [ International Business Times ] I vaguely remember seeing images of Delhiites being water-hosed by police while rioting for “Nirbhaya,” an assignation that means “Fearless One,” given to Pandey by the media as authorities would not release her name. [ Huffington Post ] The rare exceptions include a scene in which Shulem follows his wife to an assignation with Félix, slapping his romantic rival to the sidewalk like a petulant schoolboy. [ The Washington Post ] Over the past few months, RPG Enterprises chairman Harsh Goenka, has been having an assignation every other Friday for a few hours. [ India Times ]

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

Take your English to the next level

The Oxford Learner’s Thesaurus explains the difference between groups of similar words. Try it for free as part of the Oxford Advanced Learner’s Dictionary app

• For example, you might research areas of a report that you find most interesting before moving on to other areas.
• If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
• You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

• Promise yourself that you will meet your goal of working for five minutes on the assignment.
• Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

• Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
• You may or may not wish to continue working after your time limit has gone by.
• Have a realistic understanding of how fast you can write and plan your schedule accordingly.

• It can help to read the assignment as soon as you get it and then ask any questions you might have.
• If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
• You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
• Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
• Keep your audience in mind and write a paper that would best deliver information to them.

• Goals that are too big or not well defined can be difficult to start working towards.
• Smaller and well defined goals can seem easier to achieve than larger ones.
• For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

• You might want to go for a quick walk after working for a set amount of time.
• Try reading a website or book that you enjoy for a few minutes after working.
• Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

• Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
• Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

• Avoid moving your workspace constantly.
• Don't get lost on tangential research.
• Don't take constant breaks to get a snack.

• For every hour you waste procrastinating, you can limit how much television you watch that night.
• If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

Community Q&A

You Might Also Like

• ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
• ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
• ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
• ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
• ↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

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Definition of assignment

task , duty , job , chore , stint , assignment mean a piece of work to be done.

task implies work imposed by a person in authority or an employer or by circumstance.

duty implies an obligation to perform or responsibility for performance.

job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

chore implies a minor routine activity necessary for maintaining a household or farm.

stint implies a carefully allotted or measured quantity of assigned work or service.

assignment implies a definite limited task assigned by one in authority.

Examples of assignment in a Sentence

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.

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

• self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 27 Aug. 2024.

Legal Definition

Legal definition of assignment, more from merriam-webster on assignment.

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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Look up a word, learn it forever.

/əˈsaɪnmənt/.

Other forms: assignments

Whether you’re an international spy with a new mission or a high school student with math homework — when you get an assignment , you’d better do it! An assignment is a task that someone in authority has asked you to do.

The word assignment is just the noun form of the common verb assign , which you use when you want to give someone a duty or a job. When you assign something, that something is called an assignment . The word can also refer to the act of distributing something. If you are distributing new office furniture at work, you might say, “ Assignment of the new chairs will begin tomorrow.”

• noun an undertaking that you have been assigned to do (as by an instructor) see more see less types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable effort classwork the part of a student's work that is done in the classroom homework , prep , preparation preparatory school work done outside school (especially at home) lesson a task assigned for individual study type of: labor , project , task , undertaking any piece of work that is undertaken or attempted
• noun a duty that you are assigned to perform (especially in the armed forces) “a hazardous assignment ” synonyms: duty assignment see more see less types: show 10 types... hide 10 types... guard , guard duty , sentry duty , sentry go the duty of serving as a sentry fatigue , fatigue duty labor of a nonmilitary kind done by soldiers (cleaning or digging or draining or so on) charge , commission , mission a special assignment that is given to a person or group reassignment assignment to a different duty sea-duty , service abroad , shipboard duty naval service aboard a ship at sea shore duty naval service at land bases fool's errand a fruitless mission mission impossible an extremely dangerous or difficult mission martyr operation , sacrifice operation , suicide mission killing or injuring others while annihilating yourself; usually accomplished with a bomb secondment the detachment of a person from their regular organization for temporary assignment elsewhere type of: duty work that you are obliged to perform for moral or legal reasons
• noun the act of putting a person into a non-elective position synonyms: appointment , designation , naming see more see less types: show 6 types... hide 6 types... nomination the act of officially naming a candidate co-optation , co-option the act of appointing summarily (with or without the appointee's consent) delegacy the appointment of a delegate ordinance , ordination the act of ordaining; the act of conferring (or receiving) holy orders recognition designation by the chair granting a person the right to speak in a deliberative body laying on of hands laying hands on a person's head to invoke spiritual blessing in Christian ordination type of: conclusion , decision , determination the act of making up your mind about something
• noun the act of distributing something to designated places or persons “the first task is the assignment of an address to each datum” synonyms: assigning see more see less types: allocation , storage allocation (computer science) the assignment of particular areas of a magnetic disk to particular data or instructions type of: distribution the act of distributing or spreading or apportioning
• noun (law) a transfer of property by deed of conveyance synonyms: grant see more see less types: apanage , appanage a grant (by a sovereign or a legislative body) of resources to maintain a dependent member of a ruling family land grant a grant of public land (as to a railway or college) type of: transferred possession , transferred property a possession whose ownership changes or lapses
• noun the instrument by which a claim or right or interest or property is transferred from one person to another see more see less type of: instrument , legal document , legal instrument , official document (law) a document that states some contractual relationship or grants some right

Vocabulary lists containing assignment

The Dawes Act, or General Allotment Act of 1887, was a law that allowed the U.S. government to take Native American tribal lands and divide them into 40 acre lots for individual Native Americans. The goal was to break up communal tribal lands and speed the assimilation of Native Americans into American society. The Dawes Act caused great suffering with much of the land winding up in the hands of white settlers.

