professional assignment meaning

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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Tips for designing a Professional Assignment

• April 30, 2020
• Academic Help , Assignment help , Assignment Writing Service , Education

At times, there are some situations that make you worry about the assignment submission process and the reason behind its rejection. You might wonder how your friend’s assignment got accepted, and yours rejected? Well, there could be many reasons behind this rejection, but the one you failed to notice was its outlook or say the styling pattern.

These days, teachers prefer assignments that are not just well-presented with its content and information but the ones who look great with its cover and overall styling pattern. Simply writing the content for your assignment would do no good to you, until and unless you make it look a bit presentable in nature with its designing and styling features. The obvious question that might arise here is that why designing is important for your assignments? Well, this is a task that every student needs to perform, and this is what makes your work stand out from others. No matter how good you are at writing, it won’t score you well if you do not make it worth a look.

Teachers usually have to scroll through a number of assignments in a day, so if your work is a bit clumsy or unorganized, the teacher would just avoid it or won’t concentrate his attention well on your assignment. So, it becomes very important for students to make their work look well-organized with its great designing features to avoid any kind of hassles on the path of scoring well.

Still, there are some students who fail to present their assignments in a desirable manner that makes them score really bad in their overall semester. Well, they can also go for the online assignment writing help that provides high-quality assignments to their clients that can make them score well in their academics. Apart from that, take a look at this blog further, where we have presented some tips that can make your assignment look both professional and desirable with its context.

If you follow these below-mentioned steps for your assignment, then it becomes quite easy for you to design a professional assignment that can help you grab the attention of your teachers.

Stick to the guidelines : Students are always told to follow the university guidelines or the prospects mentioned by the teacher before submitting their assignments. So, while preparing your assignments for submission, make sure that they abide towards the rules mentioned in the guideline, or else this mistake might cost you a lot during assessments.

Note that less is more : Overly presented assignments are not just clumsy in nature, but they also make the teachers think that the assignment was only written for the sake of writing and nothing else. Though the practice of providing information in your assignment is a good one, but it would only be considered the healthy one, when it’s appropriate and relevant to the context.

Make it look simple and presentable : Designing assignments does not mean that you simply adhere to the concept of over-decoration. Everything would then seem a bit tacky and overly presented; even the words would mean nothing if they are not structured well. So, make sure that you make it simple and presentable in nature because simplicity is the key to score well.

Choose the right typeface : The fonts that you choose for your assignment should be simple and well-presentable in nature. Teachers mostly prefer the ones that are formal in context and are also understandable while reading.

Emphasize on font color and size : Sometimes, the wrong font size of your content would just ruin the motive of presenting it before the teacher. Don’t make it look too large or too short while writing; just go with the ones that stand well before the structuring ethics. There’s no need to add tacky colors to your font as well, as this might also ruin the concept of serving a professional assignment.

Go well with the alignment process : Remember that alignment is very important for your assignment because if there’s no sequence of presenting the content, then there’s no point of scoring well in academics as well. So you need to make sure that proper alignment is presented between every sentence and paragraph of your assignment.

Focus on punctuation : If the right punctuation is not inserted well at the position, then it could change the whole meaning of the sentence, and you’ll fail at dispersing the right message to your audience with the help of its content. So, in order to convey the right meaning of your content, make sure that you do include punctuation in the right place.

End the paragraphs well : If there’s no proper ending to the last sentences of each paragraph, then there’s no point of ensuring a great rhythm or sequence to your content. You might also fail to link the two paragraphs and even the whole context if you do not end your paragraphs well with the correct meaning.

We do hope that these tips were beneficial enough for you to know the importance of designing and styling of an assignment. If you are really facing difficulties in making your assignment look professional in nature, then these tips would surely come to your rescue whenever needed. But still, if this all seems a bit daunting and tedious to perform, feel free to contact our online assignment writing services that not only serves the purpose of providing a high-quality assignment to their client but also makes sure that students score well in academics with phenomenal grades.

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Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

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[ uh - sahyn -m uh nt ]

She completed the assignment and went on to other jobs.

Synonyms: job , obligation

He left for his assignment in the Middle East.

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

/ əˈsaɪnmənt /

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

assignment of a lease

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

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• misas·signment noun
• nonas·signment noun
• reas·signment noun

Word History and Origins

Origin of assignment 1

Synonym Study

Example sentences.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Article • 11 min read

Professionalism

Meeting the standards that matter.

By the Mind Tools Content Team

Professionalism is a powerful quality. It allows you to fulfilll your role to the best of your ability. It helps you to impress and inspire others. And it gives you a deep sense of satisfaction and self-worth.

What's more, professionalism is something that everyone can aspire to from day one of their career.

In this article, we explain what professionalism means today, and show you how to act and feel like a professional – wherever you work.

What Is Professionalism?

As the saying goes, " Professionalism is not the job you do, it's how you do the job. "

Professionalism involves consistently achieving high standards, both visibly and "behind the scenes" – whatever your role or profession.

