what does hand assignment mean

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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SyntaxError: invalid assignment left-hand side

The JavaScript exception "invalid assignment left-hand side" occurs when there was an unexpected assignment somewhere. It may be triggered when a single = sign was used instead of == or === .

SyntaxError or ReferenceError , depending on the syntax.

What went wrong?

There was an unexpected assignment somewhere. This might be due to a mismatch of an assignment operator and an equality operator , for example. While a single = sign assigns a value to a variable, the == or === operators compare a value.

Typical invalid assignments

In the if statement, you want to use an equality operator ( === ), and for the string concatenation, the plus ( + ) operator is needed.

Assignments producing ReferenceErrors

Invalid assignments don't always produce syntax errors. Sometimes the syntax is almost correct, but at runtime, the left hand side expression evaluates to a value instead of a reference , so the assignment is still invalid. Such errors occur later in execution, when the statement is actually executed.

Function calls, new calls, super() , and this are all values instead of references. If you want to use them on the left hand side, the assignment target needs to be a property of their produced values instead.

Note: In Firefox and Safari, the first example produces a ReferenceError in non-strict mode, and a SyntaxError in strict mode . Chrome throws a runtime ReferenceError for both strict and non-strict modes.

Using optional chaining as assignment target

Optional chaining is not a valid target of assignment.

Instead, you have to first guard the nullish case.

• Assignment operators
• Equality operators

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Hand in an assignment

This article is for students.

You hand in your work online in Classroom. Depending on the type of assignment and attachments, you'll see Hand in or Mark as done .

Any assignment handed in or marked as done after the due date is recorded as late.

Important: 

• You can only submit an assignment before the due date.
• If you need to edit an assignment that you have submitted, unsubmit the assignment before the due date, make your changes and resubmit.

Open and work on files that you own in Google Docs, Slides, Sheets and Drawings and then attach them to your assignment.

• Attach one or more files to your assignment.
• With the scan feature, you can combine photos into a single document, crop or rotate photos and improve lighting.

Turn In an Assignment Using Google Classroom (Android)

Don't see the Drive icon? Go to about Drive files with earlier versions of Android .

• Select the attachment or enter the URL and tap Select .

Note : On mobile devices with Android 7.0 Nougat, you can drag materials from another app to Classroom when the two apps are open in split-screen mode. 

• Tap Add attachment .

Note : You can attach or create more than one file.

The assignment status will change to Handed in .

Important : If you get an error message when you tap Hand in , let your instructor know.

Hand in a quiz assignment

• Tap the quiz file and answer the questions.
• In the quiz, tap  Submit .
• Tap Mark as done and confirm. The assignment status will change to Handed in .

Mark an assignment as done

Important : Any assignment that is handed in or marked as done after the due date is marked as late, even if you previously submitted the work before the due date.

•   Tap Mark as done and confirm. The assignment status will change to Handed in .

Unsubmit an assignment

Want to make changes to an assignment that you have already handed in? Just unsubmit the work, make the changes and hand it in again.

Important : Any assignment that is handed in or marked as done after the due date is marked as late, even if you previously submitted the work before the due date. If you unsubmit an assignment, make sure that you resubmit it before the due date.

• Tap Unsubmit and confirm. The assignment is unsubmitted. Resubmit it before the due date.

About Drive files with earlier versions of Android

• Use a computer rather than a mobile device.

Related articles

• See your work for a class
• How attachments are shared in Classroom
• Work with a doc assigned to you
• Google Docs Help Centre
• Use a screen reader with Classroom on your computer

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Microsoft Teams: How to Hand In Assignments

Microsoft Teams is one of the most popular tools for remote learning. Millions of teachers and students worldwide rely on Teams for hosting or attending online classes and tracking assignments.

Speaking of assignments, if you’re not sure what are the steps to follow to turn in assignments in Microsoft Teams, this guide is for you.

How to Hand In Assignments in Microsoft Teams

• First, go to your classroom.
• Then select the General channel.

• The list of your assignments will appear on the screen. It’s filtered by the due date. In this manner, you’ll know what assignments are urgent and which can wait.
• Select your assignment card . Open it and check the assignment details.

• Hit the Turn in button to submit your assignment. Your teacher can now check your assignment and the files you attached to it.

Keep in mind that the maximum file size is 500MB. You can add up to 10 additional resources for each assignment.

The Assignment Hand-In Status

The status of the Turn in button may vary depending on whether you met the deadline or not.

