word origin assignments

assignment (n.)

late 14c., "an order, request, directive," from Old French assignement "(legal) assignment (of dower, etc.)," from Late Latin assignamentum , noun of action from past-participle stem of Latin assignare / adsignare "to allot, assign, award" (see assign ). The meaning "appointment to office" is mid-15c.; that of "a task assigned (to someone), commission" is by 1848.

Entries linking to assignment

c. 1300, "to transfer, convey, bequeath (property); appoint (to someone a task to be done); order, direct (someone to do something); fix, settle, determine; appoint or set (a time); indicate, point out," from Old French assigner "assign, set (a date, etc.); appoint legally; allot" (13c.), from Latin assignare / adsignare "to mark out, to allot by sign, assign, award," from ad "to" (see ad- ) + signare "make a sign," from signum "identifying mark, sign" (see sign (n.)). Its original use was in legal transfers of personal property. Related: Assigned ; assigning .

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updated on September 28, 2022

Dictionary entries near assignment

assignation

assimilable

assimilation

assimilationist

assimilative

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

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

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Meaning of assignment in English

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• It was a jammy assignment - more of a holiday really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• undertaking

You can also find related words, phrases, and synonyms in the topics:

assignment | American Dictionary

Assignment | business english, examples of assignment, collocations with assignment.

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be up to your eyeballs in something

to be very busy with something

Binding, nailing, and gluing: talking about fastening things together

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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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Synonyms of assign

• as in to task
• as in to allot
• as in to cede
• as in to appoint
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Thesaurus Definition of assign

Synonyms & Similar Words

• share (out)
• parcel (out)
• redistribute
• reapportion

Antonyms & Near Antonyms

• deprive (of)
• appropriate
• pass (down)
• expropriate
• single (out)

Synonym Chooser

How is the word assign different from other verbs like it?

Some common synonyms of assign are ascribe , attribute , credit , and impute . While all these words mean "to lay something to the account of a person or thing," assign implies ascribing with certainty or after deliberation.

In what contexts can ascribe take the place of assign ?

The synonyms ascribe and assign are sometimes interchangeable, but ascribe suggests an inferring or conjecturing of cause, quality, authorship.

How is attribute related to other words for assign ?

Attribute suggests less tentativeness than ascribe , less definiteness than assign .

Where would credit be a reasonable alternative to assign ?

In some situations, the words credit and assign are roughly equivalent. However, credit implies ascribing a thing or especially an action to a person or other thing as its agent, source, or explanation.

When is it sensible to use impute instead of assign ?

While in some cases nearly identical to assign , impute suggests ascribing something that brings discredit by way of accusation or blame.

Thesaurus Entries Near assign

assiduousness

assignation

Cite this Entry

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

More from Merriam-Webster on assign

Nglish: Translation of assign for Spanish Speakers

Britannica English: Translation of assign for Arabic Speakers

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Understanding instruction words in academic essay titles

Posted in: essay-writing

Instruction or command words indicate what your tutor wants you to do in your written assignment. It's vital that you understand exactly what these instruction words mean so you can answer all parts of the essay question and provide a complete response.

Here's a list of some of the most common instruction/command words you'll see in essay questions (and examination questions as well), together with an explanation of what they mean.

Describe: Give a detailed account of…

Outline: Give the main features/general principles; don't include minor details.

Explain, account for, interpret: Describe the facts but also give causes and reasons for them. Depending on the context, these words may also suggest that you need to make the possible implications clear as well. For example: 'Explain X and its importance for Y'.

Comment on, criticise, evaluate, critically evaluate, assess: Judge the value of something. But first, analyse, describe and explain. Then go through the arguments for and against, laying out the arguments neutrally until the section where you make your judgement clear. Judgements should be backed by reasons and evidence.

Discuss, consider: The least specific of the instruction words. Decide, first of all, what the main issues are. Then follow the same procedures for Comment on, Criticise, Evaluate, Critically Evaluate and Assess.

Analyse: Break down into component parts. Examine critically or closely.

How far, how true, to what extent: These suggest there are various views on and various aspects to the subject. Outline some of them, evaluate their strengths and weaknesses, explore alternatives and then give your judgement.

Justify: Explain, with evidence, why something is the case, answering the main objections to your view as you go along.

Refute: Give evidence to prove why something is not the case.

Compare, contrast, distinguish, differentiate, relate: All require that you discuss how things are related to each other.  Compare suggests you concentrate on similarities, which may lead to a stated preference, the justification of which should be made clear. These words suggest that two situations or ideas can be compared in a number of different ways, or from a variety of viewpoints. Contrast suggests you concentrate on differences.

Define: Write down the precise meaning of a word or phrase. Sometimes several co-existing definitions may be used and, possibly, evaluated.

Illustrate: Make clear and explicit; usually requires the use of carefully chosen examples.

State: Give a concise, clear explanation or account of…

Summarise: Give a concise, clear explanation or account of… presenting the main factors and excluding minor detail or examples (see also Outline).

Trace: Outline or follow the development of something from its initiation or point of origin.

Devise: Think up, work out a plan, solve a problem etc.

Apply (to): Put something to use, show how something can be used in a particular situation.

Identify: Put a name to, list something.

Indicate: Point out. This does not usually involve giving too much detail.

List: Make a list of a number of things. This usually involves simply remembering or finding out a number of things and putting them down one after the other.

Plan: Think about how something is to be done, made, organised, etc.

Report on: Describe what you have seen or done.

Review: Write a report on something.

Specify: Give the details of something.

Work out: Find a solution to a problem.