Learn these words from the autobiography by David Lubar (Inside: Level B, Unit 4). Here are our links to the selections of "Every Body Is a Winner": The Human Machine; My Fabulous Footprint , The Beat Goes On; All Pumped Up , Two Left Feet, Two Left Hands , How Coach Told Me; Bionics Here are our links to the units of Level B: Unit 1 , Unit 2 , Unit 3 , Unit 4 , Unit 5 , Unit 6 , Unit 7 , Unit 8 Here are our links to the Inside books: Level A , Level B , Level C Here is our link to a list of academic vocabulary for Inside: Academic Vocabulary

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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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How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

• 1 How to Structure an Assignment?
• 2.1 The research part
• 2.2 Planning your text
• 2.3 Writing major parts
• 3 Expert Tips for your Writing Assignment
• 4 Will I succeed with my assignments?
• 5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an  engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a  request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

• Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
• Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
• If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
• If possible, choose a topic that you know and are interested in.
• Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
• Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to  order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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[ uh - sahyn -m uh nt ]

She completed the assignment and went on to other jobs.

Synonyms: job , obligation

He left for his assignment in the Middle East.

• an act of assigning; appointment.
• the transference of a right, interest, or title, or the instrument of transfer.
• a transference of property to assignees for the benefit of creditors.

/ əˈsaɪnmənt /

• something that has been assigned, such as a mission or task
• a position or post to which a person is assigned
• the act of assigning or state of being assigned

assignment of a lease

• the document effecting such a transfer
• the right, interest, or property transferred
• law (formerly) the transfer, esp by an insolvent debtor, of property in trust for the benefit of his creditors
• logic a function that associates specific values with each variable in a formal expression
• history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

Other Words From

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Word History and Origins

Origin of assignment 1

Synonym Study

Example sentences.

Yariel Valdés González and I faced these challenges while on assignment in South Florida and the Deep South from July 21-Aug.

They’re putting time into decoration just as they would in their physical classroom, and students can interact with the space by, say, clicking on a bookshelf to get a reading assignment.

For now, if the district moves to in-person learning, instruction in Carlsbad will take place on campus five days per week and students may engage in additional independent practices and other assignments at home.

The assignments must also respect the relationships between the elements in the group.

It’s very hard, by the way, to do real random assignment studies of couples therapy.

His most recent assignment was the 84th Precinct, at the Brooklyn end of the Brooklyn Bridge.

When Lewis was shipped off to Vietnam, his son was just three months old, and the timing of the assignment worried Lewis.

When Vial got that first assignment, she was just beginning her photography career, and Cirque du Soleil was only a few years old.

“For our winter issue, we gave ourselves one assignment: Break The Internet,” wrote Paper.

By the 1950s the rapid assignment of gender to an ambiguously gendered infant had become standard.

Consent to an assignment may be given by the president of the company, without formal vote by the directors.

A transfer by the lessee of the whole or a part of his interest for a part of the time is a sublease and not an assignment.

An assignment to one who has an insurable interest as relative, creditor and the like, is always valid.

When an assignment of it is made, the assignee may sue in his own name for rent accruing after the assignment.

In some states statutes forbid the assignment of such policies for the benefit of creditors.

Related Words

• appointment

When you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended (“write a paper about anything in the course that interests you”). But more often, the instructor will be asking you to do something specific that allows you to make sense of what you’ve been learning in the course. You may be asked to put new ideas in context, to analyze course texts, or to do research on something related to the course.

Even if the instructor has introduced the assignment in class, make sure to read the prompt on your own. You’d be surprised how often someone comes to the Writing Center to ask for help on a paper before reading the prompt. Once they do read the prompt, they often find that it answers many of their questions.

When you read the assignment prompt, you should do the following:  

• Look for action verbs. Verbs like analyze , compare , discuss , explain , make an argument , propose a solution , trace , or research can help you understand what you’re being asked to do with an assignment.

Unless the instructor has specified otherwise, most of your paper assignments at Harvard will ask you to make an argument. So even when the assignment instructions tell you to “discuss” or “consider,” your instructor generally expects you to offer an arguable claim in the paper. For example, if you are asked to “discuss” several proposals for reaching carbon neutral by 2050, your instructor would likely not be asking you to list the proposals and summarize them; instead, the goal would be to analyze them in relation to each other and offer some sort of claim—either about the differences between the proposals, the potential outcomes of following one rather than another, or something that has been overlooked in all of the proposals. While you would need to summarize those proposals in order to make a claim about them, it wouldn’t be enough just to summarize them. Similarly, if you’re asked to compare sources or consider sources in relation to each other, it is not enough to offer a list of similarities and differences. Again, this type of assignment is generally asking you to make some claim about the sources in relation to each other.

• Consider the broader goals of the assignment. What kind of thinking is your instructor asking you to do? Are you supposed to be deciding whether you agree with one theorist more than another? Are you supposed to be trying out a particular method of analysis on your own body of evidence? Are you supposed to be learning a new skill (close reading? data analysis? recognizing the type of questions that can be asked in a particular discipline?)? If you understand the broader goals of the assignment, you will have an easier time figuring out if you are on the right track.
• Look for instructions about the scope of the assignment. Are you supposed to consult sources other than those you have read in class? Are you supposed to keep your focus narrow (on a passage, a document, a claim made by another author) or choose your own focus (raise a question that is sparked by course texts, pair texts in a new way)? If your instructor has told you not to consider sources outside of those specified in the assignment, then you should follow that instruction. In those assignments, the instructor wants to know what you think about the assigned sources and about the question, and they do not want you to bring in other sources.
• If you’re writing a research paper, do not assume that your reader has read all the sources that you are writing about. You’ll need to offer context about what those sources say so that your reader can understand why you have brought them into the conversation.
• If you’re writing only about assigned sources, you will still need to provide enough context to orient the reader to the main ideas of the source. While you may not need to summarize the entire text, you will need to give readers enough information to follow your argument and understand what you are doing with the text. If you’re not sure whether you should assume that readers are familiar with the ideas in the text, you should ask your instructor.  
• Ask questions! If you’re not sure what you’re supposed to do, email your instructor or go to office hours and ask.
• picture_as_pdf Tips for Reading an Assignment Prompt

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While some writing assignments are straightforward, others may need careful deciphering to make sure you are following the guidelines. Looking carefully at the instructions provided for any writing assignment to be certain that you understand the guidelines not only prevents missteps but can also help you develop strategies for conquering the task ahead.