Some sectors, workplaces or roles have particular "rules" of professionalism. These may be explicit, such as an agreed dress code, or a policy for using social media. Other rules and expectations may not be written down, but they can be just as important – such as what is regarded as professional behavior at meetings, or even how people personalize their desks.

It pays to be observant, and to ask for clarification if necessary. "Fitting in" is a big part of professionalism, as it's a way to show respect, attention to detail, and a commitment to upholding agreed practices and values.

However, "being true to yourself" is just as important. True professionals don't follow rules mindlessly, and they know when and how to challenge norms. They're also flexible, and they find their own ways to do things – while still maintaining high standards.

8 Characteristics of Professionalism

What are the attributes that will mark you out as a professional? Let's look at eight key characteristics:

1. Competence

As a professional, you get the job done – and done well. Your abilities match the requirements of your role, and you often produce results that exceed expectations.

But you never plow on simply for the sake of appearances. Instead, your professionalism allows you to manage your own and others' expectations, and to ask for support when necessary.

2. Knowledge

Professionalism involves developing detailed, up-to-date knowledge, which is often highly specialized . At every stage of your career you can strive to master your role – and keep adding to what you know.

It's also important to put your knowledge into action. Being professional means feeling confident to show what you know – not for self-promotion, but to help yourself and others to succeed.

3. Conscientiousness

Professionalism involves being reliable, setting your own high standards, and showing that you care about every aspect of your job. It's about being industrious and organized, and holding yourself accountable for your thoughts, words and actions.

But don't confuse conscientiousness with working longer hours than everyone else, or obsessing about details. True professionals plan and prioritize their work to keep it under control, and they don't let perfectionism hold them back .

4. Integrity

Integrity is what keeps professional people true to their word. It also stops them compromising their values, even if that means taking a harder road.

Integrity is bound up with being honest – to yourself, and to the people you meet. Your beliefs and behaviors are aligned, and everyone can see that you're genuine.

Professionalism means being a role model for politeness and good manners – to everyone, not just those you need to impress.

What's more, you show that you truly respect other people by taking their needs into account, and by helping to uphold their rights.

6. Emotional Intelligence

To be a true professional you need to stay professional even under pressure. This takes strategies for managing your emotions, plus a clear awareness of other people's feelings. In short, emotional intelligence is essential .

Sometimes, professionalism means keeping your emotions in check. But at other times it's important to express your feelings, in order to have meaningful conversations or to stand up for what you believe in.

7. Appropriateness

A big part of being professional is knowing what's appropriate in different situations. It avoids awkwardness or upset, boosts your credibility, and helps you to feel secure in your role.

Appropriateness relates to outward appearances, such as dress, personal grooming and body language.

But it also covers the way you speak and write, the topics you choose to discuss, and how you behave with others.

8. Confidence

Well-founded confidence reassures and motivates other people, boosting your ability to influence and lead . It also pushes you to take on new challenges, because you don't fear damaging your professional reputation if things go wrong.

Professionalism makes you confident about what you’re doing now, but always eager to do it better and achieve more.

How to Exhibit Professionalism

Now that we've seen the qualities that set professionals apart, let's explore ways to improve in each of these eight areas.

Improve Your Competence

Carry out a Personal SWOT Analysis to identify your strengths, weaknesses, opportunities, and threats. Then set SMART goals to plan your improvement.

Our article, 8 Ways to Prioritize Your Professional Development , shows how to lead your own learning and growth. It also explains how to work with others to boost the competence of your whole team.

Increase Your Knowledge

Don't let your knowledge and skills get outdated. Make a commitment to build expertise and to stay up-to-date with your industry.

As well as carrying out research, consider on-the-job training to maintain and develop detailed and relevant knowledge.

Use all the networking you do to stay well-informed about your industry as a whole. And see our Bite-Sized Training session, Building Expert Power , for ways to strengthen and apply your knowledge at every stage of your career.

Be Conscientious

Conscientiousness requires organization, so make regular use of To-Do Lists and Action Programs . You can also learn to be more conscientious by improving your concentration , to complete work more efficiently and accurately.

Resolve to honor your commitments and to learn from your mistakes, in order to develop strong personal accountability .

Our article, How to Be Conscientious , has a range of additional ideas for boosting this key aspect of professionalism.

Role-Model Integrity

Start by defining your own values , then spot any gaps between them and the way you actually behave. Our guide to authenticity explains why this is a lifelong process, involving self-knowledge, willingness to reassess your priorities, and the ability to change your behavior.

Ensure that you're clear about the laws that apply to your work, as well as any policies that your organization has in place to support ethical practices. These might include guidelines for fair procurement processes, or rules about accepting gifts from clients.

Whenever possible, explain your decisions and choices carefully. And do everything you can to make it easy for others to act with integrity, too.

Promote Mutual Respect

Make it a habit to be polite and kind to everyone you come into contact with. Notice what respectful behavior looks like in any given situation.

Sometimes you might need to develop your cultural understanding – and perhaps do some specific research before an overseas trip or an international meeting online.