Adapted from: Coles, M. (1995), A Student’s Guide to Coursework Writing,   University of Stirling, Stirling 

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Write a response

So wonderful can anyone get the information

Thanks Josphat!

This is a life saver, do you have a youtube channel where you talk about all this stuff? If so I would love to know about it 🙂 Rachelle

Thanks for your comment. We don't have a YouTube channel but stay tuned for more posts. You will also find additional self-directed learning resources in MySkills .

Quite helpful. I would definitely check this before my next essay.

Thank you, Dan.

Very helpful now I understand how construct my assignments and how to answer exam questions

I have understood it clearly;)

it is very useful for us to understand many instruction word and what we need to write down

There are some define of some words,and I find that there do have many common things for some words,but not all the same.Such as compare, contrast, distinguish, differentiate, relate,they all need people to compare but foucs on different ways.

Very helpful. Listed most of the words that might be misunderstood by foreign students. Now I know why my score of writing IELTS test is always 6, I even didn't get the point of what I was supposed to write!

I have already read all of this. And it gave me a brief instruction.

There are varied instruction words in essay questions. It's a good chance for me to have a overview of these main command words because I could response to requirements of questions precisely and without the risk of wandering off the topic.

When i encounter with an essay title with these instruction words above,I should understand exactly what these words mean so that i could know what my tutor would like me to do in the assignments.Also,these words may help me make an outline and read academic articles with percific purposes.

These words are accurate and appropriate. It is really helpful for me to response some assignment questions and I can know the orientation of my answers . I can also use these words to make an outline of my essay. However, in my view, for some instruction words which are confusing and hard to understand, it is better to give an example to help us understand.

It's the first time for me to recognise these instruction words , some of them are really similar with each other.

it is very helpful to my future study. it will be better to have some examples with it.

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noun as in responsibility, task

Strongest matches

• appointment

Strong matches

noun as in selecting or setting apart

• distribution
• apportionment
• appropriation
• assignation
• attribution
• authorization
• consignment
• designation
• determination
• specification
• stipulation

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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.

Related Words

Words related to assignment are not direct synonyms, but are associated with the word assignment . Browse related words to learn more about word associations.

noun as in matter or business to be taken care of; happening activity

• circumstance
• office function
• responsibility
• transaction
• undertaking

noun as in arrangement for meeting; prearranged meeting

• consultation

noun as in job, position of responsibility

• officeholder
• representative

noun as in allocation, setting aside

• setting apart

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On this page you'll find 85 synonyms, antonyms, and words related to assignment, such as: appointment, chore, drill, duty, homework, and job.

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

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Glossary of Task Words

Understanding the meaning of words, especially task words, helps you to know exactly what is being asked of you. It takes you halfway towards narrowing down your material and selecting your answer.

Task words direct you and tell you how to go about answering a question. Here is a list of such words and others that you are most likely to come across frequently in your course.

Maddox, H 1967, How to Study , 2nd ed, Pan Books, London.

Marshall, L., & Rowland, F 1998, A guide to learning independently , Addison Wesley Longman, Melbourne.

Northedge, A 1997, The good study guide , Open University, Milton Keynes, UK.

Essay and assignment writing guide

• Essay writing basics
• Essay and assignment planning
• Complex assignment questions
• Glossary of task words
• Editing checklist
• Writing a critical review
• Annotated bibliography
• Reflective writing
• ^ More support

Scholarly Resources 4 Students | scite.ai 21 May 2024

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Chapter 8 Technology Skills

8.1 Word Processing

Word processing programs are invaluable tools for doing your assignments and writing essays. If you are someone who still likes to handwrite assignments, consider this: one of the most useful aspects of doing assignments on a computer is the ability to make changes. You can go back and reword things, correct mistakes, add in extra information to clarify issues or give examples, and reorganize your paper moving a paragraph from one place in your assignment to another using cut and paste and not having to retype it. It’s especially useful if your instructor asks you to make changes to your assignment. You can start from your existing document and add to, summarize, or make your writing more concise. Most people are familiar with using at least one word processing program such as Microsoft Word, WordPad, or OpenOffice Writer. Many lap tops come pre-loaded with word processing software.

When choosing software you need to keep a few things in mind. First, you want documents that others can read. If the software you use produces documents that can’t be read by anyone that doesn’t have the same software, then it becomes frustrating. Also, you want to have some nice features with your software. Formatting features such as bolding , indenting, bullets, different font sizes, styles, and colours, underlining , italicizing ,  shading, inserting captions, and highlighting, to name a few, are great features to make your documents visually appealing and clearer to read. Other features such as being able to insert and size charts and tables, pictures, headers and footers, symbols, subscripts and superscripts – all help to make creating documents easier. Having the ability to add hyperlinks to internet sites and videos enhances your documents as well. Using headings and features such as “find and replace” all add convenience and efficiency. Having the ability to track changes is a really useful tool for a student who is trying to get feedback from others or working on a group assignment.

Author’s Story

While working on my Master’s, I had many group assignments online. We had to share documents all the time, so we used a tool to share the work on the web and we’d track suggested changes from the different group members. On one project, all the members used Microsoft Word except for one student who used an unfamiliar word processing software which didn’t work well with Word. She could never see our tracked changes, and we couldn’t see her changes. It became quite frustrating and ultimately cost us precious time. It’s worth having a discussion at the beginning of a group project about what software everyone is using, and make sure it is all compatible.

— Mary Shier, College of the Rockies

Microsoft Word is a common word processing software. Usually if you are a post-secondary student taking courses from an accredited school, you can have access to a free download of Microsoft Word for a year. You just need an email address from the institution you are attending. Check out your institution’s website or contact their IT department for more information.

