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Definition of assignment

task , duty , job , chore , stint , assignment mean a piece of work to be done.

task implies work imposed by a person in authority or an employer or by circumstance.

duty implies an obligation to perform or responsibility for performance.

job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

chore implies a minor routine activity necessary for maintaining a household or farm.

stint implies a carefully allotted or measured quantity of assigned work or service.

assignment implies a definite limited task assigned by one in authority.

Examples of assignment in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

• self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 16 Sep. 2024.

Legal Definition

Legal definition of assignment, more from merriam-webster on assignment.

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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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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Chapter 4: Writing Definitions, Descriptions, and Instructions

Bay College

Learning Objectives

Definitions, Descriptions, & Instructions [26]

An important part of technical and report writing is the use of definitions, descriptions, and instructions.

Definitions.  We grow up reading these from the time we are in elementary school.  They are one of the more common patterns of organization used. I see them in my son’s middle school math textbooks to define various terms or his social studies book explaining that “caste” is a social ranking.  My daughter is exposed to them in elementary school when her handouts comes home defining what a number line is. Definitions can be simple short insertions in a sentence to clarify a term or they can be an entire document known as an extended definition. The good news is that you have already been exposed to them from the time you were very little..

Descriptions. These are similar to a definition but can be longer, more detailed, and have a visual representation to further explain a concept.  More than likely, you have read these as well. Descriptions explain objects, mechanisms, and processes – and they do so in a way that whatever is being described is easily understood.  If a description of the greenhouse effect was created for specialists in the field, it might be more complex.  If this same idea was written for a general audience, the language would be “dumbed down” or simplified.

Instructions.  I was redoing my daughter’s room and putting up a cherry tree decal on her wall.  I opened the package and pulled out a sheet with several “stickers” labeled with numbers; It was sort of like a tree puzzle I had to put together. I looked for directions to make it easier; however, none were to be found except for a small picture on the package of the pieces put together and the correlating numbers next to the pieces.  The problem was that the picture was so tiny that the numbers didn’t fit.  In fact, I have a “spatial reasoning deficit” of some sort and could not follow the directions even after taping the picture to the wall next to where I wanted to place the cherry tree decal.  Frustrated, I threw the directions out and made up the tree myself. Needless to say, I will be more careful when purchasing a similar product and will avoid doing so from the same company who made the cherry tree decal. I’m sure you have had similar experiences with following directions.  Directions should use visuals to help the reader understand what is expected, be written clearly while using transitions to move the reader from one step to the next, and should include troubleshooting tips (ideas for how to fix common problems that may occur).

Technical Definitions [27]

A technical definition helps a reader understand items such as an object or process. It can be short and embedded in a document, or it can be its own document. The purpose of a definition is to provide clarity to the reader. The extent of the definition depends on your audience’s background knowledge in regards to what you are writing about. For example, it could be a parenthetical definition that follows a potentially unknown term, a full sentence used after a term to further define it, or it may be an extended definition, or larger definition. In fact, a writer may use many methods within the definition to help the reader better understand it.  Some methods that can be used include graphics, examples, comparisons, and contrasts.

Technical Descriptions [28]

The biggest hurdle you may face in writing a description is remembering what the term means as it is used in this context. We all use the word description loosely to refer to practically any discussion or explanation. But in this context, it means the detailed discussion of the physical aspects of a thing. That means discussing things like color, shape, size, weight, height, width, thickness, texture, density, contents, materials of construction, and so on.

For example, this sentence is not really description in our sense of the word: A computer diskette is a device used for storing electronic data.

It explains the function or purpose but provides little or no physical detail. It is a definition. However, this sentence is very definitely description: The common computer diskette is 3.5 inches by 3.5 inches and approximately 1/8 inch thick.

Be sure to check out the example descriptions available with this chapter.

Contexts for Description

As mentioned earlier, descriptions are common element in technical writing—just not quite in the same way that instructions are. Descriptions appear more often as a sentence or two here, a paragraph there, or a whole section elsewhere. Certain kinds of technical writing feature description:

• Accident reports requiring plenty of description.
• Product specifications—documents that describe design and feature of a new or changed product—have plenty of description.
• Instructions often require description to enable readers to visualize what they are doing and what they are working with.

Contents and Organization of Descriptions

The following is a review of the sections you’ll commonly find in descriptions. As you read, check out the example descriptions.

Introduction. Plan the introduction to your description carefully. Make sure it does all of the following things (but not necessarily in this order) that apply to your particular description:

• Indicate the specific object about to be described.
• Indicate what the audience needs in terms of knowledge and background to understand the description.
• Provide a general description of the object.
• Include an overview of the contents of the description.

Background. If the thing you are describing is not likely to be familiar to most of your readers, consider adding some background before you plunge into the actual description. If you are about to describe an SGO/3 density gauge to non-specialists, you’d better first discuss what in the world the thing is, what it does and on what part of the planet it is used.

Visual. The easiest way for an individual to understand something is to see it.  Visuals help with this. In addition, the parts of the object or process are often labeled so that the reader can further understand how each part works in conjunction with the entire item.

Discussion of the parts or characteristics. The main part of your description is the discussion of each part or characteristic. You must divide the thing you are describing into parts, or characteristics, or both. Parts are easy: for example, a wooden pencil has lead, a wooden barrel, an eraser, and a metal clip. Characteristics are describable aspects of a thing but are not parts: for example, the pencil has a certain weight, length, width, and so on. If you were a budding real-estate tycoon and had to describe a vacant lot for company files, you’d probably describe it by its characteristics: its location, square footage, terrain, vegetation, access to utilities, and so on. (Check out the description of the primitive stone scraper in the examples; part of it is arranged by characteristics and part by parts!)  If this section follows a visual, it is often organized to match the visual. For example, it might list the parts in clockwise order or from top to bottom of how they are labeled on the visual.  In addition, the descriptors labeled on the visual match what is listed in this section exactly. Consistency is key.

Once you’ve divided the thing you are describing into parts, characteristics, or both, your next job is to describe each one. For mechanical things, it works well to start by defining the part, by explaining its function. After that, you describe the part from general to specific, using any of the sources of description that are appropriate.

Notice that in description, you can mix other kinds of writing. You’ll find yourself explaining functions, defining terms, discussing a bit of process as you describe. That’s not a problem as long as the primary focus and the majority of the content is truly description.

Discussion of the related operation or process.  At some point in a description, often at the end, it is useful to summarize the operation or process associated with the object you’re describing. For example, if you’ve just described a mechanical pencil, you could briefly explain how it is used. If you’ve just described a snowflake, you could discuss the process by which it formed.

Sources of Description

When you write a description, you need to think about the kinds of descriptive detail you can provide. Sometimes, descriptions are rather weak in this area. Use the following list to plan your description or to review a description you have written. Think of the categories of descriptive detail you could provide, or use the following list to identify categories you have not used:

Figure 12. Schematic view of descriptions. Remember that this is just a typical or common model for the contents and organization—many others are possible.

Miscellaneous Concerns

In descriptions, you’ll probably find yourself puzzling over how to handle numbers, abbreviations, and symbols:

Numbers. Remember that technical writing breaks some of those rules you worked so hard to learn in past writing classes. In the technical writing context, we are often vitally concerned about numbers and want them to stand out. This means that you should use numerals in running text when the number indicates an exact, measured, or measurable amount or when it represents a critical value. For example, in these sentences, it seems to matter that the numbers are exact:

The cup is 3 inches in diameter. Use 4 tacks to fasten the poster to the wall.

However, this does not mean using numerals for indifferent values. For example, in this sentence, there is nothing heart-stopping about how many sections the report has:

The report contains four major sections.

See the section on numbers vs. words  for further details.

Anatomy of a descriptive paragraph.  Typically, it starts with some statement about the purpose or function of the part, with the descriptive detail following. Descriptive detail draws upon the “sources” of description—such things as color, shape, width, and height.

Abbreviations. In technical writing, we expect to see abbreviations. Use them in your description freely. Remember the rule on punctuating abbreviations—punctuate them only if they spell a word (for example, “in.”). Remember too that abbreviations do not go up against the number they are used with (for example, make that “8 mm tape” or “8-mm tape” but not “8mm tape”).

Symbols.  The most common problem with symbols in instructions and descriptions has to do with inches and feet. If you’re writing instructions for a carpenter’s dream project where there are feet and inches all over the place, use the symbols ” (inches) and ‘ (feet). However, if you cite inch and foot measurements only a few times, use the word or abbreviation instead.

