abbreviation for assignment in school

What is the Abbreviation for Assignment?

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How do you abbreviate assignment? There is one common way to abbreviate assignment .

For example,

• English asgmt.

The plural abbreviation of assignment is asgmts.

When to Use This Abbreviation

This abbreviation is used in classrooms, note taking, business, and any time space is of concern. You might abbreviate the word assignment to asgmt . on a homework list or see such abbreviations in note taking , headlines, or newspaper columns.

Outside of note taking or headlines, the word is not abbreviated in general prose.

What Does Assignment Mean?

• Eric had only two more pages of assigned reading but was too tired to follow the words in front of him and fell sound asleep in the arm chair.
• His assignment was to follow the waitress in order to train as a waiter.

The word assignment functions as a noun in the sentence.

Outside Examples of Assignment

• Real Estate heir Robert Durst has been assigned to an Indiana prison which has a medical unit, rather than the California prison requested because he faces a murder trial in Los Angeles, attorney Dick DeGuerin said Sunday. – New York Daily News

Summary: Assignment Abbreviation

There is one common abbreviation of assignment : asgmt. If you want to pluralize the abbreviation, simply add on an “s.”

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40+ Abbreviations in Education… And What They Mean!

1. AD: Athletic Director. The athletic director is a position within a school building and a district that is in charge of all things sports. Hiring coaches, setting up games, requesting transportation, and managing the sports facilities are just some of their duties.

2. ADA : Americans with Disabilities Act. This act ensures that students cannot be discriminated based on disability.

3. AESOP: Absence and Substitute Management. This is a system that teachers use to request subs.

4. AP: Advanced Placement. In most high schools, there are Advanced Placement classes, where students may take an exam near the end of the year that can earn them college credit.

5. BIA/ONE : Bureau of Indian Affairs/Office of Native Education. There is a strong push within education, especially within the social studies subjects, to teach about tribal history and government. We are seeing these two government entities showing up within education more and more!

6. CBA : Classroom-Based Assessment. This is test or assessment that takes place within the classroom.

7. CCSS: Common Core State Standards. These are the state standards that most states in the United States are following for English and Math. Check them out here !

8. DEAR: Drop Everything And Read. At my school, Fridays are DEAR days in the English department, where students just read for the entire class period.

9. DO: District Office. The office for the school district. Typically where Human Resources, Payroll, the Superintendent, and other district departments are located.

10. edTPA: Educative Teacher Performance Assessment. This is a big portfolio that student teachers complete to earn their license. You create lesson plans, videotape yourself teaching that lesson, and then analyze your teaching. This is a newer format and the one that I had to do!

11. ELA: English Language Arts. These are the English classes that are typically required all 4 years of high school!

12. ELL: English Language Learners. This abbreviation relates to students that do not speak English as their first language. They will often times have an ELL teacher/class and will be tested at least once a year to see where they place.

13. ESD: Educational Service District. Similar to a school district, but it serves a whole region. Often times, its several districts combined together.

14. ESL: English as a Second Language. Same as ELL, see above.

15. FERPA: Family Educational Rights and Privacy Act. This law provides protection and privacy of student education records. Typically, the protections apply to parents and students, until the student turns 18.

16. FTE: Full-time Equivalent. This abbreviation refers to the workload that someone has, typically with number of classes are taught. If you’re 1.0, then you have a full class load.

17. GPA: Grade Point Average. Grade point averages provide an idea of the student’s academic achievement. In my area, we have a scale up to 4.0, but there are some schools that have it be weighted due to AP classes, and can go over 4.0.

18. HIPAA: Health Insurance Portability and Accountability Act. HIPAA provides regulations that protects the privacy and security of certain health information. Typically this applies to healthcare services that students are receiving through the district, as often times, there are quite a few medical programs, such as rehab and counseling.

19. HS: High School. Usually a school with 9th to 12th graders, sometimes they house 6th to 12th!

20. IDEA: Individuals with Disabilities Act. This act guarantees that students with disabilities will receive a free public education that will be tailored to their needs. This relates to the abbreviation below – IEP.

21. IEP: Individualized Education Plan. If students have qualified for special education services, they will have an IEP. This explains their learning goals, subjects that they qualify for, and the accommodations they are to receive. Legally you have to follow the accommodations!

22. ISS/CES: In-School Suspension. ISS, or in our region, it’s been changed to CES, is In-School Suspension. This is when students are removed from classes, while remaining in school. Typically, there is an ISS/CES room on campus that students are referred to.

23. KWL: Know, Want to Know, Learned. This is a very popular strategy for students to start sharing information about a topic. What do they already know, what do they want to know, and what have they learned.

24. MS: Middle School. Typically has grades 6 through 8, but depends on the district!

25. NCLB: No Child Left Behind. No Child Left Behind was signed in 2002. It focuses on schools being held accountable for how students learn and ensuring growth. This is fairly controversial with teachers, as it pushes standardized testing and schools lose funding if they do not show improvement.

26. NEA: National Education Association. The NEA is the national teacher union. If you are in a state that has unions, they are most likely under the NEA.

27. NES: National Evaluation Series. The NES is one of several assessments that teachers can take to demonstrate their knowledge of various subjects. I took the English Language Arts one to become ELA certified!

28. NHS: National Honor Society. National Honor Society is typically a club, where students must have a high GPA and complete several community service hours each semester.

29. PLC: Professional Learning Community. Currently within education, there is an increase in teacher collaboration. PLC time is weekly or every other week, where teachers can meet with other teachers in building or in the district to collaborate with curriculum and strategies.

30. PRAXIS: This is another educator test, to demonstrate knowledge of various subjects. Check with your state to find out which tests you’re supposed to take!

31. SBAC: Smarter Balanced Assessment Consortium. The SBAC is the current standardized test that is being implemented – it tests Reading, Writing, and Math.

32. SD: School District. School districts are in charge of hiring teachers, maintaining budgets, and running the schools within the district.

33. SES: Socio-Economic Status. Within education, we often talk about how students’ SES impacts their learning. This is generally linked to their social class and how much money their family earns.

34. SIP: School Improvement Plan. Every year, schools are required to come up with School Improvement Plans and work towards how they will improve the school. Generally, there are academic and social goals involved.

35. SPED: Special Education. The Special Education department focuses on providing resources and updating IEPs every year for students to keep accommodations up-to-date.

36. SRO: School Resource Officer. SROs are police officers that are stationed on school campus. Depending on the districts resources, they may be a one school full-time or split their time between high schools and middle schools. Unfortunately, this is the society that we live in.

37. SS: Social Studies. Social studies refers to all the different subjects that can be taught under this subject – anthropology, economics, psychology, sociology, geography, and history.