You should also learn about any differences among your own people, so that you know how to help everyone feel safe, included and respected. A professional approach like this can help to create a culture of mutual respect .

Develop Your Emotional Intelligence

Start by increasing your awareness of your own emotions .

Then work on your ability to sense other people's emotions and needs. Active Listening is crucial here. You can also practice seeing things from other people's point of view, so that you empathize with them, and see how best to support them.

Emotional Intelligence can be learned like any other professional skill. There's a range of practical strategies for this in our article, Emotional Intelligence .

Always Behave Appropriately

This takes " Cultural Intelligence ," driven by a commitment to respect cultural norms and thrive within different settings – which might be countries, organizations, or even different teams within one company.

It also requires understanding. Avoid making assumptions, do your research, be observant, and ask for advice if necessary. After that, it's about consistently making the effort to get your appearance, communication and behavior spot-on.

Remember that professionalism extends to social media, where inappropriate behavior is likely to be indelible. Social events, both on- and off-line, can also be challenging. See our article, When Work Involves Socializing , for tips on having fun and staying professional.

Boost Your Confidence

If you put the advice from this article into action, you can be confident that your professionalism will shine through.

However, if confidence is one of your weaknesses, use techniques for boosting self-confidence . Many professionals also have to manage Impostor Syndrome, so you may need to keep reminding yourself that you really are worthy of your role.

Professionalism When Working From Home

When you're working from home, many professional behaviors are as important as ever. You'll likely need to be punctual with virtual meetings, for example. And you'll still have to handle information securely.

But other "rules" may need to change, such as dress codes, working hours, and tolerance of unexpected interruptions! More than ever, clarity around expectations – for everyone – is key.

Our article, Working From Home , has practical advice about staying productive and professional while also looking after your personal needs.

Professionalism involves consistently achieving high standards, both in the work you do and the way you behave.

Being professional helps you to achieve high-quality results, while impressing and inspiring others – and feeling good about yourself.

The eight core characteristics of professionalism are: Competence, Knowledge, Conscientiousness, Integrity, Respect, Emotional Intelligence, Appropriateness, and Confidence.

By finding ways to strengthen each of these attributes, you can become confident to act professionally wherever you find yourself working.

These qualities are particularly important when the normal "rules" of professionalism are blurred, such as when you’re working from home.

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing.

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.  Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Chapter 2: Understanding Assignment Outlines and Instructions

Understanding assignment outlines and instructions, writing for whom writing for what.

The first principle of good communication is knowing your audience .  Often when you write for an audience of one, you might write a text or email. But college papers aren’t written like emails; they’re written like articles for a hypothetical group of readers that you don’t actually know much about. There’s a fundamental mismatch between the real-life audience and the form your writing takes.

Unless there is a particular audience specified in the assignment, you would do well to imagine yourself writing for a group of peers who have some introductory knowledge of the field but are unfamiliar with the specific topic you’re discussing. Imagine them being interested in your topic but also busy; try to write something that is well worth your readers’ time. Keeping an audience like this in mind will help you distinguish common knowledge in the field from that which must be defined and explained in your paper.

Another basic tenet of good communication is clarifying the purpose of the communication and letting that purpose shape your decisions. Your professor wants to see you work through complex ideas and demonstrate your learning through the process of producing the paper. Each assignment—be it an argumentative paper, reaction paper, reflective paper, lab report, discussion question, blog post, essay exam, project proposal, or what have you—is ultimately about your learning. To succeed with writing assignments (and benefit from them) you first have to understand their learning-related purposes. As you write for your audience, you’re demonstrating to your professor how far you’ve gotten in analyzing your topic.

Professors don’t assign writing lightly. Grading student writing is generally the hardest, most intensive work instructors do. You would do well to approach every assignment by putting yourself in the shoes of your instructor and asking yourself, “Why did she give me this assignment? How does it fit into the learning goals of the course? Why is this question/topic/problem so important to my professor that he is willing to spend time reading and commenting on several dozen papers on it?”

Professors certainly vary in the quantity and specificity of the guidelines and suggestions they distribute with each writing assignment. Some professors make a point to give very few parameters about an assignment—perhaps just a topic and a length requirement—and they likely have some good reasons for doing so. Here are some possible reasons:

• They figured it out themselves when they were students .  Many instructors will teach how they were taught in school.  The emphasis on student-centered instruction is relatively recent; your instructors more often had professors who adhered to the classic model of college instruction: they went to lectures and/or labs and wrote papers.  Students were often ‘on their own’ to learn the lingo and conventions of each field, to identify the key concepts and ideas within readings and lectures, and to sleuth out instructors’ expectations for written work. Learning goals, rubrics, quizzes, and preparatory assignments were generally rare.
• They think figuring it out yourself is good for you . Because your professors often  succeeded in a much less supportive environment , they appreciate how learning to thrive in those conditions gave them life-long problem-solving and critical thinking skills. Many think you should be able to figure it out yourself and that it would be good practice for you to do so. Even those who do include a lot of guidance with writing assignments sometimes worry that they’re depriving you of an important personal and intellectual challenge. Figuring out unspoken expectations is a valuable skill in itself.  They may also want to give you the freedom to explore and produce new and interesting ideas and feel that instructions that are too specific may limit you.  There’s a balancing act to creating a good assignment outline, so sometimes you might need to ask for clarification.
• They think you already know the skills/concepts :  Some professors assume that students come with a fully developed set of academic skills and knowledge.  You may need to ask your professor for clarification or help and it’s good to learn what additional resources are out there to assist you (the Library, Writing Guides, etc).