Graphics and Format in Descriptions

In most descriptions, you’ll need at least one illustration of the thing you are describing, with labels pointing to the parts. See the section on graphics for more on creating graphics, formatting them, and incorporating them into your descriptions.

Headings. In descriptions, you’ll want to use headings and subheadings to mark off the discussion of the individual parts or characteristics. Remember that, ideally, you want to describe each part in a separate paragraph or section—and flag that discussion with a heading.  

If you have a background section, use a heading for it too. See the section on headings for the specific requirements.

Lists. Lists are not nearly so important in descriptions as they are in instructions. However, if you itemize parts or subparts or list specifications, these are good situations for lists. See the section on lists  for the specific requirements.

Special notices. In descriptions, there is nothing like the important role for special notices as there is in instructions. After all, if it really is a description, readers should not be trying to follow any procedure, and therefore should not be running any risks of damaging equipment, wasting supplies, screwing up the procedure, or injuring themselves or others. However, you may find the note special notice to be useful to emphasize important points or exceptions. See the section on special notices  for complete discussion of the proper use of these special notices as well as their format and placement within instructions.

Instructions

Go to the following website and read it in its entirety for information on writing instructions:

Creating Rhetorically Effective Instruction Manuals [29]

Common Components of Instructions [30]

Keep it simple but clearly identify the task that will be performed.  Use a “how to” or gerund (ing verb) when crafting it.  Make sure the title adequately reflects the product and process users will be working on. It should be simple and clear.

Introduction

The goal of the introduction is to give general information about the process. What is it? Why should it be done? It is an overview of the process and why it is important. Often times, the writer lists the benefits of completing the process so that the reader feels good about the task he or she is about to complete.

Tools & Materials

List the items necessary to complete the task so that the reader can gather and organize them before starting the process.  Consider using a bulleted list or some other formatting tool so that it is easy for the reader to skim through.

Your reader will need visuals to refer to and act as a guide through the process. Remember to label the visuals as Figure 1, Figure 2, and so on, and then title each visual so the reader knows what he/she is looking at. Often times, the visual is referred to within the step-by-step part of the instructions.

Step-By-Step Instructions

Use a numbered list of step-by-step instructions for completing the process. Consider transitional words to keep the reader on track. Examples of transitions include: first, next, then, and finally. Also, write in clear and complete sentences throughout this section. In addition, refer to the visuals in this section. For example, a writer might include a phrase such as: “See Figure 3.” This will help the reader see the relationship between the steps and the visual.

Another reminder is to avoid the word “you” as you write; use the imperative mood. For example, instead of writing “You then push the blue button” write “Next, push the blue button.”

One last reminder is to explain to the reader why to do or not do something that may have negative consequences. This will help the reader have a positive experience completing the process.

Troubleshooting

A troubleshooting section helps the reader solve common problems.  It is when someone tells the user to do something and adds, “If that doesn’t work, try this…” Sometimes, telling the reader what not to do is just as important as stating what to do. If you have several troubleshooting tips, organize this section so the reader can easily find the particular difficulty he or she needs solving at the moment. Therefore, make this section reader friendly and skimmable.

End the instructions with positive comments about the product and/or the process the user just completed.  Sometimes there is a phone number for a Help Line if further assistance is needed. The benefits can also be restated but in different words but make sure not to use the exact words from the introduction. Readers don’t like to read the same exact words/phrases/sentences in the conclusion as they did in the introduction because it feels like the writer was too lazy to actually work on the document.

Just because this is listed last in this section it doesn’t mean it is any less important than the other parts of the document or that it actually goes last in the document.  In fact, the writer has to decide where in the document to put the warnings. They should be dispersed throughout. Also, remember legal and ethical obligations. It is the writer’s job to protect the reader from harm or damage. This being said, any set of instructions needs a careful balance of warnings strategically placed throughout the document. If the writer overuses them, there is a risk of scaring the user or making it so that the reader doesn’t want to carry out the process being described in the instructions. If the writer under-uses warnings, there is a risk of someone getting injured.

In addition, don’t create instructions where the user has already completed the process and injured him/herself before the warning comes. If someone is injured as the results of hidden or omitted warnings, it is the responsibility of the technical writer whose job it is to keep the reader safe.

In fact, there are standard precautionary statements that are color-coded and used for danger, warnings, cautions, and notes or notices. Click on the following link and carefully review them: Precautionary Statements . Do NOT skip looking over this link! You will be expected to incorporate information from in it into the instructions you will create for the course.

[26] Definitions, Descriptions, & Instructions CC-BY Amber Kinonen

[27] Technical Definitions CC-BY Amber Kinonen

[28] Technical Description: What Does it Look Like? CC-BY David McMurrey , edited by Amber Kinonen , edits included in italics

[29] Creating Rhetorically Effective Instruction Manuals CC-BY-NC-ND Madelyn Tucker Pawlowski and Antonnet Johnson

[30] Common Components of Instructions CC-BY Amber Kinonen

[31]   Audience Analysis in Form Reports  CC-BY-NC-ND Angela Eward Mangione and Katherine McGee

Chapter 4: Writing Definitions, Descriptions, and Instructions Copyright © by Bay College is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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The Research and Writing Process: A Step-by-Step Guide: Understand the Assignment

• Understand the Assignment
• Select a Topic
• Write Your Thesis
• Finding Keywords
• Search Strategies
• Locating Sources
• Evaluate Those Sources
• Draft an Outline of Your Paper
• Begin Writing
• Proofread Your Paper
• Cite Your Sources
• Paraphrasing

The first step in any successful college writing venture is understanding the assignment. While this sounds like a simple task, it can be a tough one. This guide 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. 

Before selecting a topic or starting your research, make sure you understand your assignment and its requirements. Consider the following:

• Have you been assigned a topic or can you pick your own?
• How many pages/words do you need to write? How long is your presentation?
• Do you need to include specific types of sources? (e.g. scholarly journal, book, etc.)
• When is the assignment due? How much time do you have to research?
• Is currency of information important?

When in doubt, consult with your instructor.

Understanding Your Assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet. Click each question for more detail. 

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

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.

Who is your audience?

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 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. 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 to support your ideas?

• Einstein proof—a famous (or not so famous) smart person agrees with you or says something you can use to back up your point. This kind of evidence can come from course materials or outside research. Be sure to cite these scholars as sources (see the UNC Libraries citation tutorial).
• Case proof—a case in which your point works or the other person’s point does not work to demonstrate your idea. These may come from your experience, hypothetical situations, or from outside sources.
• Fact proof—statistics, “objective” information. You will need lots of documentation here and probably several trips to the library.
• For example proof—examples from the subject or text you are studying to back up your focused point. For example (!), you might quote several of Hamlet’s lines to try to establish that he is depressed.

Professors will usually tell you what kind of proof they want. If the assignment tells you to “do research,” head quickly to the library. 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.

What kind of writing style is acceptable?

What are the absolute rules of the paper.

• 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. 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.

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.

Assignment formats

Two good habits.

1.   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.

2.   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.

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4.2 Descriptions and Definitions

Brigitte Mussack and Brandi Fuglsby

Two closely related, common genres that you will come across in technical and professional communication settings are technical descriptions and a definitions . Throughout this open text, you can find definitions and descriptions of important concepts. In fact,  Section 3  is completely devoted to defining the field of technical communication. As you can see even in this text, definitions are much more complex than what you often find in an online dictionary entry. Defining a term includes not only coming up with a general way to explain that term to an audience, but it also requires putting a term into a given context . For example, you might want to define social justice or equity in a general sense for a broad audience. Or, you might be tasked with defining social justice or equity within the specific context of technical communication, or within the context of your organization and its approach to building client and customer relationships.

Like other communication situations, definitions exist within genre conventions and respond to specific social expectations. Think, for a moment, about genre conventions of a definition. When you search for a definition of a term, what are some things that you expect to see? Frequently, when looking for a definition, you might expect to see a brief description of that term followed by some examples or illustrations. You have very likely searched for a term in an online dictionary or encyclopedia, each of which follows various genre conventions and expectations.

When looking at the Wikipedia page for description , what did you notice? In addition to the content of the page (which should help you to better understand what description means ), the way that the page is designed and organized probably adheres to the genre conventions of Wikipedia, specifically, and of an encyclopedia more broadly. When you create a technical definition or technical description, such widely recognized publications like Merriam-Webster and Wikipedia will, to a certain extent, impact your audience’s expectations. However, technical descriptions and definitions are often directed at a much more specific audience (like many genres in the field of technical communication). Technical definitions not only define terms broadly, they define terms within a specific context (consider again how audience and context impact the choices you make as a technical communicator).