38. STEM: Science, Technology, Engineering, Math.

39. STEAM: Same as above, but adds Art.

40. TIER 1 2 3: Students are placed into groups based on their need for intervention – Tier 1, Tier 2, or Tier 3. Tier 1 is the majority of students, that are able to learn in the classroom in a typical classroom setting. Tier 2 generally means they need extra support, more small-group instruction, and some targeted intervention time. Tier 3 typically means they require one-on-one intervention and they need extra supports, sometimes like drug assistance, therapy, or assistance with food/medical needs.

41. TOSA: Teacher On Special Assignment. At the District Office, there will be teachers working in unique positions, and they are referred to as TOSAs. Typically they will work as District Mentors, focus on curriculum development, or be subject coaches – usually for technology, math, or English.

42. WEST-B: Washington Educator Skills Test – Basic. This is the Washington State skills test, that much be passed before you can go into teaching or continue with your specific subject.

43: WEST-E: Washington Educator Skills Test – Endorsements. Same as the above, but it’s used to demonstrate knowledge for subjects. I took my WEST-E to get endorsed in Social Studies.

Bonus word: Prep – In classrooms where teachers teach within limited time periods, they will most likely have a prep period – to run copies, grade, etc. Along with that definition, teachers also refer to each subject they teach as a prep. If you teach 3 different types of history, you have 3 “preps,” but still only 1 prep period.

Did you know all of these abbreviations in education? Did you learn anything new?

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Writing academically: Abbreviations

• Academic style
• Personal pronouns
• Contractions

Abbreviations

• Signposting
• Paragraph structure
• Using sources in your writing

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Abbreviations and acronyms are shortened forms of words or phrases. Generally, abbreviations are not acceptable in academic writing (with some exceptions, see below) and acronyms are (providing they are used as shown below).

As academic writing is formal in style, most abbreviations should be avoided. Even the common ones shown below:

Some common ones to avoid

Avoid e.g. and i.e. , instead use for example and for instance .

Avoid etc . There isn't really an alternative, so rewrite the sentence.

Avoid dept , govt . Use  department , government .

Avoid NB , instead use note that .

Avoid vs  or v , instead use versus or against (except in Law reports or cases)

Some acceptable abbreviations

Titles such as Mr. Dr. Prof. are acceptable when using them in conjunction with the individual's name i.e. Dr. Smith.

Some Latin phrases

et al. (short form of et alia - and others is acceptable when giving in text citations with multiple authors. The full stop should always be included afterwards to acknowledge the abbreviation. It does not need to be italicised as it is in common usage.

ibid. (short form of ibidim - in the same place) is acceptable if using footnote references to indicate that a reference is the same as the previous one. Again, always include the full stop to acknowledge the abbreviation. It is the convention to italicise this as it is less commonly used.

sic (short form of sic erat scriptum - thus it was written). This is used to indicate there was an error in something you are quoting (either an interviewee or an author) and it is not a misquote. It is added in square brackets but is neither italicised nor followed by a full stop i.e.

"it'd be great if unis [sic] could develop a person's self-knowledge"

Acronyms are acceptable, but use the name in full on its first use in a particular document (e.g. an assignment), no matter how well known the acronym is. For example, on its first use in an essay you might refer to "the World Health Organisation (WHO)" - it would be fine to simply refer to "the WHO" for the remainder of the essay.

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Acronyms and Abbreviations in Academic Writing: A Quick Guide

Abbreviations, acronyms, and Latin expressions can all be found in academic and scientific articles. But as a writer, it can be puzzling to know exactly when and how to use abbreviations and acronyms in formal academic publications. Let’s learn what types of abbreviations there are, what the different style manuals have to say about them, and when you should and shouldn’t include them in your scientific paper.

Table of Content:

What is an abbreviation, using abbreviations properly, how can i use abbreviations in academic writing, how can i avoid making abbreviation mistakes.

An abbreviation is a word that has been shortened from its original longer form. There are several different types of abbreviations.

Acronyms.   An acronym is an abbreviation made from the first letter of each word in a name or phrase. Acronyms are pronounced like a word. NASA, which is short for N ational A eronautics and S pace A dministration and pronounced “Nah-suh,” is one well-known acronym. UNICEF, which stands for U nited N ations I nternational C hildren’s E mergency F und and is pronounced “you-nuh-seff,” is another example.

Initialisms. An initialism is similar to an acronym because it is an abbreviation that uses the first letter of each word in a name or phrase. Unlike acronyms, however, the letters of an initialism are pronounced individually. FBI, which is short for F ederal B ureau of I nvestigations, is an initialism. UK (United Kingdom) and USA (United States of America) are also initialisms.

Contractions. A contraction is when two words are combined for ease with an apostrophe. Common examples of contractions include don’t (do not), aren’t (are not), and let’s (let us).

Latin abbreviations. Latin abbreviations are commonly used in academia and law. Common latin abbreviations used in English writing are etc . (et cetera, “and so on”), e.g . (exempli gratia, “for example”), i.e . (id est, “in other words”), and et al . (et alii, “and others”).

Titles, measurements, and dates. Titles ( Dr . for Doctor, Rev . for Reverend), measurement units ( cm for centimeter, kg for kilogram), and days ( Feb . for February, Fri . for Friday) can all be abbreviated.

Before you begin using abbreviations in academic writing, there are a few rules you need to know. There are three main things to keep in mind when using abbreviations in an academic or scientific paper. These are spacing, capitalization, and punctuation . It is important to note that, like many other aspects of writing, the rules are sometimes different in the US and UK variations of English.

• Spacing . For measurement units, there should be a space between the number and the unit. The unit is written after the number.

Correct : Mumbai had received 11 mm of rain by 6 pm . Incorrect : Mumbai had received 11mm of rain by 6pm .

• Capitalization . Initialisms and acronyms should be written in all capital letters.

Correct : The National Health Insurance Service (NHIS) seized Jimin’s $4.7 million dollar apartment for failure to pay premiums. Incorrect : The NHIS (National Health Insurance Service) seized Jimin’s $4.7 million dollar apartment for failure to pay premiums.

Note that if you are abbreviating a phrase that is not a proper noun (name of an institution, organization, etc.), then that phrase should not be capitalized when it is written prior to the abbreviation. For example, if you were introducing BP as an abbreviation for blood pressure, you would write “blood pressure (BP),” not “Blood Pressure (BP).”

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• Punctuation . Generally, periods are used with latin abbreviations as well as dates . In US English, titles are followed by a period (Dr.), while in UK English, the period is omitted (Dr). Initialisms and acronyms generally don’t use periods (we write USSR rather than U.S.S.R.). Contractions use an apostrophe.

Now that you know how to use abbreviations, you may be wondering if and when you can use abbreviations in academic writing. You definitely can use abbreviations in academic writing if you keep the following rules in mind!