Spelling and grammar tools are almost standard in most programs now. They help identify if you’ve spelled a word incorrectly or if your sentence is grammatically incorrect. It’s not perfect and it sometimes doesn’t catch things that need fixing, or sometimes makes suggestions that weren’t what you intended. So you still have to proof-read your work with a critical eye. If your program isn’t set to perform spelling and grammatical checks automatically, you may want to go into settings and set it up for automatic checking, or at least perform a check every now and again as you go along.

The thesaurus and synonym tools are extremely useful when you are trying to think of words while writing assignments.  You can enter the word that you want to replace and the software will suggest alternate words. It  is very useful when you can’t think of the right word you want to use, when you have used the same word repeatedly and you don’t want to sound repetitive, or when you want to use a more interesting or engaging word. In MS Word and some other programs, when you are writing and use a word you’d like to replace, right click on the word, choose synonyms and a variety of words to choose from will appear. Thesauruses and synonym tools help writers make their writing more descriptive, expressive, and articulate.

Synonym Finder:

On first draft, a student wrote, “My instructor is not only a great teacher and really helpful, but she is really nice.” While proof-reading, the student realized that the word, nice , is fairly nondescript and doesn’t tell the reader much. Not only that, but they had used it already several times earlier in their paper in a different context, so they wanted to use a different word so as not to be too repetitive. They used the synonym tool and it gave them the options of enjoyable, agreeable, pleasant, good, fine, lovely, amusing, wonderful, kind,  polite courteous, and gracious. They thought about which, if any, of these words better described what they wanted to say. Some weren’t applicable in this case, such as amusing or courteous , as these weren’t what they intended. They ended up choosing wonderful .

They thought about why they think their instructor is nice or wonderful. It caused them to think more clearly about what they wanted to say. They then realized that it was because their instructor cared about their success and encouraged them.  By going through this process using the synonym finder and taking the time to consider what they wanted to say, they improved their writing and made it more descriptive.

• First draft: My instructor is not only a great teacher and really helpful, but she is really nice.
• Next draft: My instructor is not only a great teacher and really helpful, but she is really wonderful. She takes great interest in her students’ success and encourages each of them personally. She believed in me and made me believe in myself which made me strive far beyond what I ever expected.

Using tools in your word processing programs can aid you in producing better writing.

Thesauruses and synonym finders are also useful for discovering definitions of words, along with online dictionaries and word-web apps. As you are reading text and come across words you don’t know the meanings of, you can use these tools to quickly give you context for and understanding of your reading. Gone are the days when you had to take the time to physically get up, find a dictionary in book form, and look up the word by scanning through the pages to find the meaning of a word. Now it is as quick as right-clicking on your online text, or typing the word into an app on your phone to find the meaning. In seconds you can be back reading your text with new enlightenment.

If you currently use a good word processing program, check to see if you are able to access its many features. You’ll likely never have use for all the features but some are very handy for you as a student. For example, a word processing program with a built in tool for referencing sources in APA or MLA format is extremely useful and time saving when writing research papers.

If you aren’t familiar with these tools, get familiar by using one of these options:

• Try doing an internet search on how to use these features in your documents.
• Search YouTube and search for instructional videos on using these features.
• Take a short continuing education course. Colleges often have short evening or weekend courses to help people get familiar with features on their word processing programs.
• Find a short online course that can lead you through the many features.

Learning about the features in your word processing program will ultimately save you a lot of time and you will be able to produce documents that are visually appealing and organized.

During my online Master’s program, it became a signature feature for me to include a chart or graph in all my assignments. At first the reason it was to organize the information, and it was fun to create them. But then I realized the instructors loved them and they always commented on them. Creating charts and graphs went onto my check list for assignments that I always used before handing an assignment in. It was on the list along with proof-reading, editing, checking my references, checking formatting, etc. Try adding a chart to your next assignment. Your instructor will love it!

Exercise: Explore Word Processing Features

Create a short Word document. You can choose the topic for your document. Some possibilities include writing about your family, your job, a pet, a holiday, a product you just purchased, or how to make a good cup of coffee. The topic is your choice, but only choose one.

Demonstrate three or more word processing features that you haven’t used before or haven’t used much. It can be as simple as changing fonts or using italics. It can be using the synonym tool to find better words for your document. It can be inserting clip art, creating a chart, or inserting a photograph. You can use any of the features listed in this section, or some that you have discovered on your own. Then demonstrate them in your document in a relevant way.

At the end of your document, list the features that you are highlighting. If you used the synonym tool or thesaurus, note the words you started and ended with. Note the features you have never used before, if applicable. What features did you find most useful?

Student Success Copyright © 2020 by Mary Shier is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Understanding your assignment questions: A short guide

• Introduction
• Breaking down the question

Directive or task words

Task works for science based essays.

• Further reading and references

It is really important to understand the directive or task word used in your assignment.

This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.

However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.

If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification. 

Analyse : Break up into parts; investigate

Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion. 

Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable. 

Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. 

Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer. 

Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. 

Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. 

Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. 

Discuss : Investigate or examine by argument; sift and  debate; give reasons for and against; examine the implications. 

Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument. 

Examine : Look closely into something

Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens. 

Explore : Examine thoroughly; consider from a variety of viewpoints

Illustrate : Make something clear and explicit, give examples of evidence

Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made

Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples

State : Give the main features briefly and clearly

Summarise : Draw out the main points only; omit details and examples

To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.

Task Words:

How to write e.g., discuss, argue etc.

Subject Matter:

What you should be writing about.

Limiting Words:

May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)

Below are some examples of questions and tips on how you might think about answering them.

