i have got an assignment

10 Facts About Your Assignment

God gave you an assignment before you were born. God told Jeremiah, “Before you were formed in the womb, I knew you…I ordained you a prophet to the nations” (Jeremiah 1:5 NKJV). God has an assignment for each of us. I am called to be an evangelist. It was prophesied that I would be an evangelist when I was five years old. Joyce Meyer says, “What you can’t stand is a hint to what you are called to fix.” If you had the money and time to do anything you wanted to help people, what would you do?

Your assignment will be revealed by your diligence. You will never discover your assignment sitting in a rocking chair. You may not know whatyour assignment is right now, but if you will start moving diligently in the direction of your dominate focus your divine assignment will be revealed. Initially, I did not know I was called to be a writer. But, my larger assignment to be an evangelist created the need for me to also be a writer.
Your assignment will be something that no one else can accomplish. Look at your thumb. No one else on the planet had your fingerprint. You are unique and special. God has given you abilities that are not duplicated in any other person on earth. If you do not complete your assignment, it will never be done in the way that only you can do it.
Your assignment is bigger than you can accomplish alone. You need other people. You need God to be involved in your assignment. With God’s help you can do something bigger than is possible with your own strength.
Your assignment will take your whole life to accomplish. Your life purpose is bigger than a few months or years. It may take you a lifetime to prepare to accomplish your assignment. After you die, the fruit of your assignment will continue.
There are a variety of ways for you to accomplish your assignment. The nature of your calling comes from God, but the way you fulfill your assignment comes from your creativity. My assignment is to be an evangelist, within this calling there are a variety of ways of accomplishing my assignment. I could be a street evangelist, a crusade evangelist, an Internet evangelist, or a television evangelist. Each of these options would be a fulfillment of God’s call on my life. My assignment comes from God, but the method I use to fulfill that assignment comes from me. The nature of my calling comes from God, the scope of my calling is revealed by my willingness to be used.
Your assignment is attached to a particular place, people, or problem. You are not called to fix every problem in the world. You are called to fix a specific problem that no one else can fix. Stay in your assignment and don’t try to minister to everyone. Paul was not assigned to John Mark. A trash collector cannot collect trash in both Seattle and Miami, he has to choose a geographical location to fulfill his assignment.
By embracing your assignment, you are saying no to distractions. Know who you are and what you are called to do. I am called to be an evangelist. When I embrace my assignment, it forces me to decline many invitations that are good but have nothing to do with my calling. The more clearly your assignment is defined, the easier it will be to make important decisions. On Facebook, some people make comments that I disagree with but I do not say anything. Why? Because trying to set them straight is not my assignment.
When you are in your assignment, you will be sought out by people who need your specific skill. People will appreciate you for who you are instead of for who they wish you were. I don’t get mad at my dentist because he does not cut my hair. You will be rewarded for the problems that you solve.

Evangelist Daniel King, D.Min is on a mission to lead people to Jesus. He has visited over seventy nations preaching good news and he has led over two million people in a salvation prayer. To support King Ministries in our quest for souls, click here!

2 Corinne E. Hinton’s “So You’ve Got a Writing Assignment: Now What?”

Writing Spaces Volume 1

The next chapter offers guidelines for interpreting specific assignment sheets . Using a wide range of assignment sheets from a variety of essay types, Hinton explains how identifying the use of directive verbs can help students to better understand the assignment’s purpose. Hinton also demonstrates how to decipher an assignment’s expectations by creating a table for what you know – what you think you know – and what you don’t know . This reading provides a useful gateway activity prior to distributing the first assignment sheet, wherein we practice how to read and interpret a variety of assignments.

“If you’re having trouble understanding your assignment, go to the writing center for help. If you’re working on a draft and you want to review it with someone, they can take a look. Your writing center tutor will not write your paper for you, nor will [they] serve as an editor to correct grammar mistakes. When you visit your university’s writing center, you’ll be able to discuss your project with an experienced tutor who can offer practical advice in a comfortable learning environment.”

MLA Citation Examples

Works Cited

Hinton, Corrine E. “So You’ve Got a Writing Assignment: Now What?.” Writing Spaces: Readings on Writing Volume 1, edited by Charles Lowe and Pavel Zemliansky, Parlor Press, 2010, pp. 18-33.

In-text citation

“If you’re having trouble understanding your assignment, go to the writing center for help. If you’re working on a draft and you want to review it with someone, they can take a look. Your writing center tutor will not write your paper for you, nor will he serve as an editor to correct grammar mistakes. When you visit your university’s writing center, you’ll be able to discuss your project with an experienced tutor who can offer practical advice in a comfortable learning environment” (31).

Hinton, C. E. (2010). So you’ve got a writing assignment: Now what?.” In Charles Lowe and Pavel Zemliansky (Eds.), Writing spaces: Readings on writing , vol. 1 (pp. 18-33). New York: Parlor Press.

“If you’re having trouble understanding your assignment, go to the writing center for help. If you’re working on a draft and you want to review it with someone, they can take a look. Your writing center tutor will not write your paper for you, nor will he serve as an editor to correct grammar mistakes. When you visit your university’s writing center, you’ll be able to discuss your project with an experienced tutor who can offer practical advice in a comfortable learning environment” (p. 31).

Chicago Citation Examples

Bibliography

Hinton, Corrine E. “So You’ve Got a Writing Assignment: Now What?” in Writing Spaces: Reading on Writing Volume 1 , ed. Charles Lowe and Pavel Zemliansky (New York: Parlor Press, 2010), 18-33.

“If you’re having trouble understanding your assignment, go to the writing center for help. If you’re working on a draft and you want to review it with someone, they can take a look. Your writing center tutor will not write your paper for you, nor will he serve as an editor to correct grammar mistakes. When you visit your university’s writing center, you’ll be able to discuss your project with an experienced tutor who can offer practical advice in a comfortable learning environment” (225-226).

About the author

name: Writing Spaces Volume 1

institution: Parlor Press and WAC Clearinghouse

website: https://writingspaces.org/writing-spaces-volume-1/

Released in 2010, the first issue of Writing Spaces was edited by Drs. Charles Lowe and Pavel Zemliansky. In addition to the Writing Spaces Website, volume 1 can be accessed through WAC Clearinghouse, as well as Parlor Press.

From Parlor Press

Topics in Volume 1 of the series include academic writing, how to interpret writing assignments, motives for writing, rhetorical analysis, revision, invention, writing centers, argumentation, narrative, reflective writing, Wikipedia, patchwriting, collaboration, and genres.

From WAC Clearinghouse

Charles Lowe is Assistant Professor of Writing at Grand Valley State University where he teachers composition, professional writing, and Web design. Pavel Zemliansky is Associate Professor in the School of Writing, Rhetoric, and Technical Communication at James Madison University.

Publication Information: Lowe, Charles, & Pavel Zemliansky (Eds.). (2010). Writing Spaces: Readings on Writing, Volume 1 . WrtingSpaces.org; Parlor Press; The WAC Clearinghouse. https://wac.colostate.edu/books/writingspaces/writingspaces1/

Publication Date: June 14, 2010

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The Writing Center • University of North Carolina at Chapel Hill

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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Understood the Assignment Meaning: What Does the Phrase Mean?

If you’re a regular user of social media, you might have come across the phrase “understood the assignment” in recent times. The phrase has gained a lot of popularity on Twitter, TikTok, and other social media platforms, and it is often used to acknowledge someone who has done an exceptional job or exceeded expectations. In this article, we’ll explore the understood the assignment meaning and how it has become a popular phrase on social media.

Understood the Assignment Meaning

What Does Understood the Assignment Mean?

“Understood the Assignment” is a slang phrase that gained popularity in 2021, particularly on social media platforms like TikTok and Twitter. The phrase is used to acknowledge someone who has done an exceptional job or exceeded expectations. It is often used in the context of school assignments or work projects, where individuals are expected to complete a task or meet a certain standard.

The phrase implies that the person has not only completed the task at hand but has done so in a way that demonstrates a deep understanding of the requirements and expectations. The phrase has since become a popular hashtag and is commonly used in text messages, social media posts, and online chat rooms to express admiration or approval of someone’s work or performance.

Origin of ‘Understood the Assignment’ Phrase

If you’ve been on social media lately, you’ve probably seen the phrase “understood the assignment” being used quite frequently. But where did this phrase come from, and why has it become so popular?

The phrase “understood the assignment” originated from the American rapper Tay Money’s song “The Assignment,” which was released in 2021. In the song, Tay Money raps, “Tay, you killed this. I understood the assignment.” The phrase quickly caught on and became a popular way to express praise or criticism in slang.

Since then, the phrase has been used in various contexts, from school assignments to fashion choices. It’s often used to acknowledge someone’s efforts or accomplishments, particularly when they’ve gone above and beyond what was expected of them.

On Twitter, the phrase has also been associated with a specific meme. The meme features a picture of a woman wearing a white shirt and black pants, with the phrase “understood the assignment” written across the bottom. The meme is often used to mock people who have failed to meet expectations or who have made a mistake.

Popularity and Usage in Social Media

If you’re active on social media, you’ve probably seen the phrase “understood the assignment” being used quite frequently. It has become a popular slang expression to convey praise or criticism. The phrase has been in use since at least 2015, but it gained mainstream popularity in 2021 when it started trending on TikTok and Twitter.

The phrase is used to acknowledge someone who has done an exceptional job or exceeded expectations. It’s pretty much like giving someone an “A+” or stamping something with your seal of approval. For example, if a celebrity shows up to an event in an outfit that perfectly matches the theme, you might say they “understood the assignment.”

The phrase has become so popular that it has even been used by big brands like McDonald’s and Starbucks in their social media campaigns. McDonald’s used the phrase in a tweet to promote their BTS meal, and Starbucks used it to promote their new line of summer drinks. This shows how the phrase has become a part of popular culture and is being used by people from all walks of life.

The phrase has also become a meme, with people using it to make jokes or sarcastic comments. For example, if someone does something completely unrelated to what they were supposed to do, you might say they “didn’t understand the assignment.” This shows how the phrase has evolved and taken on a life of its own in the world of social media.

Examples of ‘Understood the Assignment’

When someone says “understood the assignment,” they are acknowledging that someone has done an exceptional job or exceeded expectations. Here are some examples of how this phrase can be used:

A student might say, “I understood the assignment and got an A on the paper.”
A coach might say, “The team really understood the assignment and executed the game plan perfectly.”
A designer might say, “The client loved the final product because we really understood the assignment and delivered exactly what they wanted.”

This phrase can also be used in a more playful or humorous way. For example, someone might say, “Beyoncé really understood the assignment with that outfit she wore to the Met Gala ,” meaning that she looked amazing and perfectly captured the theme of the event.

Another example could be, “The new Netflix series really understood the assignment when it came to creating a compelling storyline and characters that viewers can’t get enough of.”

Overall, “understood the assignment” is a versatile phrase that can be used in a variety of contexts to praise someone for doing an exceptional job or meeting and exceeding expectations.

Impact on Popular Culture

Popular culture is a reflection of society’s norms, values, and beliefs. It is a dynamic entity that evolves with time and influences people’s behavior, fashion, and lifestyle. Popular culture has a significant impact on society, shaping the way people think, act, and perceive the world around them.

One of the most significant impacts of popular culture is its influence on fashion. Popular culture often sets the trends in clothing, hairstyles, and accessories. For example, the popularity of the TV show Friends in the 1990s led to the trend of “The Rachel” haircut, which was named after the character Rachel Green, played by Jennifer Aniston. Similarly, the popularity of the movie Grease in the 1970s led to the revival of 1950s fashion, with leather jackets, tight jeans, and poodle skirts becoming popular again.

Popular culture also influences people’s behavior and lifestyle choices. For example, the popularity of fitness and health-related TV shows and social media influencers has led to an increase in gym memberships and healthy eating habits. Similarly, the popularity of travel-related shows and social media accounts has led to an increase in tourism and travel-related activities.

In conclusion, popular culture has a significant impact on society, shaping the way people think, act, and perceive the world around them. It influences fashion, behavior, lifestyle choices, language, and communication. As such, it is essential to understand the impact of popular culture and how it shapes our lives.

Criticism and Controversy

While “Understood the Assignment” is generally used to praise someone’s efforts, there have been some criticisms and controversies surrounding the phrase.

One criticism is that it can be used to pressure people into conforming to certain standards or expectations. For example, if someone posts a picture or video and doesn’t receive the “Understood the Assignment” comment, they may feel like they didn’t do a good enough job or that they didn’t meet the expectations of others.

Additionally, some people have argued that the phrase is overused and has lost its meaning. It’s become a catch-all phrase for any kind of praise, regardless of whether or not the person actually understood the assignment or put in a lot of effort.

There have also been controversies surrounding the phrase’s origins. While it’s generally accepted that the phrase originated on TikTok, there have been claims that it was actually first used in other contexts or by other people. However, there’s no definitive proof to support these claims.

Despite these criticisms and controversies, “Understood the Assignment” remains a popular phrase on social media and continues to be used as a way to praise people’s efforts and accomplishments.

Variations and Adaptations

When it comes to the “understood the assignment” trend, there are many variations and adaptations that people have come up with to express the same sentiment. Here are some of the most popular ones:

One common variation is to use the phrase in a humorous or sarcastic way. For example, someone might say “I understood the assignment” while holding up a blank piece of paper or a completely unrelated object. This type of parody is meant to poke fun at the original meaning of the phrase and show that the speaker did not actually understand the assignment.

Another popular adaptation of the trend is to turn it into a meme. This often involves taking a picture or video of someone who is clearly not “understanding the assignment” and adding the phrase as a caption. Memes like these can be found all over social media and are often used to make light of situations where someone is not living up to expectations.

Overall, the “understood the assignment” trend has taken on a life of its own and has become a popular way for people to express their dedication and hard work. While there are many variations and adaptations of the trend, the core message remains the same: that the speaker is giving it their all and doing everything they can to succeed.

Frequently Asked Questions

What are some quotes about understanding an assignment?

There are many quotes about understanding an assignment, but one of the most popular is “I understood the assignment, but I just didn’t do it.” This quote is often used humorously to express frustration with procrastination or laziness.