It is understandably frustrating when you feel you don’t know how to direct your efforts to succeed with an assignment.  The transparency that you get from some professors—along with books like this one—will be a big help to you in situations where you have to be scrappier and more pro-active, piecing together the clues you get from your professors, the readings, and other course documents.

The assignment prompt: what does “analyze” mean anyway?

Often, the handout or other written text explaining the assignment—what professors call the assignment prompt or outline—will explain the purpose of the assignment, the required parameters (length, number and type of sources, referencing style, etc.), and the criteria for evaluation.

Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is in order. Here are some tips:

Video source: https://youtu.be/JZ175MLpOmE

• Try to brainstorm or do a free-write . A free-write is when you just write, without stopping, for a set period of time. That doesn’t sound very “free;” it actually sounds kind of coerced. The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging (or distasteful) writing task or to overcome writers block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is …” and—booyah!—you’re off and running. If your instructor doesn’t make time for that in class, a quick free-write on your own will quickly reveal whether you need clarification about the assignment and, often, what questions to ask.

Rubrics as road maps

Not all professors use rubrics : some mark “holistically” (which means that they evaluate the paper as a whole), versus “analytically” (where they break down the marks by criteria).  If the professor took the trouble to prepare and distribute a rubric, you can be sure that they will use it to grade your paper.  A rubric is the clearest possible statement of what the professor is looking for in the paper. If it’s wordy, it may seem like those online “terms and conditions” that we routinely accept without reading. But you really should read it over carefully before you begin and again as your work progresses. A lot of rubrics do have some useful specifics. Even less specific criteria (such as “incorporates course concepts” and “considers counter-arguments”) will tell you how you should be spending your writing time.

Even the best rubrics aren’t completely transparent because they simply can’t be. For example, what is the real difference between “demonstrating a thorough understanding of context, audience, and purpose” and “demonstrating adequate consideration” of the same? It depends on the specific context. So how can you know whether you’ve done that? A big part of what you’re learning, through feedback from your professors, is to judge the quality of your writing for yourself. Your future employers are counting on that. At this point, it is better to think of rubrics as roadmaps, displaying your destination, rather than a GPS system directing every move you make.

Video source: https://youtu.be/mXRzyZAE8Y4

What’s critical about critical thinking?

Critical thinking is one of those terms that has been used so often and in so many different ways that if often seems meaningless. It also makes one wonder, is there such a thing as uncritical thinking? If you aren’t thinking critically, then are you even thinking?

Despite the prevalent ambiguities, critical thinking actually does mean something. The Association of American Colleges and Universities usefully defines it as “a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.” [1]

The critical thinking rubric produced by the AAC&U describes the relevant activities of critical thinking in more detail. To think critically, one must …

(a) “clearly state and comprehensively describe the issue or problem”,

(b) “independently interpret and evaluate sources”,

(c) “thoroughly analyze assumptions behind and context of your own or others’ ideas”,

(d) “argue a complex position and one that takes counter-arguments into account,” and

(e) “arrive at logical and well informed conclusions”. [2]

While you are probably used to providing some evidence for your claims, you can see that college-level expectations go quite a bit further. When professors assign an analytical paper, they don’t just want you to formulate a plausible-sounding argument. They want you to dig into the evidence, think hard about unspoken assumptions and the influence of context, and then explain what you really think and why.

Thinking critically—thoroughly questioning your immediate intuitive responses—is difficult work, but every organization and business in the world needs people who can do that effectively.  The ability to think critically also entails being able to hear and appreciate multiple perspectives on an issue, even if we don’t agree with them.  While writing time is often solitary, it’s meant to plug you into a vibrant academic community. What your professors want, overall, is for you to join them in asking and pursuing important questions about the natural, social, and creative worlds.

• Terrel Rhodes, ed., Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics (Washington, DC: Association of American Colleges and Universities, 2010). ↵
• Ibid ↵

Writing for Academic and Professional Contexts: An Introduction Copyright © 2023 by Sheridan College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• She first visited Norway on assignment for the winter Olympics ten years ago.
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• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
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• housekeeping
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• undertaking

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Assignment of Contract

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What is an assignment of contract.

An assignment of contract is a legal term that describes the process that occurs when the original party (assignor) transfers their rights and obligations under their contract to a third party (assignee). When an assignment of contract happens, the original party is relieved of their contractual duties, and their role is replaced by the approved incoming party.