Compare acute and chronic pain in terms of pathophysiology and treatment

Compare  - Make sure you are comparing and not just describing the two things in isolation

Acute and chronic pain  - Subject matter

In terms of pathophysiology and treatment  - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.

Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear. 

With reference to any particular example enzyme, outline the key structural and functional properties of its active site

With reference to any particular example enzyme  - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding. 

Outline  - Factual description is needed. You must demonstrate your knowledge and understanding. 

The key structural and functional properties of its active site  - Subject matter

Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them. 

There is no convincing evidence for the existence of life outside our solar systems

There is  - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'

Convincing  - Important limiting word- there may be evidence but you need to assess whether or not it is convincing. 

For the existence of life outside of our solar system  - Subject matter

Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement. 

To what extent can nuclear power provide a solution to environmental issues?

Discuss  - Explore the topic from different angles, in a critical way (not purely descriptive)

Nuclear power  - Subject matter

Provide a solution to  - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.

Environmental issues  - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument. 

Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 

Discuss the issue of patient autonomy in relation to at least one case study 

The issue of patient autonomy  - Subject matter

In relation to at least one case study  - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy. 

Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality). 

• << Previous: Breaking down the question
• Next: Further reading and references >>
• Last Updated: Nov 13, 2023 4:28 PM
• URL: https://libguides.bham.ac.uk/asc/understandingassignments

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Understanding key words in writing assignments

When you begin working on a writing assignment, it is important to understand exactly what you are being asked to do. Often the assignment description will contain some of the words below; here is an overview of what they mean and what the professor will expect.

Information words Overview words Analysis words

Information words

These words ask you to show how much you know about a subject by presenting details in an organized, coherent way:

Define: Give concise, clear meanings of a term or phrase; do not give details but make sure to distinguish it from related terms.

State: Present main points in brief, clear sequence.

Illustrate : Use a figure, picture, diagram, analogy, or concrete example to explain or clarify.

Enumerate or List:  Write a list or outline that gives points concisely one by one.

Overview words

These words ask you to present an organized, coherent overview or survey of information:

Describe:  Recount, characterize, sketch graphically or relate in sequence or story form.

Summarize:  Give main points or facts in condensed form.

Trace :    In narrative form, describe process, development, or historical events from a point of origin.

Outline :   Organize a description under main points and subordinate points; omit minor details. Emphasize structure/arrangement.

Review:  Examine a subject critically, analyzing and commenting on important statements.

Synthesize: Combine separate elements or sources in an organized, coherent and concise manner.

Analysis words

These words ask you to argue a point, develop an interpretation, or make an evaluation using evidence:

Agree or Disagree: Give your opinion about a topic and support it with evidence from appropriate sources.

Analyze:  Break down topic into parts and explain how the parts relate to each other and the topic.

Apply: Use concepts or theories in order to explain a problem, issue, event or experience.

Compare and/or contrast: Analyze two or more elements in order to show similarities and/or differences between them.

Critique or Criticize: Express your judgment about the merit of theories or opinions or about the truth of facts, and your judgment with a discussion of the evidence.

Discuss: Examine by argument and debate, giving reasons pro and con.

Evaluate: Appraise worth of something in light of its truth or utility; include to a lesser degree your personal opinion.

Interpret:  Explain the meaning; make clear and explicit; usually giving your own judgment.

Justify:  Prove or give reasons for decisions or conclusions citing evidence.

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Essays: task words

Written Assignments

Explore what different task words mean and how they apply to your assignments

You'll need to understand what your assignments are asking you to do throughout your studies. Your assessments use 'task words' that explain what you need to do in your work.  

Task words are the words or phrases in a brief that tell you what to do. Common examples of task words are 'discuss', 'evaluate', 'compare and contrast', and 'critically analyse'. These words are used in assessment marking criteria and will showcase how well you've answered the question.

None of these words have a fixed meaning. Your lecturers may have specific definitions for your subject or task so you should make sure you have a good idea of what these terms mean in your field. You can check this by speaking to your lecturer, checking your course handbook and reading your marking criteria carefully.

Task words and descriptions

• Account for : Similar to ‘explain’ but with a heavier focus on reasons why something is or is not the way it is.
• Analyse : This term has the widest range of meanings according to the subject. Make a justified selection of some of the essential features of an artefact, idea or issue. Examine how these relate to each other and to other ideas, in order to help better understand the topic. See ideas and problems in different ways, and provide evidence for those ways of seeing them. 
• Assess : This has very different meanings in different disciplines. Measure or evaluate one or more aspect of something (for example, the effectiveness, significance or 'truth' of something). Show in detail the outcomes of these evaluations.
• Compare : Show how two or more things are similar.
• Compare and contrast : Show similarities and differences between two or more things.
• Contrast : Show how two or more things are different.
• Critically analyse : As with analysis, but questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make the whole essay an objective, reasoned argument for your overall case or position.
• Critically assess : As with “assess”, but emphasising your judgments made about arguments by others, and about what you are assessing from different perspectives. This often means making the whole essay a reasoned argument for your overall case, based on your judgments.
• Critically evaluate : As with 'evaluate', but showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.
• Define : Present a precise meaning. 
• Describe : Say what something is like. Give its relevant qualities. Depending on the nature of the task, descriptions may need to be brief or the may need to be very detailed.
• Discuss : Provide details about and evidence for or against two or more different views or ideas, often with reference to a statement in the title. Discussion often includes explaining which views or ideas seem stronger.
• Examine : Look closely at something. Think and write about the detail, and question it where appropriate.
• Explain : Give enough description or information to make something clear or easy to understand.
• Explore : Consider an idea or topic broadly, searching out related and/or particularly relevant, interesting or debatable points.
• Evaluate : Similar to “assess”, this often has more emphasis on an overall judgement of something, explaining the extent to which it is, for example, effective, useful, or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment.
• Identify : Show that you have recognised one or more key or significant piece of evidence, thing, idea, problem, fact, theory, or example.
• Illustrate : Give selected examples of something to help describe or explain it, or use diagrams or other visual aids to help describe or explain something.
• Justify : Explain the reasons, usually “good” reasons, for something being done or believed, considering different possible views and ideas.
• Outline : Provide the main points or ideas, normally without going into detail.
• Summarise : This is similar to 'outline'. State, or re-state, the most important parts of something so that it is represented 'in miniature'. It should be concise and precise.
• State : Express briefly and clearly. 

