assignment 6 week

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

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

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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More From Forbes

Greece enacts a six-day workweek— could this catch on.

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Workers in Greece already work longer hours than labor participants in the United States, United ... [+] Kingdom and across the European Union, data from the Organization for Economic Cooperation and Development revealed.

Greece has enacted a law that permits a six-day workweek in certain industries, diverging from the global trend toward a shorter workweek.

The law, known as Law 5053/2023, applies to Greece’s industrial and manufacturing sectors, or businesses operating 24 hours a day, seven days a week, with some exceptions. According to the legislation, which aims to address issues, like a declining population, a shortage of skilled labor and undeclared work, employees cannot work more than eight hours on their sixth day and must be given 40% overtime pay for the additional workday.

Despite the government's intentions to boost productivity and earnings, the move has faced significant criticism and protests from labor unions and workers who argue that it undermines workers' rights and exacerbates existing economic hardships.

Workers in Greece already work longer hours than labor participants in the United States, United Kingdom and across the European Union, data from the Organization for Economic Cooperation and Development revealed. On average, Greek employees work over 300 hours more a year than the E.U. average workweek.

Prime Minister Kyriakos Mitsotakis' administration said that the mandatory six-day workweek was needed because of the “the twin perils of a shrinking population and shortage of skilled workers,” the Guardian reported. Additionally, it was deemed mission critical to counteract the “phenomena of undeclared work” and also increase the income of employees, according to a message from the Labor Ministry in late June.

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The six-day workweek is intended only as an “ exceptional measure ” in “limited circumstances,” said Greek Minister of Labor and Social Security Niki Kerameus. For businesses that do not operate every day, “the additional working day option is permissible only in the case of an increased workload,” Kerameus stated.

Samsung’s Six-Day Workweek

Samsung, the large multinational South Korean-based conglomerate, is also bucking the shortened workweek trend, having recently instituted a six-day workweek for its executives as part of an emergency measure to address ongoing business uncertainties and disappointing financial results.

This policy, which affects high-ranking staffers across various divisions, aims to instill a sense of urgency and boost productivity amidst heightened competition and economic challenges, such as high borrowing costs, rising oil prices and a depreciating Korean currency. The decision follows Samsung's worst financial performance in over a decade, with significant losses in its semiconductor business and a substantial drop in net profit.

This move by Samsung is contrary to the broader global trend of adopting a four-day workweek. Countries, including Iceland , New Zealand , Japan , Belgium and Scotland , have conducted trials or adopted policies favoring a reduced workweek.

These experiments have generally shown positive results, with improvements in employee well-being, productivity and work-life balance. For instance, Iceland's trials were deemed an overwhelming success, leading to widespread adoption of shorter workweeks without a loss in productivity. The results from these trials indicate that shorter workweeks can lead to more motivated and engaged employees, reduced stress and burnout and better overall health outcomes.

Could The Six-Day Workweek Gain Traction?

In an April survey by Resume Builder, 9% of business leaders indicated that they plan to enforce a six-day workweek in 2025. One in six executives think that employees should be working more than 40 hours per week. A majority believe a six-day workweek would increase revenue and productivity.

The Pros And Cons

“Companies considering implementing six-day work weeks typically are large international organizations or companies heavily involved in global business,” said Stacie Haller, chief career advisor at Resume Builder, in the report. “This model facilitates better communication and coordination among teams across the globe and time zones, as the additional day ensures more overlapping working hours. Additionally, opting for a longer work week may serve as a means to avoid the necessity of hiring additional staff.”

While businesses may see a boost in revenue and productivity in the short term, a six-day workweek could be detrimental to an organization in the long run.

"It's crucial to recognize that this approach comes with significant risks to employees, including compromised work-life balance, increased burnout, and higher turnover rates," Haller stated. “It's surprising that any company would look at expanding the workweek, especially for their full-time employees, rather than condensing the workweek to meet the needs and wants of their employees.”

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Angels Bring Back Pitcher They Released Two Weeks Ago

Sam garcia | 13 hours ago.

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Less than two weeks ago, the Angels designated right-handed pitcher Adam Cimber for assignment. Fast forward to Sunday, and Cimber is back with the Halos on a minor league contract, according to the team's transaction log.

The 33-year-old reliever was signed to a one-year, $1.65 million contract in December after electing free agency following a three-season stint with the Toronto Blue Jays. Six months later, Cimber was placed on the 15-day injured list with right shoulder inflammation. He remained on IL until the Angels designated him for assignment and then released him on July 22.

Los Angeles re-signed Cimber and assigned him to the Triple-A Salt Lake Bees on Sunday. 

Across 28 appearances with the Angels this season, the Oregon native went 3-0 and posted a 7.03 ERA. He tallied 19 strikeouts, 14 walks, and a 1.40 WHIP. Batters averaged 2.35 against Cimber, and he allowed 20 hits and 19 earned runs. 