How Does Assignment of Contract Work?

An assignment of contract is simpler than you might think.

The process starts with an existing contract party who wishes to transfer their contractual obligations to a new party.

When this occurs, the existing contract party must first confirm that an assignment of contract is permissible under the legally binding agreement . Some contracts prohibit assignments of contract altogether, and some require the other parties of the agreement to agree to the transfer. However, the general rule is that contracts are freely assignable unless there is an explicit provision that says otherwise.

In other cases, some contracts allow an assignment of contract without any formal notification to other contract parties. If this is the case, once the existing contract party decides to reassign his duties, he must create a “Letter of Assignment ” to notify any other contract signers of the change.

The Letter of Assignment must include details about who is to take over the contractual obligations of the exiting party and when the transfer will take place. If the assignment is valid, the assignor is not required to obtain the consent or signature of the other parties to the original contract for the valid assignment to take place.

Check out this article to learn more about how assigning a contract works.

Contract Assignment Examples

Contract assignments are great tools for contract parties to use when they wish to transfer their commitments to a third party. Here are some examples of contract assignments to help you better understand them:

Anna signs a contract with a local trash company that entitles her to have her trash picked up twice a week. A year later, the trash company transferred her contract to a new trash service provider. This contract assignment effectively makes Anna’s contract now with the new service provider.

Hasina enters a contract with a national phone company for cell phone service. The company goes into bankruptcy and needs to close its doors but decides to transfer all current contracts to another provider who agrees to honor the same rates and level of service. The contract assignment is completed, and Hasina now has a contract with the new phone company as a result.

Here is an article where you can find out more about contract assignments.

Jeremiah C.

Assignment of Contract in Real Estate

Assignment of contract is also used in real estate to make money without going the well-known routes of buying and flipping houses. When real estate LLC investors use an assignment of contract, they can make money off properties without ever actually buying them by instead opting to transfer real estate contracts .

This process is called real estate wholesaling.

Real Estate Wholesaling

Real estate wholesaling consists of locating deals on houses that you don’t plan to buy but instead plan to enter a contract to reassign the house to another buyer and pocket the profit.

The process is simple: real estate wholesalers negotiate purchase contracts with sellers. Then, they present these contracts to buyers who pay them an assignment fee for transferring the contract.

This process works because a real estate purchase agreement does not come with the obligation to buy a property. Instead, it sets forth certain purchasing parameters that must be fulfilled by the buyer of the property. In a nutshell, whoever signs the purchase contract has the right to buy the property, but those rights can usually be transferred by means of an assignment of contract.

This means that as long as the buyer who’s involved in the assignment of contract agrees with the purchasing terms, they can legally take over the contract.

But how do real estate wholesalers find these properties?

It is easier than you might think. Here are a few examples of ways that wholesalers find cheap houses to turn a profit on:

• Direct mailers
• Place newspaper ads
• Make posts in online forums
• Social media posts

The key to finding the perfect home for an assignment of contract is to locate sellers that are looking to get rid of their properties quickly. This might be a family who is looking to relocate for a job opportunity or someone who needs to make repairs on a home but can’t afford it. Either way, the quicker the wholesaler can close the deal, the better.

Once a property is located, wholesalers immediately go to work getting the details ironed out about how the sale will work. Transparency is key when it comes to wholesaling. This means that when a wholesaler intends to use an assignment of contract to transfer the rights to another person, they are always upfront about during the preliminary phases of the sale.

In addition to this practice just being good business, it makes sure the process goes as smoothly as possible later down the line. Wholesalers are clear in their intent and make sure buyers know that the contract could be transferred to another buyer before the closing date arrives.

After their offer is accepted and warranties are determined, wholesalers move to complete a title search . Title searches ensure that sellers have the right to enter into a purchase agreement on the property. They do this by searching for any outstanding tax payments, liens , or other roadblocks that could prevent the sale from going through.

Wholesalers also often work with experienced real estate lawyers who ensure that all of the legal paperwork is forthcoming and will stand up in court. Lawyers can also assist in the contract negotiation process if needed but often don’t come in until the final stages.

If the title search comes back clear and the real estate lawyer gives the green light, the wholesaler will immediately move to locate an entity to transfer the rights to buy.

One of the most attractive advantages of real estate wholesaling is that very little money is needed to get started. The process of finding a seller, negotiating a price, and performing a title search is an extremely cheap process that almost anyone can do.

On the other hand, it is not always a positive experience. It can be hard for wholesalers to find sellers who will agree to sell their homes for less than the market value. Even when they do, there is always a chance that the transferred buyer will back out of the sale, which leaves wholesalers obligated to either purchase the property themselves or scramble to find a new person to complete an assignment of contract with.

Learn more about assignment of contract in real estate by checking out this article .

Who Handles Assignment of Contract?

The best person to handle an assignment of contract is an attorney. Since these are detailed legal documents that deal with thousands of dollars, it is never a bad idea to have a professional on your side. If you need help with an assignment of contract or signing a business contract , post a project on ContractsCounsel. There, you can connect with attorneys who know everything there is to know about assignment of contract amendment and can walk you through the whole process.