There are various types of technical definitions, both simple and extended. As you can see from Wikipedia, a useful way to define a term is through an example or illustration. Extended definitions provide greater detail and are more precise. Extended definitions can be much longer, even several pages, and are often used for a more specific (rather than broad or general) audience. You might find extended technical definitions in a medical textbook, for example.

A technical description often includes a definition, then works to describe a product or a process for a specific, non-expert audience. When you write a technical description, you are either writing as an expert, or you are working with a subject matter expert and helping to translate very complex products or processes for your target audience.

When you are writing a technical description, you should appeal to various senses, such as sight, taste, hearing, or touch. Be as specific and detailed as possible. Consider that you are writing something so that your audience has a good understanding or ‘picture’ of your subject. If describing a process, you want your audience to understand what that process entails, even though they are not necessarily planning to attempt the process themselves (this is a key difference between descriptions and instructions, which we discuss further on!).

So many fields and majors rely on technical descriptions! Take a look at the table below.

…then you’ll want to learn about and become familiar with technical descriptions.

…then you’ll want to learn about and become familiar with Technical Descriptions.

Contributed by Brandi Fuglsby, University of Minnesota.

As you can see from the table above, technical descriptions are common genres across disciplines, across fields, and across majors. What type of technical description do you think you’ll run into in your own major? Or, what technical description does your field or area of specialization rely on?

Now that you have a better sense of technical definitions and technical descriptions, take a moment to consider how these genres relate to concerns about diversity, equity, and inclusion. How might you consider social justice when writing or revising a technical description? How can you be sure to consider diverse perspectives and experiences when describing a product or process? How can you work to make sure that a description is accessible?

One way to focus on access and equity in technical descriptions is to consider your specific audience and what features might make a technical description more or less accessible. To do this you need to get to know your audience, their expectations, prior knowledge, and needs (so, what is it they need to know or want to know about this product or process?).

Technical descriptions are one genre where plain language is very important. This text describes the use of plain language as an ethical consideration and discusses “The Plain English Revolution” by Alan Siegel above [here could we link to that section?]. Remember that plain language describes a way to take very complex, specialized information and to use language that accurately describes the content AND is accessible to a non specialized audience.

Take a look at this example of a technical description of a process from the Cleveland Clinic, describing the process of testing for Covid-19: Covid-19 and PCR Testing.

Now, reflect on this example:

• Did you notice that, along with a description of the process and product, there are some definitions of terms?
• How did this description appeal to sensory language?
• How was this description organized to make content easier to understand?
• Who do you think is the target audience for this description?
• Is there anything you would change if you were asked to revise this description for a different audience?

This description is certainly written for a non-medical audience, but it also seems to be written for a group of adults with a certain level of education or with a certain comfort level with medicine. In other words, this seems to be written for folks who have some understanding of biology or science and familiarity with visiting the doctor for various types of tests and treatment. Can you imagine different target audiences? How could you revise or remix this information to make sure that it is accessible and inclusive of historically underrepresented populations? If this description is written for an audience that already has a certain level of knowledge and trust regarding doctors or clinics or the medical field more broadly, how might you rework this information for an audience who does not have that relationship with visiting a clinic or with the medical field in the United States?

Take a look at this very different description of Covid-19 testing from Boston Children’s Hospital .

Now, reflect on this technical description:

• How is this second example different from the previous description of the Covid-19 test?
• Who is the intended audience and what is their relationship to doctors and to the medical field, based on what you see in this description?
• How does the mode (video vs. text) impact access?
• How are different features (like illustrations and animation alongside a doctor speaking directly to the camera) used in this video?

Both the webpage from the Cleveland Clinic and the video from Boston Children’s Hospital describe the same process, but you can see how much of an impact the audience should make when making decisions about how to best create a technical description. You must assess the rhetorical situation and consider how you can make complex information as accessible as possible.

Finally, take a look at this description (which is closer to instructions, the next genre that we discuss in this text) of completing the Covid-19 Nasopharyngeal swab test created by UConn Health and, once again, consider the differences and similarities among these three descriptions of the same process.

In the next section, we discuss the genre of instructions, which are closely related to technical process descriptions. Once again, instructions require that you consider your target audience and apply what you have learned about diversity, equity, and inclusion when making a process accessible to that audience.

Student Reflections and Examples

Information Visualization

As a student, I understand myself as a visual and kinesthetic learner. I like to see, do, make. Infographics are a helpful way for me to absorb information with features such as data visualization, diagrams, and, if on digital media, hyperlinks. With an infographic, I feel I can get a nuanced view of a topic—it may not be as comprehensive as a full academic paper, but it does provide a different way to look at something, and with a variety of engagement points. It’s easily scannable and more digestible.

Infographic: Safe Consumption Sites for Reducing Drug-Related Harm

Ai-Quynh Bui, TWC major

Activity and Reflection: Extended definition 

Consider how this textbook has worked to define various terms, including  diversity, inclusion, technical communication, professional communication, rhetoric,   and  social justice. Even in this section, the text works to define specific genres so that you are better able to understand what those genres are and what they do.

When terms such as  inclusion   are defined in Section 2, these terms are put into a specific context and are compared to other terms. You might also find examples to help illustrate the term. An extended definition uses various strategies, such as examples, negation (inclusion does NOT mean…), comparison (inclusion is similar to), etc.

Definitions are often elements of technical descriptions. These genres are related, but not the same. For this exercise, practice writing an extended definition and a technical description of the same term, and reflect on the overlap and distinction between these genres. Alone or with a partner, do the following:

• First, choose a term. This term might be an abstract concept (such as  diversity ) or something more concrete (such as  acupuncture ).
• Second, create a contextual definition of the term (take a look at how some terms are defined in other sections of this text if you’d like). You can create an extended definition by using more than one approach to define the term.
• Finally, create a technical description of your term. Reflection on how you approached these genres–definition and description–and how they are both similar and distinct.

Introduction to Technical and Professional Communication Copyright © 2021 by Brigitte Mussack and Brandi Fuglsby is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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7. COMMON DOCUMENT TYPES

7.4 Technical Descriptions and Definitions

Descriptive technical writing uses a combination of visuals and text to both “show” and “tell” the reader about the information being conveyed. Like more creative descriptions, technical descriptions sometimes draw on the “five senses” and metaphorical comparisons (analogies) to allow the reader to fully conceptualize what is being described. More often, however, they rely on concrete, measurable descriptors. Technical descriptions can take many forms, depending on purpose and audience. Descriptions can range from a brief sentence, to a paragraph, a whole section of a report, or an entire manual. Poorly written technical descriptions can cause confusion, waste time, and even result in catastrophe! Technical product descriptions are often legally required to ensure safety and compliance. Attention to detail is critical.

Product specifications require detailed descriptions of design features; instructions often require specific descriptive detail to “show” the reader what to do. Some general categories of technical descriptions include the following:

• Mechanism Descriptions:  provide a detailed overview the physical aspects of a tool, machine or other mechanical device that has moving parts and is designed to perform a specific function. These could be product descriptions for sales or manufacturing, documentation of design specifications, info-graphics, etc .  This chapter focuses in detail on this kind of description.
• Process Descriptions:  detail a series of events ( natural/biological/ecological, mechanical, social, or psychological phenomenon ) that happen in particular sequence in order to achieve a specific outcome. These can be categorized into non-instructional processes (such as a process analyses of how an internal combustion engine works, or natural processes like photosynthesis) and instructional process (such as recommended/required procedures and explicit step-by-step instructions to be followed). (See Section 7.7 for detailed information on Writing Instructions ).
• Definitions:  clarify the specific meaning, often related to a specific context, or express the essential nature of the terms being defined. These can range in length from a simple clarifying phrase to an extended document of several pages. Definitions will often include detailed descriptions and visuals to illustrate ideas. Click on the link below to view a student PowerPoint presentation on how to write effective definitions for technical purposes. This presentation is included with express permission of the student.

Definitions in Technical Writing – Sample student presentation (.pdf)

Technical Description of a Mechanism

Mechanism descriptions should provide a clear understanding of the object being described, including

• General appearance and physical properties
• Overall function/purpose
• Component parts
• How the parts interact to create a functioning whole.

The reader should be able to clearly picture, and therefore understand, the nature of the object being described, what it does, and how it works.