What are some synonyms for understanding an assignment?

Some synonyms for understanding an assignment include comprehending, grasping, and getting. These words all describe the ability to fully understand and engage with an assignment or task.

What are some examples of understanding an assignment?

Examples of understanding an assignment might include completing all of the required tasks, following all of the instructions, and producing high-quality work. Understanding an assignment also involves being able to ask questions and seek clarification when necessary.

What is the origin of the phrase ‘understood the assignment’?

The origin of the phrase ‘understood the assignment’ is unclear, but it has become a popular expression on social media and in popular culture. The phrase is often used to praise someone who is giving their all and doing their best.

What does it mean to ‘get’ an assignment?

To ‘get’ an assignment means to fully understand and comprehend what is required in order to complete the task successfully. This involves reading and following all instructions, asking questions if necessary, and producing high-quality work.

What is the meaning of explaining in an assignment?

Explaining in an assignment involves providing clear and concise explanations of concepts, ideas, or processes. This may involve using examples, diagrams, or other visual aids to help the reader understand the material. A well-written explanation should be easy to follow and understand.

Last Updated on September 29, 2023

How to Finish Assignments When You Can’t

Crunch time is coming, deadlines need to be met, essays need to be submitted, and tests should be studied for. As a student who’s waiting for the end of crunch time, you’re looking for all the right ways to cut corners while being ultra efficient with your time and energy. But sometimes racing the clock you’ll come to a realization that this mountain of a task is insurmountable and it seems almost impossible to accomplish. But at this low point is exactly where you shouldn’t settle with an incomplete assignment or missing work. There are workarounds and “life hacks” that can help pull you out of this sticky situation.

Homework and education are very important, so finishing your assignments should be something that’s on every student’s mind. Here’s some ideas to get you started on your path to getting your assignments finished:

Ask for an Extension

Lots of students find themselves in this awful situation that seems impossible to do. Even if it is your fault for being a bad student or lazy, it’s worth a try to confront your professor or teacher and ask for an extension – as long as you actually complete it. Teachers and professors understand that the point of homework isn’t to give you something to do, rather train you and give you extra practice on materials you learn in class. Just know that it’s not their responsibility to give you an extension and they are not obligated to give you points for your late or missing assignments. But do them anyway – and have your teacher check your work so they know you’re good for the work even though it’s late.

Ask for Help from Classmates

Your classmates are a good resource for you to help you finish your assignments, late or on time. They may even just give you answers – as long as you are polite about it and aren’t pressuring them to do so. They are helping you when they aren’t required to, and they’ll be more inclined if you are also reliable. The worst position to be in is to be the student who helps others but doesn’t receive help. Help could even be in the form of understanding the assignments and learning from them, kind of a tutoring situation. But again, it’s important that your classmates aren’t obligated to help you, so be grateful for any help you receive.

Prevent This Happening in the Future

We don’t want you to constantly be stuck in this seemingly impossible situation – so we urge you to think about your assignments carefully – so it doesn’t happen again. This means several things:

Keep Organized – understand when your assignments are due, and know how much time you have left so you can plan around it. It’s worth noting that this will also help you plan your lifestyle a bit better, so its a great thing to do
Give Yourself Time – saving things for last minute is a surefire way to shoot yourself in the foot. Don’t do that. Instead, if they give you an assignment to do for the next lesson or the next day – set time aside after school to do it.
Don’t Procrastinate – saying that you’ll do it later is the downfall of many missed assignments. You may forget about it or something may come up that will prevent you from doing your assignments on time. Get it done sooner rather than later

Use Your Resources

When we say “resources” we mean tutors, teacher’s assistants, and even the world wide web to help you complete your assignments when you’re unable to. Don’t make it a habit, but there are websites like Assignment Expert that are here to help you do exactly that: finish your homework. Note that schools and universities have their own rules for these types of resources, so use with caution. There are also websites that may have guides or flash cards that can help you in most of your subjects. If you do use them, they can be quite helpful to get you out of this situation.

Prioritize Your Assignments

If you’ve got a ton of assignments to finish – and only a limited amount of time – its good to prioritize them in an order of importance – which classes do you need to complete them today – ones with very lenient teachers or professors – and ones that are low priority because you’re allowed to miss this one assignment. Having that done, your experience with finishing your assignments will go over much smoother and less stressful.

Motivate Yourself

There’s a reason why you’re feeling stressed in this crunch time, you’re trying to accomplish something. Whether its to improve your grade or pass class, you still have motivation to do it. If you didn’t have any motivation, you wouldn’t be this stressed to read this article on the internet. But keep in mind your end goals so you’ll have the time and energy to spend on it. Complaining about not having enough time, isn’t going to give you more time.

Figure Out Your Problems

If you’ve procrastinated and put off your assignments, there must be a good reason, right? A good reason or not – you should reevaluate the things you’re doing in your life that put you in this position. If it can be helped, avoid these kinds of situations. Education is important and you should treat it as such.

Once you get a handle on your situation, you can breathe a sigh of relief. Managing your time isn’t easy, so once its done you can relax a bit before your next deadline.

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Readings about FYW

7 So You’ve Got a Writing Assignment. Now What?

Corrine E. Hinton

Corrine E. Hinton’s essay comes from the collection Writing Spaces . Hinton offers explicit discussion of how to approach a writing assignment. The abstract for the piece describes the purpose as the following: “Interpreting writing assignments can be a challenge for anyone. […] This chapter gives students practical strategies for interpreting writing assignments, including how to identify important rhetorical elements, how to calculate and respond to common expectations, and how to recognize and discuss specific points of confusion.”

Read Corrine E. Hinton’s “So You’ve Got a Writing Assignment. Now What?”

Keywords from this chapter in Writing Spaces

argument , audience , purpose , guidelines , emotion, questioning, assignment, sample, apprehension, interpretation, panic, procrastination, directive verb , evidence , stylistic, format , resources

Author Bio

Corrine E. Hinton is a tenured associate professor of English at Texas A&M University-Texarkana, where she “teaches courses in first-year composition, advanced writing, technical writing, grant writing, the teaching and peer tutoring of writing, composition studies, and research methods. [She] received [her] doctorate in English from Saint Louis University in 2012 and has been teaching writing at the college level since 2005” (https://corrineehinton.wixsite.com/mysite/about-me).

the thoughtful development of logically sound, carefully constructed assertions that are formed after the diligent consideration of numerous positions

a component of the rhetorical situation; any person or group who is the intended recipient of a message conveyed through text, speech, audio; the person/people the author is trying to influence

the author’s motivations for creating the text

an indication or outline of policy or conduct

is a verb that indicates an official or authoritative instruction

data, or what writers use to support or defend their argument, the validity of which depends on the academic discipline or academic audience

the shape, size, and general makeup (as of something printed); general plan of organization, arrangement, or choice of material (as for a composition)

The Ask: A More Beautiful Question Copyright © 2021 by Corrine E. Hinton is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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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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Sentence examples for I've got assignments from inspiring English sources

Is your sentence correct in English?

For many of us, it's hard to stay positive when we 've got assignments up to our eyeballs.

"I'm not either prejudging what he's interested in doing, nor am I suggesting I've got some specific assignment ," the president said, when asked about Mr. Romney.

"I've been dealing with LaTroy Hawkins being designated for assignment ; I've got some activity there, and at some point I hoped to conclude something on him.

When Flick asked Tambor about the scariest part of playing Maura, he replied: "I've been given an assignment and I've got to do it right.

Oh, I've got this, I've got cancer".

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How to complete when you have lots of assignments ?

Assignment Juggling Mastery: Strategies to Efficiently Navigate and Excel When Facing a Pile-Up of Academic Tasks.

When faced with a heavy workload of assignments, effective planning and execution are key to success. Managing multiple assignments requires strategic prioritization, efficient time management, and a structured approach to ensure quality and timely completion. This guide explores practical steps to tackle numerous tasks: from breaking down assignments into manageable parts and creating a schedule, to staying organized and minimizing distractions. By implementing these strategies, students can enhance productivity, reduce stress, and achieve academic goals effectively. Balancing thoroughness with efficiency, this approach fosters not only completion but also mastery of content, empowering students to excel amidst demanding academic schedules.

Strategic Implementation for Enhanced Productivity and Academic Success

Implementing these strategies enhances productivity, reduces stress, and achieves academic goals effectively. Balancing thoroughness with efficiency fosters both completion and content mastery, empowering students to excel amidst demanding academic schedules.

1. Prioritize Your Assignments:

- Start by identifying which assignments are due. Prioritize them based on deadlines. Consider factors like the complexity of the assignment, the amount of research required, and your familiarity with the topic.

2. Break Down Each Assignment:

- Divide each assignment into smaller, manageable tasks. It could include researching, outlining, writing, revising, and proofreading. Breaking down assignments into smaller steps makes them less intimidating.

3. Create a Schedule:

- Develop a detailed schedule or to-do list that outlines when you'll work on each assignment. Allocate specific time slots for research, writing, and editing. Be realistic about the time needed for each task.

4. Set Goals:

- Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated.

5. Minimize Distractions:

- Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.

6. Use Time Management Techniques:

- Techniques like the Pomodoro Technique (working in focused intervals with short breaks) can improve productivity and prevent burnout.

7. Start Early:

- Begin working on assignments as soon as they are assigned. Procrastination can lead to stress and lower-quality work.

8. Utilize Resources:

- If you encounter challenges with a particular assignment, seek help from professors, or you can opt for platforms offering Assignment Help USA . Don't hesitate to ask questions when you're unsure about a task.

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9. Stay Organized:

- Keep all your assignment-related materials well-organized, including research notes, outlines, and drafts. Use digital tools or physical folders to manage your resources.

10. Avoid Multitasking:

- Focus on one assignment at a time. Multitasking can reduce the quality of your work and increase stress levels.

11. Take Breaks:

- Allocate short breaks between tasks to recharge your mind. Use this time to stretch, walk, or do something enjoyable to prevent burnout.

12. Stay Healthy:

- Maintain a balanced diet, exercise regularly, and get enough sleep. Physical and mental well-being are crucial for effective time management and productivity.

13. Review and Revise:

- After completing an assignment, take the time to review and revise your work. Check for errors and improve the overall quality of your assignment.

14. Seek Extensions if Necessary:

- If you encounter unexpected challenges or circumstances that hinder your ability to complete an assignment on time, consider requesting an extension from your professor. Be sure to provide valid reason/reasons and request it before the deadlines mentioned in the instructions.

15. Celebrate Your Achievements:

- Acknowledge your accomplishments along the way. Reward yourself for meeting milestones and completing assignments. Positive reinforcement can boost motivation.

You must remember that effective time management and organization are crucial to completing multiple assignments successfully. Following these steps and maintaining a proactive approach to your coursework can reduce stress and produce high-quality work within your deadlines.

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Student Life

How to Never Miss an Assignment Again

Never miss an assignment again.

That which you had been dreading has happened. You either completely forgot about an assignment that was due or wasn’t able to finish and turn it in on time. While missing an assignment is something most college students are bound to face in a certain point of their academic trajectory, it can be a very unpleasant experience which can result in several complications with your marks in a specific subject. The best thing would indeed be not having to go through it.

However, with so many things going on at the same time, so many tests to revise for and a ton of other assignments due as well, it may often seem like science-fiction to be able to have everything prepared on time. True, it may be difficult, but it’s not impossible. In this article, we will give you some useful tips to help you organize yourself better and, as we say in Spain, “not get caught by the bull”… again.

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Let’s state the most important thing first, and that is

Forgive yourself. Regardless of the circumstances why you weren’t able to hand in your assignment on time. Acknowledging you’ve made a mistake and that you need to correct it is the first step towards improvement. Come to terms with what has happened and then let go; after all, there’s no use in torturing yourself over what you could have done differently once you can’t do anything else about it.

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Speak to your professor

If you weren’t able to complete your assignment because you or someone in your family have had a health-related problem, teachers are more likely to put themselves in your place and give you a chance to compensate for the mishap. Also, if you or one of your relatives have been ill, ask the doctor for a medical letter to show to your professor and prove that you’re not just making up an excuse.

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There’s (almost) nothing a good dialogue can’t solve

Even if you’ve missed your assignment deadline because you prioritized other things or simply because you procrastinated too much, talk to your lecturer if there’s anything else you could do in order not to fail the subject. Perhaps for this class, they’ll be taking the final exam’s marks more into account; or there are other assignments which would give you a good opportunity to make up for the incident. Keep in mind, however, that every professor is a world of their own. Just because Professor X told you that you could do a paper about tropical fish to compensate for the missed assignment doesn’t mean that Professor Y is willing to give you that chance. And furthermore, don’t try to have your way at all costs: if your professor says that there are no more opportunities, accept that no means no.

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Don’t let it happen again!

Whenever one of your professors proposes a new paper to turn in or a new project to present, take good note of it in your calendar or agenda so that you make sure not to forget about it and end up having the deadline catching up with you. Once you have the date in which your assignment is due in mind, you can start preparing it with enough anticipation.

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Get to work!

Go to your college or local library and start gathering the materials necessary for completing your project/assignment: read books, look up information online, take notes, write up some drafts… Of course, you don’t need to work yourself to death in a matter of a few days, on the contrary: dedicate every day a little time to your task, even if it isn’t more than an hour. If you start gathering up information and writing a couple of paragraphs since the very first day, you’ll see how you’ll have it done in time!

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“I’m stuck?! Help, please!”

Is your assignment topic too complicated? You don’t even know where to start? Are you at a total loss? Don’t worry we all have been there. If you see yourself struggling with your assignment, you can always ask your professor your doubts or request for a tutorship. If you address them in a polite manner and they see you truly interested in your work, they won’t refuse. Another tip that always helps is regularly attending your lectures: more often than not, your professors may drop little hints about what they’re looking for in an assignment… or even in the final exam! You can also resort to asking around your circle of college friends for some solidarity between partners. Keep in mind that at least two heads think more than one!

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If you follow these tips, you’ll see how you won’t miss another assignment again during your college years. But even if missing an assignment is not a very nice experience, think that you’re also a human after all and that it is impossible not to make a single mistake every now and then. Furthermore, there is always a valuable lesson to be learned from our slip-ups.