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What is Ethical Leadership and Why is it Important?

Ethical leadership is not only the right thing to do, it is key to driving an organization's success.

Valerie Kirk

Errors, bad behavior, and poor judgment in leadership can negatively impact a company’s brand and reputation. For business success, it’s critical for organizations to fill their C-suite with ethical leaders.

Ethical leadership involves leaders and managers making decisions based on the right thing to do for the common good, not just based on what is best for themselves or for the bottom line. While profits are important, ethical leaders take into consideration the needs of customers, communities, and employees in addition to company growth and revenue when making business decisions. 

Ethical leaders encourage their team members to model this behavior, too. They help to build a workplace culture that values transparency, collaboration and inclusion, and where everyone feels safe to share their voice.

They can also help organizations recruit and retain top talent. Professionals are increasingly seeking out companies whose leaders strive to do the right thing. Generation Z, who will make up 25 percent of the workforce by 2025, demands leadership ethics more than generations that came before them. 

“Gen Z is not going to negotiate. They have really strong values and ethics, and they don’t bend them because of intimidation or because they are just getting a paycheck,” said Michael McCarthy, instructor at Harvard Division of Continuing Education’s Professional & Executive Development and host of the “ Happy at Work ” podcast. “The idea of letting harmful or hurtful behavior slide is not acceptable.”

Leaders who weigh ethical considerations before making key business decisions drive a company’s long-term success. 

The 6 Main Principles of Ethical Leadership

Having ethical leaders isn’t as simple as hiring “good” people. Companies should strive to fill their leadership ranks with people who embody the principles of ethical leadership. The six main principles include: 

Respect includes valuing others’ skills and contributions. While historically respect in the workplace may have been one-way (leaders demanding respect from employees), in an ethical work environment, respect is mutual. 

Mutual respect leads to healthier workplace relationships where both sides appreciate and support what the other is doing and feel secure in talking through issues and challenges. Healthy relationships create positive work environments, which drives increased productivity.

Current and upcoming business leaders should take mutual respect into account as workforce expectations continue to shift.  

“I tell current leadership to respect Gen Z. They have values and morals, and you’re going to have a better organization because of them,” McCarthy said. “They aren’t going to put up with the old hierarchy that doesn’t offer mutual respect.” 

2. Accountability

Ethical leaders hold themselves accountable for their actions. They make decisions based on integrity and stand behind their work. They also lead by example, communicate openly about challenges, and don’t look to place blame on others for any shortfalls.

Leaders make ethical decisions based on doing what is right for employees, customers, and the community. Because these constituents are always top of mind for ethical leaders, they often have a strong sense of service. They engage in activities such as charitable giving and volunteer work to give  back to their communities — and encourage their teams to do the same. 

Leaders who are transparent build trust amongst their organizations and amongst customers. 

To build and maintain trust, leaders must be good communicators who speak openly and honestly about issues. Regardless of the issue’s severity or unpopularity, leaders’ responsibility to be clear and candid  empowers others to make the right decisions with the information they have. 

Honesty and transparency also help to build a brand’s reputation, leading to long-term customer loyalty.

Justice is not just about following the law, but about ensuring that everyone is getting what they deserve. Ethical leaders approach situations with a focus on treating everyone fairly, and they expect their teams to treat each other and customers the same way. Through their actions, they build equitable work environments where everyone feels respected. 

6. Community

Ethical leaders view their companies as communities and consider everyone involved when evaluating situations and making decisions. By viewing their organizations this way, they build equity and inclusion into their decision-making process and create work environments that encourage collaboration across teams. 

Learn more about Harvard DCE’s Ethical Leadership program

Examples of Positive and Negative Ethical Leadership

The following three examples are of companies that were faced with ethical dilemmas and how different leadership styles led to vastly different outcomes. 

Johnson & Johnson

One of the most famous examples of ethical leadership was the case of the Tylenol cyanide poisonings in the early 1980s. Seven people died of cyanide poisoning, and the only connecting factor was that they had all taken extra-strength Tylenol. During investigation, it was discovered that the tablets were laced with cyanide.

Johnson & Johnson’s leaders acted quickly and pulled all Tylenol products off the shelves — 31 million bottles, worth over $100 million — and stopped all production and advertising. The swiftness of their decision, although costly, put customers’ well-being first and saved lives.

They partnered with law enforcement to find the perpetrator and subsequently developed the first-ever tamper-resistant packaging. They were transparent with the public about what they were doing to ensure this tragedy never happened again. 

The Tylenol brand recovered from the incident, largely because of Johnson & Johnson’s ethical leadership team’s swift action and transparent care for customers.

In 2008, JetBlue left passengers stranded on the tarmac at the John F. Kennedy International Airport for more than five hours during a snowstorm. The delay had a ripple effect — JetBlue had to cancel more than 1,000 flights over the following five days.