• Spell out the full phrase or term the first time you use it in your paper and include the abbreviation in parentheses. You can use the abbreviation each time after that.
• Don’t abbreviate everything . It is fine to abbreviate technical terms or phrases used repeatedly throughout your writing, but only if you use them more than a few times ! The Chicago Manual of Style advises abbreviating a term when it is used five or more times , while the APA only asks that you use an abbreviation if the term is used three or more times. The AMA guidelines suggest that words that are short and easy to write should not be abbreviated at all.
• Provide a list of abbreviations for your reader. Especially if you are writing a thesis, an academic article or a monograph, including a list of abbreviations used at the beginning will give your reader an easy reference.
• Avoid abbreviations in your paper abstract. While abbreviations are perfectly acceptable in the text of your paper, they should be avoided in your abstract as much as possible.
• Avoid contractions. Contractions in English are considered informal, and should therefore generally be avoided in academic writing.
• Minimize the use of latin abbreviations . It is fine to include parenthetical i.e . and e.g. here and there, but in general, it is preferred to simply write out “for example” or “in other words.” Researchers should specifically note that ending sentences with etc. in academic writing is frowned upon, and frequent use of this term is perceived as lazy writing.
• Know how to make initialisms and acronyms plural . You can pluralize abbreviations by adding a lowercase “s” at the end . CEOs, RNs, and NEATs are all examples of correct plural abbreviations.
• Be consistent! Inconsistent abbreviations can confuse the reader and make your paper appear poorly written.  If you abbreviate a word, make sure you use the same abbreviation throughout the text.

In addition to following the tips and tricks above, you should always consult the relevant style manual when you are writing your academic or scientific paper to minimize any abbreviation errors. Another option is to use an AI grammar checker like Trinka. Trinka not only checks for grammar and spelling errors , it can also highlight inconsistent abbreviation use and makes sure that your paper adheres to a specific citation style. Abbreviations are a great way to make your paper more readable or adhere to a limited word count, so don’t be afraid to incorporate them into your academic writing today.

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Frequently used acronyms in education

by: The GreatSchools Editorial Team | Updated: September 19, 2023

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As you sort through vast amounts of information to find ways to help your child with learning difficulties, you’re likely to find many acronyms. If you’re not sure what they represent, it may be difficult to gain a full understanding of the material you’re reading. So to assist you in the process, here are some common acronyms and the words they stand for:

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The Editor’s Manual

Free learning resource on English grammar, punctuation, usage, and style.

• Abbreviations

How to Use Abbreviations

Here are the generally accepted guidelines for using abbreviations in formal texts:

• Abbreviate a term only if doing so improves clarity and readability.
• Provide the full form of an abbreviation at first use.
• Avoid starting a sentence with an abbreviation.
• Use all capital letters for initialisms and acronyms ( USA , UK , EU , CEO , GPS ) except abbreviated Latin terms ( e.g. , i.e. , etc. , p.m. ) and scientific and technical abbreviations ( ppm , mph , ml , kg ). Capitalize contractions of titles and proper nouns ( Mr. , Dr. , Rev. , Gen. , Jan. ).
• Don’t use periods in abbreviations with two or more capital letters (except scientific abbreviations and abbreviated SI units).
• Form the plural of an abbreviation by adding s or es without an apostrophe ( DVD s , CMS es , Dr s . Who and Strange ).
• Use a or an before an abbreviation depending on how it is pronounced ( a US senator , an ATM , an MBA degree )

We discuss these and certain exceptions in detail below, with examples.

When to abbreviate a term

An abbreviation as we know is the shortened form of a term. It is usually formed using the first letters of the words of a multi-word term, but it may simply be the short form of a single word. Abbreviations can help you avoid repeating long phrases in a document, thus making it more easily scannable and readable. But abbreviate a term only if it appears multiple times in a text (at least three to five times, depending on the length of the document).

• Poor: The National Aeronautics and Space Administration was set up in 1958. It is responsible for the United States’ civilian space program. Since its inception, the National Aeronautics and Space Administration has led the Apollo missions and launched the Skylab space station. The National Aeronautics and Space Administration also supports the International Space Station.
• Better: The National Aeronautics and Space Administration (NASA) was set up in 1958. It is responsible for the United States’ civilian space program. Since its inception, NASA has led the Apollo missions and launched the Skylab space station. NASA also supports the International Space Station.

Also use abbreviations for terms that are known better by their abbreviated rather than full forms—for example, PDF , HTML , ATM , CEO .

Don’t try to abbreviate every single term in a document. Too many abbreviations can render a text unreadable.

• Poor: NASA is the US CSP . Since its inception, it has led the AMs and launched the SSS . NASA also supports the ISS . Better: NASA is the United States’ civilian space program. It has led the Apollo missions and launched the Skylab space station. NASA also supports the International Space Station.

When to avoid abbreviations

Abbreviations can be quite useful when space is limited, but you should confine the use of nonstandard abbreviations to tables, graphs, and figures, except in scientific and technical writing.

Avoid using nonstandard abbreviations in headings; you want the reader to be able to easily skim the document or just its table of contents. Also avoid using abbreviations in captions of figures and tables, which are considered reproducible in other texts and thus standalone.

Providing the full form

In general, explain an abbreviation by providing its full form at first use in a document.

• In urban areas, a small green space ( SGS ) can become a habitat for local species of birds.
• NATO ( North Atlantic Treaty Organization ) is a military alliance of 30 countries.
• The GDPR ( General Data Protection Regulation ) is one of the toughest privacy laws in the world.
• The National Aeronautics and Space Administration , better known as NASA , has released its latest climate assessment.
• Nongovernmental organizations , or NGOs , fill this gap.

In academic papers and business reports, provide a glossary or list of abbreviations after the table of contents to help the general reader.

Don’t capitalize the words in the full form of an abbreviation unless it is a proper noun.

• CPR: c ardio p ulmonary r esuscitation
• TIN: t ax i dentification n umber
• FBI: F ederal B ureau of I nvestigation
• UK: U nited K ingdom

If a term usually appears in its abbreviated rather than complete form, the abbreviation need not be explained: for example, USA , MBA , PhD , PDF , BC / AD , BCE / CE , FAQ , URL , Mr. , Dr. , rpm , i.e.

You also don’t need to provide the full form of an abbreviation listed as a noun rather than an abbreviation in standard dictionaries like Merriam-Webster . Such terms that are now known better by their abbreviated forms include DNA , IQ , URL , HTML , PDF , hi-fi , TV , and (unfortunately) COVID .

Avoid redundancies like “SSN number.” Since SSN stands for “social security number ,” the word number after the abbreviation is redundant.

Use of capital letters

Abbreviations that are formed using the initial letters of the words of a term (initialisms or acronyms) generally comprise all capital letters.

• FAQ ( f requently a sked q uestion)
• PC ( p ersonal c omputer)
• NAFTA ( N orth A merican F ree T rade A greement)
• BA ( B achelor of A rts)
• BC ( b efore C hrist)

Contractions usually appear in lowercase letters, but those that appear before a name as titles or are part of a proper noun are capitalized (the first letter of the contraction is then a capital letter).