Do you think there are any other pieces of advice that should be taken into account for not missing your assignments’ and projects’ deadlines? If so, feel welcome to share them with us in the comment section.

We all know what it is to miss an assignment... 🙈 it can be a very unpleasant experience which can result in several complications with your marks on a specific subject. Here are 6 tips and tricks to help you avoid it.

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11 Step Guide on How to do an Assignment in One Day!

If you’ve landed on this article, you probably don’t have much time. So, let’s jump right in with a step-by-step guide on how to quickly finish an assignment in just a single day.

Disclaimer: These tips are meant to help you complete the paper on time with passable quality . It’s going to be very difficult for most people to write an excellent assignment within just a single day. The word count also plays a big part on whether you can successfully do this in time.

If you have multiple assignments that are pending, be sure to also check our broader guide on how to catch up on school work fast .

Table of Contents

Make a rough outline and structure for your paper

You’re going to have to resist the urge to dive write into the writing part and take a few minutes to make a draft outline first. This is the most crucial step for getting to passable quality within a day . This is because you need to make sure that you know what the exact assignment requirements are. You can then write the paper with a focus on covering these points that are going to be essential to the grading.

Find the assignment requirements

This is usually given in a separate file but if you can’t find it, try to look for it in the grading criteria or rubric file, course outline, lecture notes or your teacher may have made notes on Canvas, Google Classroom, LMS etc.

Scan the assignment requirements to quickly find out what your teacher wants

We do have a dedicated guide on how to hack an assignment requirements file to make a quick outline for your paper. We highly recommend you check it out if you have time.

Divide these points into main headings and subheadings

Make a mental note on what should go in each of these sections, check the word count requirement.

Most assignments also have an allowance range of the word count, which is typically 10%. So, if you’ve got a 3,000-word assignment with a 10% tolerance range, then you only need to aim to write 2,700 words. Setting aside 200 words for the introduction and 200 words for the conclusion, you’re only going to need to about 2,300 words of fresh content.

Review the deadline (even if you have done it before)

After doing the previous steps, you should have a rough idea of what needs to go in your paper, which sections you need to focus on, and how long it could take. It is important that you review your deadline again to get some perspective on how much faster than usual you need to be working to complete the paper on time.

Use this as fuel to fight procrastination and resist the urge to take frequent breaks in between!

Set an alarm or reminder for the deadline

You can’t afford the luxury of chasing perfection in your assignment. Regardless of whether you are done with your assignment or not, you need to submit something by the deadline . This is assuming you don’t have a good excuse up your sleeve for not submitting on time, like having an approved deadline extension.

So, to make sure you don’t miss the deadline, make sure to set a reminder at least an hour before the actual deadlin e. You will need some buffer time to clean up any messy parts in your assignment and check for any obvious mistakes.

Alarm clock reminder for assignment deadline

There is also the possibility that many of your fellow students are also working until the last minute on the same assignment. This means that the submission link could get hit with a lot of traffic and become inaccessible the closer you get to the deadline.

While such technical errors are often grounds for appealing for an extension, you’re going to be out of luck if you don’t have anything to prove that this happened. It may also be the case that you are the only one this seems to have happened to.

To be on the safe side, do not wait until the literal last minute . Try to upload your paper at least 20 minutes before the actual deadline.

Eliminate any and all distractions

If you haven’t got much time to go until the deadline, do not allow yourself to get distracted by anything!

Stay away from social media, even if it’s just ‘to take a break’
Don’t put on music or have a movie or show running in the background
Put your phone on silent or switch it off if you have to!

If you absolutely need a break, just take a short walk or lie on the bed to get some rest. However, don’t forget to set an alarm if you are feeling drowsy.

Skim lecture notes to get some relevant points quickly

Once you have an outline of the headings and subheadings, you should quickly skim your lecture notes files. Most professors usually upload the lectures as presentations or PDF on your learning management system like Canvas.

Taking key points from the lectures and matching them to the subheadings of your assignment will help you stay rooted in what has been covered by your professors.

Take notes from lecture session in university

Use Wikipedia as a starting point

We have a detailed guide covering the use of Wikipedia for writing assignments without getting your teachers to roll their eyes. As you don’t have time now to read the whole thing, we can summarize it in the following points.

Search for the main topic of your assignment

Scan the wikipedia article for most relevant sentences, click on the links to the sources that have been cited for these sentences, assess the credibility of the site which the links take you to, if the site passes the check, paraphrase the relevant parts and add to your paper, make sure that you are directly referencing the original source and not wikipedia, search for information relevant to your key points.

Using the key points that you’ve discovered so far in steps #1, 5 and 6, start doing more detailed research on these specific points. Apart from the points that you’re specifically researching, you’re often going to come across other relevant points.

Having done the outline at the very beginning, you should have a better feel for which subheadings these other relevant points could relate to. With that understanding, keep asking yourself if all the other random information that you would be coming across are relevant for any of the identified sections of your paper.

Pad with quality content (paraphrasing, comments & examples)

We have a guide on how to boost the word count of your assignments without compromising the quality, but here’s the short version.

For nearly every paraphrased (and referenced) sentence that you add to your paper using the first tip, make sure that you are adding your own inference or comment right after it. If it seems appropriate and you can think of or find an example quickly, you could add that too. You can also try to include some counterarguments as well, if relevant. You can also do a quick search on Google for some statistics, facts or figures wherever appropriate.

Generate table of contents using heading styles

In case you didn’t know, there’s a handy feature within MS Word that allows you to automatically generate a table of contents section using just the headings and subheading of your assignment. Use it – this will save you precious time.

Review you work

If you’ve still got some time to go before the deadline, just give your paper a quick once-over. Try to spot typos, grammatical errors, and other mistakes that you would make when writing very quickly. The aim isn’t to make your paper perfect, but to remove obvious errors for which your professor may dock your grades. Just remember, if you want your paper to be flawless, make a note that you should start in advance next time!

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Grade Calculators

Final Grade Calculator

Enter Final Info

My final exam is worth:

I want (at least) this in the class:

Enter Class Grades

Calculator Instructions

In the top part of the form, enter how much your final exam is worth and the grade that you would like to get in the class. For example, your final test might be worth 20% of your overall grade and you want to get at least a 93% in the class. You would enter these numbers into the form.
In the bottom half of the form, enter a description (optional) of the classwork, the grade received for that classwork, and the weight of the classwork. Most class grades are made up of several components such as homework assignments, tests, exams, quizzes, class participation, attendance, etc. For example, a class exam might be worth 10% of your grade and you received a 95% on the test. You would enter those values into the form.
If you need more than four rows, press the "Add Row" button to add an additional line. You can add as many rows as you need.
Once you have finished entering your grades, press the "Calculate" button and the grade you need on the final exam will be displayed.

Final Grade Formula

final grade = ((g wanted x w total ) - gw) / w final

w total = w 1 + w 2 + w 3 + ... + w final

w 1 = weight of assignment #1

w final = weight of final exam

gw = g 1 x w 1 + g 2 x w 2 + g 3 x w 3 + ...

g 1 = grade for assignment #1

g wanted = grade wanted in the class

Example Calculation

Let's say your class has the following grading plan.

Assignments	Weight
Project #1	10%
Project #2	10%
Quiz #1	20%
Quiz #2	20%
Mid-Term Test	20%
Final Exam	20%

Now let's assume you received the following grades on your classwork.

Assignments	Grade Received
Project #1	91%
Project #2	85%
Quiz #1	75%
Quiz #2	95%
Mid-Term Test	97%
Final Exam	Not Yet Taken

Finally, let's assume that you want to get a 90% in the class. To determine what you need to get on your final exam in order to get a 90% in the class, let's do some math using the formula above.

First add the weight of all the class assignments together including your final:

w total = 10% + 10% + 20% + 20% + 20% = 100%

Next, multiple the grade you received on each assignment by the weight of the assignment.

gw = (91% x 10%) + (85% x 10%) + (75% x 20%) + (95% x 20%) + (97% x 20%) = 7100%

Now, calculate what you need on the final exam:

final exam grade = ((90% x 100%) - 7100%) / 20% = 95%

This is how you manually calculate your final grade. Of course, you can make your life a little easier using the calculator above!

What if my class grade is based on points rather than percentages?

Let's assume you have the following class syllabus that is based on points.

Assignments	Possible Points
Project	100
Homework #1	100
Homework #2	150
Quiz	200
Mid-Term Test	200
Final Exam	250

Let's assume you received the following grades.

Assignments	Points Earned
Project	91 out 100
Homework #1	85 out of 100
Homework #2	120 out of 150
Quiz	180 out of 200
Mid-Term Test	190 out of 200
Final Exam	Not Yet Taken

To enter these grades in the calculator above, you first need to calculate your grade percentage for each assignment using the following formula:

grade percentage = points earned / possible points x 100

So taking your mid-term test grade as an example, we get the following:

mid-term test = 190 points earned / 200 possible points x 100 = 95%

In the weight column of the calculator, you would enter the possible points for each assignment.

Assuming you wanted to get at least a 90% in the class and your final exam is worth 250 points (i.e.the weight), you would enter the following information into the calculator.

Classwork	Grade	Weight
Project	91%	100
Homework #1	85%	100
Homework #2	80%	150
Quiz	90%	200
Mid-Term Test	95%	200

In this example, you would need to get a 93.6% on your final in order to get a 90% in the class.

You Might Like These Too

Test Grade Calculator

Easy Grader for Teachers

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“I Got” vs. “I’ve Got” vs. “I Have” – Complete Usage Guide

Idiomatic expressions can pose challenges for people learning the English Language as they often don’t follow grammar rules. Here we review the three everyday phrases “I got,” “I’ve got,” and “I have,” and explain in-depth when to use each.

What Is The Difference Between “I Got,” “I’ve Got,” And “I Have”?

“I got,” “I’ve got,” and “I have,” all imply the same thing. The words “got” and “have” both indicate ownership or possession. Use “I have” in formal written English, as contractions are used for conversational speaking. “I got” is the most informal version because it removes the word “have” completely.

What Does “I Got” Mean?

You say “I got” when you want to indicate that you are in possession of something. It can be used informally as a shortened form of both “I’ve got” and “I have,” even though it is technically grammatically incorrect. It can also refer to something happening in the past.

If it refers to something happening in the past, you are using it in a grammatically correct way. The word “got” is the past tense verb of “have.”

Here are some examples that show it being used “informally” as an idiomatic expression.

I got to get some of that chocolate next time I’m at the store. It tastes great!
I got to stop biting my nails. It is such a bad habit.
My doctor said that I got to drink more water during the day.
I got to get a dress for the party on Saturday night.
I got to call my mother soon; it’s been a few weeks since we talked.

Here are some examples that show it being used correctly from a grammar standpoint, in the past tense.

I got it yesterday while I was at the store.
I got in trouble with the teacher for chewing gum in class.
I got ten bee stings yesterday when I stepped on a hive.
I got twenty dollars for helping my neighbor mow his lawn.
I got my bachelor’s degree in three years because I took extra courses.
I got my shoe stuck on the crack in the sidewalk and tripped.

What Does “I’ve Got” Mean?

“I’ve got” is the informal contraction form of the phrase “I have got.” The contraction replaces the word “have.” It means that you are currently in possession of something (or own it) or that you need to do a particular thing in the near future.

Since it is a contraction, it is primarily used in spoken English versus in the written word.

Here are examples to show how “I’ve got” is used in a sentence.

I’d love to come with you, but I’ve got to finish this report for work tonight.
I’ve got to try and get more sleep. I’ve been so tired all week.
I’ve got the money for the tickets right here in my wallet.
I’ve got ten pairs of jeans in my closet, and none of them fit anymore.
I wish I didn’t have to wear glasses, but I’ve got terrible eyesight.
I’ve got until Thursday to respond to that invitation.
Do you need a pen? I’ve got three extra in my purse.

What Does “I Have” Mean?

If you say “I have,” it means that you possess something (or a declaration of ownership). When followed by the preposition “to,” it can also mean the need to do something. It is a formal and eloquent way of expressing this idea.

You can always use the expression “I have” instead of “I’ve got” or “I got” if you want to sound more refined. It is also the preferred version to use in the written word.

Here are some examples that show “I have” used in a sentence.

I have ten dollars to my name right now.
I have two sisters and one brother, and I’m the youngest of them all.
I have to go to the doctor’s office tomorrow morning for a checkup.
I have a good friend who lives in Spain.
I have to remember to make the cookies for the bake sale tonight.
I have two cats and wouldn’t mind getting a dog as well.
I have to take two taxis and a bus to get there.

Are “I Got,” “I’ve Got,” And “I Have” Interchangeable?

As an idiomatic expression, the phrases “I got,” “I’ve got,” and “I have” can be used interchangeably. However, if using the phrase “I got” in the past tense form, it cannot be replaced with either “I’ve got” or “I have.”

Here is an example of this usage to reiterate the instance in which “I got” is a stand-alone phrase and not interchangeable with the other two options.

(Correct) I got stuck in the rain on my walk home from work today.
(Incorrect) I’ve got stuck in the rain on my walk home from work today.
(Incorrect) I have got stuck in the rain on my walk home from work today.

See how the two other options are not interchangeable in this particular context.

Is It “I’ve Got This” Or “I Got This”?

Grammatically, the phrase “I’ve got this” is the more correct of the two phrases. However, in everyday conversational English, “I got this” is regularly accepted and understood and often used interchangeably with “I’ve got this.” The expression “I got this” tends to be less formal and more confident sounding.

However, keep in mind that the phrase “I got this” can also be used in the grammatically-correct past tense form, and in this format, it is not interchangeable with “I’ve got this.”

Here are two examples that show how “I’ve got this” and “I got this” can be used interchangeably.

Don’t worry. I got this! You can head home for the day.
I’ve got this friend who can help you out with that. I’ll give him a call.

Is It “I’ve Got It” Or “I Got It”?

Both phrases are correct when used in the proper context. The phrase “I’ve got it” is present-perfect tense and indicates that the action is ongoing. The phrase “I got it” is past tense and suggests that the action is in the past and completed.