General Considerations

Some terms found in assignments relate to genres used in different disciplines. Close Reading, Literature Review, Report, Study, Memorandum, and Proposal are some examples of terms that relate to specific formats. There are important distinctions between these genres. For example, a Close Reading of a piece of literature requires more analysis than a Literature Review , which asks for key points of summary that relate to an argument. If you are unfamiliar with these terms and they show up in an assignment, be sure to clarify the guidelines with your instructor.

In Practice

Ask questions.

One of the most important things to know about understanding assignments is that if an assignment or any part of an assignment confuses you, you can always ask your instructor for clarification. Asking questions might help your instructor to realize what other students might be struggling with as well. Before stopping by office hours or after class with questions, you might first consider the suggestions below so that you can identify exactly what parts of the assignment remain unclear.

Become Familiar with Common Assignment Goals

Assignments will often contain a variety of terms that can help you to identify the task or tasks you need to perform. The terms generally fall into one of the following categories:

• Summarize – A summary provides a condensed explanation of key features from a text or activity. Many assignments might require some summary even if summarizing isn’t the main goal of the assignment. A summary may be required if the assignment includes words such as describe, explain, depict, and illustrate .
• Analyze – If an assignment asks you to analyze something, it is asking for your own logical interpretation of the meaning behind the constituent parts of the subject. An analysis is different than a summary as it provides a new understanding about the subject in question, not just an overview. Other words that may be asking for analysis are elaborate, examine, discuss, explore, investigate, and determine .
• Argue – If an assignment asks you to make an argument, you need to take a stand on a topic and develop your claim to show why your position makes sense. There are many terms related to argument. For example, evaluate, critique, assess, and review may ask for an argument about the worth of a subject. Propose, recommend, and advise may ask for a solution to a problem. Define asks for an argument about what a word or concept means Compare/contrast, synthesize, and apply (as in apply one text to another ) may ask for an argument about key points of similarity and difference in your subjects, and an analysis about why those points matter.

Break Down the Tasks and Locate the Central Goal

Just like any other text, an assignment can be broken down and analyzed. By keeping in mind that any good essay will have one main goal and one central argument or thesis that incorporates the various subparts, you can begin to determine what shape your essay should take. (In some cases an instructor might not expect an argument or thesis; however, this is rare. If you suspect a thesis is not needed but don’t know for sure, check with your instructor.)

• What Should This Essay Really Contain? Highlight each separate task included in the instructions. Consider the terms above as you identify the tasks you need to perform. If the assignment is relatively simple, write out the tasks that will need to be performed. If there are terms that you aren’t familiar with, consider what kind of task they imply.
• What Should the Thesis/Argument Be About? Once you have identified the tasks and goals, determine which is the main goal. Every essay should have a well-stated, debatable, and complex thesis statement that guides the essay, but it might be up to you to figure out what the focus of the argument should be. Think about the most important issues discussed in class as they can be clues to what an instructor wants. What would your instructor want you to take a stand on?
• How Should This Essay Be Structured? Once you have determined the central goal, outline the essay according to how you think it should be completed, showing how each sub-goal will relate to the main goal or goals. Consider how the other tasks or sub-goals connect to the main argument. If you find you can’t outline with confidence or still aren’t sure how the assignment should be completed, make a note of which elements remain unclear and plan to meet with your instructor.

Analyzing a Sample Assignment

Imagine you have been given this essay prompt: Compare Denmark’s current environmental policies with those of the past. What difficulties have the policies faced over time and how have they been adapted to current environmental concerns? Incorporate the ideas presented in the article by Smith and discuss whether or not the new environmental standards helped or hurt the farmers in Denmark based on the timeline that we discussed in class? What needs to be changed?

Step One: What Should This Essay Really Contain? The essay asks for several tasks of various kinds. 1.) A comparison between past and present environmental policies in Denmark. 2.) A description or summary of the problems these policies have faced and how they have changed. 3.) An analysis of what Smith says about the success and failure of the policies. 4.) An evaluation of what the policies have meant for farmers. 5.) A proposal for changes that would need to be made.

Step Two: What Should The Thesis/Argument Be About? Though the essay asks for a comparison first, that task seems like more of a summary than an argument. The analysis of what Smith says also sounds like the potential central focus, but the analysis seems to be needed mostly to help strengthen the evaluation to come. Since the class is a policy class that focuses on understanding why policies in many governments succeed or fail, it is probably important to evaluate the policies. So task 4 is probably the central argument, combined with task 5.

Step Three: How Should This Essay Be Structured? With tasks 4 and 5 as the central focus, the introduction should include an evaluation in the thesis along with a sense of the proposal. After the thesis, it makes sense to first summarize the past and present policies, which will then lead to a summary of what has changed. Smith could be brought in during both summaries to provide commentary on what has occurred. Once these elements have been established, analyzing the successes and failures of the policies should enter. A proposal could come last and would be based on avoiding future policy failures.

Complete the tasks described above for the following essay assignment. Remember, there might be more than one right way to complete the task.

Sample Art History Assignment: Focusing on Courbet’s painting, Woman with a Parrot , and Cabanal’s painting, Birth of Venus , can you describe the similarities and differences in the way these two artists have depicted the female nude? (Think about the subjects of each of the works when you answer this question.) When it was shown at the Salon, Courbet's painting ignited quite a scandal; Cabanal's, on the other hand, was a favorite with the critics. Which painting had more impact and why? [Assignment taken from http://mysite.pratt.edu/~wtc/sample1.html ]

• What Tasks Does This Essay Contain?
• What Should The Thesis/Argument Be About?
• How Should This Essay Be Structured?