In order to achieve this clarity for the reader, the writer must choose significant details and organize information logically. Select details that can be described precisely and measurably, such as

Depending on the reader’s need, the description may range from a general overview requiring only a few sentences to a multi-chapter manual detailing every aspect of the mechanism’s parts and functions in order to troubleshoot technical problems and complete repairs. For a fun example of the latter, see the Star Trek: The Next Generation: Technical Manual (cover depicted in Figure 7.4.1 ), which provides detailed descriptions of all equipment and technology used aboard the fictional U.S.S. Enterprise-D.

Before you begin to draft your description, you must consider your purpose and audience : Why does your audience need this description? What will they use it for? Are you describing different types of solar panels for the average consumers to help them choose the one that best fits their needs? Are you providing schematics to technicians and installers?

Once you have your purpose and audience clearly in focus, draft a description that includes the following elements:

• Definition : What is it, and what is its main purpose?
• Overview : Describe the mechanism’s overall appearance (“big picture” description of its overall size, shape, general appearance).
• Components : Describe the main component parts in labelled sections; consider the order of information carefully here. Create a logical connection between each component described.
• Explanation: how do the parts work together to fulfill its function? What key principles govern its functioning? Consider how much detail is necessary here for your intended audience.
• Visuals: include graphics that clearly illustrate the mechanism and/or its parts. Show the device as a whole; consider showing specific details in expanded views, cut-aways, or labelled diagrams. You may even embed or link to videos showing the device in action.
• Conclusion : depending on the purpose, you might review product’s history, availability, manufacturing, costs, warnings, etc .)
• References : Sources you have used in your description, or additional sources of information available (if relevant).

You might consider using a template, like the Technical Description Template below, keeping in mind that while templates can be helpful guides, they do not provide much flexibility and may not work for all situations.

Sample Descriptions

Examine the description of the “Up Goer Five” in Figure 7.4.2  (click on image for larger version). Who might the intended audience be?

Compare the description in Figure 7.4.2  to the information given on the NASA website about the Mars Curiosity Rover .

Note the differences in the level of detail, vocabulary, and overall purpose of the descriptions. If you used the information on the NASA site to fill in the Technical Description Template , you might end up with something like the following chart.

You may find that some of these elements are not necessary; again, consider what your target audience already knows. Strike a balance between unnecessarily stating the obvious and incorrectly assuming your readers have knowledge that they may lack.

In refining the details of your description and its component parts, consider the following:

• Steps in a process it completes
• Top to bottom (or foundation upward)
• Left to right (or right to left)
• Inside to outside (or outside to inside)
• Most important to least important features
• Central component to peripherals
• Material properties, etc .
• Use correct terminology – define terms as necessary for your audience
• Use analogy to describe an unfamiliar thing in terms of a familiar thing
• Use objective language – no “ad speak” or subjective terms
• Use present tense, active verbs to describe how the device appears and what it does
• Use words that create vivid and specific pictures in the reader’s mind.

EXERCISE 7.2 Practice technical description

Choose a common, everyday object (such as one of the objects in Figure 7.4.3 ) and draft a technical description for an audience unfamiliar with the object. Start by imagining a target audience and purpose, and then try filling in the Technical Description Template with detailed information. Using the information in your template, draft a short description of 1-2 paragraphs, and add properly-captioned visuals.

• R. Sturnback and M. Okuna, Star Trek: The Next Generation: Technical Manual . New York: Pocket Books, 1991. ↵
• R. Munroe, "Up Goer Five" [Online]. Available:   https://xkcd.com/1133/   Also see "1133 Up Goer Five - explained," Explain xkcd wiki [Online]. Available:  https://www.explainxkcd.com/wiki/index.php/1133:_Up_Goer_Five  . CC-BY-NC 2.5 . ↵
• [Corkscrew and bicycle images]. [Online]. Available: https://www.flickr.com/photos/dogbomb/527733767 and https://www.flickr.com/photos/8205548@N08/4607907389. CC BY 2.0 . ↵

Technical Writing Essentials Copyright © 2019 by Suzan Last is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Look up a word, learn it forever.

Other forms: assignments

Whether you’re an international spy with a new mission or a high school student with math homework — when you get an assignment , you’d better do it! An assignment is a task that someone in authority has asked you to do.

The word assignment is just the noun form of the common verb assign , which you use when you want to give someone a duty or a job. When you assign something, that something is called an assignment . The word can also refer to the act of distributing something. If you are distributing new office furniture at work, you might say, “ Assignment of the new chairs will begin tomorrow.”

• noun an undertaking that you have been assigned to do (as by an instructor) see more see less types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable effort classwork the part of a student's work that is done in the classroom homework , prep , preparation preparatory school work done outside school (especially at home) lesson a task assigned for individual study type of: labor , project , task , undertaking any piece of work that is undertaken or attempted
• noun a duty that you are assigned to perform (especially in the armed forces) “a hazardous assignment ” synonyms: duty assignment see more see less types: show 10 types... hide 10 types... guard , guard duty , sentry duty , sentry go the duty of serving as a sentry fatigue , fatigue duty labor of a nonmilitary kind done by soldiers (cleaning or digging or draining or so on) charge , commission , mission a special assignment that is given to a person or group reassignment assignment to a different duty sea-duty , service abroad , shipboard duty naval service aboard a ship at sea shore duty naval service at land bases fool's errand a fruitless mission mission impossible an extremely dangerous or difficult mission martyr operation , sacrifice operation , suicide mission killing or injuring others while annihilating yourself; usually accomplished with a bomb secondment the detachment of a person from their regular organization for temporary assignment elsewhere type of: duty work that you are obliged to perform for moral or legal reasons
• noun the act of putting a person into a non-elective position synonyms: appointment , designation , naming see more see less types: show 6 types... hide 6 types... nomination the act of officially naming a candidate co-optation , co-option the act of appointing summarily (with or without the appointee's consent) delegacy the appointment of a delegate ordinance , ordination the act of ordaining; the act of conferring (or receiving) holy orders recognition designation by the chair granting a person the right to speak in a deliberative body laying on of hands laying hands on a person's head to invoke spiritual blessing in Christian ordination type of: conclusion , decision , determination the act of making up your mind about something
• noun the act of distributing something to designated places or persons “the first task is the assignment of an address to each datum” synonyms: assigning see more see less types: allocation , storage allocation (computer science) the assignment of particular areas of a magnetic disk to particular data or instructions type of: distribution the act of distributing or spreading or apportioning
• noun (law) a transfer of property by deed of conveyance synonyms: grant see more see less types: apanage , appanage a grant (by a sovereign or a legislative body) of resources to maintain a dependent member of a ruling family land grant a grant of public land (as to a railway or college) type of: transferred possession , transferred property a possession whose ownership changes or lapses
• noun the instrument by which a claim or right or interest or property is transferred from one person to another see more see less type of: instrument , legal document , legal instrument , official document (law) a document that states some contractual relationship or grants some right

Vocabulary lists containing assignment

The Dawes Act, or General Allotment Act of 1887, was a law that allowed the U.S. government to take Native American tribal lands and divide them into 40 acre lots for individual Native Americans. The goal was to break up communal tribal lands and speed the assimilation of Native Americans into American society. The Dawes Act caused great suffering with much of the land winding up in the hands of white settlers.

Learn these words from the autobiography by David Lubar (Inside: Level B, Unit 4). Here are our links to the selections of "Every Body Is a Winner": The Human Machine; My Fabulous Footprint , The Beat Goes On; All Pumped Up , Two Left Feet, Two Left Hands , How Coach Told Me; Bionics Here are our links to the units of Level B: Unit 1 , Unit 2 , Unit 3 , Unit 4 , Unit 5 , Unit 6 , Unit 7 , Unit 8 Here are our links to the Inside books: Level A , Level B , Level C Here is our link to a list of academic vocabulary for Inside: Academic Vocabulary

Prepare for the IELTS exam with this list of words related to education and academics.

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Whether you’re a teacher or a learner, vocabulary.com can put you or your class on the path to systematic vocabulary improvement..

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Understanding Assignment Expectations

Dawn Atkinson

Chapter Overview

To craft a well-written technical document, you must first understand expectations for the piece in terms of purpose, audience, genre, writing style, content, design, referencing style, and so forth. This same truth applies to an academic assignment: you will be able to proceed with your writing task in a more straightforward way if you dedicate some time to understanding what the assignment asks before you begin to plan and write it. This chapter aims to help you deconstruct writing assignment prompts—in other words, carefully consider them by looking closely at their component parts—and use specifications, feedback, and rubrics to meet assignment requirements. Using the definition provided by Carnegie Mellon University’s Eberly Center for Teaching Excellence and Educational Innovation (2019, para. 1), a rubric specifies how levels of skillfulness on an assignment relate to grading criteria and, thus, to performance standards.