Mark Polishuk of MLBTradeRumors.com proposed the idea that this move was premeditated. Cimber's initial release from the Angels opened a spot on the 40-man roster while still guaranteeing his 2024 salary. This would give the Angels an extra spot before the trade deadline. His seven MLB seasons also gave him the right to reject an outright assignment in favor of free agency.

Polishuk suggested that after Cimber explored options with other franchises, the reliever has decided to return to the Angels.

The new deal allows Cimber to either continue rehab for his shoulder inflammation or immediately begin playing with Salt Lake on an informal rehab assignment.

Cimber has dealt with shoulder injuries for the past two seasons. In 2023, he was placed on the 15-day injured list in late April for a right rhomboid strain, which are a group of muscles in the shoulder. He was sent on rehab assignment to the Dunedin Blue Jays and Buffalo Bisons.

Cimber returned on May 23, 2023 before being placed back on the 15-day injured list on June 16, 2023 for right shoulder impingement. He was on rehab assignment again and returned to the Blue Jays on Nov. 6, just 11 days before he elected free agency.

The 2023 season was the first time Cimber pitched less than 55 innings since the COVID-19 2020 season. The right-hander led the major leagues over the 2021-22 seasons with 149 appearances, which could have resulted in his battle with shoulder injuries across the past two seasons.

Samantha Garcia is a student at the University of California, Los Angeles. She is majoring in Psychology and minoring in Professional Writing. She is also a sports writer for the Daily Bruin at UCLA.

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Dodgers notes: Miguel Rojas, Edgardo Henriquez, Jackson Ferris

Rojas has missed the last 13 games with forearm inflammation that affects his throwing. Dave Roberts said Monday that Rojas is expected to return this week

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LOS ANGELES — Dodgers shortstop Miguel Rojas has missed the last 13 games with right forearm inflammation , but he could return to the team shortly, perhaps as soon as this homestand. Up first is a rehab assignment with Low-A Rancho Cucamonga on Tuesday night, the team announced.

Miguel Rojas is scheduled to appear for the Quakes TONIGHT! Get your tickets at https://t.co/GAZJC4ZbVM ! All #Dodgers appearances are presented by @yaamava pic.twitter.com/oKwitnmQYa — Rancho Cucamonga Quakes (@RCQuakes) August 6, 2024

That rehab assignment could be a short one. The forearm troubles for Rojas didn’t affect him while batting, but only while throwing, which is obviously an important aspect of a shortstop’s job. Rojas made several throws on Monday at Dodger Stadium, taking infield drills and playing catch.

He also hit along with Tommy Edman in a simulated game on the field, getting some at-bats in.

“Miggy looked good catching grounders, moving, throwing, even taking at-bats,” Dodgers manager Dave Roberts said Monday. “I see Miggy in the next few days, he’ll be back.”

Rojas missed two games before getting placed on the injured list on July 24, and the Dodgers signed Nick Ahmed to fill in at shortstop . Ahmed has started 10 of 11 games at shortstop since signing on, and has already compiled two Outs Above Average defensively with Los Angeles. Ahmed is hitting .235/.257/.324 (8-for-34) with the Dodgers, but that includes a game-winning home run against his old team, the Giants, on July 25.

With fireballing reliever Edgardo Henriquez reportedly joining Triple-A Oklahoma City — his fourth minor league level this season — J.J. Cooper at Baseball America wrote that another 2024 promotion could be coming , comparing Henriquez to Orion Kerkering, who cracked the Phillies postseason roster last year as a rookie.

Henriquez, who missed all of 2023 while recovering from Tommy John surgery, has a 2.68 ERA across three levels this year with a 42.4-percent strikeout rate.

“Multiple scouts who saw Henriquez this year say that his stuff should play in a big league pen right now,” Cooper wrote .

Cooper expanded a bit on this in a tweet:

To write this, I went back and watched every pitch Henriquez has thrown since July 1. There are some clunkers in there, but there's also times where's totally dominant. And times where the hitter seems to want to be anywhere else. https://t.co/ISKZkoS8n6 — JJ Cooper (@jjcoop36) August 6, 2024

Jackson Ferris already got a promotion of his own last week, bumped up to Double-A Tulsa after tossing eight no-hit innings on Thursday for Great Lakes . That performance earned Ferris the Midwest League pitcher of the month award on Monday .

On Tuesday, Ferris was named Midwest League pitcher of the month for July, which didn’t even include the hitless start (that was on August 1). Ferris in July had two seven-inning starts and two six-inning starts. He allowed four total runs (three earned) for a tidy 1.04 ERA to go with 31 strikeouts and seven walks.

In This Stream

Dodgers 2024 injured list tracker.

• Miguel Rojas starts rehab in Rancho Cucamonga
• For the first time in 2024, Brusdar Graterol is active

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