Occasionally you will hear them used interchangeably in conversational English to indicate “I understand.”

Here are two examples. The first one shows the “I’ve got it” used in the present perfect tense. The second example shows the phrase “I got it” used conversationally to indicate “I understand.”

“Did you find the phone number for the hotel? Yes, I’ve got it right here.”
Thanks for explaining the math problem to me. I got it now!

You may also like: “We Got” vs. “We’ve Got” vs. “We Have” – Complete Usage Guide Do You Have vs Have You Got vs Did You Get – Easy Usage Guide “I Have Gotten” or “I Have Got?” Difference Explained (Helpful Examples) “I Get It” vs “I Got It – Easy Usage Guide (+14 Examples) I Got You – 4 Different Meanings Revealed (+11 Examples)

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

Is “Stucked” a Correct Word? (Past Tense of “Stuck”)
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“I Sent” vs “I Have Sent” vs “I Had Sent” An Email (Complete Guide)
“In the Past Few Years” or “Over the Past Few Years”?

Special Assignment Not Appearing

Special Assignment: When the Deeps Stir is not appearing on my warlock. I can see it on my shaman, just not the lock for some reason.

I did manage to complete the campaign on warlock before it was disabled. I was able to see and complete the Special Assignment on the Isle of Dorn.

However, The Ringing Deeps one does not appear for me on the lock whatsoever. I tried doing 3 WQ’s to get it to pop up, and still nothing.

Has anyone else had this issue?

I’m also having this issue with the ringing deeps special assignment world quest ( “Special Assignment: When the Deeps Stir”).

My shaman and paladin have done it the previous week and neither can see it being available for this week, however my warlock can see it (but didn’t do it last reset).

Which makes me wonder if it’s a one-time thing or just very bugged?

Perhaps Blizzard can come and clarify this?

I just noticed this as well. Did them all on my evoker but the ones aside from the Isle of Dorn one is not showing up for my warrior.

Between them randomly deciding to award rep or not, show up or not, or just be terribly designed (unshared kills, despawning objects), world quests in this expansion are a real hot mess.

yeah it appeared if you did 3 world quests, there was a post from wowhead about it that’s how I knew.

I’ve been wondering for a while if there are 2 up right now and I just don’t know it.

My shaman have done 3 world quests in the Ringing Deeps and he still doesn’t see the Special Assignment, so I guess I will just miss out on it?

Besides, even if it decided to randomly show up for my shaman right this minute (and still be locked behind 3 world quests), I’d be screwed because my shaman only have two available world quests in that zone.

Scientists Solve a ‘Murder Mystery’ After a Pregnant, Tagged Shark Got Eaten

It’s rare for apex predators to become prey, but researchers suggest they’ve documented the first known case of a porbeagle shark getting consumed by another animal

Rudy Molinek

Mass Media Fellow, AAAS

The food web is one of the first concepts students learn in ecology. Animals higher up on the web prey on the ones below. At the very top are the apex predators—nothing is supposed to eat them. The porbeagle shark is one of those top hunters, but a new study published Monday in the journal Frontiers in Marine Science finds that one such shark might have unexpectedly become another creature’s meal.

“It really was like a shark murder mystery,” Brooke Anderson , a marine biologist for the state of North Carolina, tells Science News ’ Jason Bittel.

The porbeagle had been tagged by researchers in October 2020 in the northwestern Atlantic Ocean as part of an effort to track shark migration. Since the animal was a pregnant female, scientists hoped she would reveal important habitats for porbeagle mothers and their offspring, which could inform conservation efforts for the endangered species . But 158 days after tagging and releasing the shark, the scientists got some surprise data.

Researchers had affixed two transmitters to the porbeagle—one that would send a signal anytime the shark surfaced and another that recorded data continuously until it was set to pop off, float to the surface and send its data to a waiting satellite. Unexpectedly, the pop-off tracker came online in late March 2021—far earlier than the scientists had planned.

The data showed that the shark had spent about five months living a fairly consistent routine. During the day, she cruised around 2,000 to 2,600 feet below the surface. At night, she swam up to water depths of 330 to 650 feet. During that time, the water temperatures she swam in ranged from 43.5 to 74.3 degrees Fahrenheit.

Then, four days before the tag surfaced and sent in data, that pattern was disrupted. The water depth ranged over those days from about 500 to 2,000 feet, but the temperature recorded stayed constant at 71.6 degrees. That consistency didn’t track with what researchers knew about the water column—that it gets colder as you go deeper down.

“As soon as I got the data from that tag, I immediately knew something weird had happened,” Anderson tells CBS News ’ Mary Cunningham. “The only explanation for that data is that this tab is now in the stomach of a predator.”

But, the researchers wondered, is it really possible that an apex predator could get eaten? Porbeagles would make unwieldy prey, since they grow large and can weigh up to 500 pounds. Scientists had never previously recorded a porbeagle shark getting eaten by another animal.

“I honestly kept trying to come up with alternative explanations,” Anderson says to Science ’s Phie Jacobs. “I couldn’t believe that an 8-foot-long porbeagle shark—a pregnant porbeagle shark, nonetheless—would have gotten eaten by something.”

To find the culprit, the team first ruled out that the shark had been eaten by an orca , which are known to sometimes hunt other predators . For one thing, orcas are warm-blooded marine mammals, so the temperature the tag recorded is too cold for being inside a “killer whale.”

The most likely candidate is a larger shark, probably a great white shark or shortfin mako. A mature female white shark is a promising candidate, per the paper, since the water depths recorded match those previously documented for the species.

“In the open ocean, size matters,” Jon Dodd , a marine biologist at the Atlantic Shark Institute and co-author of the study, tells CBS News. “But there is always something bigger.”

Some other scientists remain skeptical that the data shows clear evidence of shark-on-shark predation. “There’s no question that something ate the tag,” Megan Winton , a fisheries scientist at the Atlantic White Shark Conservancy who was not involved in the research, says to Science News . “But it’s hard to tie that necessarily to the mortality of the porbeagle.”

Winton adds that it’s possible a predator somehow ate the tag, but not the porbeagle itself—or that another porbeagle ate its unfortunate relative.

If something really did successfully hunt the porbeagle, as Anderson tells New Scientist ’s Madeleine Cuff, that predator probably had a really good day. “In this scenario, if you can pull it off, a large pregnant porbeagle shark would be a lot of bang for your buck in terms of a meal.”

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Rudy Molinek | READ MORE

Rudy Molinek is Smithsonian magazine's 2024 AAAS Mass Media Fellow.

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167 So You’ve Got a Writing Assignment. Now What?

Corrine E. Hinton

It’s the first day of the semester and you’ve just stepped foot into your Intro to American Politics class. You grab a seat toward the back as the instructor enters, distributes the syllabus, and starts to discuss the course schedule. Just before class ends, she grabs a thin stack of papers from her desk and, distributing them, announces, “This is your first writing assignment for the term. It’s due two weeks from Thursday, so I suggest you begin early.” Your stomach clenches. For some people, a writing assignment causes a little nervous energy, but for you, it’s a deep, vomit-inducing fireball that shoots down your body and out your toes. As soon as the assignment sheet hits your hands, your eyes dart wildly about, frantically trying to decipher what you’re supposed to do. How many pages is this thing supposed to be? What am I supposed to write about? What’s Chicago style? When is it due? You know your instructor is talking about the assignment right now, but her voice fades into a murmur as you busy yourself with the assignment sheet. The sound of shuffling feet interrupts your thoughts; you look up and realize she’s dismissed the class. You shove the assignment into your bag, convinced you’re doomed before you’ve even started.

So you’ve got a writing assignment. Now what? First, don’t panic. Writing assignments make many of us nervous, but this anxiety is especially prevalent in first year students. When that first writing assignment comes along, fear, anxiety, avoidance, and even anger are typical responses. However, negative emotional reactions like these can cloud your ability to be rational, and interpreting a writing assignment is a rational activity and a skill. You can learn and cultivate this skill with practice. Why is learning how to do it so important?

First, you can learn how to manage negative emotional responses to writing. Research indicates emotional responses can affect academic performance “over and above the influence of cognitive ability or motivation” (Pekrun 129). So, even when you have the knowledge or desire to accomplish a particular goal, your fear, anxiety, or boredom can have greater control over how you perform. Anything you can do to minimize these reactions (and potentially boost performance) benefits your personal and intellectual wellness .

Learning to interpret writing assignment expectations also helps encourage productive dialogue between you and your fellow classmates and between you and your instructor. You’ll be able to discuss the assignment critically with your peers, ask them specific questions about information you don’t know, or compare approaches to essays. You’ll also be able to answer your classmates’ questions confidently. Many students are too afraid or intimidated to ask their instructors for help, but when you understand an instructor’s expectations for an assignment, you also understand the skills being assessed. With this method, when you do not understand a requirement or expectation, you’ll have more confidence to approach your instructor directly, using him as valuable resource that can encourage you, clarify confusion, or strengthen your understanding of course concepts.

What follows is a series of practical guidelines useful for interpreting most college writing assignments. In my experience, many students already know and employ many of these strategies regularly; however, few students know or use all of them every time. Along the way, I’ll apply some of these guidelines to actual assignments used in university classrooms. You’ll also be able to get into the heads of other students as they formulate their own approaches to some of these assignments.1

Guidelines for Interpreting Writing Assignments

Don’t Panic and Don’t Procrastinate

Writing assignments should not incite panic, but it happens. We’ve already discussed how panicking and other negative reactions work against you by clouding your ability to analyze a situation rationally. So when your instructor gives you that writing assignment, don’t try to read the whole assignment sheet at breakneck speed. Instead, take a deep breath and focus. If your instructor talks about the assignment, stop what you’re doing and listen. Often, teachers will read through the assignment aloud and may even elaborate on some of the requirements. Write down any extra information or advice your instructor provides about the requirements, his or her expectations, changes, possible approaches, or topic ideas. This information will be useful to you as you begin thinking about the topic and formulating your approach. Also, pay attention to your classmates’ questions. You might not need those answers now, but you may find them helpful later.

If you’re an undergraduate student taking more than one class, it’s not uncommon to have several writing assignments due within days of each other. Hence, you should avoid procrastinating. People procrastinate for different reasons. Maybe you wait because you’ve always been able to put together a decent paper the night before it’s due. Perhaps you wait because avoiding the assignment until the last minute is your response to academic stress. Waiting until the last minute to complete a writing assignment in college is a gamble. You put yourself at risk for the unexpected: your printer runs out of ink, your laptop crashes and you didn’t backup your work, the Internet in the library is down, the books you need are checked out, you can’t locate any recent research on your topic, you have a last-minute emergency, or you have a question about the assignment you can’t find the answer to. The common result of situations like these is that if the student is able to complete the assignment, it is often a poor representatatoin of her actual knowledge or abilities. Start your assignment as soon as possible and leave yourself plenty of time to plan for the unexpected.

Read the Assignment. Read It Again. Refer to It Often

The ability to read critically is a useful skill. When you read a textbook chapter for your history course, for example, you might skim it for major ideas first, re-read and then highlight or underline important items, make notes in the margins, look up unfamiliar terms, or compile a list of questions. These same strategies can be applied when reading writing assignments.

The assignment sheet is full of material to be deciphered, so attack it the same way you would attack your history book. When Bailey2, an undergraduate at a university in Los Angeles, was asked to respond to a biology writing assignment, here’s what she had to say about where she would start:

When getting a writing assignment, you should read it more than once just to get a knowledge of what they’re [the instructors] really asking for and underline important information, which is what I’m doing now. Before starting the assignment, always write some notes down to help you get started.

Here are some other strategies to help you become an active, critical reader of writing assignments:

Start by skimming, noting anything in particular that jumps out at you.
As soon as you have the time and the ability to focus, re-read the assignment carefully. Underline or highlight important features of the assignment or criteria you think you might forget about after you’ve started writing.
Don’t be afraid to write on the assignment sheet. Use the available white space to list questions, define key terms or concepts, or jot down any initial ideas you have. Don’t let the margins confine your writing (or your thoughts). If you’re running out of space, grab a fresh sheet of paper and keep writing. The sooner you starting thinking and writing about the assignment, the easier it may be to complete.

As you begin drafting, you should occasionally refer back to the official assignment sheet. Maintaining constant contact with your teacher’s instructions will help keep you on the right track, may remind you of criteria you’ve forgotten, and it might even spark new ideas if you’re stuck.

Know Your Purpose and Your Audience

Instructors give writing assignments so students can demonstrate their knowledge and/or their ability to apply knowledge. On the surface, it may seem like the instructor is simply asking you to answer some questions to demonstrate that you understand the material or to compare and contrast concepts, theorists, or approaches. However, assessing knowledge is usually just one reason for the assignment. More often than not, your instructor is also evaluating your ability to demonstrate other critical skills. For example, she might be trying to determine if you can apply a concept to a particular situation, if you know how to summarize complex material, or if you can think critically about an idea and then creatively apply that thinking to new situations. Maybe she’s looking at how you manage large quantities of research or how you position expert opinions against one another. Or perhaps she wants to know if you can form and support a sound, credible argument rather than describing your opinion about a certain issue.

Instructors have different ways of conveying what they expect from their students in a writing assignment. Some detail explicitly what they intend to evaluate and may even provide a score sheet. Others may provide general (even vague) instructions and leave the rest up to you. So, what can you do to ensure you’re on the right track? Keep reading through these guidelines, and you’ll learn some ways to read between the lines. Once you identify all the intentions at work (that is, what your instructor is trying to measure), you’ll be able to consider and address them.

Audience is a critical component to any writing assignment, and realistically, one or several different audiences may be involved when you’re writing a paper in college. The person evaluating your essay is typically the audience most college students consider first. However, your instructor may identify a separate audience to whom you should tailor your response. Do not ignore this audience! If your business instructor tells you to write a research proposal that will be delivered to members of the local chamber of commerce, then adapt your response to them. If you’re in an engineering course, and your instructor asks you to write a product design report about a piece of medical equipment geared toward medical practitioners (and not engineers), you should think differently about your terminology, use of background information, and what motivates this particular audience when they read your report. Analyzing the background (personal, educational, professional), existing knowledge, needs, and concerns of your audience will help you make more informed decisions about word choice, structure, tone, or other components of your paper.