Possible Solution: 1. Describe, Compare/Contrast, Evaluate (which had more impact) and Argue why. 2. I would argue why the painting I chose had a greater impact. 3. I would begin by describing the scandal in my intro, then include a thesis of evaluation, then describe both paintings in depth (including details of subject matter), then analyze the worth of each, then argue the greater worth of one painting, then analyze why I made that choice.

Hjorthoj, Keith. Transitions to College Writing . 3rd Ed. Boston: Bedford St. Martin’s, 2001.

Last updated August 2013

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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

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• It was a plum assignment - more of a vacation really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• join duty idiom
• undertaking

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10 Tips for Writing Assignments

Writing assignments are a cornerstone of your academic journey, and honing your assignment writing skills is paramount for your success. Whether you're embarking on your first year or a seasoned academic, the art of effective assignment writing can wield significant influence over your grades and overall educational voyage. In this comprehensive guide, we'll offer you ten invaluable tips to elevate your assignment writing prowess. These strategies, along with expert guidance from our specialized assignment help website writemyessays.com/do-my-assignment.html , will empower you to enhance your writing skills and chart a course towards academic triumph.

Tip 1: Start Early

The first rule of successful assignment writing is to start early. Procrastination is the enemy of quality work. By initiating your assignments as soon as you receive them, you'll have ample time for essential steps such as research, planning, drafting, and revisions. Starting early allows you to manage your time effectively and produce well-crafted assignments.

Tip 2: Understand the Assignment

Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully.

Tip 3: Plan Your Work

Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.

Tip 4: Utilize Campus Resources

Your university offers a wealth of resources to support your writing endeavors. Take advantage of writing centers, libraries, and academic advisors who can provide guidance and feedback on your assignments. These resources are valuable assets that can significantly improve the quality of your work.

Tip 5: Research Thoroughly

High-quality assignments require thorough research. Dive deeply into your chosen topic, utilizing a variety of credible sources such as academic journals, books, and reputable websites. Ensure that you cite your sources correctly to provide evidence for your arguments and maintain academic integrity.

Tip 6: Maintain a Good Writing Style

Developing and maintaining a clear and concise writing style is essential for effective communication in your assignments. Avoid overly complex language and prioritize clarity. Ensure that your assignments have a logical structure with a clear flow of ideas. Your goal is to make your writing accessible and easy for your reader to understand.

Tip 7: Seek Writing Assistance

If you ever find yourself struggling with assignment writing, don't hesitate to seek writing assistance. Many universities offer writing assistance programs staffed by experienced tutors who can provide guidance and feedback on your work. These services are designed to help you refine your writing skills and produce higher-quality assignments.

Tip 8: Proofread and Edit

The importance of proofreading and editing cannot be overstated. After completing your initial draft, take the time to review and edit your work. Check for grammar and punctuation errors, ensure proper formatting, and verify that your assignment aligns with the assignment guidelines. Effective editing will polish your work and enhance its overall quality.

Tip 9: Stay Safe Online

When conducting online research for your assignments, it's essential to prioritize online safety. Use reliable sources and be cautious of plagiarism. Properly cite all your references to maintain academic integrity and avoid unintentional academic misconduct.

Tip 10: Celebrate Your Achievements

Lastly, don't forget to celebrate your achievements in assignment writing. Completing assignments is a significant accomplishment on your academic journey. Reward yourself for your hard work and dedication, and acknowledge your successes. Recognizing your achievements can motivate you to excel in future assignments.

Dos and Don'ts

To summarize, here are some dos and don'ts for successful assignment writing:

• Start early and plan your work effectively.
• Thoroughly understand the assignment instructions.
• Utilize available campus resources for support and guidance.
• Conduct in-depth research using credible sources.
• Maintain a clear and concise writing style for accessibility.
• Seek writing assistance when facing challenges.
• Commit to thorough proofreading and editing.
• Stay safe and ethical when conducting online research.
• Celebrate your achievements and milestones.
• Procrastinate on your assignments; start early instead.
• Overlook or misinterpret assignment instructions.
• Miss out on utilizing valuable campus resources.
• Skimp on research quality or rely on unreliable sources.
• Engage in overly complex writing that hinders clarity.
• Hesitate to seek assistance when facing challenges.
• Neglect the critical steps of proofreading and editing.
• Plagiarize or compromise on academic integrity.
• Forget to acknowledge and celebrate your accomplishments.

Frequently Asked Questions

Here are some common questions related to assignment writing:

1. How can I improve my writing style?

Improving your writing style is a gradual process. Consider taking writing courses, seeking feedback from professors or writing tutors, and practicing regularly to refine your skills.

2. Is it okay to use online sources for research?

Yes, it's acceptable to use online sources for research, but ensure that they are reliable and properly cited in your assignments to maintain academic credibility.

Final Thoughts

Writing assignments may seem challenging at times, but with the right approach and these ten tips, you can excel in your academic journey. Remember that assignment writing is a skill that improves with practice and dedication. By following these guidelines and continuously honing your writing skills, you'll be well-equipped to tackle assignments successfully and achieve academic excellence. Go to website

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Den of Geek

The First Star Trek Spinoff Would Have Explored a Very Different Kind of Frontier

As Star Trek was meeting its potential end, Gene Roddenberry tried to make a very different sci-fi spinoff with Assignment: Earth.

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By the end of Star Trek ‘s second season, Kirk and the Enterprise had encountered many godlike beings and advanced technologies. Yet, they still reacted with shock when, during a trip back to 1968, a mysterious person interferes with the ship’s transporters, and even more so when the person reveals himself as a serious-looking human holding a black cat named Isis.

That man, they discover, is Gary Seven a 20th-century human and member of an alien peacekeeping force. Seven has been sent back to his home planet to prevent a rocket launch that would further enflame the Cold War, a mission that Kirk and Spock take too long to understand.