• Turn in late . This status indicates you’re submitting your assignment after the due date. The good news is that your teacher has allowed late hand-ins. You’re lucky.
• Not turned in . This status is visible if you failed to meet the deadline for handing the assignment in. The bad news is that your teacher hasn’t allowed late turn-ins.
• Undo turn in . Use this button if you need to edit the assignment you already handed in.
• Turn in again . You can use this button to upload the edited version of an assignment you previously submitted.

Make sure to always hand in your assignment on time. Stay organized and try to meet the deadline.

Author Madalina Dinita

Madalina has been a Windows fan ever since she got her hands on her first Windows XP computer. She is interested in all things technology, especially emerging technologies -- AI and DNA computing in particular.

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Last Updated on January 4, 2021 by Mitch Bartlett

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

Sentence examples for hand in assignments from inspiring English sources

"hand in assignments" is a correct and usable phrase in written English. You can use it to describe the act of handing in homework or paperwork to a teacher or supervisor. For example, "I need to hand in my assignments by Friday or I won't get credit for the class.".

Over the two years of her higher school certificate, she has truanted frequently, she has failed to hand in assignments , she has failed to turn up on time, she has failed to meet uniform requirements, she has failed to attend some of her HSC trial exams, she has exhausted the patience of teachers and pushed to the outer limits the structural sympathies of the public school system.

However, students only login to the assisted learning system once or twice a week on average to surf for relevant references, participate in discussions, or hand in assignments , even though information and interaction are greatly enhanced by these online services.

Some of them hand in assignments after the due date.

Do the work, hand in assignments on time, and don't give the teacher any chance to find a fault in you.

Similarly, Rio Salado knows from its database that students who handed in late assignments and didn't log in frequently often fail or withdraw from a course.

Doing homework and handing in assignments on time are other challenging areas.

We encourage and sometimes require students to check their work for plagiarism through this fairly powerful tool before handing in assignments , recognizing that the faculty will do the same following submission.

Write in English at your best, with Ludwig

Used by millions of students, scientific researchers, professional translators and editors from all over the world.

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Most frequent sentences:, write in english at your best with ludwig.

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Barack Obama has sent social media wild after he appeared to make a not-so-subtle innuendo while talking about Donald Trump ’s “ weird obsession with crowd sizes ” at the Democratic National Convention.

Speaking on the second night of the event, Obama kicked off his speech with plenty of digs at Trump, who was Obama’s successor for the presidency in 2016.

Calling Trump a “78-year-old billionaire who has not stopped whining about his problems since he rode down his golden escalator nine years ago,” Obama went on to say his “ constant stream of gripes and grievances ” has only grown worse now that he is “afraid of losing to Kamala.”

The crowd listened intently as Obama touched on Trump’s resumé of “childish nicknames” and “crazy conspiracy theories”.

But, there was one moment that really prompted laughter – and caught the attention of viewers at home.

“There’s the childish nicknames, the crazy conspiracy theories, this weird obsession with crowd sizes.... it just goes on, and on, and on,” Obama said.

During his comments, Obama made a curious hand gesture to emphasise his point – before eyeing his hands and looking back up to the crowd for dramatic effect.

The audience in Chicago broke into raucous cheers – and social media quickly followed suit.

“Barack Obama just got under Trump’s skin BIGLY...” reads one X post.

Another person chimed in: “I think he’s being WAY too generous.”

Others let Obama do all the talking , choosing instead to simply punctuate his phrase with pointed emojis.

Meanwhile, others seized on the opportunity to make reference to adult film star Stormy Daniels, who famously had a sexual relationship with Trump in 2006 – and was paid hush money to keep silent about it during his 2016 White House run.

“Stormy knows,” posted one person.

While others coined the nickname “Dinky Donald”, claiming Trump is “sensitive about size.”

Trump has become somewhat fixated on crowd sizes during this election cycle.

This month, he falsely suggested that his January 6 rally – moments before the Capitol riot – drew a crowd to rival the crowd who gathered to hear Martin Luther King’s “I have a dream” speech during the 1963 March on Washington.

He has also laid into Kamala Harris for the size of her rally crowds, falsely claiming that a photo of a huge group of people waiting to greet Harris and her running mate Tim Walz on the tarmac of an airport in Michigan was fake and AI-generated.

Photographic and video evidence proved him wrong.

But Trump’s obsession over their respectiv crowd sizes comes at a time when Harris is leading him by 2.9 points in the polls and when he and his running mate JD Vance are facing backlash over several controversial comments.

Trump has been slammed for calling Harris “stupid” and wildly questioning her racial heritage while Vance has been slammed for his derogatory comments about women.