• abbr. (abbreviation)
• vol. (volume)
• ed. (editor/edited)
• Dr. (Doctor)
• Gen. (General)
• Prof. (Professor)
• estd. (established)
• Inc. (Incorporated)

Technical and scientific abbreviations comprising the initial letters of a term may contain lowercase letters. Abbreviated units of measurement are also not capitalized.

• rpm (revolutions per minute)
• bhp (brake horsepower)
• mph (miles per hour)
• km (kilometer)
• GlcNAc (N-acetylglucosamine)

Latin abbreviations are also generally lowercased.

• e.g. ( exempli gratia or “for the sake of example”)
• i.e. ( id est or “that is”)
• ibid. ( ibidem or “in the same place”)
• etc. ( et cetera or “and the rest”)
• et al. ( et alii or “and others”)

In academic and other formal writing, avoid using abbreviations such as e.g. and i.e. in running text. Confine their use to parentheses, figures, tables, and citations.

Use of periods

In general, abbreviations with at least two capital letters contain no period.

Abbreviations that end in lowercase letters often contain periods.

If an abbreviation ending in a period appears at the end of a sentence, don’t add another period after it.

• Incorrect: Our flight is at 3 a.m.. Correct: Our flight is at 3 a.m.

However, periods are omitted in scientific and technical abbreviations, abbreviated SI units, and abbreviations containing the preposition per .

Contractions and other shortened forms that end in a lowercase letter usually take a period.

In British usage, a period (or full stop) is used only if the shortened form comprises the first few letters or the first syllable of the word, but not otherwise. Thus, the contraction Dr (for D octo r ) does not take a period, but one does appear after Jan. (for Jan uary ).

Use of a / an and the

Use a or an before an abbreviation depending upon how it is pronounced. If it starts with a consonant sound, use a ; otherwise, use an .

• a D VD player
• an I Q test
• a U N resolution pronounced “a y oo-en resolution”
• an N BA game pronounced “an e n-bee-ay” game
• an H R professional

With acronyms (abbreviations pronounced as words), the article the is omitted, even when it would be used with the full form.

• The Organization of the Petroleum Exporting Countries is a cartel of 13 countries. but The OPEC is a cartel of 13 countries.

But with initialisms (in which the individual letters are pronounced), use the with the abbreviation if it is used with the full form.

• The United Kingdom is an island nation that is part of Europe. or The UK is an island nation that is part of Europe.

At the start of a sentence

In formal writing, avoid starting a sentence with an abbreviation. Use the full form instead, or rephrase.

• Poor: UN representatives met in Brussels today. Better: United Nations representatives met in Brussels today.
• Poor: UFDs save lives. Better: Unidentified floating devices save lives.
• Poor: UK health officials are now recommending a booster dose. Better: Health officials in the UK are now recommending a booster dose.

Because acronyms and contractions are read aloud as words, they are acceptable at the beginning of a sentence.

• Correct: NATO officials met with Kuwaiti diplomats in Brussels today.
• Correct: Dr. Green has ordered additional tests.
• Correct: Mr. Mittens is a most respectable cat.

Acronyms are abbreviations pronounced as words. Thus, NATO and NASA are acronyms, while USA and UK are merely initialisms.

If using the full form makes the sentence awkward, use the abbreviated form—for example, to refer to company names.

• Correct: UBS / The Union Bank of Switzerland opened a new office today in London.
• Correct: HSBC / The Hong Kong and Shanghai Banking Corporation operates in many countries in Asia.

Plural forms

To form the plural of an abbreviation, simply add s (an apostrophe is unnecessary).

Abbreviations that already end in S can be pluralized either by adding another s or by adding es .

• SMS s or SMS es
• CMS s or CMS es

To form the plural of a contraction, add s and place a period after.

• Vols. 1–5
• Remiramen Femy and Minerva Dash, eds.
• Drs. Femy and Dash

The plurals of Mr. and Ms. are Messrs. and Mss. (or Mses. ), seen only in formal usage. For more examples, see this article on how to form plurals of acronyms and other abbreviations .

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If an abbreviation (like HTML and DNA ) is listed as a noun in the dictionary, it need not be explained. Contractions like Dr. are generally used as such. But an abbreviation that isn’t well known (like MTN ) needs to be explained to the reader.

Abbreviations that start with a consonant sound when read aloud ( a y oo-kay passport ) take the article a instead of an .

Although abbreviations are not generally used to start a sentence in formal writing, contractions (like Dr. ) and acronyms (abbreviations pronounced as a word, like NATO ) are acceptable in this position.

To form the plural of an abbreviation, add an s without an apostrophe.

Use standard abbreviations that are easily recognizable in your field, but avoid abbreviating a large number of terms as this can make text confusing for readers. In nontechnical writing, restrict the use of abbreviations to tables and figures.

10 Tips for Using Abbreviations Correctly

How and When to Use Abbreviations in Formal Writing

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• Writing Essays
• Writing Research Papers
• English Grammar
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

"Provided they are not obscure to the reader, abbreviations communicate more with fewer letters. Writers have only to ensure that the abbreviations they use are too well known to need any introduction, or that they are introduced and explained on their first appearance."

—From "The Cambridge Guide to English Usage" by Pam Peters

Despite what you may have heard in school, abbreviations , acronyms, and initialisms are commonly used in formal writing (though you'll find them more frequently in business and the sciences than in the humanities). Exactly how they should be used depends on your audience, the country you're living in (British and American conventions differ), and the particular style guide you're following.