Such is the plot to “Assignment: Earth,” the 1968 finale to the Original Series ‘ second season, which was also almost the last episode of the entire series. But even if that had been the end of Kirk and crew on television, it may not have been the end for Gary and his feline companion. After all, Star Trek creator Gene Roddenberry had originally hoped to turn “Assignment: Earth” into an ongoing spinoff series, one that would have taken a slightly more grounded approach than exploring the final frontier.

A Missed Assignment

“Captain, we could say that Mister Seven and Miss Lincoln have some… interesting experiences in store for them,” says Spock at the end of “Assignment: Earth.” The line was intended as a tease for the audience, capping a backdoor pilot that Roddenberry hoped would lead to his next hit sci-fi series. But even before it was folded into Star Trek, the idea for “Assignment: Earth” began life as its own standalone show. Unfortunately, when none of the networks showed interest in ordering a pilot, Roddenberry and co-creator Art Wallace reworked the idea, instead launching “Assignment: Earth” via the also imperiled Star Trek .

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For that reason, “Assignment: Earth” spends more time with Seven than it does Kirk and Spock. Played with stoic reserve by Robert Lansing, Seven goes about his mission to disrupt the launch at the (fictional) McKinley Rocket Base with utter seriousness. Along the way, we learn a bit about his backstory. The descendent of humans abducted by aliens in 4000 BC and brought to peak mental and physical ability, Seven has returned to his people’s planet to prevent Earth from destroying itself before they can achieve harmony.

Along the way, Seven dazzles audiences with his high-tech equipment, including a massive computer hidden behind a bookcase in his apartment, his voice-activated typewriter, and his “servo,” a pen-shaped device that operates as a multipurpose tool.

The episode also gave Seven two partners, the first was Isis, who may or may not also sometimes be a sexy lady (this is a Roddenberry show, after all). The second is a hip ’60s woman called Roberta, played by Teri Garr . In her first major role, Garr shows off the comic timing that will make her a star, playing Roberta as sometimes overwhelmed by the advanced technology, but with a strong moral core and moments of bravery.

But despite all of the pieces in place for a cool sci-fi series, in which Gary and his crew continue to protect Earth’s timeline from being altered, neither audiences nor networks wanted more of Gary Seven. And when we next saw the Enterprise crew, they had much more important issues to deal with, namely finding Spock’s Brain in the season 3 opener.

The Best Star Trek Books Ever Written

Modern Star Trek Needs to Bring Back ‘Filler’ Episodes

The assignment continues.

Even if Lansing and Garr never returned as Seven and Roberta, Trekkies didn’t forget about them. The characters play key roles in the Eugenics Wars novels by Greg Cox from the early 2000s. In those stories, Seven finds the boy Khan Noonien Singh in a secret lab in 1974 India. Seven rescues the boy and plans to raise Khan in the ways of the aliens who taught him, hoping that Khan will use his augments for the good of humanity.

But when Khan takes steps that lead to the Eugenics Wars, Seven and Roberta try to stop him, essentially becoming his first nemeses. Seven’s failure to prevent Khan’s rise leads to his retirement from his post, with the mature Roberta taking over in his place.

Seven and Roberta have also appeared in several Star Trek comics, including a 2008 five-issue miniseries Star Trek: Assignment Earth by IDW Comics , written and penciled by none other than comics legend John Byrne. The comic picks up three months after “Assignment: Earth,” and follows the duo on a series of adventures, which involve more nuclear facilities, secret cloning labs, and even a return trip to the Enterprise .

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All of these stories present Seven and Roberta as secret agents, which makes sense, given that Roddenberry modeled the characters on popular British agents James Bond and The Avengers . However, sci-fi fans will notice quite a few similarities between the “Assignment: Earth” heroes and another popular franchise timey-wimey franchise following an alien protagonist: Doctor Who .

Like the Doctor, especially William Hartnell ‘s first incarnation, Seven has a stoic demeanor, which sometimes clashes with his cool young female companion. He uses alien equipment to go where he needs to anywhere on the planet (not through time, but given how easily the Enterprise time travels, it’s hard to believe that Seven didn’t have a few tricks to pull it off).

Seven solves problems by pointing his pen-shaped servo at things, which allows him to open and unlock doors, turn on computers, and that can even be set to stun, just like the sonic screwdriver. He even gets past security with a wallet full of fake ID cards, which feels a lot like psychic paper. Of course, psychic paper wasn’t added to Who lore until the Russel T Davies reboot. And even the sonic screwdriver didn’t appear until the Second Doctor serial Fury from the Deep , which aired at the same time as “Assignment: Earth.” Clearly, Gary Seven and Roberta Lincoln were onto something in 1968.

“I have never felt so helpless,” Kirk confesses in a supplemental log late in the episode. It’s a telling statement. Not only does Seven get most of the attention in “Assignment: Earth,” but Kirk and Spock spend the entire episode following his trail, confused and inert.

Had a letter-writing campaign not convinced CBS to produce one more season of Star Trek , “Assignment: Earth” would have been an ignoble end to the series but perhaps also the jumping off point for new adventures starring Mr. Seven and his companions. But even if Trek ‘s legacy is more than secure in 2024, it would still be nice to see the characters of Seven and Roberta make some sort of return. After all, humanity still needs a lot of help.

Joe George | @jageorgeii

Joe George’s writing has appeared at Slate, Polygon, Tor.com, and elsewhere!

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Yankees designate relief pitcher for assignment in surprising roster move

The New York Yankees designated relief pitcher Michael Tonkin for assignment, the team announced Sunday.

In somewhat of a surprising move, Tonkin had been a reliable bullpen arm for the Yankees since he was claimed from the New York Mets on April 22.

Despite posting a 3.38 ERA with 57 strikeouts in 56 innings, the Yankees feel they need to make room with a handful of bullpen reinforcements on the way back from injuries.

Though Tonkin had been a reliable arm, his recent outings may have shown the writing was on the wall. Tonkin recorded a 2.36 ERA in 45.2 innings during the first half of the season. However, he posted a 6.98 ERA in 19.1 innings during the second half.