What does the assignment ask you to do?

College professors oftentimes provide students with directions or prompts that outline requirements for assignments. Read these instructions thoroughly when you first receive them so that you have time to clear up any uncertainties before the assignment is due. While reading, look for words that will help you focus on the task at hand and define its scope; many assignment instructions use key words or phrases, such as those presented in the following list, which is adapted from Learn Higher (2015, “Key Words in the Title”), to establish expectations.

The words and phrases listed indicate the purpose for an assignment and communicate what it should contain (its content). Use the list to clarify your task for the assignment; however, if you are still not sure what the assignment asks you to do after identifying its key words and phrases and defining their meanings, arrange an appointment with your instructor to discuss your questions. Think of your instructor as a vital resource who can help to clarify your uncertainties and support your academic success.

What are the assignment specifications?

In addition to looking for key words and phrases in your assignment directions, also pay attention to other specifics that communicate expectations. The following list, adapted from Learn Higher (2019, “Be Practical”), identifies such specifics.

• When is the assignment due?
• Do you need to submit a draft before you submit the final copy for grading? If so, when is the draft due?
• Are you required to submit a paper copy of the assignment, an electronic copy, or both?
• What is the word limit?
• Are you required to use sources? If so, what kind and how many?
• What referencing style are you required to use?
• Who is the audience for the assignment?
• What design requirements do you need to follow?
• Does the assignment specify that you should use a certain document type (a genre)?

Although the directions for your assignment may not provide specific directions about writing style, you can likely determine the level of formality expected in the document by identifying its genre. For example, essays, letters, and reports tend to use formal language to communicate confidently and respectfully with readers, whereas emails and social media posts may use less formal language since they offer quick modes of interaction.

What does past assignment feedback indicate about the instructor’s priorities?

If you have received feedback on past papers, look through the comments carefully to determine what the instructor considers important in terms of assignment preparation and grading. You may notice similar comments on multiple assignments, and these themes can point to things you have done well—and should thus aim to demonstrate in future assignments—and common areas for improvement. While reviewing the feedback, make a note of these themes so you can consult your notes when preparing upcoming assignments.

To avoid feeling overwhelmed by feedback, you might also prioritize the themes you intend to address in your next writing assignment by using a template, such as that provided in Figure 1, when making notes. If you have questions about past feedback comments when making notes, seek help before preparing your upcoming assignment.

What positive aspects of your past assignments do you want to demonstrate in your next assignment?

  Punctuation (area for improvement): Which three punctuation issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Sentence construction (area for improvement): Which three sentence construction issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Citations and references (area for improvement): Which three citation and referencing issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Figure 1. Template for prioritizing feedback comments on past assignments

Most college writing instructors spend considerable time providing feedback on assignments and expect that students will use the feedback to improve future work. Show your instructor that you respect his or her effort, are invested in your course, and are taking responsibility for your own academic success by using past feedback to improve future assignment outcomes.

What assessment criteria apply to the assignment?

If your instructor uses a rubric to identify the grading criteria for an assignment and makes the rubric available to students, this resource can also help you understand assignment expectations. Although rubrics vary in format and content, in general they outline details about what an instructor is looking for in an assignment; thus, you can use a rubric as a checklist to ensure you have addressed assignment requirements.

Table 1 presents a sample rubric for a writing assignment. Notice that performance descriptions and ratings are identified in the horizontal cells of the table and grading criteria are listed in the vertical cells on the left side of the table.

Table 1. A sample writing assignment rubric

Although the rubrics you encounter may not look exactly like Table 1, the language used in a rubric can provide insight into what an instructor considers important in an assignment. In particular, pay attention to any grading criteria identified in the rubric, and consult these criteria when planning, editing, and revising your assignment so that your work aligns with the instructor’s priorities.

What can you determine about assignment expectations by reading an assignment sheet?

Spend a few minutes reviewing the example assignment sheet that follows, or review an assignment sheet that your instructor has distributed. Use the bullet list under the heading “What are the assignment specifications? ” to identify the specifics for the assignment.

Book Selection Email

Later this semester, you will be asked to produce a book review. To complete the assignment, you must select and read a non-fiction book about a science topic written for the general public. The current assignment requires you to communicate your book selection in an email message that follows standard workplace conventions.

Content Requirements

Address the following content points in your email message.

• Identify the book you intend to read and review.
• Tell the reader why you are interested in the book. For example, does it relate to your major? If so, how? Does it address an area that has not been widely discussed in other literature or in the news? Does it offer a new viewpoint on research that has already been widely publicized?
• Conclude by offering to supply additional information or answer the reader’s questions.

You will need to conduct some initial research to address the above points.

Formatting Requirements

Follow these guidelines when composing your email message.

• Provide an informative subject line that indicates the purpose for the communication.
• Choose an appropriate greeting, and end with a complimentary closing.
• Create a readable message by using standard capitalization and punctuation, skipping lines between paragraphs, and avoiding fancy typefaces and awkward font shifts.
• Use APA style when citing and referencing outside sources in your message.

Your instructor will read your email message. Please use formal language and a respectful tone when communicating with a professional.

Grading Category

This assignment is worth 10 points and will figure into your daily work/participation grade.

  Submission Specifications and Due Date

Send your email to your instructor by noon on  _______.

How will you respond to a case study about understanding assignment expectations?

We will now explore a case study that focuses on the importance of understanding assignment expectations. In pairs or small groups, examine the case and complete the following tasks:

• Identify what the student argues in his email and the reasoning and evidence he uses to support his argument.
• Discuss whether you agree with the student’s argument, and supply explanations for your answers.
• Identify possible solutions or strategies that would have prevented the problems discussed in the case study and the benefits that would have been derived from implementing the solutions.
• Present your group’s findings in a brief, informal presentation to the class.

Casey: The Promising Student Who Deflected Responsibility

Casey, a student with an impressive high school transcript, enrolled in an introduction to technical writing course his first semester in college. On the first day of class, the instructor discussed course specifics stated on the syllabus, and Casey noticed that she emphasized the following breakdown of how assignments, daily work/participation, and quiz grades would contribute to the students’ overall grades.

Instructions Assignment                    10%

Report Assignment                             15%

Critical Review Assignment                15%

Researched Argument Assignment    20%

Performance Evaluation Assignment 15%

Daily Work/Participation                   10%

Quizzes                                               15%

Casey also noticed that the instructor had an attendance policy on the syllabus, so he decided that he should attend class regularly to abide by this policy.

  During the semester, the instructor distributed directions for completing the five major course assignments listed above; these sheets provided details about the purpose, audience, genre, writing style, content, design, and referencing format for the assignments. Casey dutifully read through each assignment sheet when he received it and then filed it in his notebook. Although he completed all his course assignments on time, he did not earn grades that he considered acceptable in comparison to the high marks he received on his papers in high school.

When Casey did not receive the final grade he thought he deserved in his introduction to technical writing class, he sent his instructor an email that included the following text.

 I am writing to you about why I deserve an A for my writing class. In my opinion, the requirements for an A should be attendance, on-time submission of assignments, and active participation in class activities.

 Attendance is the most important factor in obtaining an A . Being in class helps with understanding course content—students can ask for clarification during class when they           have doubts about topics covered in class. I think I deserve an A because I attended 27 out of 28 total class meetings during the semester.

On-time submission of assignments is another aspect that I feel I should be graded on.  During the semester, I turned in all my assignments well before deadlines.

The third aspect that I think should be used in determination of my grade is active participation for all in-class activities. My consistent attendance in class indicates that I actively participated in all activities during class time.

After reviewing all the aspects I think are the prerequisites for an A , I feel that I deserve an A for my writing class.

After his instructor replied to the email by suggesting that Casey review the syllabus for further information about how his final grade was calculated, he complained bitterly to his friends about the instructor.

  The university that Casey attended required students to complete end-of-course evaluations at the end of each semester. Upon receiving his final course grade in introduction to technical writing, he gave the instructor a poor review on the evaluation. In the review, he indicated that he oftentimes did not understand assignment requirements and was not sure who to turn to for help.

How will you demonstrate adherence to APA conventions?

To understand how to construct APA in-text citations and references in accordance with established conventions, review the following online modules.