• Using Indefinite Articles Before Abbreviations, Acronyms, and Initialisms: The choice between "a" and "an" is determined by the sound of the first letter in the abbreviation. Use "a" before a consonant sound (for example, "a CBC documentary" or "a U.S. official"). Use "an" before a vowel sound ("an ABC documentary" or "an MRI").
• Placing a Period at the End of an Abbreviation: In American usage, an abbreviation that includes the first and last letters of a single word (Doctor, for example) is usually followed by a period (Dr.), while In British usage, the period (or full stop) is usually omitted (Dr).
• Abbreviating the Titles of Doctors: For medical doctors, write either Dr. Jan Jones or Jan Jones, M.D. (Don't write Dr. Jan Jones, M.D.) For nonmedical doctors, write Dr. Sam Smith or Sam Smith, Ph.D. (Don't write Dr. Sam Smith, Ph.D.)
• Using Common Abbreviations: Certain abbreviations are never spelled out: a.m., p.m., B.C. (or B.C.E.), A.D. (or C.E.). Unless your style guide says otherwise, use lower case or small capitals for a.m. and p.m. Use capital letters or small caps for B.C. and A.D. (the periods are optional). Traditionally, B.C. comes after the year and A.D. comes before it, but nowadays the abbreviation commonly follows the year in both instances.
• Abbreviating Months and Days: If the month is preceded or followed by a numeral (14 Aug. or Aug. 14), abbreviate months as follows: Jan., Feb., Mar., Apr., Aug., Sep. (or Sept.), Oct., Nov., Dec. Don't abbreviate May, June, or July. As a general rule, don't abbreviate the month if it appears alone or with just the year—and don't abbreviate the days of the week unless they appear in charts, tables, or slides.
• Using the Abbreviation Etc.: The Latin abbreviation etc. (short for et cetera) means "and others." Never write "and etc." Do not use etc. at the end of a list introduced by "such as" or "including."
• Placing a Period After Each Letter in an Acronym or an Initialism: Though there are exceptions, as a general rule omit the periods: NATO, DVD, IBM.
• Punctuating an Abbreviation at the End of a Sentence: Use a single period when an abbreviation appears at the end of a sentence. The single period does double duty—marking the abbreviation and closing the sentence.
• Avoid RAS Syndrome: RAS syndrome is a humorous initialism for "Redundant Acronym (or Abbreviation) Syndrome syndrome." Avoid redundant expressions such as ATM machine and BBC corporation.
• Avoid Alphabet Soup: Alphabet soup (a.k.a. initialese) is a metaphor for using an overabundance of abbreviations and acronyms. If you're unsure whether the meaning of an abbreviation is familiar to your readers, write out the entire word.
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• Differences Between an Initialism and an Acronym
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December 3, 2016 by admin

Find out the Abbreviation for Assignment with Meaning & Definition

In this post, I will tell you assignment meaning with some interesting example sentences and I will let you know an abbreviation for the word assignment .

There are two different ways to abbreviate the word assignment . These two common ways are assg . and asgmt .

If you come across the plural of assignment , you just have to add an – s after its abbreviations to make them plural. So, the plural forms would be assgs . and asgmts .

Meaning of Assignment with Definition

This particular word is used as a noun within a sentence. According to Cambridge English Dictionary , assignment is defined as a piece of work given to someone, typically as part of their studies or job, or it can be a job that someone is sent somewhere to do.

For example,

1 . The professor gave us an assignment on the topic ‘Foreign Affairs’.

2 . The greatest failure in life is being successful in the wrong assignment . ( Myles Munroe )

Suitable Areas to use Assg. or Asgmt.

Assg . and asgmt . are the two ways to abbreviate the word assignment . It means that you cannot use these abbreviations in general prose or essays.

You can easily use these abbreviations for assignment in your classrooms while taking notes. The areas where you are not able to write the whole word assignment because of space limitations, such as in headlines, newspaper headings or any business papers, you can use an abbreviation for assignment over there.

• The next community photo assg . will be: Hoosier Holidays. ( Greensburg Daily News )

• We have been designated for an asgmt .

It is concluded that there are two common ways to abbreviate the term assignment i.e. assg . or asgmt . The plural forms can be assgs . and asgmts . (just by adding an – s ).

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

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

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

• his assignment to other duties in the same company
• on assignment

Nearby words

How to Abbreviate "Schools"

• The common abbreviation for "school" is "sch." Since schools is the plural form of school, the abbreviation of "schools" would be "schs."

Example sentences...

• Our local sch. is known for its strong emphasis on STEM education.
• Parent-teacher conferences at the elementary sch. are scheduled for next week.
• The new sch. year begins in September, bringing fresh opportunities for learning.

What does "schools" mean?

Schools is the plural form of school.

Parts of Speech: Noun

 1. An institution for the education of students under the direction of teachers:

• The children are at school learning math and science.
• He is a teacher at a high school.

 2. A building or buildings where such an institution is located:

• The new school has a library, a gym, and a computer lab.

 3. A department or division within a university specializing in a particular area of study:

• She is enrolled in the medical school.

 4. A course of instruction on a particular subject:

• I'm taking a cooking school this summer.

 5. A group of students or followers of a particular teacher or philosophy:

• Socrates and his school of thought.

 6. A session of instruction at a school:

• There is no school today because of the snowstorm.

The use of "schools" over time

The word "schools" was most used in the 1930s. Since then, its use has been decreasing.

Abbreviation for schools

The standard abbreviation for "schools" is "schs." This concise representation is commonly employed in various contexts, such as educational documents, schedules, or informal communication, to efficiently refer to multiple institutions dedicated to learning and academic development.

When to use "sch." or "schs."

The use of "sch." or "schs." depends on the context and whether you are referring to a single school or multiple schools:

"Sch." (singular):

• Use "sch." when referring to a single school.

Example: The new sch. building is under construction.

"Schs." (plural):

• Use "schs." when referring to multiple schools.

Example: The district has implemented new policies across all schs.

Always consider the number of schools you are referring to and choose the appropriate abbreviation to maintain clarity in your communication

In essence, the word "schools" can be succinctly represented by the abbreviation "sch." when referring to a single educational institution and "schs." when denoting multiple schools. These abbreviations streamline written communication, offering efficiency and clarity in various contexts.

Want to sound like a native speaker?

Engram’s AI-powered grammar checker makes your English sound like a native speaker’s, suggesting natural English expressions on top of fixing grammar, spelling, punctuation, word order, and vocabulary.

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We've got 1 shorthand for after school assignment  »

What is the abbreviation for after school assignment  , looking for the shorthand of after school assignment this page is about the various possible meanings of the acronym, abbreviation, shorthand or slang term: after school assignment ., possible matching categories:, couldn't find the full form or full meaning of after school assignment, maybe you were looking for one of these abbreviations:.

AFTC - AFTDA - AFTE - AFTEC - AFTER - AFTERWORD - AFTF - AFTH - AFTI - AFTK

Discuss these after school assignment abbreviations with the community:

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8th-graders given hitler-themed assignment to rate nazi monster as a ‘solution seeker,’ ‘ethical decision-maker’.

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An Adolf Hitler-themed question-and-answer assignment given to students at a private school in Atlanta has sparked outrage among parents over its suspected antisemitic nature.

Eighth-grade students at the Mount Vernon School in Atlanta were given a series of questions asking them to rate some of the characteristics of Adolf Hitler — the dictator of Nazi Germany from 1933 to 1945, whose antisemitic ideology fueled the Holocaust — as a leader, according to Fox 5 Atlanta . 

One question posed to students asked, “According to the Mount Vernon Mindset rubric, how would you rate Adolf Hitler as a ‘solution seeker’?” 

A second question asked how students would “rate Adolf Hitler as an ethical decision-maker?”

For both questions, the students were given the option of selecting “Lacks Evidence,” “Approaching Expectations,” “Meets Expectations” or “Exceeds Expectations” to describe the ruthless dictator. 

The bizarre questions ignited outrage among parents — many of whom were concerned the queries were antisemitic by nature, according to the outlet. 