The Yankees need bullpen help in the worst way, and there's a chance they see the return of relievers Scott Effros, Lou Trivino and Ian Hamilton.

In a corresponding move, the Yankees selected right-handed pitcher Phil Bickford to the 40-man roster and promoted him to the active roster.

In 34 games and 45 innings pitched, Bickford posted a 3.00 ERA and 1.13 WHIP at Triple-A Scranton/Wilkes-Barre.

MORE YANKEES Yankees superstar ace likely to exercise opt-out clause in contract Ex-Yankees pitcher rips former agent Yankees named landing spot for Cy Young winner in free agency

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Former Dodger Jason Heyward Finds New Home With AL Contenders: Reports

Eva geitheim | 2 hours ago.

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Former Los Angeles Dodgers outfielder Jason Heyward is reportedly signing with the Houston Astros five days after he was designated for assignment by the Dodgers, per MLB.com's Brian McTaggart.

Source: Astros are close to signing OF Jason Heyward, who was released by the Dodgers. Heyward, 35, slashed .208/.289/.393 with six homers and 28 RBIs in 63 games with L.A. — Brian McTaggart (@brianmctaggart) August 27, 2024

The Dodgers designated Heyward for assignment just two days after he hit a pinch-hit three-run home run to give the Dodgers a win over the Seattle Mariners. He officially cleared waivers on Monday, making him a free agent.

With Chris Taylor ready to return from a groin strain that landed him on the injured list, the Dodgers no longer had room for Heyward on the roster. The Dodgers' lineup has returned to normal for the first time since this spring following the returns of Mookie Betts and Max Muncy from injuries.

Heyward spent two seasons with the Dodgers, originally signing with Los Angeles on a minor league contract in Dec. 2022. He ended up making the Dodgers' Opening Day roster the following March, and appeared in 124 games for the Dodgers during the 2023 campaign, slashing .269/.340/.473 with 15 home runs and 40 RBIs. His efforts landed him the Roy Campanella Award, given to the most inspiring Dodger of the season.

Heyward returned to the Dodgers this season, re-signing with the team on a one-year, $9 million contract in Dec. 2023. He appeared in 63 games for the Dodgers in 2024, slashing .208/.289/.393 with six home runs and 28 RBIs. Heyward did miss some time due to injury this season, including a bone bruise in his knee.

While Heyward did not match the production he showed in 2023 this season, it's unsurprising to see him quickly find a new home after he was designated for assignment by the Dodgers.

In 2024, Heyward showed the ability to fill in for the Dodgers when needed, like he did with his pinch-hit home run last week. Heyward also took over when James Outman struggled this season, his second in the big leagues after finishing third in the National League Rookie of the Year voting in 2023.

Heyward, a 35-year-old veteran, joins an Astros team that currently leads the American League West with a 70-61 record. The Astros have made the playoffs in each of the last seven seasons, and have won the division six of those years.

Houston won the World Series as recently as 2022, and are once again a contender to bring home the trophy this year. Although it's been seven years since the Astros beat the Dodgers in the 2017 World Series, after which they were found to have cheated by illegally stealing the opponents' signs, few rival teams elicit more bad blood among the Dodgers' fan base.

Now, Heyward has a chance to latch on with the Astros for the remainder of this season at the Dodgers' expense. Houston is only responsible for a pro-rated portion of the major league minimum salary, while the Dodgers pay the bulk.

EVA GEITHEIM

Eva graduated from UCLA in 2023 with a bachelor's degree in Communication. She has been covering college and professional sports since 2022.

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Defining a symbolic syntax for referring to assignment targets

Full disclosure: I’m not sure this is a good idea (since it is seriously cryptic when you first encounter it, and hard to look up on your own), so I have precisely zero plans to pursue it any further myself. I do, however, find it to be an intriguing idea (prompted by this post in the PEP 736 discussion thread), so it seemed worth sharing in case someone else liked it enough to pick it up and run with it.

The core of the idea:

• A standalone @ symbol on the right hand side of an assignment expression or a regular (not augmented) assignment statement with a single target becomes a shortand that means “assignment target”. Exactly what that means depends on the nature of the assignment target (more details on that below).
• When the assignment target is an identifier, @'' or @"" can be used to mean “the assignment target as a string” (useful for APIs like collections.NamedTuple and typing.NewType )
• In function calls using keyword arguments, @ and @'' are resolved as if the parameter name were a local variable (so param_name=@ would pass a local variable named param_name , and param_name=ns[@''] would be equivalent to param_name=ns["param_name"]

Handling different kinds of assignment targets:

• identifiers: @ is an ordinary variable lookup for that name
• dotted attributes: @ looks up the corresponding attribute rather than setting it. The target expression up to the last dot is only evaluated once for the entire statement rather than being evaluated multiple times
• subscript or slice: @ looks up the corresponding container subscript rather than setting it. The target container expression and subscript expression are only evaluated once for the entire statement rather than being evaluated multiple times
• tuple unpacking: not allowed (specifically due to star unpacking)
• multiple targets: not allowed (which target should @ refer to? Leftmost? Rightmost? Tuple of all targets?)

Disallowed due to the potential for ambiguity:

Note that it isn’t that there’s no reasonable meaning for these (see the various comments about that later in the thread), it’s that the use cases for them are weak and they’d necessarily be harder to interpret than the simpler cases above. If they’re left out initially, it’s straightforward to add them later. If they’re included up front and are later found to be problematic, they’re hard to get rid of.

The mnemonic for remembering this use of the @ (“at”) symbol is the acronym “AT” for “Assignment Target”. Aside from the shared symbol, it has no connection to function decorators or matrix multiplication. As a style recommendation, it would be worth pointing out that combining assignment target references and the matrix multiplication operator in the same expression is intrinsically hard to read (due to the potential confusion between the two uses).

Edit: added a clarifying note to the list of arguably ambiguous targets

If this doesn’t comply with the presented idea, please disregard as off-topic.

I would find assignment targets useful in a for-loop where the assignment is implicit.