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Variable Assignment

To "assign" a variable means to symbolically associate a specific piece of information with a name. Any operations that are applied to this "name" (or variable) must hold true for any possible values. The assignment operator is the equals sign which SHOULD NEVER be used for equality, which is the double equals sign.

The '=' symbol is the assignment operator. Warning, while the assignment operator looks like the traditional mathematical equals sign, this is NOT the case. The equals operator is '=='

Design Pattern

To evaluate an assignment statement:

• Evaluate the "right side" of the expression (to the right of the equal sign).
• Once everything is figured out, place the computed value into the variables bucket.

We've already seen many examples of assignment. Assignment means: "storing a value (of a particular type) under a variable name" . Think of each assignment as copying the value of the righthand side of the expression into a "bucket" associated with the left hand side name!

Read this as, the variable called "name" is "assigned" the value computed by the expression to the right of the assignment operator ('=');

Now that you have seen some variables being assigned, tell me what the following code means?

The answer to above questions: the assignment means that lkjasdlfjlskdfjlksjdflkj is a variable (a really badly named one), but a variable none-the-less. jlkajdsf and lkjsdflkjsdf must also be variables. The sum of the two numbers held in jlkajdsf and lkjsdflkjsdf is stored in the variable lkjasdlfjlskdfjlksjdflkj.

Examples of builtin Data and Variables (and Constants)

For more info, use the "help" command: (e.g., help realmin);

Examples of using Data and Variable

Pattern to memorize, assignment pattern.

The assignment pattern creates a new variable, if this is the first time we have seen the "name", or, updates the variable to a new value!

Read the following code in English as: First, compute the value of the thing to the right of the assignment operator (the =). then store the computed value under the given name, destroying anything that was there before.

Or more concisely: assign the variable "name" the value computed by "right_hand_expression"

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Hand something in.

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• donate Four hundred dollars has been donated to the school book fund.
• Please hand in your keys at reception on your departure from the hotel .
• Remember to check your essay carefully before you hand it in to me.
• When you have completed the form , hand it in at the desk .
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hand in something | American Dictionary

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

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compassionate grounds

a reason, especially in law, to allow someone to do something out of sympathy for their suffering

Trial, judge, and jury: talking about what happens when a criminal is caught

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Barack Obama Makes Viral Hand Gesture While Slamming Donald Trump's 'Weird' Obsession with 'Crowd Sizes'

The former president took the stage at the at the Democratic National Convention on Tuesday, Aug. 20, closing out a night of speeches after his wife, Michelle Obama

Former President Barack Obama took a series of swipes at Donald Trump during his pointed speech at the Democratic National Convention , blowing up the internet with one now-viral jab at the Republican presidential nominee's "weird obsession with crowd sizes."

Taking the podium on Tuesday, Aug. 20, Obama, 63, did not mince words when talking about Vice President Kamala Harris ' opponent, criticizing Trump for everything from his politics to the former president's frequent complaints.

“Here is a 78-year-old billionaire who has not stopped whining about his problems since he rode down his golden escalator nine years ago,” Obama said . “It has been a constant stream of gripes and grievances that’s actually been getting worse now that he’s afraid of losing to Kamala.”  

“There's the childish nicknames, the crazy conspiracy theories, this weird obsession with crowd sizes,” he added, gesturing with his hands to these different sizes before looking down at his hands jokingly. “It just goes on and on.”

Victor J. Blue/Bloomberg via Getty

This innuendo earned cheers, claps and laughter from the crowd among the party faithful gathered at the United Center in Chicago, Illinois. But it quickly went viral on social media, many praising him for his " perfect comedic delivery ."

“I’m feeling fired up," Obama said at the top of his speech.

Elsewhere during his remarks, Obama also questioned Trump’s dedication to Americans as they decide who to vote for in the polls during elections in November. 

“The people who will decide this election are asking a very simple question: Who will fight for me? Who’s thinking about my future? About my children’s future? About our future together?” he said. “One thing is for certain — Donald Trump is not losing sleep over that question.”

Tom Williams/CQ-Roll Call, Inc via Getty

Obama is one of several speakers set to take the stage over the course of the DNC. President Joe Biden , first lady Dr. Jill Biden and Former Secretary of State Hillary Clinton were among the speakers on night one.

Former first lady Michelle Obama spoke on night two before her husband, Barack joking afterwards, "I'm the only person stupid enough to speak after Michelle Obama."

Democratic presidential nominee Kamala Harris and her running mate Tim Walz are also expected to ceremonially accept the party's nomination later this week.

Chip Somodevilla/Getty 

The DNC comes about a month after Biden dropped out of the presidential race and gave his "full support and endorsement" for Harris to become the nominee. 