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Download this page as a PDF for your essay writing revision notes.

Writing: flow and coherence

Writing clear sentences

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Related Words and Phrases

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13 slang words Gen Zers are using in 2024 and what they really mean

• Just like the generations before them, Gen Z uses an extensive list of slang words.
• "Bussin'," "ick," and "mid" are popular among Gen Zers.
• Social media helps slang spread rapidly, but proper credit is often lost along the way.

Just like fashion, slang goes in and out of style.

Think about it: When was the last time you heard anyone say "YOLO," "da bomb," or "tubular" unironically?

Social media has made it even harder to keep up with the trends, as anyone and everyone can share and adopt others' use of language.

John Baugh , a linguist at Washington University in St. Louis, told Business Insider last year, "Even though slang has always existed, the emergence of social media has created a situation where the potential for slang virality has increased."

While this can be an exciting opportunity for people to connect and bond over language, one major issue is appropriation. Many of the slang words attributed to Gen Z — defined by the Pew Research Center as anyone born between 1997 and 2012 — were created by members of marginalized communities, most notably Black and LGBTQ+ communities, which often aren't credited for their contributions.

The language is shared online in circles of people who understand its nuance, and it's later appropriated by those who don't know where it came from or fully understand how to use it. And it's easy for those who created it to see when it's being used incorrectly.

Brands or publications trying to attract attention from Gen Z, therefore, need to take care when using slang — at best, they could make a cringey mistake; at worst, they could offend people.

Gen Z values authenticity more than older generations did. Chad Kessler, who was then the global brand president at American Eagle, told BI in 2019, "Gen Z wants to support and participate in brands that they believe in and that reflect them."

He added: "They are loyal to brands that they feel understand them and reflect their values."

As slang continues to evolve daily in person and on the internet, all these words and phrases are subject to their respective ends, when they're axed from public use and deemed "uncool."

But at least for now, here are 13 slang terms Gen Z is using in 2024 and what they mean.

If you're told to do something "for the plot," it means to do it for the experience.

Saying "for the plot" is a fun way for Gen Z to encourage each other to do the crazy, fun things that make storytelling fun when you're older.

Urban Dictionary defines "for the plot" as "the conscious decision to see yourself as the main character of the story that is your life," adding: "You maintain the outlook that every moment — good or bad — is merely a plot point for your larger narrative."

Whether you swipe right on Tinder or go out spontaneously on a Tuesday night, it's all about the plot.

Still popular from 2023, someone with "rizz" has charisma.

It's true, Gen Z has an affinity for abbreviations.

A person with "rizz" is confident, charming, and generally successful in romantic endeavors.

An "ick" is a turnoff.

Ah, the ick . The term first gained widespread popularity years ago after the "Love Island" contestant Olivia Attwood (now Olivia Attwood Dack) used it during season three, but "the ick" remains a staple in Gen Z's vocabulary.

If someone gives you "the ick," it means they've turned you off, either through their actions or behaviors or something they said.

BI reported "icks" could come from actions as small as using the "wrong" emoji in conversation to as large as treating a service-industry worker poorly.

It's all about personal preference.

If someone lives "rent-free" in your mind, you think about them a lot.

They're taking up so much space in your mind that they might as well be paying rent.

Though often associated with specific people like a crush or celebrity, the phrase can also apply to events. For example, someone may say "Beychella" (Beyoncé's iconic 2018 Coachella performance) lives rent-free in their mind.

"Mother" is a popular term of endearment for female celebrities that originated in LGBTQ+ communities.

The New York Times reported last year that the term came from the Black and Latino LGBTQ+ ballroom scene, "a queer subculture in which members are organized into so-called houses often led by a 'mother.'"

"Mother" is a woman deserving of your respect who's had a profound influence on your life.

But who is "mother" depends on whom you ask. For some, it's Diana Ross. For others, it's Rihanna. The internet would argue it's also Reneé Rapp, Mariah Carey, Lana Del Rey — the list goes on.

Michaela Jaé Rodriguez played a house mother in the groundbreaking series "Pose" and told The New York Times that "anyone should be able to use a term that is trending" but that it's important to know where it came from.

"The boundaries are knowing where it came from, always letting the world know where the culture came from," she added.

If a person "ate," they executed something flawlessly.

Often associated with fashion and beauty, saying someone "ate" is a way of expressing they look amazing and did a great job.

Look at almost any picture of Zendaya on the red carpet , and it'd be correct to say, "She ate."

"Left no crumbs" is a continuation of "ate" that's used as additional emphasis.

If you hear "she ate," you may often hear "and left no crumbs" immediately after.

The additional phrase helps emphasize how perfect the person's execution was, though it can be used on its own, too.

For example, " Blake Lively ate and left no crumbs at the 2022 Met Gala ." That means she executed the theme perfectly — everything from her dress to her glam to the presentation on the red carpet was flawless.

"Bussin'" or "buss" means it's very good.