Locate and Understand the Directive Verbs

One thing you should do when interpreting a writing assignment is to locate the directive verbs and know what the instructor means by them. Directive verbs tell you what you should do in order to formulate a written response. The following table lists common directive verbs used in writing assignments:

Table 1. Frequently used directive verbs.

analyze	defend	illustrate
apply	describe	investigate
argue	design	narrate
compare	discuss	show
consider	explain	summarize
contrast	explore	synthesize
create	evaluate	trace

You might notice that many of the directive verbs have similar general meanings. For example, although explore and investigate are not necessarily synonyms for one another, when used in writing assignments, they may be asking for a similar structural response. Understanding what those verbs mean to you and to your instructor may be the most difficult part of understanding a writing assignment. Take a look at this sample writing assignment from a philosophy course:

Philosophy Writing Assignment * “History is what the historian says it is.” Discuss. All papers are to be typed, spell-checked and grammar-checked. Responses should be 2000 words. They should be well written, with a logical flow of thought, and double-spaced with 1” margins on all sides. Papers should be typed in 12-pitch font, using Courier or Times Roman typeface. Indent the first line of each new paragraph five spaces. Also include a title page so that the instructor can identify the student, assignment and course number. Proper standard English is required. Do not use slang or a conversational style of writing. Always avoid contractions (e.g. “can’t” for “cannot”) in formal essays. Always write in complete sentences and paragraphs! Staple all papers in the upper left-hand corner and do not put them in a folder, binder or plastic cover. All written work, citations and bibliographies should conform to the rules of composition laid down in The Chicago Manual of Style (15th edition), or Charles Lipson’s Doing Honest Work in College (chapter 5). A paper that lacks correct citations and/or a bibliography will receive an automatic 10% reduction in grade. * Sample undergraduate philosophy writing assignment, courtesy of Dr. Kenneth Locke, Religious Studies Department, University of the West.

You may interpret the word discuss in one way, while your instructor may have a different understanding. The key is to make certain that these two interpretations are as similar as possible. You can develop a mutual understanding of the assignment’s directive verbs and calculate an effective response using the following steps:

Look up the verb in a dictionary and write down all of the definitions.
List all possible synonyms or related terms and look those up as well; then, see if any of these terms suggest a clearer interpretation of what the assignment is asking you to do.
Write down several methods you could use to approach the assignment. (Check out guideline eight in this essay for some common approaches.)
Consult with your instructor, but do not be discouraged if he/ she is unwilling to clarify or provide additional information; your interpretation of the directions and subsequent approach to fulfilling the assignment criteria may be one of its purposes.
Consult a trusted peer or writing center tutor for assistance.
Figure out what you know.

When deciphering an assignment’s purpose is particularly challenging, make a list. Think about what you know, what you think you know, and what you do not know about what the assignment is asking you to do. Putting this list into a table makes the information easier to handle. For example, if you were given an assignment that asked you to analyze presentations in your business ethics class, like the assignment in Figure 2, your table might look like Table 2 below:

Business Writing Assignment Presentation Analysis During three weeks of class, you’ll observe several small group presentations on business ethics given by your fellow classmates. Choose two of the presentations and write a short paper analyzing them. For each presentation, be sure to do the following: In one paragraph, concisely summarize the group’s main conclusions Analyze the presentation by answering any two of the following three: With which of the group’s conclusions do you agree? Why? With which of the conclusions do you disagree? Why? (include specific examples of both) What particular issue of ethics did the group not address or only address slightly? Analyze this aspect from your perspective. In what way could you apply one or more of the group’s conclusions to a particular situation? (The situation could be hypothetical, one from your personal or professional experience, or a real-world example). The paper should be no more than 3 pages in length with 12-pt font, 1 ½ line spacing. It is due one week after the conclusion of presentations. Your grade will depend upon the critical thought and analytical skills displayed in the paper; 2. your use of ethical principles from chapter 7 of our textbook; the professionalism, correctness, and logic of your writing. Table 2. Sample knowledge table for undergraduate business writing assignment.


Need to observe and take notes on 2 presentations	Concisely means “short,” so my summaries should be shorter than the other parts of the paper.	What does the professor mean by “critical thought”?
Need to summa- rize each groups’ conclusions	I think I need to apply my own understanding of ethics to figure out which issue the group didn’t address	How does the professor evaluate “professionalism”? How do I demonstrate this?
2–3 pages long; 12 pt font and 1 ½ spacing	I think I understand everything from chapter 7	Do I need to apply both groups’ conclusions to the same situation or to two different ones?
Need to include personal opinion	I think it’s okay to say “I” in the paper.	How much personal opinion should I include and do I need specific examples to support my opinion?
Need to answer 2 of the 3 questions under part 2	I don’t think I need an introduction.	Should I separate my essay into two parts, one for each group I observed?

After reviewing the table, you can see that this student has a lot of thoughts about this assignment. He understands some of the general features. However, there are some critical elements that need clarification before he submits the assignment. For instance, he’s unsure about the best structure for the paper and the way it should sound. Dividing your understanding of an assignment into a table or list can help you identify the confusing parts. Then, you can formulate specific questions that your instructor or a writing center consultant can help you answer.

Ask Yourself: Do I Need an Argument?

Perhaps one of the most important things to know is whether or not your instructor is asking you to formulate and support an argument. Sometimes this is easy to determine. For example, an assignment many instructors include in their courses is a persuasive paper where you’re typically asked to choose an issue, take a position, and then support it using evidence. For many students, a persuasive paper is a well known assignment, but when less familiar assignment genres come up, some students may be confused about argument expectations. This confusion may arise because the instructor uses a directive verb that is easily misinterpreted. What about the verb explain? Does it make you think of words like summarize, review, or describe (which would suggest more facts and less opinion)? Or, do you associate it with words like debate, investigate, or defend (which imply the need for a well-supported argument)? You can also look for other clues in the assignment indicating a need for evidence. If your instructor mentions scholarly citations, you’ll probably need it. If you need evidence, you’ll probably need an argument. Still confused? Talk to your instructor.

Consider the Evidence

If your assignment mentions a minimum number of required sources, references a particular citation style, or suggests scholarly journals to review during your research, then these are telltale signs that you’ll need to find and use evidence. What qualifies as evidence? Let’s review some of the major types:

Personal experience
Narrative examples (historical or hypothetical)
Statistics (or numerical forms of data) and facts
Graphs, charts, or other visual representatives of data
Expert opinion
Research results (experimental or descriptive)

Each of these offers benefits and drawbacks when used to support an argument. Consider this writing assignment from a 200-level biology class on genetics:

Biology Writing Assignment Genes & Gene Research Purpose: This writing assignment will ask you to familiarize yourself with genes, the techniques gene researchers use when working with genes, and the current research programs investigating genes. The report is worth 10% of your final grade in the course. In a research report of at least 1500 words, you should address the following: Generally, what is a gene and what does it do? Create a universally applicable definition for a gene. Choose a specific gene and apply your definition to it (i.e., what does this particular gene do and how does it work?) Recreate the history of the gene you’ve chosen including the gene’s discovery (and discoverer), the motivation behind the research into this gene, outcomes of the research, and any medical, social, historical, or biological implications to its discovery. Explore the current research available on your gene. Who is conducting the research, what are the goals (big/small; longterm/short-term) of the research, and how is the research being funded? Research should be properly documented using CSE (Council of Science Editors) style. The report should be typewritten, double spaced, in a font of reasonable size.

This instructor asks students to demonstrate several skills, including definition, summary, research, and application. Nearly all of these components should include some evidence, specifically scientific research studies on the particular gene the student has chosen. After reading it, here’s what Bailey said about how she would start the assignment: “This assignment basically has to do with who you are, so it should be something simple to answer, not too difficult since you should know yourself.” Ernest, another student, explains how he would approach the same assignment: “So, first of all, to do this assignment, I would go on the computer, like on the Internet, and I would . . . do research about genes first. And . . . everything about them, and then I would . . . start with the first question, second question, third and fourth, and that’s it.” For Bailey, using her own life as an example to illustrate genetic inheritance would be the best way to start responding to the assignment. Ernest, on the other hand, thinks a bit differently; he knows he needs “research about genes” to get started, and, like many students, figures the internet will tell him everything he needs to know. So, how do you know what evidence works best? Know the field you’re writing in: what type(s) of evidence it values, why it’s valuable, and what sources provide that evidence. Some other important questions you should ask yourself include

Where, in the paper, is the most effective place for this evidence?
What type of evidence would support my argument effectively?
What kind of evidence would most convince my audience?
What’s the best way to integrate this evidence into my ideas?
What reference/citation style does this discipline use?

If your writing assignment calls for evidence, it is important that you answer these questions. Failure to do so could cost you major points—in your assignment and with your instructor.

Calculate the Best Approach

When you decide how to approach your paper, you’re also outlining its basic structure. Structure is the way you construct your ideas and move from one idea to the next. Typical structural approaches include question/answer, comparison/contrast, problem/solution, methodology, cause/effect, narration/reflection, description/illustration, classification/division, thesis/support, analysis/synthesis, and theory/ application. These patterns can be used individually or in combination with each other to illustrate more complex relationships among ideas. Learning what structures are useful in particular writing situations starts with reviewing the assignment. Sometimes, the instructor clearly details how you should structure your essay. On the other hand, the assignment may suggest a particular structural pattern but may not actually reflect what the instructor expects to see. For example, if the prompt asks four questions, does that mean you’re supposed to write a paragraph for each answer and then slap on an introduction and a conclusion? Not necessarily. Consider what structure would deliver your message accurately and effectively.

Knowing what structures are acceptable within the discipline is also important. Many students are uncomfortable with rigidity; they wonder why their chemistry lab reports must be presented “just so.” Think about the last time you looked at a restaurant menu. If you’re looking for appetizers, those items are usually listed at the front of the menu whereas desserts are closer to the back. If a restaurant menu listed the desserts up front, you might find the design unfamiliar and the menu difficult to navigate. The same can be said for formalized writing structures including lab reports or literature reviews, for example. Examining scholarly publications (journal articles or books) within that field will help you identify commonly used structural patterns and understand why those structures are acceptable within the discipline.

Understand and Adhere to Formatting and Style Guidelines

Writing assignments usually provide guidelines regarding format and/ or style. Requirements like word count or page length, font type or size, margins, line spacing, and citation styles fall into this category. Most instructors have clear expectations for how an assignment should look based on official academic styles, such as the Modern Language Association (MLA), the American Psychological Association (APA), the Chicago Manual of Style (CMS), or the Council of Science Editors (CSE). If your instructor specifically references a style then locate a copy of the manual, so you’ll know how to cite source material and how to develop your document’s format (font, spacing, margin size, etc.) and style (use of headings, abbreviations, capitalization).

Occasionally, an instructor may modify a standard style to meet her personal preferences. Follow any additional formatting or style guidelines your instructor provides. If you don’t, you could lose points unnecessarily. They may also refer you to scholarly journals to use as models. Don’t ignore these! Not only will you be able to review professional examples of the kinds of work you’re doing (like lab reports, lit reviews, research reports, executive summaries, etc.), you’ll also learn more about what style of writing a discipline values.

Identify Your Available Resources and Ask Questions

Even after following these steps, you may still have questions. When that happens, you should know who your resources are and what they do (and don’t do). After Nicole read the business ethics assignment (provided earlier in this chapter), she said, “I would send a draft to [the instructor] and ask him if he could see if I’m on the right track.” Nicole’s instincts are right on target; your primary resource is your instructor. Professors may appear intimidating, but they are there to help. They can answer questions and may even offer research recommendations. If you ask ahead of time, many are also willing to review a draft of your project and provide feedback. However, don’t expect your teacher to proofread your paper or give you the “right” answer. Writing assignments are one method by which instructors examine your decision making, problem solving, or critical thinking skills.

The library is another key resource. Reference librarians can help you develop an effective research process by teaching you how to use the catalog for books or general references, how to search the databases, and how to use library equipment (copy machines, microfiche, scanners, etc.). They will not choose your topic or conduct your research for you. Spending some time learning from a reference librarian is worthwhile; it will make you a more efficient and more effective student researcher, saving you time and frustration.

Many institutions have student support centers for writing and are especially useful for first year students. The staff is an excellent source of knowledge about academic expectations in college, about research and style, and about writing assignment interpretation. If you’re having trouble understanding your assignment, go to the writing center for help. If you’re working on a draft and you want to review it with someone, they can take a look. Your writing center tutor will not write your paper for you, nor will he serve as an editor to correct grammar mistakes. When you visit your university’s writing center, you’ll be able to discuss your project with an experienced tutor who can offer practical advice in a comfortable learning environment.

The above are excellent resources for student assistance. Your instructor, the librarians, and the writing center staff will not do the work for you. Instead, they’ll teach you how to help yourself. The guidelines I’ve outlined here are meant to do exactly the same. So the next time you’ve got a writing assignment, what will you do? Discussion

Think about a previous writing assignment that was a challenge for you. What strategies did you use at the time? After reading the chapter, what other strategies do you think might have been useful?
Choose two verbs from the list of frequently used directive verbs (Table 1). Look up these verbs (and possible synonyms) in the dictionary and write down their definitions. If you saw these verbs in a writing assignment, what potential questions might you ask your professor in order to clarify what he/she means?
Choose two of the sample assignments from the chapter and create a chart similar to Table 2 for each assignment. What differences do you notice? If these were your assignments, what evidence do you think would best support your argument and why (review guideline seven for help)?
What advice would you give to first year college students about writing, writing assignments, or instructor expectations? Structure this advice in the form of a guideline similar to those included in the chapter.
My thanks to Dr. Kenneth Locke from University of the West for contributing a sample assignment to this project and to the students who participated in this exercise; their interest, time, and enthusiasm helps bring a sense of realism to this essay, and I am indebted to them for their assistance.
The names of student participants in this document have been changed to retain confidentiality.

Works Cited

Bailey. Biology Writing Assignment. Rec. 20 July 2009. Digital Voice Recorder. University of the West, Rosemead, California.