• “APA Refresher: In-Text Citations 7th Edition” (Excelsior Online Writing Lab, 2020a) at https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/
• “APA Refresher: References 7th Edition” (Excelsior Online Writing Lab, 2020b) at https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

How will you relate the case study to points made in the rest of the chapter and in an essay?

Read an essay entitled “So You’ve Got a Writing Assignment. Now What?” (Hinton, 2010) at https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf ; this essay expands upon a number of ideas raised in the current textbook chapter. Afterwards, write a response memo for homework. Address the items listed below in your memo, and cite and reference any outside sources of information that you use.

• Explain how the case study presented in this chapter relates to points made elsewhere in the chapter and in the essay in terms of understanding assignment expectations.
• Explain how this chapter, the case study, and the essay are relevant and useful to your own work in college. Do the texts offer new ways to approach writing assignments? Do they call into question unhelpful beliefs you hold about your own success in writing courses or in college? Do they offer solutions to problems you have encountered in college classes? How might you combine the points made in the texts with helpful practices you already demonstrate?

Consult the “Writing Print Correspondence” chapter of this textbook for guidance when writing and formatting your memo.

Remember to edit, revise, and proofread your document before submitting it to your instructor. The following multipage handout, produced by the Writing and Communication Centre, University of Waterloo (n.d.), may help with these efforts.

https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Active / Passive Voice

Strong, precise verbs are fundamental to clear and engaging academic writing. However, there is a rhetorical choice to be made about whether you are going to highlight the subject that performs the action or the action itself. In active voice , the subject of the sentence performs the action. In passive voice , the subject of the sentence receives the action. Recognizing the differences between active and passive voice, including when each is generally used, is a part of ensuring that your writing meets disciplinary conventions and audience expectations.

Helpful Tip: traditionally, writers in STEM fields have used passive voice because the performer of an action in a scientific document is usually less important than the action itself. In contrast, arts and humanities programs have stressed the importance of active voice. However, these guidelines are fluid, and STEM writers are increasingly using active voice in their writing. When in doubt, consult academic publications in your field and talk to your instructor – doing these things should give you a good sense of what’s expected.

Active voice explained

Active voice emphasizes the performer of the action, and the performer holds the subject position in the sentence. Generally, you should choose active voice unless you have a specific reason to choose passive voice (see below for those instances).

e.g., Participants completed the survey and returned it to the reader.

In the above sentence, the performer of the action (participants) comes before the action itself (completed).

Passive voice explained

Passive voice emphasized the receiver of the action, and the subject of the sentence receives the action. When using passive voice, the performer of the action may or may not be identified later in the sentence.

• e.g. The survey was completed. In the above sentence, the people who performed the action (those who completed the survey) are not mentioned.

Helpful Tip: One popular trick for detecting whether or not your sentence is in passive voice is to add the phrase by zombies after the verb in your sentence; if it makes grammatical sense, your sentence is passive. If not, your sentence is active.  Passive: The trip was taken [by zombies].  Active: Mandy taught the class [by zombies].

When to choose passive voice

Deciding whether or not you should use passive voice depends on a number of factors, including disciplinary conventions, the preferences of your instructor or supervisor, and whether the performer of the action or the action itself is more important. Here are some general guidelines to help you determine when passive voice is appropriate:

• The performer is unknown or irrelevant e.g., The first edition of Freud’s The Interpretation of Dreams was published in 1900.
• The performer is less important than the action e.g., The honey bees were kept in a humidified chamber at room temperature overnight.

The first sentence in the above quotation is active voice (where the performers want to be highlighted).

Helpful Tip: rhetorical choices often have an ethical dimension. For instance, passive voice may be used by people, organizations, or governments to obscure information or avoid taking direct responsibility. If someone says “the money was not invested soundly,” the decision to not identify the performer of the action (“the accountant did not invest the money soundly”) may be a deliberate one. For this reason, it is crucial that we question the choices we make in writing to ensure that our choices results in correct, clear, and appropriate messaging.

Converting passive voice to active voice

If you are proofreading in order to convert passive voice to active voice in your writing, it is helpful to remember that

• Active = performer of action + action
• Passive = action itself (may or may not identify the performer afterwards)

Here are some sample revisions:

• Passive: It is argued that… Active: Smith argues that…
• Passive: A number of results were shown… Active: These results show…
• Passive : Heart disease is considered the leading cause of death in North America. Active: Research points to heart disease as the leading cause of death in North America.

Eberly Center, Teaching Excellence & Educational Innovation, Carnegie Mellon University. (2019). Grading and performance rubrics . https://www.cmu.edu/teaching/designteach/teach/rubrics.html

Excelsior Online Writing Lab. (2020a). APA Refresher: In-Text Citations 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/

Excelsior Online Writing Lab. (2020b). APA Refresher: References 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

Hinton, C.E. (2010). So you’ve got a writing assignment. Now what? In C. Lowe, & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 1, pp. 18-32). Parlor Press. License: License: CC-BY-NC-SA-3.0 . https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf

Learn Higher. (2015). Instruction words in essay questions . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/instruction-words-in-essay-questions/

Learn Higher. (2019). Assessment: Step-by-step . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/assessment-step-by-step/

Writing and Communication Centre, University of Waterloo. (n.d.). Active and passive voice . License: CC-BY-SA 4.0 . https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Mindful Technical Writing Copyright © 2020 by Dawn Atkinson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Like instructions , descriptive technical writing uses a combination of visuals and text to both “show” and “tell” the reader about the information being conveyed. Like more creative descriptions, technical descriptions sometimes draw on the “five senses” and metaphorical comparisons (analogies) to allow the reader to fully conceptualize what is being described. More often, however, they rely on concrete, measurable descriptors.

Technical descriptions can take many forms, depending on purpose and audience. Descriptions can range from a brief sentence, to a paragraph, a whole section of a report, or an entire manual.  Poorly written technical descriptions can cause confusion, waste time, and even result in catastrophe!  Technical product descriptions are often legally required to ensure safety and compliance.  Attention to detail is critical.

Some general categories of technical descriptions include the following:

• Mechanism Descriptions:   provide a detailed overview the physical aspects of a tool, machine or other mechanical device that has moving parts and is designed to perform a specific function. These could be product descriptions for sales or manufacturing, documentation of design specifications, info-graphics,  etc .  This chapter focuses in detail on this kind of description.
• Process Descriptions:   detail a series of events ( natural/biological/ecological, mechanical, social, or psychological phenomenon ) that happen in particular sequence in order to achieve a specific outcome. These can be categorized into  non-instructional  processes (such as a process analyses of how an internal combustion engine works, or natural processes like photosynthesis) and  instructional process (such as recommended/required procedures and explicit step-by-step instructions to be followed—see section on writing instructions for more information).
• Definitions:   clarify the specific meaning, often related to a specific context, or express the essential nature of the terms being defined. These can range in length from a simple clarifying phrase to an extended document of several pages. Definitions will often include detailed descriptions and visuals to illustrate ideas. Click on the link below to view a student PowerPoint presentation on how to write effective definitions for technical purposes. This presentation is included with express permission of the student. [1]

Writing Technical Descriptions

Before you begin to write a technical description, consider carefully how the audience and the purpose of the document will affect what you write. Your sense of your audience will determine not only how technical your vocabulary should be but also how long your sentences and paragraphs should be.

Another audience-related factor is your use of visuals . Less knowledgeable readers may need simple graphics; they might have trouble understanding complicated schematics or charts. As you consider your audience, think about whether any of your readers are from other cultures and might therefore expect different topics, organization, or writing style in the description.

Consider your purpose : What are you trying to accomplish with this description? If you want your readers to understand how a personal computer works, write a general description that applies to several brands and sizes of computers. If you want your readers to understand how a specific computer works, write a description specific to that computer. Your purpose will determine every aspect of the description, including its length, the amount of detail, and the number and type of graphics.

Drafting Effective Descriptions  

There is no single organization or format used for descriptions. Because descriptions are written for different audiences and different purposes, they can take many shapes and forms. However, the following four suggestions will guide you in most situations:

• Indicate clearly the nature and scope of the description
• Introduce the description clearly
• Provide appropriate detail
• End the description with a brief conclusion

Indicate Clearly the Nature and Scope of the Description

If the description is to be a separate document, give it a title. If the description is to be part of a longer document, give it a section heading. In either case, clearly state the subject and indicate whether the description is general or particular. For instance, a general description of an object might be titled “Description of a Minivan,” and a particular description, “Description of the 2015 Honda Odyssey.” A general description of a process might be called “Description of the Process of Designing a New Production Car,” and a particular description, “Description of the Process of Designing the Chevrolet Malibu.”