Students at the private school also had issues with the questions, with one telling the outlet the assignment was “troubling” and could be seen as glorifying the warmongering totalitarian leader. 

“Obviously, that looks horrible in the current context,” another student told the outlet. “Knowing Mount Vernon, we do things a little odd around here.”

The student added that the school is known to “try to think outside the box” but shared that “oftentimes that doesn’t work.”

Several former students told Fox 5 that those questions weren’t given to them during eighth grade.

While many parents and students were shaken over the assignment, one student believes the school attempted to pose a historically provocative question that required students to use their critical thinking skills. 

“I can definitely see why they’d be upset, but overall, I think it’s important to look at both sides of the coin in every situation, and I think it’s important to be able to compare and contrast everything that’s happened in our world history, whether it’s been good or bad,” said the student.

Upon learning the phrasing of the questions in the assignment, Mount Vernon officials said they had removed it from the school’s curriculum. 

The principal of Mount Vernon, Kristy Lundstrom, wrote in a statement that the assignment was “an exploration of World War II designed to boost student knowledge of factual events and understand the manipulation of fear leveraged by Adolf Hitler in connection to the Treaty of Versailles.” 

“Immediately following this incident, I met with the School’s Chief of Inclusion, Diversity, Equality, and Action, Head of Middle School, and a concerned Rabbi and friend of the School who shared the perspective of some of our families and supported us in a thorough review of the assignment and community impact.”

“Adolf Hitler and the events of the time period are difficult and traumatic to discuss.”

The private school, about 16 miles outside downtown Atlanta, is a “co-educational day school for more than 1200 students in Preschool through Grade 12,” according to the institution’s  website . 

“We are a school of inquiry, innovation, and impact. Grounded in Christian values, we prepare all students to be college ready, globally competitive, and engaged citizen leaders,” its mission statement reads.

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6 ways to use Microsoft Copilot for end-of-school-year tasks

May 14, 2024.

By Microsoft Education Team

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The end of the school year is a hectic time for educators everywhere. Between reviewing content, completing assessments, and maintaining classroom management, it’s easy to feel the pressure of too many responsibilities and not enough time to accomplish everything.

Whether closing out the academic year in the northern hemisphere or preparing for the next one in the southern hemisphere, Microsoft Copilot offers innovative and efficient ways to complete many of the tasks that occupy these transitional times of year. From drafting student feedback to composing newsletters and offering planning suggestions for events, Copilot adapts to whatever task it’s asked. To get started, all you need is a basic understanding of how to access and use Copilot.

Start using Copilot for your end-of-school-year tasks

You can learn how to use Copilot by visiting Meet your AI assistant for education: Microsoft Copilot .

When you’re ready to get started, go to copilot.microsoft.com or download the iOS or Android mobile app.

Writing prompts for the end of the school year

Prompting Copilot to generate content requires practice. Including specific information in your prompt helps produce more relevant responses.

An effective Copilot prompt:

• Asks the tool to take on a role called a persona .
• Provides an objective  that tells the tool what to do or produce.
• Defines the audience  who will be using whatever Copilot generates.
• Includes context  that gives the tool background information.
• Sets boundaries  that limit or constrain responses.

Elements of a Good Prompt infographic which includes tips for writing prompts that produce more relevant responses.

Throughout this post, you’ll find sample prompts that include these components. We recommend borrowing inspiration from them and adjusting to make them fit your own classroom, or you can copy and paste the examples without modifications if you are just beginning.

Now let’s learn how Copilot can help you complete six common end-of-school-year tasks.

1. Craft student feedback at the end of the school year

Copilot can help you write end-of-school-year feedback in a style and tone that all students can understand. Simply craft a prompt that includes the subject area and details about the feedback you want to provide, and Copilot can draft a constructive, supportive statement written specifically for students. For example:

You are a fourth-grade teacher who is writing feedback on a student’s current reading skills. The student uses details to explain what text means but is unable to draw inferences in fiction. The student can identify in-text examples that illustrate a given theme but is unable to independently produce a theme without guidance. Write a short statement that explains this feedback to a student. Include a description about why using details is important and 1-2 ways to develop this skill. The paragraph should be written with plain text so that a fourth-grade student will understand.

You can always refine your prompt if the response is not what you expected. Simply include something like, “Re-write this feedback in Spanish” without selecting New topic , and Copilot will continue where you left off. Give it a try.

2. Write end-of-school-year reflections

Educators often write end-of-school-year newsletters for families, update class blogs with a final post, and draft reflections on school year goals. Copilot can assist with all these tasks and can help you create personalized, engaging visuals for your content. For example, you can use the following prompt to produce a summer newsletter for families.

You are the science department leader for a middle school in New York City. Draft a summer newsletter for families that includes an introduction that talks about the past year and 5 sections: Science Books for Young Adults, Science at Home, Science Summer Camps, Science Events in NYC, and NY Science Museums. Only include information that can be linked to a website to learn more. The newsletter should be written in plain text using an informal tone.

You can also share your experiences, memorable moments, and insights from the school year and Copilot will help you find creative ways to share this information with colleagues, families, and students.

3. Organize classroom materials at the end of the school year

The last few weeks of a school year includes packing up classrooms for the summer, collecting books and devices, and organizing materials for the next year. Copilot can create checklists or reminders for end-of-school-year tasks like these and offer suggestions that you might not even consider. For example:

You are a high school media specialist who checks out technology to administrators and educators. Write a checklist of the 3 most important things to do before returning each of the following devices: document camera, tablet, digital projector, games, and wires. Make each device a section heading and use bulleted lists for the content. Write the checklists so that the content is easily understood by people with varying levels of technological expertise.

Another way to use Copilot when you are organizing classroom materials is to ask for suggestions for efficient ways to declutter and prepare your classroom for the next school year.

4. Plan an end-of-school-year celebration

Many schools celebrate major milestones like the start of summer or moving from lower grades to higher grades with a party or ceremony. Copilot can be your personal planner and assist with brainstorming ideas for end-of-school-year events, awards ceremonies, or virtual gatherings. It can even suggest ways to be more inclusive in areas you might not have considered, like food options in the prompt below.

You are a guidance counselor in charge of helping rising eighth-grade students transition from middle school to high school. Draft a letter to middle school teachers that shares the biggest differences between middle school and high school. Include paragraphs on class schedules, touring the high school, meeting educators, extracurricular activities, and summer reading books. The letter should be written in a formal, conversational tone.

Whether you are creating invitations, planning activities, or drafting speeches, Copilot can be your creative collaborator.

5. Develop transition materials at the end of the school year

When students enter elementary school or move to middle or high school, everyone involved in the transition needs to know how to prepare for this change. Students need to know what to expect, families need to know how to support their children, and current educators need to provide relevant information. Copilot can help create transition materials so that everyone stays informed using a prompt like this example:

You can also use Copilot to write welcome letters, tips for success, or information about what to expect in the upcoming year.