Often used to describe food, "bussin'" is a word that originated in the Black community and means extremely good or delicious, per Merriam-Webster .

So if your kid says dinner tonight was "bussin'," just know you did a great job.

Something is "mid" if it falls short of expectations.

Whether it's a dress on the red carpet, a new TV show, or a pasta recipe, something that's "mid" is mediocre.

BI reported that Kaley Cuoco's 2024 Critics Choice Awards gown missed the mark , so it could also be described as mid.

Another way to say focus is "lock in."

You can "lock in" on an assignment, cleaning your apartment, or even a video game.

"Let him cook" means don't stop him from doing his thing.

While NC State ultimately lost to Purdue in the Final Four, DJ Burns Jr. was a standout in the 2024 March Madness tournament.

His coaches clearly saw how impactful his performance was in their tournament run and decided to "let him cook," upping his average minutes from 24.8 a game in the regular season to 28.2 in their five games of the tournament, per ESPN .

Why call yourself delusional when you can say "delulu"?

As we've already established, Gen Z loves abbreviations.

"Delulu" simply means delusional.

Rapp, a 24-year-old Gen Zer, famously told the "Today" show last year that what gave her confidence was delusion. She followed up on her comments in Gem Magazine this year, saying, "It's so interesting because I feel like delusion is cute now. Delusion is becoming slay. It's very funny and silly."

"It's just a weird, innate belief in myself," Rapp added, "and a real hunger to do something that I love so much. So I think delusion is like my little BFF. It's got me where I am right now."

As the kids say, delulu is the solulu.

(Delusion is the solution).

"Sus" is short for suspicious.

"Love Is Blind" fans know that Sarah Ann Bick's and Jeramey Lutinski's behavior on season six was sus.

Like Chelsea Blackwell said in the reunion, who really stays out talking to someone — who's not their fiancé — until 5 a.m.? And can you really trust someone who lies about their location even after they've shared it? Didn't think so.

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Outrage as high school student is suspended just for using the term ‘illegal alien’ in class discussion.

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A 16-year-old North Carolina high school student says he was suspended just for saying “illegal alien” while discussing word meaning in English class — possibly ruining his chances of landing a college sports scholarship.

Christian McGhee, a student at Central Davidson High School in Lexington, received a three-day suspension last week after he used the term in English class, the Carolina Journal reported .

His mother, Leah McGhee, said his teacher had given an assignment that used the word “alien,” and Christian asked: “Like space aliens or illegal aliens without green cards?”

Another student reportedly took offense and threatened to fight Christian, so the teacher took the matter to the assistant principal, according to the Carolina Journal.

Eventually, his words were determined to be offensive and disrespectful to Hispanic classmates, so he was suspended.

 “I didn’t make a statement directed towards anyone — I asked a question,” Christian told the outlet.

“I wasn’t speaking of Hispanics because everyone from other countries needs green cards, and the term ‘illegal alien’ is an actual term that I hear on the news and can find in the dictionary,” he added.

The suspension may also affect the student-athlete’s prospects of securing a college sports scholarship, the Journal noted.

“Because of his question, our son was disciplined and given THREE days OUT of school suspension for ‘racism,’” Leah wrote in an email describing the incident.

“He is devastated and concerned that the racism label on his school record will harm his future goal of receiving a track scholarship. We are concerned that he will fall behind in his classes due to being absent for three consecutive days,” she added in the message, which was shared with the outlet.

The irate mom said the assistant principal has refused to remove the suspension from the boy’s record, so the family has hired an attorney.

On Tuesday, Leah appeared on “The Pete Kaliner Show,” which airs on radio station WBT, and said her family had once lived in England, and Christian mentioned how Britons also need green cards to live in the US, Newsweek reported . She said she and her husband told the assistant principal that “illegal alien” is a term their son can look up in a dictionary. “It is a term used as federal code, and it is a term that is heard frequently on many news broadcasts,” Leah said on the show. “I feel that if this was handled properly in the classroom, it could have easily been used as a teachable moment for everyone.”

Republican state Sen. Steve Jarvis said he has contacted the school district superintendent about the matter — but he has not yet taken a stance on what should be done.

“I do not see that that would be an offensive statement, just in getting clarification,” Jarvis told the Journal. “But there again, I don’t know. I don’t know the situation of this particular incident.”

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The popular X account Libs of TikTok also weighed in by saying Christian’s record could be “damaged” by the brouhaha over political correctness.

“Please support this based student by helping to raise awareness to his story!” the conservative account wrote in the post, which has received more than 4 million views.

Among those to respond was X owner Elon Musk, who wrote: “This is absurd.”

Conservative personality Ian Miles Chong called it “insane.”

“How does one get suspended for using the term illegal alien?” he asked.

Libs of TikTok added: “Hopefully North Carolina officials can step in and ensure his record isn’t tarnished in any way because he’s trying to secure an athletic scholarship for college.

“He should not be persecuted for using the correct term just because the left is trying to change our entire language,” the account added.

A staffer at Central Davidson High School told Newsweek that they could not comment about a specific student due to federal protections.

“Please know that Davidson County Schools administrators take all discipline incidents seriously and investigate each one thoroughly,” the rep told the mag. “Any violation of the code of conduct is handled appropriately by administrators.”

The student handbook says that “schools may place restrictions on a student’s right to free speech when the speech is obscene, abusive, promoting illegal drug use, or is reasonably expected to cause a substantial disruption to the school day,” the Carolina Journal reported.