Introduce the Description Clearly

Start with a general overview: you want to give readers a broad understanding of the object, mechanism, or process. Consider adding a graphic that introduces the overall concept. For example, in describing a process, you might include a flowchart summarizing the steps in the body of the description; in describing an object, such as a bicycle, you might include a photograph or a drawing showing the major components you will describe in detail in the body.

Provide Appropriate Detail

In the body of the description, treat each major part or step as a separate item. In describing an object or a mechanism, define each part and then, if applicable, describe its function, operating principle, and appearance. In discussing the appearance, include shape, dimensions, material, and physical details such as texture and color (if essential). In describing a process, treat each major step as if it were a separate process.

A description can have not only parts or steps but also subparts or substeps. For example, a description of a computer system will include the keyboard as one of its main parts. The description of the keyboard will include the numeric keypad as one of its subparts, and a description of the numeric keypad will include the arrow keys as one of its subparts. The same principle applies in describing processes: if a step has substeps, you need to describe who or what performs each substep.

Conclude the Description

A typical description has a brief conclusion that provides an overall summary of the item. One  common technique for concluding descriptions of some mechanisms and objects is to state briefly how the parts function together. A professional description usually has a brief paragraph summarizing the principal steps or discussing the importance or implications of the process.

Structuring an Item Description

Ask yourself the following questions as you compose your description to help give it a structure:

• What is the item? You might start with a sentence definition. EXAMPLE : “The electron microscope is a type of microscope that uses electrons to create an image of the target. It has much higher magnification power than normal microscopes.”
• What is the function of the item? If the function is not implicit in the sentence definition, state it. EXAMPLE : “Electron microscopes magnify objects that are smaller than the wavelengths of visible light.”
• What does the item look like? Sometimes an object is best pictured with both graphics and words. Include a photograph or drawing if possible. *If you cannot use a graphic, use an analogy or comparison. EXAMPLE : “The USB drive is a plastic- or metal-covered device, about the size of a pack of gum, with a removable cap that covers the type-A USB connection.” Mention the material, texture, color, and other physical characteristics, if relevant.
• How does the item work? In a few sentences, describe how the item works (sometimes objects do not work ; they merely exist). EXAMPLE : “The USB drive is simply inserted into any available USB port on the computer to allow for file transfers between devices.”
• What are the principal parts of the item? Limit your description to the principal parts. A description of a bicycle, for instance, would not mention the dozens of nuts and bolts that hold the mechanism together; it would focus on the chain, gears, pedals, wheels, and frame. EXAMPLE : “The MIG welder has a power switch, a speed selector, a voltage selector, a pressure regulator, a ground clamp, and a standard trigger handle and tip.”

You may find that some of these elements are not necessary; again, consider what your target audience already knows. Strive to strike a balance between unnecessarily stating the obvious and incorrectly assuming your readers have knowledge that they lack.

Once you have your purpose and audience clearly in focus, draft a technical description that includes the following elements:

• Definition : What is it, and what is its main purpose?
• Overview : Describe the mechanism’s overall appearance (“big picture”).
• Components : Describe the main component parts in labeled sections; consider the order of information carefully here. Create a logical connection between each component described.
• Explanation:  how do the parts work together to fulfill its function? What key principles govern its functioning? Consider how much detail is necessary here for your intended audience.
• Visuals:  include graphics that clearly illustrate the mechanism and/or its parts. Show the device as a whole; consider showing specific details in expanded views, cut-aways, or labeled diagrams. You may even embed or link to videos showing the device in action.
• Conclusion : depending on the purpose, you might review product’s history, availability, manufacturing, costs, warnings,  etc .)
• References : Sources you have used in your description, or additional sources of information available (if relevant).

Revising Technical Descriptions  

In refining the details of your description and its component parts, consider the following:

• Top to bottom (or foundation upward)
• Left to right (or right to left)
• Inside to outside (or outside to inside)
• Most important to least important features
• Central component to peripherals
• Material properties, etc.
• Use correct terminology – define terms as necessary for your audience
• Use analogy to describe an unfamiliar thing in terms of a familiar thing
• Use objective language – no “ad speak” or subjective terms
• Use present tense, active verbs to describe how the device appears and what it does
• Use words that create vivid and specific pictures in the reader’s mind.

Here’s an example of a student’s technical description assignment for explaining GPS.

Additional Resources

• “ Technical Description ” Online Technical Writing
• “ Technical Definition and Description ” Penn State University, Technical Writing, Fall 2013

Technical Writing at LBCC - Maker's Space Edition Copyright © 2020 by Dio Morales is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

• Cambridge Dictionary +Plus

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
• join duty idiom

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

assignment | American Dictionary

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

These are words often used in combination with assignment .

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scientific methods of solving crimes, that involve examining objects or substances related to a crime

Treasure troves and endless supplies (Words and phrases meaning ‘source’)

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• Academic writing

What Is Academic Writing? | Dos and Don’ts for Students

Academic writing is a formal style of writing used in universities and scholarly publications. You’ll encounter it in journal articles and books on academic topics, and you’ll be expected to write your essays , research papers , and dissertation in academic style.

Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style.

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Table of contents

Types of academic writing, academic writing is…, academic writing is not…, useful tools for academic writing, academic writing checklist.

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Different fields of study have different priorities in terms of the writing they produce. For example, in scientific writing it’s crucial to clearly and accurately report methods and results; in the humanities, the focus is on constructing convincing arguments through the use of textual evidence. However, most academic writing shares certain key principles intended to help convey information as effectively as possible.

Whether your goal is to pass your degree, apply to graduate school , or build an academic career, effective writing is an essential skill.

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Formal and unbiased

Academic writing aims to convey information in an impartial way. The goal is to base arguments on the evidence under consideration, not the author’s preconceptions. All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the results of your own research fairly and accurately. This means clearly outlining your methodology  and being honest about the limitations of your research.

The formal style used in academic writing ensures that research is presented consistently across different texts, so that studies can be objectively assessed and compared with other research.

Because of this, it’s important to strike the right tone with your language choices. Avoid informal language , including slang, contractions , clichés, and conversational phrases:

• Also , a lot of the findings are a little unreliable.
• Moreover , many of the findings are somewhat unreliable.

Clear and precise

It’s important to use clear and precise language to ensure that your reader knows exactly what you mean. This means being as specific as possible and avoiding vague language :

• People have been interested in this thing for a long time .
• Researchers have been interested in this phenomenon for at least 10 years .

Avoid hedging your claims with words like “perhaps,” as this can give the impression that you lack confidence in your arguments. Reflect on your word choice to ensure it accurately and directly conveys your meaning:

• This could perhaps suggest that…
• This suggests that…

Specialist language or jargon is common and often necessary in academic writing, which generally targets an audience of other academics in related fields.

However, jargon should be used to make your writing more concise and accurate, not to make it more complicated. A specialist term should be used when:

• It conveys information more precisely than a comparable non-specialist term.
• Your reader is likely to be familiar with the term.
• The term is commonly used by other researchers in your field.

The best way to familiarize yourself with the kind of jargon used in your field is to read papers by other researchers and pay attention to their language.

Focused and well structured

An academic text is not just a collection of ideas about a topic—it needs to have a clear purpose. Start with a relevant research question or thesis statement , and use it to develop a focused argument. Only include information that is relevant to your overall purpose.

A coherent structure is crucial to organize your ideas. Pay attention to structure at three levels: the structure of the whole text, paragraph structure, and sentence structure.

Well sourced

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

It’s important to consider which sources are credible and appropriate to use in academic writing. For example, citing Wikipedia is typically discouraged. Don’t rely on websites for information; instead, use academic databases and your university library to find credible sources.

You must always cite your sources in academic writing. This means acknowledging whenever you quote or paraphrase someone else’s work by including a citation in the text and a reference list at the end.

There are many different citation styles with different rules. The most common styles are APA , MLA , and Chicago . Make sure to consistently follow whatever style your institution requires. If you don’t cite correctly, you may get in trouble for plagiarism . A good plagiarism checker can help you catch any issues before it’s too late.

You can easily create accurate citations in APA or MLA style using our Citation Generators.

APA Citation Generator MLA Citation Generator

Correct and consistent

As well as following the rules of grammar, punctuation, and citation, it’s important to consistently apply stylistic conventions regarding:

• How to write numbers
• Introducing abbreviations
• Using verb tenses in different sections
• Capitalization of terms and headings
• Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose between—the most important thing is to apply the same rules consistently and to carefully proofread your text before you submit. If you don’t feel confident in your own proofreading abilities, you can get help from Scribbr’s professional proofreading services or Grammar Checker .