6. Streamline parent communication at the end of the school year

Copilot can help you create templates for parent-teacher conferences at the end of the school year, as well as student progress updates, and letters to families. For example, you can ask Copilot to create a message to families about signing up for conferences with the following prompt.

You are a high school math teacher who teaches introductory algebra. Write a letter to families about parent-teacher conferences. Include an introductory paragraph that thanks families for their ongoing support and paragraphs about what will happen during the conferences, why conferences are important, who should attend, and how to prepare for the meeting. Conclude the letter with a paragraph about how to sign up for a conference slot. Write the letter using an approachable, informal tone.

Microsoft Copilot is a versatile AI tool for educators that adapts to your specific needs. To learn more about Microsoft’s AI solutions and resources, check out Smart learning: AI resources every educator should know and the  AI for educators learning path on Microsoft Learn. Most importantly, enjoy the end of the school year with your students and the time you saved by using Copilot. 

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Governor Parson accepts Conway High School student’s invitation to visit school as part of teacher’s assignment

CONWAY, Mo. (KY3) - Wednesday (May 15) marked a historic occasion in Conway, Missouri, and it was all because a high school student took a teacher’s assignment and ran with it.

Christen Wilson teaches Civics at Conway High School, and little did she know that a simple assignment about the Constitution would spark a momentous occasion in the small Laclede County town of just over 700 people, thanks to junior student Kolby Wicker.

“I gave the class an assignment that they had to symbolize the Preamble,” Wilson explained. “And I told them to play to their strengths. So, if they’re a great woodworker, make symbols of the Preamble out of wood. And Kolby says, ‘I don’t really know what to do. What if I write to an elected official?’ I told him that was fine, and when he told me he was going to write the governor, I said, ‘Sure! Think big. Think outside the box.’ But never in a million years did I think the governor would accept the invitation.”

“I wrote a letter and sent in a formal request through his website,” Wicker said of his longshot attempt. “When I wrote the letter, I was thinking, it was never going to happen but I’ll do it anyway because I’m stubborn. It’s like Wayne Gretzky, who once said, ‘You miss 100 percent of the shots you don’t take.’”

So Wicker took a shot and scored as during the school’s spring break in late March, he heard back from Governor Mike Parson’s office that Missouri’s top state official would love to accept the invitation.

Kolby then notified his teacher that his homework assignment had been completed.

“The message actually said: ‘Mrs. Wilson, Governor Parson has agreed to roll up at Conway,’” Wilson recalled with a laugh.

And sure enough, Governor Parson and his staff did roll up to Conway High School at 9:30 Wednesday morning.

Kolby Wicker was among the first in the receiving line to shake Parson’s hand.

“You’re the one who sent me that request,” Parson said as he greeted Wicker. “You made it happen for everybody here.”

Parson toured the school’s agricultural center, met with the Civics class, and was greeted by a packed house of students and adults in the gym. Wicker was in the seat right next to Parson as Principal Kathryn Taylor explained the historical significance of the occasion.

“Thanks for helping us celebrate what we believe to be the first time a governor has visited Conway,” she said as Parson smiled.

Parson made it clear why he decided to make the trip. A native of Wheatland and long-time resident of Bolivar, where he still owns and operates a family farm, the governor holds a special place in his heart for rural communities.

“My staff has a meeting every week to discuss my schedule, and as they were running through all the requests for appearances, I said, “Whoa, whoa, whoa. Let’s go back to Conway,’” Parson recalled. “I said to them, ‘I come from the kind of people who live in Conway. I grew up like the kids from Conway. I want to go there.’ And that’s the main reason I’m here today. I want all of you to understand that all things are possible. I’m standing here in front of you as one of those people who never dreamed I’d be in the position I am today.”

Parson told the crowd about his childhood growing up on a farm.

“There were four of us boys, and my mom and dad were sharecroppers,” he said. “So we moved from farm to farm when I was a kid just trying to scratch out a living. And I will tell you that mom and dad knew nothing about child labor laws. They didn’t even know what that meant. When you were old enough to get out there and drive a tractor or a truck, they put you to work. But one thing you learn by being out on the farm is a good work ethic.”

Parson explained that his life experiences, including his time in the military and law enforcement, prepared him for his most challenging days in the governor’s office when the COVID-19 pandemic hit and no one knew exactly what would happen.

“As students, you know that when you have a question, you can go to your teacher, head to the library, or go to the internet to find out the answers,” he said. “But here’s the challenge I had that you might have someday. When COVID first hit, there was nobody to ask. There was no playbook on what to do. You are the only one to decide what’s going to be best for the people of this state, and you have to live with that responsibility. But what prepares you for that moment is everything that’s happened to you before that moment. How you grew up, where you got your schooling, what your parents are like, what your grandparents are like, what common sense means, and what faith means. All that goes into making those decisions and those are the things that really influence your life more than you’ll ever know. Because at a difficult time, you’ll always go back to the foundation of where you came from. The vast majority of people don’t know where Wheatland or Conway is, but don’t you ever think that because you come from a small school, you’re at a disadvantage? I say it’s more of an advantage because of all the skill sets you learned and the way you were brought up.”

Parson concluded his message to the crowd by telling the students they had the responsibility to uphold the rights and freedoms outlined in the Declaration of Independence, Bill of Rights, and Constitution.

“The only way that the American Dream stays alive is through you,” he said to the students. “Someday, somebody’s going to open a door for you, and you are going to make the decision about whether you walk through the door or not. If you don’t walk through it, somebody else will, and you’ll be standing there scratching your head and wondering why you didn’t go through the door. When opportunity comes, you need to be ready for it.”

Afterward, the teacher and student who had made it all possible expressed relief and appreciation for what they’d just witnessed.

“This will be one of those stories I’ll tell my children and grandchildren,” Wicker said.

“Our town doesn’t get a lot of recognition, but I think this was such a proud moment for our community and our school,” Wilson said.

To report a correction or typo, please email [email protected]

Copyright 2024 KY3. All rights reserved.

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Sandy Springs school issues statement after Hitler assignment controversy

ATLANTA, Ga. (Atlanta News First) - A metro Atlanta school is responding to backlash to a controversial assignment.

Parents are fuming and questioning the Mount Vernon School in Sandy Springs after their kids were asked about Hitler’s leadership.

The assignment asked students to rate the attributes of the former Nazi dictator. The school now acknowledges this caused distress and the assignment has now been removed from the curriculum.

Head of School Kristy Lundstrom sent the following statement to Mount Vernon parents:

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Virologists are keeping an eye on several COVID variants that have all picked up the same set of mutations. Here’s what that means.