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Taylor Swift Explains the Meaning Behind Several of Her 'Tortured Poets' Songs

Taylor swift's 'tortured poets department': easter eggs decoded, 'abigail' directors on 7,000 gallons of blood and 'ready or not' sequel plans (exclusive), jodie foster on being honored by jamie lee curtis at 'surreal' hand and footprint ceremony, shemar moore gushes over 'miracle' daughter frankie's sign language skills (exclusive), jodie foster gets cemented into hollywood history at tcl chinese theater, john travolta gushes over daughter ella bleu at ‘pulp fiction’ 30th anniversary celebration, ‘s.w.a.t’s shemar moore says ‘grown men were crying’ after show's un-cancellation (exclusive), alex pettyfer recalls henry cavill saving him from nearly drowning (exclusive), dwayne johnson stars in chris janson's 'whatcha see is whatcha get' music video (exclusive), 'the fall guy': ryan gosling and emily blunt on their characters' chemistry (exclusive), 'abigail': william catlett and kevin durand explain new vampire rules (exclusive), tori spelling surprised by ian ziering's 'offensive' post-split dating question, priyanka chopra opens up about being a protective mom and having a great support system (exclusive), mandisa, 'american idol' contestant and grammy winner, dead at 47, blake shelton gives tour of his new las vegas bar (exclusive), taylor swift fans think 'the alchemy' is about travis kelce, why fans think taylor swift’s 'thank you aimee' is a diss track about kim kardashian, dwayne johnson tears up over chris janson's idea to honor the rock’s late dad (exclusive), uma thurman on reuniting with john travolta & samuel l. jackson for 'pulp fiction' 30th anniversary, 'pulp fiction': john travolta shares memories of working with bruce willis (exclusive), the singer broke a few tracks down in her own words..

Taylor Swift  is breaking down her  Tortured Poets Department  tracks. During iHeartRadio's premiere special in honor of the singer's 11th studio album, Swift herself provided insight into a few of the songs.

According to Swift, "Fortnight," the album's opening song and debut single , "exhibits a lot of the common themes that run throughout this album, one of which being fatalism, longing, pining away, lost dreams."

"I think it's a very fatalistic album in that there are lots of very dramatic lines about life or death and I love you, it’s ruining my life. These are very hyperbolic, dramatic things to say," she noted of the song, on which she teamed up with Post Malone . "But it's that kind of album – it's about a dramatic, artistic, tragic kind of take on love and loss."

Swift noted that she "always imagined" that "Fortnight" took place in this "American town where the American Dream you thought would happen to you didn't."

"You ended up not with the person you loved and now you have to just live with that every day, wondering what would've been, maybe seeing them out," she explained. "And that's a pretty tragic concept, really. So I was just writing from that perspective."

Then, for "My Boy Only Breaks His Favorite Toys," Swift said she used a metaphor "from the perspective of a child's toy being somebody's favorite toy until they break you, and then don't want to play with you anymore."

"A lot of us are in relationships where we are so valued by a person in the beginning and then all of a sudden they break us, or they devalue us in their mind, and we're still clinging on to, 'No, no, no, you should've seen them the first time they saw me. They'll come back to that. They'll get back to that,'" she explained. "So it's kind of a song about denial, really, so that you can live in this world where there's still hope for a toxic, broken relationship."

Alongside Florence + The Machine , Swift wrote "Florida!!!" The song, she said, was based on the question, "What happens when your life doesn't fit, or your choices you've made catch up to you, and you're surrounded by these harsh consequences and judgment, and circumstances did not lead you to where you thought you'd be and you just want to escape from everything you've ever known?"

At that point, Swift wondered, "Is there a place you could go?"

"I'm always watching Dateline . People have these crimes that they commit, where do they immediately skip town and go to? They go to Florida," she said. "They try to reinvent themselves, have a new identity, blend in. And I think when you go through a heartbreak, there's a part of you that thinks: 'I want a new name. I want a new life. I don't want anyone to know where I've been or know me at all.'" 

Swift didn't get into details surrounding some of the most buzzworthy songs on the album, many of which appear to take aim at her splits with Joe Alwyn and Matty Healy , and celebrate her new love with Travis Kelce .

Then, on the album's surprise double edition , titled  The Anthology , Swift really got fans talking, as they speculated that one track, "thanK you aIMee," was about her infamous feud with Kim Kardashian .

Overall, a source told ET that Swift "is so excited" about her latest release.

"She has put her heart and soul into the music, just like with everything she does," the source said, "and can't wait for her fans to listen to it and to share it with them."

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Kim Reynolds stretches words' meaning with paltry summer-food program

So, unsustainable really comes down to whether a government official supports or opposes that which supposedly cannot be sustained.

• Randy Evans, a retired journalist, can be reached at [email protected].

“Unsustainable” is a fascinating word, especially when it is used in government and politics. Merriam-Webster, the dictionary folks, tell us unsustainable means something cannot be continued or supported. 

But in governmental affairs, that definition sometimes gets changed. Instead of something truly being incapable of continuing, the word often means the person using the term simply does not want that “something” to go forward.

Understanding this distinction can help us better parse the statements our politicians make. Here is a real-life example to illustrate this difference:

Back in December, Gov. Kim Reynolds ended Iowa’s participation in a summer food program for low-income families with school-age children. The governor made the decision even though the bulk of the expense would be paid by the federal government.

About 240,000 Iowa children from needy families are affected by her decision. Their parents would have received $40 per month during the summer for each child who qualifies for free or reduced-priced school lunches. The program’s purpose was to help these needy families feed their children during the summer when classes are not in session and the kids are not eating at school. 

In Iowa, the federal government offered $29 million for food assistance this summer. State government would have been responsible for covering $2 million in administrative costs.