(I made-up the syntax).

The = @.lower() examples reminded me of the previous .= assignment discussion . Still not sure whether it would be a good idea, but the @ form is more general than the .= special case. Definitely intriguing …

I’d write that numlist = [num + 100 for num in numlist]

The more I think about it, the more I like it. The matrix multiplication thing does seem a bit of an issue though.

Also, I would consider allowing multiple targets on rightmost.

Given it can provide a significant decrease in verbosity, it would be a shame to not be able to take full advantage of it:

Or could specify which one (also, exclamation mark on its own looks pretty bad, adding a number to it makes it a bit better):

That’s semantically different, though, creating a new list instead of modifying an existing list.

I was pretty skeptical when I started reading, but the examples section really sold it to me!

So many of these are things I’ve had to do many times and shrugged about the verbosity.

Especially these:

(and similar)

Infact, the function call examples (PEP 736-like) seemed the least useful and intuitive to me, and I’m not quite sure I follow on how they’re consistent with the other assignment targets

The idea wouldn’t be useful in a regular for loop, but could reasonably be defined in comprehensions and generator expressions:

Less useful though, since it’s already acceptable style to use one letter iteration variable names in such cases.

I listed those separately because they’re genuinely different from the pure assignment case. Specifically, they’re looking up the given name in a different context from the one where the name is getting set.

Both tuple unpacking and multi-assigment could be allowed by having @ be a tuple in those cases.

My problem with that for multi-assigment is that it feels hard to remember (since rightmost and leftmost target remain plausible alternative meanings)

For tuple unpacking, the restriction could be limited to cases without star unpacking rather than all tuple targets, but it just doesn’t seem useful enough to justify that complexity.

I like the idea a lot, and I don’t quite see what can be potentially ambiguous about the two usages quoted above. The reversed example in particular makes the intent of the code that much more pronounced.

I do think that we should disallow mixed usage of matrix multiplication and the proposed assignment target reference as a special case though.

Maybe I’m missing something obvious, but I don’t even see what can be ambiguous about allowing a starred expression in the assignment targets, where the quoted example would intuitively translate into:

Also note that we should preserve the data types of tuples and/or lists in the assignment targets when evaluating them on the RHS:

This would be ambiguous if the function returns a value to an assignment target:

Meng Qinyuan

Aug 27, 2023

Hi @ncoghlan ,

Thanks for sharing this interesting idea! I think the use of @ to refer to assignment targets could be a neat feature, especially for scenarios where we need to reference the target itself, like in the examples with collections.NamedTuple and typing.NewType .

However, I do agree that the initial learning curve might be steep for newcomers, and the potential for confusion with existing uses of @ (decorators and matrix multiplication) is a concern.

It would be great to see more community feedback on this proposal, especially regarding the specific cases where it’s disallowed and how those could be handled differently.

Looking forward to seeing how this evolves!

MengQinyuan

It looks prety Perlish to me.

I’m not sure about this idea but I can see applications of it. One that comes up a lot in SymPy:

It is very easy to make a mistake with that and can easily cause bugs. This would be better:

Or maybe that is excluded because the assignment target is not an identifier…

My current summary of my own feelings: “Wow, that’s cool… I think I hate it”. Super useful (so it would get used), but super cryptic and not pretty to read (so I’d feel bad every time I used it, or saw someone else use it). I want to like it because of its utility and practicality, but the way it looks… ugh.

I only left out string forms for the non-identifier cases because I couldn’t think of a reasonable use case for them.

Defining it to be the literal source code target string regardless of the target kind wouldn’t be ambiguous though (and wouldn’t change the meaning for identifiers). That way APIs that accept comma separated strings that are expected to match the names of tuple assignment targets could be passed @'' as shown, while those that accept iterables could be passed @''.split(',') .

It would also strengthen the case for allowing @ for target tuples in general (since it would be odd if @'' was allowed, but @ wasn’t).

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MLB Trade Rumors

Mets Activate Starling Marte, Designate Ben Gamel For Assignment

By Nick Deeds | August 18, 2024 at 8:42am CDT

The Mets have activated veteran outfielder Starling Marte from the 10-day injured list, according to a team announcement. To make room for Marte on the active roster, the club has designated outfielder Ben Gamel for assignment. The club’s 40-man roster now stands at 39.

Marte, 35, is a two-time All-Star and veteran of 13 MLB seasons who first joined the Mets back in 2022. The outfielder’s time in New York got off to a strong start in his first season with the club when he slashed an excellent .292/.347/.468 (134 wRC+) in 505 trips to the plate. That earned him his second career All-Star appearance and even some down-ballot MVP votes, but the good times did not continue until his sophomore season with the Mets as he was plagued by injury woes and struggled to perform even in the 86 games where he was healthy enough to take the field with a lackluster 76 wRC+ thanks in large part to career-worst power numbers.

It was hard to know what to expect from Marte entering the 2024 season after battling groin, migraine, and neck issues the previous year. In terms of results on the field, Marte’s performance has been a clear success as he’s slashed a solid .278/.328/.416 (113 wRC+) while chipping in 12 stolen bases in 66 games. The downside, of course, is that Marte has been limited to just 66 games due to a bone bruise in his knee that sidelined him for nearly two months. Now that he’s once again active, Marte figures to work into a crowded outfield mix that currently features Brandon Nimmo and Jesse Winker in the outfield corners with Harrison Bader in center while Jeff McNeil also vies for occasional starts.

It’s not yet clear just how frequently Marte will start going forward given the strong performances of Bader and Winker this year, although it’s worth noting that Winker has slumped somewhat in 14 games since being dealt to New York by the Nationals. It’s possible that the Mets will use Marte as their usual starter in right field while allowing Winker to mix in to keep the oft-injured veteran fresh, perhaps also kicking Nimmo to center on occasion to get Winker into the lineup more often. At the very least, Marte appears to be a strong bet to make regular starts against lefty pitchers given the fact that Winker and Bader both sport lackluster numbers against southpaws.