Academic writing generally tries to avoid being too personal. Information about the author may come in at some points—for example in the acknowledgements or in a personal reflection—but for the most part the text should focus on the research itself.

Always avoid addressing the reader directly with the second-person pronoun “you.” Use the impersonal pronoun “one” or an alternate phrasing instead for generalizations:

• As a teacher, you must treat your students fairly.
• As a teacher, one must treat one’s students fairly.
• Teachers must treat their students fairly.

The use of the first-person pronoun “I” used to be similarly discouraged in academic writing, but it is increasingly accepted in many fields. If you’re unsure whether to use the first person, pay attention to conventions in your field or ask your instructor.

When you refer to yourself, it should be for good reason. You can position yourself and describe what you did during the research, but avoid arbitrarily inserting your personal thoughts and feelings:

• In my opinion…
• I think that…
• I like/dislike…
• I conducted interviews with…
• I argue that…
• I hope to achieve…

Long-winded

Many students think their writing isn’t academic unless it’s over-complicated and long-winded. This isn’t a good approach—instead, aim to be as concise and direct as possible.

If a term can be cut or replaced with a more straightforward one without affecting your meaning, it should be. Avoid redundant phrasings in your text, and try replacing phrasal verbs with their one-word equivalents where possible:

• Interest in this phenomenon carried on in the year 2018 .
• Interest in this phenomenon continued in 2018 .

Repetition is a part of academic writing—for example, summarizing earlier information in the conclusion—but it’s important to avoid unnecessary repetition. Make sure that none of your sentences are repeating a point you’ve already made in different words.

Emotive and grandiose

An academic text is not the same thing as a literary, journalistic, or marketing text. Though you’re still trying to be persuasive, a lot of techniques from these styles are not appropriate in an academic context. Specifically, you should avoid appeals to emotion and inflated claims.

Though you may be writing about a topic that’s sensitive or important to you, the point of academic writing is to clearly communicate ideas, information, and arguments, not to inspire an emotional response. Avoid using emotive or subjective language :

• This horrible tragedy was obviously one of the worst catastrophes in construction history.
• The injury and mortality rates of this accident were among the highest in construction history.

Students are sometimes tempted to make the case for their topic with exaggerated , unsupported claims and flowery language. Stick to specific, grounded arguments that you can support with evidence, and don’t overstate your point:

• Charles Dickens is the greatest writer of the Victorian period, and his influence on all subsequent literature is enormous.
• Charles Dickens is one of the best-known writers of the Victorian period and has had a significant influence on the development of the English novel.

There are a a lot of writing tools that will make your writing process faster and easier. We’ll highlight three of them below.

Paraphrasing tool

AI writing tools like ChatGPT and a paraphrasing tool can help you rewrite text so that your ideas are clearer, you don’t repeat yourself, and your writing has a consistent tone.

They can also help you write more clearly about sources without having to quote them directly. Be warned, though: it’s still crucial to give credit to all sources in the right way to prevent plagiarism .

Grammar checker

Writing tools that scan your text for punctuation, spelling, and grammar mistakes. When it detects a mistake the grammar checke r will give instant feedback and suggest corrections. Helping you write clearly and avoid common mistakes .

You can use a summarizer if you want to condense text into its most important and useful ideas. With a summarizer tool, you can make it easier to understand complicated sources. You can also use the tool to make your research question clearer and summarize your main argument.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

Use the checklist below to assess whether you have followed the rules of effective academic writing.

• Checklist: Academic writing

I avoid informal terms and contractions .

I avoid second-person pronouns (“you”).

I avoid emotive or exaggerated language.

I avoid redundant words and phrases.

I avoid unnecessary jargon and define terms where needed.

I present information as precisely and accurately as possible.

I use appropriate transitions to show the connections between my ideas.

My text is logically organized using paragraphs .

Each paragraph is focused on a single idea, expressed in a clear topic sentence .

Every part of the text relates to my central thesis or research question .

I support my claims with evidence.

I use the appropriate verb tenses in each section.

I consistently use either UK or US English .

I format numbers consistently.

I cite my sources using a consistent citation style .

Your text follows the most important rules of academic style. Make sure it's perfect with the help of a Scribbr editor!

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• Options and Derivatives
• Strategy & Education

Assignment: Definition in Finance, How It Works, and Examples

Adam Hayes, Ph.D., CFA, is a financial writer with 15+ years Wall Street experience as a derivatives trader. Besides his extensive derivative trading expertise, Adam is an expert in economics and behavioral finance. Adam received his master's in economics from The New School for Social Research and his Ph.D. from the University of Wisconsin-Madison in sociology. He is a CFA charterholder as well as holding FINRA Series 7, 55 & 63 licenses. He currently researches and teaches economic sociology and the social studies of finance at the Hebrew University in Jerusalem.

Yarilet Perez is an experienced multimedia journalist and fact-checker with a Master of Science in Journalism. She has worked in multiple cities covering breaking news, politics, education, and more. Her expertise is in personal finance and investing, and real estate.

What Is an Assignment?

Assignment most often refers to one of two definitions in the financial world:

• The transfer of an individual's rights or property to another person or business. This concept exists in a variety of business transactions and is often spelled out contractually.
• In trading, assignment occurs when an option contract is exercised. The owner of the contract exercises the contract and assigns the option writer to an obligation to complete the requirements of the contract.

Key Takeaways

• Assignment is a transfer of rights or property from one party to another.
• Options assignments occur when option buyers exercise their rights to a position in a security.
• Other examples of assignments can be found in wages, mortgages, and leases.

Uses For Assignments

Assignment refers to the transfer of some or all property rights and obligations associated with an asset, property, contract, or other asset of value. to another entity through a written agreement.

Assignment rights happen every day in many different situations. A payee, like a utility or a merchant, assigns the right to collect payment from a written check to a bank. A merchant can assign the funds from a line of credit to a manufacturing third party that makes a product that the merchant will eventually sell. A trademark owner can transfer, sell, or give another person interest in the trademark or logo. A homeowner who sells their house assigns the deed to the new buyer.

To be effective, an assignment must involve parties with legal capacity, consideration, consent, and legality of the object.

A wage assignment is a forced payment of an obligation by automatic withholding from an employee’s pay. Courts issue wage assignments for people late with child or spousal support, taxes, loans, or other obligations. Money is automatically subtracted from a worker's paycheck without consent if they have a history of nonpayment. For example, a person delinquent on $100 monthly loan payments has a wage assignment deducting the money from their paycheck and sent to the lender. Wage assignments are helpful in paying back long-term debts.

Another instance can be found in a mortgage assignment. This is where a mortgage deed gives a lender interest in a mortgaged property in return for payments received. Lenders often sell mortgages to third parties, such as other lenders. A mortgage assignment document clarifies the assignment of contract and instructs the borrower in making future mortgage payments, and potentially modifies the mortgage terms.

A final example involves a lease assignment. This benefits a relocating tenant wanting to end a lease early or a landlord looking for rent payments to pay creditors. Once the new tenant signs the lease, taking over responsibility for rent payments and other obligations, the previous tenant is released from those responsibilities. In a separate lease assignment, a landlord agrees to pay a creditor through an assignment of rent due under rental property leases. The agreement is used to pay a mortgage lender if the landlord defaults on the loan or files for bankruptcy . Any rental income would then be paid directly to the lender.

Options Assignment

Options can be assigned when a buyer decides to exercise their right to buy (or sell) stock at a particular strike price . The corresponding seller of the option is not determined when a buyer opens an option trade, but only at the time that an option holder decides to exercise their right to buy stock. So an option seller with open positions is matched with the exercising buyer via automated lottery. The randomly selected seller is then assigned to fulfill the buyer's rights. This is known as an option assignment.

Once assigned, the writer (seller) of the option will have the obligation to sell (if a call option ) or buy (if a put option ) the designated number of shares of stock at the agreed-upon price (the strike price). For instance, if the writer sold calls they would be obligated to sell the stock, and the process is often referred to as having the stock called away . For puts, the buyer of the option sells stock (puts stock shares) to the writer in the form of a short-sold position.

Suppose a trader owns 100 call options on company ABC's stock with a strike price of $10 per share. The stock is now trading at $30 and ABC is due to pay a dividend shortly. As a result, the trader exercises the options early and receives 10,000 shares of ABC paid at $10. At the same time, the other side of the long call (the short call) is assigned the contract and must deliver the shares to the long.

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