In response, JetBlue’s CEO wrote a letter of apology to customers. He also directed his team to draft a customer bill of rights, which outlined customers’ rights to information about flights and information about compensation in the event of delays or cancellations.

The CEO also participated in a public apology tour, taking full responsibility for the incident rather than blaming it on the weather.

His transparency and accountability created trust with customers, who stayed loyal to the airline.

Wells Fargo

In September 2016 , it was revealed that employees of Wells Fargo, one of the largest banks in the United States, opened millions of unauthorized accounts in order to meet aggressive sales targets. This widespread fraudulent activity was the result of a work culture that prioritized quantity over quality and pushed employees to engage in unethical practices.

Company leaders denied knowledge of fraudulent practices. The bank was hit with significant financial penalties, but because of the lack of accountability, they damaged the trust of their customers and investors. They reported a 50 percent profit loss in the quarter following the scandal.

Meeting the Ethical Challenges of Leadership

Companies cannot underestimate the power of different leadership styles on their growth and long term success. Those who practice ethical leadership have positive corporate cultures where employees are engaged, motivated, and feel good about coming to work. Companies without ethical leadership face lower productivity and high turnover rates, impacting the organization’s bottom line.

Ethical leaders aren’t just born with these skills — they develop them over years of experience and training. 

Harvard DCE Professional & Executive Development offers a two-day Ethical Leadership program that helps leaders develop skills to make ethical choices and lead companies through challenging dilemmas. 

Topics covered include: 

• Making ethical decisions with conflicting responsibilities 
• Building a moral framework within yourself and the organization
• Understanding the role of employees in both their professional and personal lives 
• Navigating a slippery slope when seemingly good people do bad things
• Building a corporate culture that values moral behavior

Learn more about the ethical leadership program, including how to register.  

Leaders looking to expand their ethical leadership skills should also consider the two-day Authentic Leadership program , where they will learn how to develop mindfulness and authenticity to build trust, create engagement, and promote productivity. 

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Synonyms of assignment

• as in lesson
• as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 20 Apr. 2024.

More from Merriam-Webster on assignment

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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• Implementing Joint Venture Management

Example of Setting Up and Processing Assignment Rules

This example shows how assignment rules can be set up to assign different ownership definitions to different types of transactions in a joint venture.

In this example, a joint operating agreement includes terms for splitting costs and revenue among the managing partner and the three partners of a joint venture. Most of the expenses and revenue have the same terms for the split, except for costs related to site materials, maintenance, and labor. In the agreement, each of these types of costs has a different percentage split.

The managing partner creates a joint venture definition with the following details:

• Identification of distributable accounts.

Before creating assignment rules to assign ownership definitions to cost transactions, the managing partner sets up account sets to use in the assignment rules. The account sets identify the following accounts:

• Material accounts: 515600–515950
• Maintenance accounts: 525400–525410
• Labor accounts: 536051–536100

Next, the managing partner creates the following assignment rules, associating each account set to the appropriate ownership definition:

After activating the joint venture definition, account sets, and assignment rules, the managing partner sets up the Identify Joint Venture Transactions process to process transactions for the joint venture. The process uses the primary segment values in the joint venture definition to identify all joint venture costs and revenue for distribution. It then processes the assignment rules according to the sequence number and assigns ownership definitions to each type of cost transaction according to the details in the assignment rules.

This is a simplified scenario, but you can also set up assignment rules to accommodate more complex joint operating agreements. You can set up an assignment rule to assign a single stakeholder to a set of transactions. Or if your implementation of Oracle Joint Venture Management is integrated with Oracle Project Costing, you can set up assignment rules to assign ownership definitions or stakeholders to transactions based on particular project details in transactions.

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Debate over tight end value hovers over Brock Bowers’ draft prospects

FILE - Georgia tight end Brock Bowers responds to questions during NCAA college football Southeastern Conference Media Days, Tuesday, July 18, 2023, in Nashville, Tenn. Bowers is widely considered one of the top 10 players in next week’s NFL draft but because he plays a lower-premium position of tight end, there is much more uncertainty about how high he will get drafted.(AP Photo/George Walker IV, File)

FILE - Georgia tight end Brock Bowers (19) leaps over TCU safety Millard Bradford (28) during the second half of the national championship NCAA College Football Playoff game, Monday, Jan. 9, 2023, in Inglewood, Calif. In three seasons at Georgia, Bowers caught 175 passes for 2,538 yards in 40 games and scored 31 total touchdowns with five of them coming as a runner as the Bulldogs did whatever they could to get the ball in his hands. (AP Photo/Ashley Landis, File)

FILE - Georgia tight end Brock Bowers (19) catches a pass as Auburn safety Donovan Kaufman defends during the second half of an NCAA football game, Saturday, Sept. 30, 2023, in Auburn, Ala. As he showed in three seasons at Georgia, Bowers is a dynamic receiver with the ability to create separation, make contested catches and create big plays after the catch, along with being a more than capable blocker.(AP Photo/ Butch Dill, File)