Aliza Rosen

At the end of March, the KP.2 variant was causing about 4% of infections in the U.S.,  according to the CDC , while its parental strain, JN.1, was causing over 50% of infections at that time. As of early May, KP.2 makes up about 28% of infections, overtaking JN.1 as the dominant variant.

KP.2 is one of several variants being referred to as “FLiRT variants,” named after the technical names for their mutations. The prevalence of these variants comes at a critical time, when experts are deciding how to formulate the fall COVID vaccine.

In this Q&A,  Andy Pekosz , PhD, a professor in  Molecular Microbiology and Immunology , explains what virologists like him are seeing, whether these variants might cause a summer wave of infections, and how people can protect themselves.

What are these “FLiRT variants”?

This is the term being used to describe a whole family of different variants—including KP.2, JN.1.7, and any other variants starting with KP or JN—that appear to have independently picked up the same set of mutations. This is called convergent evolution. They are all descendants of the  JN.1 variant that has been dominant in the U.S. for the past several months.

The particular mutations that people refer to as “FLiRT”s or “FLip”s refer to specific positions in the spike protein—in this case, positions 456, 346, and 572.

Viruses like SARS-CoV-2 mutate frequently, and when they mutate to evade recognition by antibodies, this often weakens their ability to bind to the cells they want to infect. We then see mutations appear that improve that binding ability. This is a cycle we have seen many times with SARS-CoV-2. The fact that these different variants are picking up the same mutations tells virologists that this combination of mutations is helping the virus accomplish these goals most efficiently.

How do these mutations help the virus bind to cells while evading antibodies?

Two of these mutations—456 and 346—eliminate binding sites for antibodies that neutralize SARS-CoV-2. However, those same antibody binding sites are also important for the virus to bind to and enter cells. So in evading antibodies, these FLiRT variants may have also lost some ability to bind to their receptor. At the same time, the 572 mutation appears to allow the virus to more tightly bind to cells and ultimately cause an infection.

Do people who recently had COVID have any protection against infection from FLiRT variants?

A JN.1 infection should provide pretty strong protection against all the FLiRT variants. The difference between JN.1 and these variants is only one or two amino acid changes, so there are still a lot of other places antibodies can bind to. Infection from a variant older than JN.1 is less likely to offer as much protection.

Do we know yet how well the current COVID-19 vaccines work against the FLiRT variants?

Against JN.1, the vaccine designed around XBB.1.5 does generate some cross-reactive antibodies. Studies have not been yet done with some of these newer variants, but those are likely to be a little less cross-reactive. It’s also been several months since many people received their last dose of the vaccine, and that immunity wanes over time.

Back in February, the CDC recommended  an additional dose of the current COVID vaccine for adults 65 and older who received theirs in the fall. There is a question now of what the guidance will be going into the summer. We’ve seen fairly low uptake of these additional boosters when they’re recommended, even in high risk populations, so it’s unclear whether a third dose of the current vaccine will be recommended. If case numbers remain relatively low, it may not be necessary.

Should we anticipate these variants to drive a surge in cases this summer?

It’s certainly possible. The FLiRT variants would be high on my list of viruses that could cause another wave of infections in the U.S. That said, our definition of a wave has changed; while we still see case rates rise and fall throughout the year, we see much lower numbers of cases of hospitalizations or deaths than we saw in the first couple years of the pandemic.

And yet, while these waves are becoming smaller, they are still having the greatest impact on our susceptible populations: the elderly, people who are immunocompromised and those with other secondary medical conditions. Everyone can play a role in protecting those populations that remain the highest-risk when new variants cause an uptick in cases.

How might these variants impact plans for the COVID vaccine formula that gets updated for the fall?

This is the time of year when governing bodies like the WHO and FDA recommend a formulation for updated COVID vaccines that will roll out in early fall. Last year, the  vaccines were based on the XBB.1.5 variant , and only a few months later, the  JN.1 variant became the dominant variant in the U.S.

At the end of April, the  WHO announced that their COVID vaccine advisory group advises using the JN.1 lineage as the antigen for the upcoming formulations of the vaccine. All of these FLiRT variants are within the JN.1 family of variants.

Here in the U.S.,  the FDA has postponed its meeting to determine the fall 2024 COVID vaccine from mid-May to early June. That gives them more time to see which of the FLiRT variants is becoming the dominant one so they can fine-tune the WHO recommendation to what they anticipate will be most prominent in the fall.

New COVID variants are likely to crop up after a decision is made— just as it did last summer —but the goal remains to select a formulation that, come fall, will match the circulating variants as closely as possible.

What are the usual symptoms and transmission timeline for FLiRT variants?

When it comes to symptoms, we’re not seeing anything new or different with these variants. We continue to see more mild disease, but that’s likely not because the virus is milder, but because our immunity is so much stronger now. After years of vaccinations and infections, most of the population is better able to fight off an infection without as much concern for severe disease.

The period of infectiousness for these FLiRT variants remains the same as with JN.1 and previous omicron variants: After exposure, it may take five or more days before you develop symptoms, though symptoms may appear sooner. You are contagious one to two days before you experience symptoms and a few days after symptoms subside. And as with previous variants, some people may have detectable live virus for up to a week after their symptoms begin, and some may experience  rebound symptoms .

At-home testing remains a really important tool for knowing whether you could potentially infect others.

Are antivirals like Paxlovid effective against FLiRT variants? 

Yes, the good news is that  Paxlovid is still recommended for high risk individuals . It still works against variants up to JN.1, and based on the sequencing of the FLiRT variants, they should still be susceptible to Paxlovid, as well as to antiviral drugs like molnupiravir and remdesivir. The companies that produce these drugs are always testing them against new variants to ensure they continue to be effective.

How can people protect themselves and their loved ones as we head into summer?

As with any respiratory virus, even when case rates nationally are low, it’s common to see infections increase in one area of the country but not another. Keep an eye on case rates in your region or anywhere you plan to travel, to know whether you should take additional precautions, like wearing a mask or gathering in well-ventilated areas. Some local health departments report on virus levels in wastewater, which can signal an upcoming rise in cases. This is particularly helpful as people experience more mild illness; those cases may not require hospitalization, but they’ll still be detected in wastewater data.

It’s always a good idea to keep a few COVID tests around the house in case you start to  feel sick. Testing—whether at home or in a health care setting—will make sure you know what you're infected with, which can inform the best treatment plan if you are in a high risk group or your symptoms progress to more severe illness.

If you do feel sick, follow the CDC’s  simplified guidance for respiratory illnesses . This is especially important if you plan to spend time with friends or family who are at higher risk of severe illness.

Aliza Rosen is a digital content strategist at the Johns Hopkins Bloomberg School of Public Health.

• Understanding the CDC’s Updated COVID Isolation Guidance
• COVID Rebound Can Happen Whether or Not You Take Paxlovid
• More Americans Could Benefit from Paxlovid for COVID Infection

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