Exiting the roster to make room for Marte is Gamel, a 32-year-old outfielder who has now played in parts of nine big league seasons. Initially a tenth-round pick by the Yankees back in 2010, Gamel made his big league debut with the club in 2016 but lasted just six games before being dealt to Seattle. He posted a roughly league average .264/.334/.392 slash line in four seasons as a regular with the Mariners and Brewers from 2017 to 2020 and has subsequently offered similarly average production at the plate while bouncing between Cleveland, Pittsburgh, San Diego, and Queens.

He’s stepped up to the plate just 30 times with the Mets at the big league level this year, posting a .217/.400/.261 in that minimal playing time but paired it with an excellent .314/.423/.539 line at the Triple-A level. With the trade deadline in the rear view mirror, Gamel figures to be placed on waivers in the coming days, where any team will have the opportunity to claim the outfielder and bring him into the fold. If he clears waivers, he’ll have the opportunity to elect free agency and return to the open market in search of an opportunity elsewhere, though it’s also possible he could remain with the Mets as non-roster depth.

45 Comments

Not one single player from the 2006 League Championship competing Mets is still playing on the team. Think of that (!)

It’s ‘24 , I would wonder if 18yrs later some rookie was still w/ the team then they would probably rank as one of the greatest Mets of all time.

“Think of that”…And everyone who booked passage on the original “Titanic” is still dead. Think of that.

Julio Franco could still play and hit .280 plus

Is there a player on any team still from 2006? Kids born in 2006 just graduated high school.

Clayton Chokeshaw.

Was a rookie in 2008. Also Rich Hill might play this year he’s the only other one.

The fact that, when Rich Hill broke in, people were listening to “Hollaback Girl” makes me wonder where time went.

Rich Hill shouldn’t count. He’s practically played for every team. Eventually, he’ll play for every team if he hasn’t yet.

Verlander if he makes it back

Think of what you said… and g he are 18 years ago. I know you can’t be that dumb… rethink what you said and correct it so u don’t look foolish lol

Nobody on that team is even still playing baseball. Ollie Perez last played in 2022 probably was the last one.

Is anyone from the 2006 Cardinals still on their team?

The troll above was talking about active players when he took a shot at your Mets.

Which troll? We’re all trolls. Trolololololo♫ ♪ ♬

This is hilarious.

Not one single player from the 1953 Yankees is playing with that team either.

I refuse to believe that. s/

and KISS ,Aerosmith and others have retired..now wtf do we do for jams!

Not one single Yankee from the 2009 team is still on that team. And only one is STILL playing at all: 39 year old David Robertson!

Noone from the original 4 tops is playing either. Or Molly Hatchett. Or Lynryd Skynyrd. Old guys in diapers during band practice when they’re chanting Whats your name dude goes, “no for reelz, whats your name?”

Yup and KISS and Aerosmith,2 bands I loved in the 70’s just retired ..wtf am I gonna do now?

2006 was a long time ago. Pretty certain no one remains from the 2015 NL pennant team either. Nimmo was likely on 40 man but didn’t make ML debut till following season. I believe he’s only current NYM from 2016 WC team

Seems like DJ LeDone was in such a rush to rake on the Mets that when he misfired typing he looks like a fool.

Who’s DJ LeDone is he like DJ Pitbull a guy with a mic and handling the 1s and 2?

“Long time ago”…The Met’s ’16 “super rotation” of Degrom, “Dark Knight”, “Thor” and to a lesser extent Steven Matz, sure didn’t last long did it? It sure illustrates just how fleeting elite performance in professional sports can be.

Thor couldn’t learn to pitch without relying on his heater after TJ surgery, and Matt Harvey fizzled out soon after. Degrom, well he hasn’t been consistent either.

Good Luck Ben ! Remember you in Milwaukee!

You forgot Tyrone Taylor in the outfield mix, he’ll probably be in the bench mix.

Gamel is on the move again. He’s one of several Yankees draft picks that have failed to make an impact in the MLB. The Yankees need to change immediately about drafting and developing players. Especially if this regime continues to throw money around at wrong the free agents and refuses to increase payroll.

Your expecting big impact from a 10th round pick? He wasn’t Yankee very long after trading to Seattle

Mets should sign Taylor Motter next because he looks like fat Kurt Cobain

If Marte is healthy and his old self the Mets lineup gets even better.

Huge step up from Gamel, for sure.

But he is quite possibly the worst defensive outfielder in MLB.

Not to mention his lack of hustle at times.

But he has one hell of an arm , accurate too.

Yep. That’s how bad his range is. 93rd percentile arm, 3rd percentile defender.

He’s missed so much time too, so all the counting OAA calculations are likely far more rosy than he really is.

Just hoping he regains some form so Mets might be able to move him (eating decent amount of his remaining salary) in the offseason. Mainly some salary/payroll relief with lottery prospect.

He’s not, and he won’t be. He’s primarily a singles hitter now who’s a disaster in the OF at -12 runs by Statcast over roughly a full season bt 2023 and 2024, a whopping -22 by DRS over the same period, and no improvement bt 2023 and 2024..

The Mets should have kept Marte off the 26-man. “His old self” died with the multiple groin injuries, surgeries, and hitting his mid-30s. Gamel’s the better player at this point in his career—though that’s admittedly not saying much—whereas if Marte slips an inch he’ll actively cost a game just as he did in 2023.

Might take a moment for Marte to get sea legs. NYM need him. For my money his injury absence in late 2022 was the reason team lost division late. He was a catalyst that season

Exactly right. But he hasn’t done much since

Gosh darn it! I can’t believe Brazoban blew another lead!

Oh wait…he’s not with the Marlins anymore.

Whew…I was having Marlins Pre-Trade Deadline Bullpen Meltdown flashbacks from 2021, 2022, and 2024.

Uh-oh, Mariners fans… Ben Gamel is on waivers… Don’t DO it, Jerry…

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