hand in assignment

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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• A2 listening

Instructions for an assignment

Listen to a university teacher giving instructions for an assignment to practise and improve your listening skills.

Do the preparation task first. Then listen to the audio and do the exercises.

Preparation

Matching_MjI5MDM=

I want to explain a few things about your essay.

First of all, the deadline. The deadline for this essay is October the 18th. Not the 19th, not the 28th, not two days later because your dog was ill or your computer broke – the 18th. If it's late, I won't mark it. I won't even read it – you'll fail the assignment! So, please hand it in on time. You can even hand it in early, if you like!

You can email me the essays at [email protected]. That's H-A-R-T-S-H-O-R-N. I'll reply to say I've got it. If I don't reply within a day, it might mean I didn't get it, so please email me again to make sure. You can also bring a paper copy of the essay to my office, but let's be kind to the trees, OK? Email is better for the trees and for me.

Don't forget that you must reference every idea or quote you use that isn't your own idea. And the last page of your essay should be a list of all the books you used, in alphabetical order, not in the order you used them!

And lastly, make it easy for me to read! That means use a clear font. Arial is best, but Times New Roman is fine too. Not Comic Sans please! Size 12 font for the essay, and size 14 for the titles and subheadings. And use page numbers. Any questions?

What do you find difficult about writing essays?

Language level

Writing essays is always a challenge for me, and I believe writing essays is the most difficult task. It requires me to use correctly not only English grammar, and phrases but also vocabulary. Moreover, I think one of the most difficult sectors is developing ideas in the essay. You have to express your opinion, trying to explain and persuade the reader to make them clear particular problems, which requires you to have knowledge and experiences related to the writing topic which you can gain through reading books or newspapers, and long-term learning

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I always find writing essays challenging in every phase. I struggle to come up with my own ideas, carry out research and reference under the rules,... but eventually every effort pays off.

What do you find difficult about writing essays? I love writing essays. I'm really good at writing, but the only thing I find difficult is referencing every book or page we use. For me, it's really boring and exhausting, but also really necessary.

I believe that essays are probably the most difficult piece of writing to do, because you have to express your opinion, that is the thesis, with coherence and trying to persuade the reader you are right. To make it believable, you need to do some research on books, articles or on the internet to expose other's ideas that are in agreement with yours or in contrast, and in the last case to show why it is wrong. This makes writes an essay challenging and gratifying if you reach the goal.

When I wrote a piece of writting I consider that the most difficult is looked for answer,because I wanted that this answer was my(from my hart).But often I liked use quote.I sometimes used order when I wrote essay.

I don't understand "let's be kind to the tree"....tree is the pronoun ? Someone please explain me..

Hi Kaung Myat Zaw,

"Tree" is a noun. The teacher prefers to have the assignments digitally by email, not on paper. Since paper is made from trees, emailed assignments will use less paper, and protect the trees and the environment. That's why he says "let's be kind to the trees" - to encourage people not to use paper. As he says: "Email is better for the trees and for me."

I hope that helps to understand it.

LearnEnglish team

I don't have enough practice in writing essays nowadays. When I was at school, essays had a different structure and different requirements. That's why it's a little bit difficult for me to create essays.

I feel so grateful to know this amazing website where I can practice every time to enhance my English skills. Thanks so much.

I love writing, and I like to follow the essay competition. Writing makes me recall and sharpen my memory. Write and write until the last because writing is anti-aging for me.

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Meaning of hand something in in English

Hand something in.

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• give Give me that dirty plate.
• offer Your doctor should be able to offer advice.
• provide This booklet provides useful information about local services.
• supply The lake supplies the whole town with water.
• donate Four hundred dollars has been donated to the school book fund.
• Please hand in your keys at reception on your departure from the hotel .
• Remember to check your essay carefully before you hand it in to me.
• When you have completed the form , hand it in at the desk .
• When you've finished your work sheets , clip them together and hand them in to me.
• I handed in my resignation this morning .
• accommodate
• accommodate someone with something
• administration
• arm someone with something
• hand something back
• hand something down
• hand something out
• hand something over
• reassignment

hand in something | American Dictionary

Hand in something, hand sth in | business english, hand sth in, translations of hand something in.

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balancing act

a difficult situation in which someone has to try to give equal amounts of importance, time, attention, etc. to two or more different things at the same time

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hand in assignment in a sentence

Definition of 'hand in'

hand in in British English

Hand in in american english, examples of 'hand in' in a sentence hand in, trends of hand in.

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What is ‘handin’ and how do i use it to turn in my assignment?

‘handin’ is a utility for turning in assignments to a course directory (/home/’course#’/handin/’Assignment’/username). Once turned in, the course professor/instructor or TAs can access the files, but neither you nor other students can see them. Running ‘handin’ will replace same-named files with each successive run.

One can now hand in their assignments using the online form:

https://webhandin.eng.utah.edu/

or using the command line on the Linux machines:

handin  class#   Assignment#   /path/to/local-file

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How To Write an Email For Submission Of Assignment

Welcome to this informative article that will guide you on how to write an effective email for the submission of your assignment. If you’re unsure about how to draft an email for submitting your assignment, this article is here to help you!