More: After rejecting millions in federal EBT aid, Iowa starts $900,000 summer meal grant

But in deciding to withdraw Iowa from the program, the governor explained her rationale: “Federal Covid-era cash benefit programs are not sustainable and don’t provide long-term solutions for the issues impacting children and families.” She also said the program “does nothing to promote nutrition at a time when childhood obesity has become an epidemic.”

Last week, the governor unveiled details of a new state grant program to feed needy Iowa kids during the summer months. A total of $900,000 in competitive grants is being offered to communities to expand the reach of two existing summer meal programs providing meals each week day through schools, churches, libraries and community organizations.

It is obvious the $900,000 in state grants will not feed as many children as the $29 million in federal summertime assistance would. The money for the grants is coming from the federal government, too.

State Rep. Chuck Isenhart, a Dubuque Democrat, said the state meal programs Reynolds is expanding spent about $5.8 million last year and fed about 20,000 kids. The Reynolds grants will provide meals for an additional 1,800 kids, he estimated.

State Sen.Sarah Trone Garriott, a West Des Moines Democrat, said in a statement last week, “The competitive grant program amounts to crumbs for Iowa kids. Gov. Reynolds could have accepted $29 million in federal food assistance that would’ve reached 240,000 children in every corner of the state. The $900,000 state program she announced … is tiny by comparison and forces Iowa communities to compete for a sliver of that much-smaller pie. It’s not enough to meet the real needs facing our state.”

The meal sites have inherent problems the summer food benefit cards do not. Families must bring their children to and from the meal sites every day in the summer, which is difficult for most working parents. And Isenhart reminded lawmakers 12 counties did not have a meal site last summer, and 21 other counties had only one summer meal site.

The summer food program — which operates much like SNAP, the program formerly known as food stamps — was established during the COVID-19 pandemic, when many families’ incomes fell because parents had their work hours reduced or they were laid off or lost their jobs. Now, although the pandemic is not the economic impediment it once was, the earnings of many families are not keeping up with inflation.

That is why the federal government is making the summer food program permanent, although it gave the states the option of dropping out. Iowa joined 12 other states in leaving the program. Nebraska first said it would drop out, too, but Gov. Jim Pillen, a Republican, ultimately gave in to public pressure and said Nebraska will remain in the federal program.

Back to Reynolds’ concerns about the federal summer food benefits being unsustainable:

The $2.2 million in administrative expenses Iowa state government would have to cover to participate in the federal food program is less than it will cost Reynolds to deploy Iowa State Patrol troopers and Iowa National Guard soldiers to the Texas border with Mexico this spring.

And the $29 million price tag for the summer food benefits program is significantly less than the $128 million Iowa state government is paying this year for tuition vouchers for students attending private K-12 schools. Two years from now, when the voucher program is fully implemented, the vouchers will cost the state treasury an estimated $345 million per year.

Randy Evans, a retired journalist, can be reached at  [email protected] .

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Action Will Speak Louder Than Words for Giants on Quarterback Decision

The Giants have tried to downplay the need for a quarterback, but there are too many signs to ignore that suggest otherwise.

• Author: Patricia Traina
• Publish date: Apr 19, 2024

In this story:

New York Giants general manager Joe Schoen is in his third year of playing the word game with the media regarding personnel plans centered around the draft.

Schoen has been meticulous in trying to create a smoke screen to mask the team’s intentions, especially regarding perhaps the most important position on the roster: quarterback. And he was doing so again on Thursday when he spoke at his pre-draft press conference, where he was asked questions about the position.

Schoen, who has never had a bad word to say about anyone, at least publicly, didn’t deviate from his history. He praised incumbent Daniel Jones for his work ethic, especially these days as Jones pushes himself to get back as quickly as possible from a torn ACL.

He reiterated that Jones will be the starter once he is healthy, even stating that he would be comfortable going into 2024 with Jones, Drew Lock, and Tomy DeVito as the quarterbacks.

Of Jones, he said, “One of the things, when you go back, and you watch the 2022 season or all of his throws in 2022 like he was a 25-year-old player that played at a high level, and we won 10 games and won a playoff game. I'm still confident in Daniel, the way he's wired, and what he showed us in 2022. 

“Again, did we have the best start to the season last year? Absolutely not. Anything that could have gone wrong, it seems like it did early on between injuries and some other things. I've still got a lot of confidence in Daniel.” 

Schoen, who mentioned that the team needs to score more, failed to mention that the Giants averaged just 21.5 points per game in 2022, a figure that dipped to 15.6 points per game last year. 

But as the old saying goes, actions speak louder than words. The Giants have reportedly done in-depth work on at least six quarterbacks in this year’s class, quite a task for a team whose general manager says is not “one or two” players away.

And Schoen, remember, comes from the Brandon Beane school up in Buffalo, Beane having once told  Albert Breer of SI.com that not only is the quarterback the most important position on a team, but one a team establishes consistency at the position—something the Giants haven’t had during the Jones era—it becomes easier to fill in the gaps around that signal caller and give your roster a chance to be a consistent contender. 

So, would the Giants put all their eggs in the basket of an oft-injured quarterback who, other than for two quarters in the Week 2 game against the Arizona Cardinals, looked lost?

If the Giants are going to remove players from their draft board whose injury histories are concerning, how can they sit there and convince the world that they have confidence that a quarterback who has had two neck injuries in three years and who is coming off a torn ACL to boot?

They can’t. But if the injury argument isn’t enough and you’re of the school of thought that Jones got a raw deal because he didn’t have Saquon Barkley, tight end Darren Waller, or a consistent offensive line (which underwent its most extensive renovation this off-season, including the hiring of a new coach in Carmen Bricillo) last season, what's going to happen this year if Jones is at the helm of the offense and if struggles again?

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