Ernest. Biology Writing Assignment. Rec. 20 July 2009. Digital Voice Recorder. University of the West, Rosemead, California.

Nicole. Business Writing Assignment. Rec. 20 July 2009. Digital Voice Recorder. University of the West. Rosemead, California.

Pekrun, Reinhard, Andrew J. Elliot, and Markus A. Maier. “Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.” Journal of Educational Psychology 101.1 (February 2009): 115–135.

About the Author

Corrine E. Hinton is currently the Student Success Center Coordinator at University of the West (Rosemead, CA). She is completing her PhD at Saint Louis University in English with an emphasis in Rhetoric & Composition. Her research interests include Renaissance rhetoric, first year composition, writing centers, student-veterans, and the first year student experience. For her dissertation, Corrine is investigating the effects of military service and education on the experiences of student-veterans in the first year composition classroom.

This work is licensed under the Creative Commons AttributionNoncommercial-Share Alike 3.0 United States License and is subject to the Writing Spaces Terms of Use. To view a copy of this license, visit http:// creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. To view the Writing Spaces Terms of Use, visit http://writingspaces. org/terms-of-use

Write What Matters Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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NFL roster cuts tracker 2024: Full list of team-by-team moves, cuts for all 32 clubs after deadline passes

Every club has trimmed its roster down to 53 players.

The anticipation for the 2024 regular season is here. Teams are preparing for their Week 1 matchup, but first had to take care of finalizing their 53-man rosters before beginning preparation for the season opener.

The 53-man roster cut deadline has come and gone, as all 32 teams had to trim their rosters from 90 to 53 players by Tuesday at 4 p.m. ET. There were plenty of cuts around the league, making decisions to move on from players even tougher than in years past.

Here's an updated tracker of all 32 teams' roster cuts, keeping in mind that many of these players will end up either claimed by other teams or return on their original teams' practice squads for 2024.

Arizona Cardinals

WR Andre Baccellia
LB Markus Bailey
LB Krys Barnes
OL Jackson Barton
RB Michael Carter
DL T.J. Carter
S Andre Chachere
WR Dan Chisena
CB Jaden Davis
RB Hassan Hall
OL Marquis Hayes Jr.
DL Phil Hoskins
OL Keith Ismael
DL Naquan Jones
LB Tyreek Maddox-Williams
DL Myles Murphy
LB Trevor Nowaske
WR Tejhuan Palmer
CB Bobby Price
QB Desmond Ridder
TE Bernhard Seikovits
LB Tyreke Smith
DL Ben Stille
TE Blake Whiteheart
OL Elijah Wilkinson
CB Divaad Wilson
TE Sage Surratt (waived/injured)
WR Daniel Arias
WR Daylen Baldwin
OL Austen Pleasants
OT Dennis Daley
OLB Chris Garrett
CB Delonte Hood
CB Michael Ojemudia
S Verone McKinley III
LS Joe Shimko

Atlanta Falcons

WR Chris Blair
CB Natrone Brooks
RB Spencer Brown
WR Dylan Drummond
DT Prince Emili
TE John FitzPatrick
WR O.J. Hiliare
CB Anthony Johnson
DT Zion Logue
DL LaCale London
WR Jesse Matthews
CB Jayden Price
OL Andrew Stueber
S Tre Tarpley III
DL Tommy Togiai
RB Carlos Washington Jr.
OL Barry Wesley
S Dane Cruikshank
OL Julién Davenport
DL Demone Harris
CB Kevin King
DL Kenny Oginni (International Player Pathway)
LB Milo Eifler
S Josh Thompson
QB John Paddock
WR Josh Ali
TE Austin Stogner
TE Jordan Thomas
OL Zack Bailey
OL Jaryd Jones-Smith
OL John Leglue
LB Storey Jackson
LB Donavan Mutin
OLB Bradlee Anae
CB William Hooper
CB Trey Vaval
S Lukas Denis

Baltimore Ravens

QB Emory Jones
QB Devin Leary
RB Chris Collier
RB John Kelly
WR Malik Cunningham
WR Russell Gage
WR Keith Kirkwood
WR Anthony Miller
WR Sean Ryan
WR Dayton Wade
TE Qadir Ismail
OT Corey Bullock
OT Julian Pearl
OT Darrell Simpson
G Darrian Dalcourt
G Tashawn Manning
TE Mike Rigerman
TE Riley Sharp
TE Scotty Washington
DE C.J. Ravenell
DT Josh Tupou
DT Tremel Walthor
NT Deadrin Senat
ILB Yvandy Rigby
ILB Josh Ross
OLB Joe Evans
DB Daryl Worley
CB Bump Cooper
CB Ka'Dar Hollman
CB Damarion Williams
P Jack Browning

Buffalo Bills

QB Anthony Brown
QB Ben DiNucci
RB Frank Gore Jr.
WR Damiere Byrd
WR Deon Cain
WR KJ Hamler
WR Andy Isabella
WR Xavier Johnson
WR Lawrence Keys
WR Tyrell Shavers
WR Justin Shorter
TE Zach Davidson
TE Tre' McKitty
OL Keaton Bills
OL Gunner Britton
OL Will Clapp
OL La'el Collins
OL Mike Edwards
OL Richard Gouraige
OL Kevin Jarvis
DT Eli Ankou
DT Branson Deen
DT Gable Steveson
DT DeShawn Williams
DE Rondell Bothroyd
DE Kameron Cline
DE Kingsley Jonathan
LB Shayne Simon
LB Deion Jones
CB Kyron Brown
CB Te'Cory Couch
CB Daequan Hardy
CB Keni-H Lovely
S Kareem Jackson

Carolina Panthers

TE Feleipe Franks
OL Ike Boettger
TE Jacob Hollister
TE Jesper Horsted
TE Jordan Matthews
RB Mike Boone
QB Jack Plummer
WR Terrace Marshall
WR Michael Strachan
S Rudy Ford
OL Jack Anderson
RB Dillon Johnson
WR Tayvion Robinson
OL Nash Jensen
CB Lamar Jackson
RB Jaden Shirden
WR Sam Pinckney
OG Mason Brooks
OT Jeremiah Crawford
OT Ricky Lee
OT Tyler Smith
LB Aaron Beasley
LB Derrick McLendon
LB Luiji Vilain
DT Junior Aho
DT Ulumoo Ale
DT Walter Palmore
DT T.J. Smith
LB Kenny Dyson
LB Chandler Wooten
CB Dicaprio Bootle
CB Willie Drew
CB Quandre Mosely
CB Chris Wilcox
S Alex Cook

Chicago Bears

QB Austin Reed
CB Greg Stroman
TE Stephen Carlson
DT Byron Cowart
QB Brett Rypien
S Adrian Colbert
TE Tommy Sweeney
DE Khalid Kareem
DT Keith Randolph Jr .
LB Javin White
DB Douglas Coleman III
WR John Jackson
WR Peter LeBlanc
OL Ja'Tyre Carter
OL Jerome Carvin
DL Michael Dwumfour and
DL Jaylon Hutchings
LB Paul Moala
S Quindell Johnson
WR Collin Johnson
TE Brenden Bates
OL Theo Benedet
OL Aviante Collins
OL Jake Curhan
DL Jamree Kromah
DL Dashaun Mallory
LB Micah Baskerville
LB Carl Jones
DB Leon Jones
DB Tarvarius Moore
DB Reddy Steward
DB Ro Torrence
P Corliss Waitman
LS Cameron Lyons

Cincinnati Bengals

DT Travis Bell
WR Hakeem Butler
HB Noah Cain
OT Jackson Carman
DE Andre Carter
LB Aaron Casey
S Michael Dowell
CB Allan George
WR Kwamie Lassiter II
QB Rocky Lombardi
G Eric Miller
DT Joshua Pryor
DT Devonnsha Maxwell
DL Justin Blazek
QB Logan Woodside
RB Elijah Collins
WR Cole Burgess
WR Shedrick Jackson
WR Kendric Pryor
TE Cam Grandy
OT Devin Cochran
C Nate Gilliam
C Trey Hill
DE Carlos Davis
DT Domenique Davis
LB Devin Harper
LB Shaka Heyward
CB Nate Brooks
CB Jalen Davis
CB Lance Robinson

Cleveland Browns

DT Jowon Briggs
CB Justin Hardee Jr.
S Christopher Edmonds
WR Ahmarean Brown
OT Germain Ifedi
CB Tony Brown II
RB D'Onta Foreman
DT Siaki Ika
DE Sam Kamara
S Chris Edmonds
WR James Proche II
TE Zaire Mitchell-Paden
LB Winston Reid
WR Mike Woods
WR Jaelon Darden
TE Treyton Welch
T Lorenzo Thompson
WR Matt Landers
LB Brandon Bouyer-Randle
DB Vincent Gray
RB Aidan Robbins
RB Jacob Saylors
OT Roy Mbaeteka
OT Chim Okorafor
G Wyatt Davis
G Zack Johnson
DE Jeremiah Martin
DE Isaiah Thomas
LB Landon Honeycutt
LB Caleb Johnson
LB Marvin Moody
CB Faion Hicks
S Brady Breeze
S Tyler Coyle
S Chase Williams
LS Rex Sunahara
K Lucas Havrisik

Dallas Cowboys

DE Carl Lawson
RB Nathaniel Peat
WR David Durden
WR Cam Johnson
WR Tyron Johnson
WR Deontay Burnett
TE Alec Holler
OL Cohl Cabral
DL Albert Huggins
DL Viliami Fehoko
DL Durrell Johnson
LB Willie Harvey
LB Damien Wilson
CB Josh DeBerry
DB Eric Scott
DB Sheldrick Redwine
RB Snoop Conner
RB Malik Davis
RB Royce Freeman
WR Jalen Cropper
WR Kelvin Harmon
WR Racey McMath
TE Princeton Fant
C Dakoda Shepley
OT Josh Ball
DT Denzel Daxon
DT Justin Rogers
LB Darius Harris
LB Jason Johnson
LB Brock Mogensen
LB Nick Vigil
DB Josh Butler
DB Kemon Hall
DB Emany Johnson
S Julius Wood

Denver Broncos

LB Jonas Griffith
WR Jalen Virgil
LB Jaylon Allen
RB Tyler Badie
RB Samaje Perine
FB Michael Burton
WR Michael Bandy
WR Phillip Dorsett
WR Lil' Jordan Humphrey
WR Brandon Johnson
WR Tim Patrick
WR David Sills
TE Hunter Kampmoyer
TE Thomas Yassmin
OL Oliver Jervis
OG Nick Gargiulo
OG Will Sherman
OG Calvin Throckmorton
C Sam Mustipher
OT Demontrey Jacobs
DE Elijah Garcia
DE Matt Henningsen
DL Angelo Blackson
DT Jordan Miller
OLB Thomas Incoom
OLB Durell Nchami
OLB Dondrea Tillman
LB Alec Mock
LB Andre Smith
CB Art Green
CB Quinton Newsome
CB Reese Taylor
DB Kaleb Hayes
S Omar Brown
S Tanner McCalister
P Trenton Gill

Detroit Lions

QB Nate Sudfeld
LB DaRon Gilbert
LB Malik Jefferson
S Morice Norris
DE Mitch Agude
QB Jake Fromm
RB Jake Funk
RB Jermar Jefferson
RB Bam Knight
CB Javelin Guidry
WR Maurice Alexander
WR Jalon Calhoun
WR Kaden Davis
WR Daurice Fountain
WR Donovan Peoples-Jones
WR Tom Kennedy
TE Sean McKeon
TE James Mitchell
TE Shane Zylstra
OL Duke Clemens
OL Bryan Hudson
C Kingsley Eguakun
OG Jake Burton
OT Jamarco Jones
DL David Bada
DL Matt Betts
DL Pat O'Connor
DL Kyle Peko
DL Chris Smith
DL Isaac Ukwu
LB Abraham Beauplan
LB Joel Iyiegbuniwe
LB Ty Summers
CB Essang Bassey
CB Steven Gilmore
CB Rachad Wildgoose
S Chelen Garnes
S C.J. Moore
LS Scott Daly

Green Bay Packers

OL Royce Newman
OT Caleb Jones
QB Michael Pratt
WR Jalen Wayne
QB Sean Clifford
K Anders Carlson
WR Samori Toure
DL Kenneth Odumegwu
RB Nate McCrary
RB Ellis Merriweather
WR Grant DuBose
WR Julian Hicks
WR Dimitri Stanley
TE Henry Pearson
TE Messiah Swinson
TE Joel Wilson
OL Donovan Jennings
OL Lecitus Smith
OL Luke Tenuta
DE Deslin Alexandre
DE Brevin Allen
DE Keshawn Banks
DE Zach Morton
DT James Ester
DT Keonte Schad
DT Spencer Waege
LB Ralen Goforth
LB Chris Russell
LB Kristian Welch
LB Christian Young
CB LJ Davis
CB Gemon Green
CB Kalen King
CB Robert Rochell
S Anthony Johnson Jr.
S Benny Sapp III
K Alex Hale

Houston Texans

CB Mike Ford
CB Lonnie Johnson Jr.
CB C.J. Henderson
WR Noah Brown
WR Quintez Cephus
S Desmond King
QB Tim Boyle
WR Jaden Janke
RB Jawhar Jordan
RB J.J. Taylor
FB Nick Bawden
FB Andrew Beck
FB Troy Hairston
WR Johnny Johnson III
WR Ben Skowronek
TE Teagan Quitoriano
OG Dieter Eiselen
OG Chris Reed
OT Cameron Erving
OT Charlie Heck
OT David Sharpe
OT Kilian Zierer
DT McTelvin Agim
DT Marcus Harris
DE Solomon Byrd
DE Malik Fisher
DE Ali Gaye
DE Pheldarius Payne
LB Tarique Barnes
LB Jacob Phillips
LB Max Tooley
CB Troy Pride
CB D'Angelo Ross