Table of Contents

What To Do Before Writing the Email

Before you start writing the actual email, it’s important to take a few preparatory steps to ensure that your email is clear, concise, and professional:

• Gather all necessary information related to your assignment, such as the due date, submission guidelines, and any specific instructions given by your instructor.
• Review your assignment to ensure it meets the requirements and makes sense.
• If your instructor has provided a specific email address or subject line to use, make note of it.
• Consider attaching your assignment in the appropriate format if required.

What to Include In the Email

When composing your email for assignment submission, it’s important to include the following parts:

Subject Line

Choose a subject line that clearly indicates the purpose of your email. For example, “Assignment Submission – [Course Name]”. This helps the recipient identify the email’s content quickly.

Begin your email with a polite and professional greeting, such as “Dear Professor [Last Name],” or “Hi [Instructor’s Name],”. Use the appropriate salutation based on your relationship with the recipient.

Introduction

Introduce yourself briefly and mention the course or assignment you are submitting. This provides context for the recipient.

In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date. If there are any additional comments or questions related to the assignment, include them here.

End your email with a courteous closing, such as “Thank you,” or “Best regards,” followed by your full name and contact information. This shows professionalism and makes it easy for the recipient to respond if necessary.

Email Template – Assignment Submission

Subject: Assignment Submission – [Course Name] Dear Professor/Instructor [Last Name], I hope this email finds you well. I am writing to submit my assignment for the [Course Name]. The assignment is attached in the required format. I have completed the assignment as per the given guidelines and it is ready for submission. The due date for the assignment is [Due Date]. If you have any further instructions or clarifications, please let me know. Thank you for your time and consideration. I look forward to hearing from you soon. Best regards, [Your Full Name] [Your Contact Information]

Writing an effective email for the submission of an assignment is essential to ensure clarity and professionalism. By following the steps outlined in this article, you can confidently compose your email and increase the likelihood of a positive response. Remember to always be polite, concise, and include all necessary information. Good luck with your assignment!

Additional tips:

• Double-check all the information before sending the email to avoid any errors or omissions.
• Use a professional email address and avoid using casual or inappropriate language.
• If there is a specific email format recommended by your institution, consult it for guidance.

Mass. journalists mourn longtime Patriot Ledger reporter Fred Hanson

• Updated: Apr. 11, 2024, 9:10 a.m. |
• Published: Apr. 11, 2024, 5:24 a.m.

Patriot Ledger reporter Fred Hanson died at age 67 on April 8 while going to cover a Braintree School Committee meeting. Courtesy of The Patriot Ledger

• Susannah Sudborough | [email protected]

Massachusetts journalists are mourning the death of 67-year-old Patriot Ledger reporter Fred Hanson — a Braintree native who dedicated his life to covering the South Shore for more than 42 years.

Hanson was expecting to cover potential budget cuts and teacher layoffs at a Braintree School Committee meeting Monday evening when he collapsed outside Braintree Town Hall, according to longtime Patriot Ledger photographer Greg Derr, who was also at the town hall for the meeting.

“He died with his notebook in his hand,” former Patriot Ledger Features Editor Dana Barbuto said, noting that if a reporter had died this way in a movie, it would feel contrived. " ... But he died with his notebook in his hand going up the same stairs he went up so many times for so many years.”

A well-known and respected reporter in southeastern Massachusetts, Hanson was “the face of the Ledger,” former Patriot Ledger Managing Editor Ken Johnson told MassLive Wednesday.

Many local reporters took to social media Monday and Tuesday to honor Hanson, as did state Sen. Walter Timilty, D-Norfolk/Plymouth/Bristol.

“Fred was an institution of knowledge and a very fair news reporter. He was always a gentleman. I, along with so many others, will miss him,” Timilty wrote .

Fred Hanson’s journalism career

Hanson was born Jan. 26, 1957 and grew up in Braintree along with his 12 siblings. He was proud to have earned a degree from UMass Boston in 1978, Johnson said.

After graduating from the university, Hanson worked for the now-defunct Cohasset Mirror and Marshfield’s WATD radio station before joining the Patriot Ledger in 1981 as a town reporter, according to his biography on the Patriot Ledger’s website .

As a journalist, Hanson was “a government junkie” who never tired of covering the latest crime story, Johnson said. The former editor described Hanson’s day-in, day-out coverage as both accurate and diligent.

“He was the rare reporter that cops would trust,” Johnson said. “He treated everyone fairly, and they reciprocated.”

Hanson’s early career was spent covering the town of Randolph, but he eventually became the newspaper’s Braintree reporter, Johnson said. In his later years, he worked as a general assignment reporter, but still took special care to cover his hometown.

“I believe he felt that everything that happened in that community was of interest to other members of the community, and he wanted to keep them informed,” Derr said of Hanson. “He kept his finger on the pulse of Braintree for a long time, and every major event that occurred in that town, he was there to witness it.”