She secured enough delegate support to become the presumptive Democratic nominee the following day, while also collecting more than $80 million in donations during her first 24 hours as a 2024 presidential candidate. She then announced Minnesota Gov. Walz as her VP pick on Tuesday, Aug. 6.

Never miss a story — sign up for  PEOPLE's free daily newsletter  to stay up-to-date on the best of what PEOPLE has to offer, from juicy celebrity news to compelling human interest stories.

The DNC will continue through to Thursday, Aug. 22, with additional speakers including former President Bill Clinton , former House Speaker Nancy Pelosi and Transportation Secretary Pete Buttigieg . There will also be celebrity performances and panels, including one hosted by Veep star Julia Louis-Dreyfus on Wednesday, Aug. 21.

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What does hand out assignment and hand in assignment mean?

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Hand out assignment (the teacher gives it to you). Hand in assignment (give it to the teacher).

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Assignment Operators in Programming

Assignment operators in programming are symbols used to assign values to variables. They offer shorthand notations for performing arithmetic operations and updating variable values in a single step. These operators are fundamental in most programming languages and help streamline code while improving readability.

Table of Content

What are Assignment Operators?

• Types of Assignment Operators
• Assignment Operators in C
• Assignment Operators in C++
• Assignment Operators in Java
• Assignment Operators in Python
• Assignment Operators in C#
• Assignment Operators in JavaScript
• Application of Assignment Operators

Assignment operators are used in programming to  assign values  to variables. We use an assignment operator to store and update data within a program. They enable programmers to store data in variables and manipulate that data. The most common assignment operator is the equals sign ( = ), which assigns the value on the right side of the operator to the variable on the left side.

Types of Assignment Operators:

• Simple Assignment Operator ( = )
• Addition Assignment Operator ( += )
• Subtraction Assignment Operator ( -= )
• Multiplication Assignment Operator ( *= )
• Division Assignment Operator ( /= )
• Modulus Assignment Operator ( %= )

Below is a table summarizing common assignment operators along with their symbols, description, and examples:

Assignment Operators in C:

Here are the implementation of Assignment Operator in C language:

Assignment Operators in C++:

Here are the implementation of Assignment Operator in C++ language:

Assignment Operators in Java:

Here are the implementation of Assignment Operator in java language:

Assignment Operators in Python:

Here are the implementation of Assignment Operator in python language:

Assignment Operators in C#:

Here are the implementation of Assignment Operator in C# language:

Assignment Operators in Javascript:

Here are the implementation of Assignment Operator in javascript language:

Application of Assignment Operators:

• Variable Initialization : Setting initial values to variables during declaration.
• Mathematical Operations : Combining arithmetic operations with assignment to update variable values.
• Loop Control : Updating loop variables to control loop iterations.
• Conditional Statements : Assigning different values based on conditions in conditional statements.
• Function Return Values : Storing the return values of functions in variables.
• Data Manipulation : Assigning values received from user input or retrieved from databases to variables.

Conclusion:

In conclusion, assignment operators in programming are essential tools for assigning values to variables and performing operations in a concise and efficient manner. They allow programmers to manipulate data and control the flow of their programs effectively. Understanding and using assignment operators correctly is fundamental to writing clear, efficient, and maintainable code in various programming languages.

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What does "the left hand side of an assignment must be a variable" mean in my errors? [closed]

This java program is supposed to solve a puzzle. I don't understand what is going wrong in my program to cause these errors. Can anyone help?

• 2 Well, do you know what an assignment is? Do you know which side is the left side? Do you know what a variable is? Why exactly do you find this statement confusing? If the question is actually "why do I get this error when, as far as I can tell, the left-hand side of the assignment is in fact a variable?" or "why doesn't the compiler recognize WRKR as a variable name?" then you should ask that question instead . Please read How to Ask and meta.stackoverflow.com/questions/284236/… and xyproblem.info . –  Karl Knechtel Commented Oct 9, 2021 at 6:08
• 1 Separately: what source are you using to learn how to write Java code? What does it say about how to name your files? Also, please note that we do not care that you are new to Java (and you don't have to tell us; if you weren't, you wouldn't be asking this question). We care about the question , because this is not a discussion forum - but instead a place to collect questions and answers that can be searched later. –  Karl Knechtel Commented Oct 9, 2021 at 6:09

The code compiles properly. Your error message shows the file name as apartment puzzle.java . Every public java class needs to be in a file named after that class. Rename your file to MyClass.java and check it out.

Not the answer you're looking for? Browse other questions tagged java or ask your own question .

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