FILE - Georgia tight end Brock Bowers (19) makes a touchdown catch against TCU safety Abraham Camara (14) during the second half of the national championship NCAA College Football Playoff game, Monday, Jan. 9, 2023, in Inglewood, Calif. As he showed in three seasons at Georgia, Bowers is a dynamic receiver with the ability to create separation, make contested catches and create big plays after the catch, along with being a more than capable blocker.(AP Photo/Mark J. Terrill, File)

FILE - Atlanta Falcons tight end Kyle Pitts (8) runs down the field against the New York Jets during the first quarter of an NFL football game, Sunday, Dec. 3, 2023, in East Rutherford, N.J. Pitts has yet to make a big impact in his first three seasons after being drafted fourth overall in 2021 by Atlanta. (AP Photo/Seth Wenig, File)

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Evaluating Brock Bowers the player is a fairly straightforward assignment.

As he showed in three seasons at Georgia, Bowers is a dynamic receiver with the ability to create separation, make contested catches and create big plays after the catch, along with being a more than capable blocker.

Bowers is widely considered one of the top 10 players in next week’s NFL draft but because he plays the lower-premium position of tight end, there is much more uncertainty about how high he will get drafted.

While there could be teams in the top 10 willing to make the rare investment in a tight end, there is also the distinct possibility Bowers slips in the first round as teams prioritize high-value positions like quarterback, wide receiver, pass rusher, tackle or cornerback. Bowers is currently favored to be drafted outside the top 10, according to BetMGM Sportsbook .

“He is tough. He is easy to grade. I mean, when you watch him, he’s super easy to grade. He is one of the best 10 players in the draft,” said NFL Network draft analyst Daniel Jeremiah, who compared Bowers to All-Pro George Kittle and praised his tenacity, speed, ability to create separation and run after the catch.

“The challenge is then figuring out where does he go in the draft, and I think when you look around the league and you see most of these top tight ends that have come on day two or even beyond that, teams are now saying, ‘OK, we can find that other tight end. Maybe we don’t get the top guy, but we can get a really, really good player who might end up being the top guy without having to pay that premium.”

Of the top 15 tight ends in receptions last season, only four were first-round picks with only Buffalo rookie Dalton Kincaid and Cleveland’s David Njoku doing it for the team that drafted them. Five others were picked on the second day of the draft, with six more going the final day.

In all, 12 tight ends have been taken in the first round of the past 15 drafts with only one of those players — Atlanta’s Kyle Pitts — generating even one 1,000-yard receiving season. Njoku is the only one of seven first-round tight ends from 2014-20 to get a second contract with his team. The last draft with a first-round tight end who became a first-team All-Pro was 2003 with Dallas Clark of the Indianapolis Colts.

The question is can Bowers be the outlier in a class that has no other tight ends projected to go in the first round of the draft.

In three seasons at Georgia, he caught 175 passes for 2,538 yards in 40 games and scored 31 total touchdowns — five of them coming as a runner as the Bulldogs did whatever they could to get the ball in his hands.

“He’s not a tight end. He’s a multiple option player,” said ESPN draft analyst Mel Kiper Jr., who ranked Bowers as the seventh-best player in the draft. “You can put him in the backfield, slot, wing, outside, any which way, fullback, H-back. You can do anything you want with Brock Bowers. So he is not a tight end, he’s just an offensive weapon.”

Teams have been reticent about using high picks on tight ends, with just three going in the top 10 of the past 15 drafts — fewer than every position in that span outside of safeties, centers and specialists. Only nine other tight ends went in the first round since 2009, with the 12 total first-round picks ranking ahead of centers (10) and specialists.

With the rookie wage scale slotting salaries by pick regardless of position, it is more difficult for teams to generate surplus value by taking a tight end. Only two of the 126 players making an average of more than $15 million a year, according to Spotrac , are tight ends: Darren Waller and T.J. Hockenson.

Many of the top tight ends in the NFL have been picked on days two and three of the draft, including 2013 third-rounder Travis Kelce, 2017 fifth-rounder Kittle and even Sam LaPorta, who lasted until the second round last year for Detroit.

The payoff has been mostly underwhelming for the first-rounders, with none of those players earning first- or second-team All-Pro honors in their careers, including the three top 10 picks.

Eric Ebron lasted only four seasons in Detroit after being picked in 2014 with the 10th selection, 2019 No. 8 pick Hockenson elevated his game after being traded by the Lions to Minnesota midway through his fourth, and Pitts has yet to make a big impact in his first three seasons after being drafted fourth overall in 2021 by Atlanta.

Pitts’ lack of production the past two years with 81 catches for 1,023 yards could provide a cautionary tale for teams interested in using a high pick on Bowers.

“Kyle Pitts is as talented as any tight end that I have ever evaluated,” Jeremiah said. “You’re still dependent on the position of the quarterback, so depending on what you can get out of him. That coupled with the money difference, the savings you get by taking a premiere position in the top 10, it’s tough to place him to know how high he is going to go.”

AP NFL: https://apnews.com/hub/nfl