Indianapolis Colts

QB Kedon Slovis
RB Trent Pennix
WR Tyrie Cleveland
WR Ethan Fernea
WR Derek Slywka
WR Greg Ward
G Josh Sills
DL Levi Bell
DE Derek Rivers
LB Mike Smith Jr .
CB Clay Fields III
S Ronnie Harrison
K Spencer Shrader
QB Jason Bean
RB Demetric Felton
RB Evan Hull
RB Zavier Scott
WR D.J. Montgomery
WR Laquon Treadwell
TE Jordan Murray
TE Eric Tomlinson
C Mike Panasiuk
OG Arlington Hambright
OT Jake Witt
DT Eric Johnson
DT Jonah Laulu
DE Genard Avery
DE Titus Leo
LB Austin Ajiake
LB Liam Anderson
LB Craig Young
CB Micah Abraham
CB Chris Lammons
CB Jaylin Simpson
CB Ameer Speed
S Marcel Dabo
S Michael Tutsie

Jacksonville Jaguars

TE Shawn Bowman
TE Josiah Deguara
DE Joe Graziano
OL Blake Hance
TE Patrick Murtagh
WR Austin Trammell
OL Darryl Williams
QB E.J. Perry
S Josh Proctor
RB Jalen Jackson
OL Steven Jones
WR Elijah Cooks
CB Erick Hallett II
WR Josh Cephus
DE D.J. Coleman
CB Christian Braswell
RB Gary Brightwell
S Adrian Amos
QB C.J. Beathard
DB Terrell Edmunds
CB Tre Flowers
LB Tanner Muse
CB Amani Oruwariye
OL Tyler Shatley
WR Brevin Easton
WR Denzel Mims
WR Joseph Scates
WR Seth Williams
TE Chris Myarick
OL Keaton Sutherland
DT Jonathan Marshall
DE Raymond Johnson III
DE Breeland Speaks
LB Andrew Parker Jr .
CB Tevaughn Campbell

Kansas City Chiefs

QB Ian Book
QB Chris Oladokun
RB Emani Bailey
RB Keaontay Ingram
RB Deneric Prince
RB Louis Rees-Zammit
WR Phillip Brooks
WR Jaaron Hayek
WR Cornell Powell
WR Nikko Remigio
WR Justyn Ross
WR Kyle Sheets
WR Kadarius Toney
WR Montrell Washington
TE Baylor Cupp
TE Irv Smith
TE Geor'quarius Spivey
G Griffin McDowell
G McKade Mettauer
G Nick Torres
OT Chukwuebuka Jason Godrick
OT Lucas Niang
DE Owen Carney
DE Truman Jones
DT Matt Dickerson
DT Neil Farrell
DT Alex Gubner
DT Fabien Lovett Sr.
LB Swayze Bozeman
LB Cole Christiansen
LB Curtis Jacobs
CB Miles Battle
CB Ekow Boye-Doe
CB Kamal Hadden
CB Kelvin Joseph
CB D.J. Miller
CB Keith Taylor
S Deon Bush
S Tyree Gillespie
LS Randen Plattner

Las Vegas Raiders

QB Carter Bradley
QB Nathan Peterman
WR Jeff Foreman
DB Wood Governor
RB Brittain Brown
RB Sincere McCormick
WR Alex Bachman
WR Terrell Bynum
WR Tulu Griffin
WR Jalen Guyton
WR Dax Milne
WR Kristian Wilkerson
TE Cole Fotheringham
TE Zach Gentry
TE John Shenker
C Will Putnam
OL Corey Luciano
OG Clark Barrington
OG Ben Brown
OT Andrew Coker
OT Jalen McKenzie
OT Dalton Wagner
DE David Agoha
DE TJ Franklin
DE Elerson Smith
DE Charles Snowden
DE Ron Stone
DT Matthew Butler
DT Marquan McCall
DT Noah Shannon
LB Darien Butler
LB Jackson Mitchell
LB DaShaun White
CB Cornell Armstrong
CB Ja'Quan Sheppard
CB Sam Webb
CB Rayshad Williams
S Jaydon Grant
S Phalen Sanford

Los Angeles Chargers

EDGE Ty Shelby
TE Donald Parham
DL Savion Jackson
WR Jaylen Johnson
DB Thomas Harper
QB Luis Perez
RB Isaiah Spiller
OL Alex Leatherwood
QB Max Duggan
WR Leon Johnson
DL Micheal Mason
RB Elijah Dotson
WR Jaelen Gill
WR Cornelius Johnson
WR Isaiah Wooden
TE Luke Benson
TE Tucker Fisk
TE Zach Heins
TE Isaac Rex
C Brent Laing
OG Karsen Barnhart
OG Willis Patrick
DL Jerrod Clark
DL Christopher Hinton
DL CJ Okoye
LB Andrew Farmer
LB Frank Ginda
LB Jeremiah Jean-Baptiste
LB Shane Lee
LB Tre'Monon Morris-Brash
LB Shaquille Quarterman
CB Matt Hankins
CB Robert Kennedy
CB Zamari Walton
S Akeem Dent
S Jalyn Phillips

Los Angeles Rams

TE Miller Forristall
QB Dresser Winn
RB Boston Scott
RB SaRodorick Thompson
WR JJ Laap
OT Blake Larson
OT Matt Kaskey
G Grant Miller
C Alec Lindstrom
DE Carlos Watkins
LB Olakunle Fatukasi
LB Ochaun Mathis
DB Cameron McCutcheon
DB Jerry Jacobs
RB Zach Evans
WR Xavier Smith
WR Drake Stoops
WR Sam Wiglusz
TE Nikola Kalinic
OL AJ Arcuri
OL Justin Dedich
OL Mike Mcallister
OL Zach Thomas
OLB Zach VanValkenburg
DE Anthony Goodlow
DL Tuli Letuligasenoa
DL David Olajiga
OLB Keir Thomas
DB Tanner Ingle
DB Cam Lampkin
DB Shaun Jolly
DB Jason Taylor II

Miami Dolphins

QB Mike White
RB Salvon Ahmed
RB Chris Brooks
RB Anthony McFarland
RB Zander Horvath
WR Je'Quan Burton
WR Erik Ezukanma
WR Mike Harley Jr.
WR Jadon Janke
WR Kyric Mcgowan
WR Braylon Sanders
TE Jody Fortson
TE Hayden Rucci
OL Ryan Hayes
OL Chasen Hines
OL Matthew Jones
OL Bayron Matos
DT Robert Cooper
DT Neville Gallimore
DT Jonathan Harris
DT Isaiah Mack
DT Leonard Payne
LB David Anenih
LB Curtis Bolton
LB Dequan Jackson
LB Zeke Vandenburgh
CB Isaiah Johnson
CB Jason Maitre
CB Nik Needham
S Jordan Colbert
S Mark Perry
LS Blake Ferguson

Minnesota Vikings

RB Myles Gaskin
S Bobby McCain
RB/KR Kene Nwangwu
QB Matt Corral
RB DeWayne McBride
RB Mo Ibraham
WR Justin Hall
WR Ty James
TE Sammis Reyes
TE Neal Johnson
TE Trey Knox
OT Jeremy Flax
OL Chuck Filiaga
OL Doug Nester
OL Matt Cindric
OL Spencer Rolland
DL Tyler Manoa
LB Owen Porter
CB A.J. Green III
CB Jacobi Francis
CB NaJee Thompson
P Seth Vernon
WR Lucky Jackson
WR Jeshaun Jones
WR Malik Knowles
WR Thayer Thomas
TE N'Keal Harry
TE Robert Tonyan
OL Henry Byrd
OG Tyrese Robinson
DL James Lynch
DL Jaquelin Roy
DL Jonah Williams
LB Andre Carter II
LB Dallas Gant
OLB Bo Richter
CB Duke Shelley
CB Jaylin Williams
CB Nahshon Wright
S Lewis Cine

New England Patriots

WR Jalen Reagor
CB Isaiah Bolden
LB Joe Giles-Harris
OL Kellen Deisch
OL Antonio Mafi
RB Terrell Jennings
CB Shaun Wade
TE Mitch Wilcox
DT Armon Watts
S Joshuah Bledsoe
QB Bailey Zappe
RB Kevin Harris
S A.J. Thomas
WR Matt Landers
DE Kobe Jones
OL Liam Fornadel
WR/KR David Wallis
K Chad Ryland
DE Jotham Russell
DL Mike Purcell
DL William Bradley-King
LS Tucker Addington
DE William Bradley-King
DT Josiah Bronson
LB Steele Chambers
RB Deshaun Fenwick
CB Azizi Hearn
T Zuri Henry
DE Christian McCarroll
TE La'Michael Pettway
DT Sam Roberts
C Charles Turner
CB Mikey Victor
TE Jacob Warren

WR Kawaan Baker

New Orleans Saints

DE Niko Lalos
WR Samson Nacua
WR Equanimeous St. Brown
LB Khaleke Hudson
P Lou Hedley
S Roderic Teamer
DL Jack Heflin
K Charlie Smyth
S Lawrence Johnson
OT Josiah Ezirim
OL Tremayne Anchrum
S Ugo Amadi
S Johnathan Abram
OL Shane Lemieux
C Sincere Haynesworth
DE Trajan Jeffcoat
DB Kaleb Ford-Dement
RB Jacob Kibodi
RB James Robinson
WR Kevin Austin Jr.
WR Shaquan Davis
WR Stanley Morgan
TE Mason Fairchild
TE Michael Jacobson
OG Kyle Hergel
OT Jesse Davis
OL Mark Evans II
LB Andrew Dowell
LB Mike Rose
LB Isaiah Stalbird
CB Shemar Jean-Charles
CB Mac McCain III
CB Joejuan Williams
S Millard Bradford

New York Giants

TE Lawrence Cager
CB Darnay Holmes
CB Tre Herndon
RB Dante Miller
C Jimmy Morrissey
WR Allen Robinson II
WR Isaiah McKenzie
CB David Long Jr.
CB Mario Goodrich
DL Casey Rodgers
WR Miles Boykin
WR Isaiah Hodgins
OLB Ovie Oghoufo
TE Jack Stoll
FB Jakob Johnson
RB Joshua Kelley
RB Lorenzo Lingard
WR Ayir Asante
WR Dennis Houston
WR John Jiles
TE Tyree Jackson
OL Marcus McKethan
DT Ryder Anderson
DT Timmy Horne
DL Kyler Baugh
LB Trey Kiser
CB Breon Borders
CB Christian Holmes
DB Clayton Isbell
DB Jonathan Sutherland
WR Dwayne Jiles
OL Matt Nelson

New York Jets

QB Adrian Martinez
QB Andrew Peasley
RB Deon Jackson
RB Xazavian Valladay
WR Tyler Harrell
WR Lance McCutcheon
WR Brandon Smith
WR Isaiah Winstead
TE Anthony Firkser
TE Neal Johnson
TE Zack Kuntz
TE Lincoln Sefcik
OL Austin Deculus
OL Obinna Eze
OL Chris Glaser
OL Jake Hanson
OL Brady Latham
OL Kohl Levao
OL Willie Tyler
DL Bruce Hector
DL Tanzel Smart
DL Jaylen Twyman
LB Sam Eguavoen
LB Anthony Hines III
LB Marcelino McCrary-Ball
LB Jackson Sirmon
CB Shemar Bartholomew
CB Jalyn Holmes
CB Kendall Sheffield
CB Nehemiah Shelton
DB Tre Swilling
S Al Blades Jr.
S Jaylen Key
S Jarius Monroe
K Austin Seibert

Philadelphia Eagles

WR Parris Campbell
LB Oren Burks
OL Nick Gates
QB Will Grier
G/C Matt Hennessy
CB Parry Nickerson
OLB Julian Okwara
WR John Ross
G/T Max Scharping
OL Brett Toth
T/G Gottlieb Ayedze
T Anim Dankwah
RB Tyrion Davis-Price
TE Kevin Foelsch
DT Gabe Hall
WR Jacob Harris (Injured)
WR Griffin Hebert
DE Tarron Jackson
TE E.J. Jenkins
CB Josh Jobe
OLB Terrell Lewis
C Dylan McMahon
CB Zech McPhearson
RB Kendall Milton
DT P.J. Mustipher
WR Joseph Ngata
RB Lew Nichols
G/C Jason Poe
TE Armani Rogers
S Andre Sam
LB Brandon Smith
CB Shon Stephens
S Caden Sterns
T Laekin Vakalahi
WR Austin Watkins
TE C.J. Uzomah
G Max Scharping
DB Mekhi Garner

Pittsburgh Steelers

WR Quez Watkins
RB Daijun Edwads
WR T.J. Luther
WR Jacob Copeland
WR Tarik Black
OL Tyler Beach
OL Devery Hamilton
DL Marquiss Spencer
LB Kyavha Tezino
DB Kiondre Thomas
DB Grayland Arnold
DB Anthony Averett
DB Kalon Barnes
DB Nathan Meadors
QB John Rhys Plumlee
RB Jack Colletto
RB La'Mical Perine
RB Aaron Shampklin
RB Jonathan Ward
WR Dez Fitzpatrick
WR Jaray Jenkins
WR Deuce Watts
TE Matt Sokol
TE Rodney Williams
OL Tykeem Doss
OL Joey Fisher
DL Willington Previlon
DL Jacob Slade
LB Marcus Haynes
LB Kyron Johnson
LB Luquay Washington
LB Jacoby Windmon
DB Zyon Gilbert
DB Thomas Graham Jr.
DB Kyler McMichael
K Matthew Wright

San Francisco 49ers

CB Samuel Womack III
TE Brayden Willis
TE Cameron Latu
WR Robbie Chosen
QB Tanner Mordecai
RB Matt Breida
RB Ke'Shawn Vaughn
WR Jontre Kirklin
WR Frank Darby
OL Lewis Kidd
P Pressley Harvin III
RB Cody Schrader
WR Danny Gray
WR Tay Martin
WR Trent Taylor
TE Mason Pline
TE Eric Saubert
TE Logan Thomas
OL Isaac Alarcon
OL Ben Bartch
OL Sebastian Gutierrez
OL Chris Hubbard
OL Jarrett Kingston
OL Drake Nugent
OL Brandon Parker
DL Evan Anderson
DL Alex Barrett
DL Shakel Brown
DL Jonathan Garvin
DL T.Y. McGill
DL Nick Williams
LB Jalen Graham
CB Chase Lucas
CB Rock Ya-Sin
S Jaylen Mahoney
S Tracy Walker