Barbuto described Hanson as a reporter who “found a family” in the newsroom and was ready and willing to cover any and all stories. He advocated for coverage of issues that were impactful and that he felt the community needed to know — even when they didn’t seem like they would make the newspaper fly off the stand.

“Nobody else wanted to go to sit in on planning board or school committee or town council or any of that kind of stuff,” she said. “But Fred did and Fred would because he knew that it all starts on the local level. If you’re not informed on a local level, then how can you be informed on a national level?”

Hanson’s most important stories

When asked what Hanson’s most memorable stories were, Johnson brought up the fact that Hanson had medically died once before and written about the experience for Patriot Ledger.

The article was entitled “Reports of my death weren’t greatly exaggerated,” humorously borrowing from a famous Mark Twain quote.

“By the way, if you ever want to shock your doctor, tell him you died the day after your last visit, as I did to my endocrinologist,” he wrote, showcasing his sense of humor.

In the article, Hanson tells the story of how he died of a heart attack while working out at a Quincy fitness center in 2013. He details how it affected him and his family — given his family’s history of heart disease — and how he eventually recovered.

Hanson ended the article by thanking all the first responders and medical professionals he never met because he was unconscious, but who were nonetheless the reason he survived.

“I am not the hero of this piece. All I did was wake up, something I’ve done at least once every day all my life,” he wrote. “The heroes in this story are strangers, people whose names I do not know.”

Hanson was also proud of his coverage of Paulie’s Push — a Massachusetts charity that honors the flight crews involved in the 9/11 terrorist attacks, Barbuto said.

The organization took to Facebook Tuesday to credit Hanson for his work covering the non-profit over the years, linking to five stories Hanson had written about the organization in the span of a single year.

“In the very early days of the Push, one of the first reporters to take an interest in this story was Fred Hanson from The Patriot Ledger. It quickly became clear that Fred wasn’t just on assignment - he was genuinely interested in this story,” Paulie’s Push wrote. “That became clearer over the years, as he didn’t just write a story and move on - he followed up often, writing multiple stories about each Push.”

Despite working at the Patriot Ledger for decades, Johnson said Hanson never wanted to be an editor — he just wanted to keep reporting. One of his final stories at the Patriot Ledger, which was published just days ago , was about Braintree Mayor Erin Joyce’s opposition to a proposition to close an elementary school.

Hanson outside the newsroom

A large man standing at about 6-foot-5 with a distinct voice, Hanson was “a gentle giant,” Derr said. Hanson never married, but has friends all over the country, his friends and colleagues said.

Despite The Boston Globe’s and Patriot Ledger’s reporting otherwise, Barbuto, Johnson, Derr and Hanson’s obituary all attest to the fact that Hanson was a die-hard Toronto Blue Jays fan. In fact, Johnson said, he was a Canadaphile who visited the country often for Blue Jays games.

Hanson was a fan of TV shows such as “The Wire,” “Matlock” and “Rocky and Bullwinkle,” and his Facebook page was a font of pop culture references, his friends and colleagues said. He also loved Golden Age Hollywood movies.

“He and I shared a passion for ‘The Great Escape,’ which we both considered the greatest movie ever, followed closely by ‘Casablanca,’” Johnson said.

Hanson loved Jimmy Buffett and Southside Johnny and the Asbury Jukes, Barbuto said. He was also a voracious reader who often tore through dense texts such as Tolstoy’s “War and Peace” and “The Power Broker: Robert Moses and the Fall of New York” by Robert Caro — a biography of more than 1,300 pages.

But more than anything, Hanson’s colleagues and friends remember him as an incredible friend.

He looked after the son of a colleague who died young and was known to make mixtapes for other reporters when they were going to be away from the newsroom for a while, Johnson said.

“It’s the nice things he did for other people without making a big show of it,” he said of Hanson.

When Barbuto’s son was born in 2007 on the same day as Hanson, he wrote her a “beautiful” card that talked about all the wonderful people who had been born on that day, such as hockey legend Wayne Gretzky and Gen. Douglas MacArthur.

He was always there when she needed him, whether it was saving her from a broken elevator when no one else could hear her calling for help, talking on the phone for hours “like teenagers” or letting her into the newsroom when she forgot her keycard.

More people being remembered

• Officials mourn death of former Springfield City Councilor Ray DiPasquale
• Weymouth woman killed in apparent homicide ‘will be deeply missed’
• Former U.S. Rep. William Delahunt of Mass. dies from long-term illness

On Barbuto’s final day last year at the Patriot Ledger, Hanson was the last person she saw because he volunteered to help her pack up her things and carry them out to her car.

“He was a true gentleman. A journalist with a heart of gold. And that’s something to be said in this day and age when journalists have fallen out of favor,” she said. “We’re not really trusted anymore, but he really was.”

A wake will be held for Hanson at Sweeney Brothers Home for Funerals in Quincy from 4 to 7 p.m. on Friday, April 12, according to his obituary . A funeral will follow the next day at Saint Francis of Assisi Church in Braintree at 10 a.m.

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