Seattle Seahawks

QB PJ Walker
RB George Holani
RB Kobe Lewis
RB Kairee Robinson
WR D'Wayne Eskridge
WR Hayden Hatten
WR Ty Scott
WR Cody White
WR Easop Winston
TE Michael Ezeike
TE Devon Garrison
TE Tyler Mabry
TE Jack Westover
OT Garret Greenfield
OT Raiqwon O'Neal
OT Max Pircher
OT/G McClendon Curtis
OG Ilm Manning
DT Kyon Barrs
DT Mario Kendricks
DT Devere Levelston
LB Sundiata Anderson
LB Michael Barrett
LB Nelson Ceaser
LB Easton Gibbs
LB Blake Lynch
LB Patrick O'Connell
LB Jon Rhattigan
LB Devin Richardson
LB Jamie Sheriff
CB Artie Burns
CB Lance Boykin
CB D.J. James
CB Carlton Johnson
S Marquise Blair
S Ty Okada
DB Willie Roberts

Tampa Bay Buccaneers

QB John Wolford
RB Ramon Jefferson
RB DJ Williams
WR Cephus Johnson III
WR Tanner Knue
WR Latreal Jones
WR Ryan Miller
WR Sterling Shepard
WR Cody Thompson
WR Raleigh Webb
TE Sal Cannella
TE Tanner Taula
TE David Wells
OL Xavier Delgado
OL Luke Haggard
OL Ryan Johnson
OL Avery Jones
OL Lorenz Metz
DL Eric Banks
DL C.J. Brewer
DL Judge Culpepper
DL Mike Greene
DL Brandon Matterson
DL Lwal Uguak
LB Kalen DeLoach
LB Randy Gregory
LB Antonio Grier Jr.
LB Vi Jones
OLB Daniel Grzesiak
OLB Jay Person
OLB Shaun Peterson Jr
DB Marcus Banks
DB Andrew Hayes
DB Keenan Isaac
DB Chris McDonald
DB Rashad Wisdom
LS Zach Triner
P Nolan Cooney

Tennessee Titans

CB Caleb Farley
RB Hassan Haskins
RB Sam Schnee
RB Jabari Small
WR Tre'Shaun Harrison
WR Kearis Jackson
WR Mason Kinsey
WR Bryce Oliver
WR Kyle Philips
TE Steven Stilianos
C Corey Levin
OG Lachavious Simmons
OG Cole Spencer
OT Geron Christian
OT Brian Dooley
OT Leroy Watson
DL Isaiah Iton
DT Abdullah Anderson
DT Quinton Bohanna
OLB Khalid Duke
OLB Shane Ray
LB JoJo Domann
LB Mikel Jones
LB Thomas Rush
CB Tre Avery
CB Eric Garror
CB Tay Gowan
CB Robert Javier
CB Gabe Jeudy-Lally
CB Anthony Kendall
S Shyheim Carter
S Keaton Ellis
S Matthew Jackson
P Ty Zentner
K Brayden Narveson

Washington Commanders

DE Andre Jones
WR Marcus Rosemy-Jacksaint
RB Chris Rodriguez
RB Michael Wiley
CB Chigozie Anusiem
WR Brycen Tremayne
WR/KR Davion Davis
WR Martavis Bryant
CB A.J. Woods
CB Nick Whiteside II
WR Mitch Tinsley
CB Tariq Castro-Fields
QB Sam Hartman
G Julian Good-Jones
CB James Pierre
OL David Nwaogwugwu
OL Julian Good-Jones
DE KJ Henry
C J.C. Hassenauer
LB Bo Bauer
DB Ben Nikkel
K Riley Patterson
QB Trace McSorley
RB Austin Jones
WR Kazmeir Allen
TE Cole Turner
C Ricky Stromberg
C Cameron Tom
OT Braeden Daniels
OT Armani Taylor-Prioleau
DT Haggai Ndubuisi
DT Benning Potoa'e
DE Jalen Harris
DE Justin Hollins
LB Anthony Pittman
CB Kyu Blu Kelly
S Kendell Brooks
S Sheldrick Redwine

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IMAGES

Know How to Write an Assignment Introduction
Have And Have Got: An ESL Lesson Plan
101 Printable Have Has Got PDF Worksheets with Answers
Group of Young Students Doing Assignment Stock Photo
Have got and has got worksheet
Have got and has got practice in int…: English ESL worksheets pdf & doc

COMMENTS

What Does 'I Understand The Assignment' Mean And Why Is It Being Used
Project Coconut is hitting all gears for the presidential campaign of Vice President and potential Democratic candidate Kamala Harris.The newest trend established by her supporters features a series of posts with the catchphrase I Understand The Assignment' with the hopes of getting the endorsement from the Gen X and Boomers.. Although the phrase shares the same chorus as the 2021 music The ...
10 Essential Facts About Your Assignment from God
10 Facts About Your Assignment. God gave you an assignment before you were born. God told Jeremiah, "Before you were formed in the womb, I knew you…I ordained you a prophet to the nations" (Jeremiah 1:5 NKJV). God has an assignment for each of us. I am called to be an evangelist.
Corinne E. Hinton's "So You've Got a Writing Assignment: Now What
The next chapter offers guidelines for interpreting specific assignment sheets.Using a wide range of assignment sheets from a variety of essay types, Hinton explains how identifying the use of directive verbs can help students to better understand the assignment's purpose. Hinton also demonstrates how to decipher an assignment's expectations by creating a table for what you know - what ...
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 ...
Understood the Assignment Meaning: What Does the Phrase Mean?
The phrase "understood the assignment" originated from the American rapper Tay Money's song "The Assignment," which was released in 2021. In the song, Tay Money raps, "Tay, you killed this. I understood the assignment.". The phrase quickly caught on and became a popular way to express praise or criticism in slang.
So You've Got a Writing Assignment. Now What?
Questions like these trouble the minds of many undergraduates and, for several reasons, they frequently go unanswered. This chapter gives students practical strategies for interpreting writing assignments, including how to identify important rhetorical elements, how to calculate and respond to common expectations, and how to recognize and ...
How to Finish Assignments When You Can't
Ask for Help from Classmates. Your classmates are a good resource for you to help you finish your assignments, late or on time. They may even just give you answers - as long as you are polite about it and aren't pressuring them to do so. They are helping you when they aren't required to, and they'll be more inclined if you are also ...
PDF So You've Got a Writing Assignment. Now What?
So You've Got a Writing Assignment 21 for major ideas first, re-read and then highlight or underline impor-tant items, make notes in the margins, look up unfamiliar terms, or compile a list of questions. These same strategies can be applied when reading writing assignments. The assignment sheet is full of material to be deciphered, so attack
7 So You've Got a Writing Assignment. Now What?
This chapter gives students practical strategies for interpreting writing assignments, including how to identify important rhetorical elements, how to calculate and respond to common expectations, and how to recognize and discuss specific points of confusion.". Read Corrine E. Hinton's "So You've Got a Writing Assignment. Now What?".
Have got
Have got - LearnEnglish Teens - British Council
How to Write a Perfect Assignment: Step-By-Step Guide
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.
So You've Got a Writing Assignment. Now What?
Genes & Gene Research. Purpose: This writing assignment will ask you to familiarize yourself with genes, the techniques gene researchers use when working with genes, and the current research programs investigating genes. The report is worth 10% of your final grade in the course.
I've got assignments
High quality example sentences with "I've got assignments" in context from reliable sources - Ludwig is the linguistic search engine that helps you to write better in English
How to complete when you have lots of assignments
4. Set Goals: - Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated. 5. Minimize Distractions: - Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.
How to Never Miss an Assignment Again
Let's state the most important thing first, and that is. Forgive yourself. Regardless of the circumstances why you weren't able to hand in your assignment on time. Acknowledging you've made a mistake and that you need to correct it is the first step towards improvement. Come to terms with what has happened and then let go; after all ...
I have an assignment due today and I haven't started
I have no motivation whatsoever. I can't focus. Idk what to do to get myself to focus. I don't have a lot of time to finish it. Normally I could finish it, but I just can't focus. Someone tell me how I should get myself to focus.
11 Step Guide on How to do an Assignment in One Day!
Check the word count requirement. Most assignments also have an allowance range of the word count, which is typically 10%. So, if you've got a 3,000-word assignment with a 10% tolerance range, then you only need to aim to write 2,700 words. Setting aside 200 words for the introduction and 200 words for the conclusion, you're only going to ...
I have a huge assignment due tomorrow and I have no idea what ...
This class uses the program SPSS and I missed most of the classes where my professor explained how to use it and now I have this huge assignment due tomorrow before midnight and I have no idea what I'm doing. I need to recode variables, find percentages, etc. and I don't know how to do any of that stuff (because I'm stupid and skipped class a ...
Final Grade Calculator
g 1 = grade for assignment #1. g wanted = grade wanted in the class. Example Calculation. Let's say your class has the following grading plan. Assignments Weight; Project #1: 10%: Project #2: 10%: Quiz #1: 20%: Quiz #2: 20%: Mid-Term Test: 20%: Final Exam: 20%: Now let's assume you received the following grades on your classwork. Assignments
My exams and assignments are due in less than a month. I'm so ...
If you have lots of parts to an assignment, have a column for subtopic too so you can break down the assignment on different rows and work out a minimum due date for individual parts to stay on track- this is super useful if you can break down tasks into roughly equal sized chunks, as when you filter the sheet to put it in due date order you ...
"I Got" vs. "I've Got" vs. "I Have"
As an idiomatic expression, the phrases "I got," "I've got," and "I have" can be used interchangeably. However, if using the phrase "I got" in the past tense form, it cannot be replaced with either "I've got" or "I have.". Here is an example of this usage to reiterate the instance in which "I got" is a stand ...
Special Assignment Not Appearing
Special Assignment: When the Deeps Stir is not appearing on my warlock. I can see it on my shaman, just not the lock for some reason. I did manage to complete the campaign on warlock before it was disabled. I was able to see and complete the Special Assignment on the Isle of Dorn. However, The Ringing Deeps one does not appear for me on the lock whatsoever. I tried doing 3 WQ's to get it to ...
DirecTV is compensating customers affected by the Disney outage. But
For DirecTV subscribers frustrated by the loss of ESPN and other Disney-owned channels, the TV provider is offering some compensation as the blackout stretches into its third day.
Scientists Solve a 'Murder Mystery' After a Pregnant, Tagged Shark Got
The food web is one of the first concepts students learn in ecology. Animals higher up on the web prey on the ones below. At the very top are the apex predators—nothing is supposed to eat them.
These 3 moves may signal you've got carpal tunnel syndrome
It doesn't take a lot for the space to get too tight. Normally in a neutral position, the pressure in the tunnel is around 2.5-5 mm Hg. When you flex your wrists, such as when using a computer ...
So You've Got a Writing Assignment. Now What?
Biology Writing Assignment Genes & Gene Research. Purpose: This writing assignment will ask you to familiarize yourself with genes, the techniques gene researchers use when working with genes, and the current research programs investigating genes. The report is worth 10% of your final grade in the course.
Exclusive: Ukraine army chief reveals the strategy behind Kursk
Russia had been planning to launch a new attack on Ukraine from the Kursk region before Kyiv's surprise cross-border incursion, Ukraine's Commander-in-Chief Gen. Oleksandr Syrskyi told CNN in ...
Champions League league phase draw: All 36 teams learn their opponents
The 36 teams in the league phase of the 2024/25 UEFA Champions League now know their eight opponents following the inaugural draw in Monaco on Thursday ...
NFL roster cuts tracker 2024: Full list of team-by-team moves, cuts for
NFL roster cuts tracker 2024: Full list of team-by-team moves, cuts for all 32 clubs after deadline passes Every club has trimmed its roster down to 53 players
21.12: So You've Got a Writing Assignment. Now What?
One thing you should do when interpreting a writing assignment is to locate the directive verbs and know what the instructor means by them. Directive verbs tell you what you should do in order to formulate a written response. The following table lists common directive verbs used in writing assignments: Table 21.12.1 21.12.

10 Facts About Your Assignment

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2 Corinne E. Hinton’s “So You’ve Got a Writing Assignment: Now What?”

About the author

Share This Book

Understanding Assignments

Basic beginnings

Assignment formats

An Overview of Some Kind

The Task of the Assignment

Additional Material to Think about

Technical Details

Interpreting the assignment

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

What kind of writing style is acceptable?

The Grim Truth

What kind of evidence do you need?

Technical details about the assignment

Tricks that don’t work

Understood the Assignment Meaning: What Does the Phrase Mean?

Understood the Assignment Meaning

What Does Understood the Assignment Mean?

Origin of ‘Understood the Assignment’ Phrase

Popularity and Usage in Social Media

Examples of ‘Understood the Assignment’

Impact on Popular Culture

Criticism and Controversy

Variations and Adaptations

Frequently Asked Questions

Leave a Comment Cancel reply

How to Finish Assignments When You Can’t

Ask for an Extension

Ask for Help from Classmates

Prevent This Happening in the Future

Use Your Resources

Prioritize Your Assignments

Motivate Yourself

Figure Out Your Problems

7 So You’ve Got a Writing Assignment. Now What?

Share This Book

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

How to Structure an Assignment?

Main Steps of Assignment Writing

The research part

Planning your text

Writing major parts

Expert Tips for your Writing Assignment

Will I succeed with my assignments?

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Sentence examples for I've got assignments from inspiring English sources

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Be a smart writer

How to complete when you have lots of assignments ?

Strategic Implementation for Enhanced Productivity and Academic Success

1. Prioritize Your Assignments:

2. Break Down Each Assignment:

3. Create a Schedule:

4. Set Goals:

5. Minimize Distractions:

6. Use Time Management Techniques:

7. Start Early:

8. Utilize Resources:

9. Stay Organized:

10. Avoid Multitasking:

11. Take Breaks:

12. Stay Healthy:

13. Review and Revise:

14. Seek Extensions if Necessary:

15. Celebrate Your Achievements:

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