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What is Medicare assignment and how does it work?

Kimberly Lankford,

​Because Medicare decides how much to pay providers for covered services, if the provider agrees to the Medicare-approved amount, even if it is less than they usually charge, they’re accepting assignment.

A doctor who accepts assignment agrees to charge you no more than the amount Medicare has approved for that service. By comparison, a doctor who participates in Medicare but doesn’t accept assignment can potentially charge you up to 15 percent more than the Medicare-approved amount.

That’s why it’s important to ask if a provider accepts assignment before you receive care, even if they accept Medicare patients. If a doctor doesn’t accept assignment, you will pay more for that physician’s services compared with one who does.

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How much do I pay if my doctor accepts assignment?

If your doctor accepts assignment, you will usually pay 20 percent of the Medicare-approved amount for the service, called coinsurance, after you’ve paid the annual deductible. Because Medicare Part B covers doctor and outpatient services, your $240 deductible for Part B in 2024 applies before most coverage begins.

All providers who accept assignment must submit claims directly to Medicare, which pays 80 percent of the approved cost for the service and will bill you the remaining 20 percent. You can get some preventive services and screenings, such as mammograms and colonoscopies , without paying a deductible or coinsurance if the provider accepts assignment. 

What if my doctor doesn’t accept assignment?

A doctor who takes Medicare but doesn’t accept assignment can still treat Medicare patients but won’t always accept the Medicare-approved amount as payment in full.

This means they can charge you up to a maximum of 15 percent more than Medicare pays for the service you receive, called “balance billing.” In this case, you’re responsible for the additional charge, plus the regular 20 percent coinsurance, as your share of the cost.

How to cover the extra cost? If you have a Medicare supplement policy , better known as Medigap, it may cover the extra 15 percent, called Medicare Part B excess charges.

All Medigap policies cover Part B’s 20 percent coinsurance in full or in part. The F and G policies cover the 15 percent excess charges from doctors who don’t accept assignment, but Plan F is no longer available to new enrollees, only those eligible for Medicare before Jan. 1, 2020, even if they haven’t enrolled in Medicare yet. However, anyone who is enrolled in original Medicare can apply for Plan G.

Remember that Medigap policies only cover excess charges for doctors who accept Medicare but don’t accept assignment, and they won’t cover costs for doctors who opt out of Medicare entirely.

Good to know. A few states limit the amount of excess fees a doctor can charge Medicare patients. For example, Massachusetts and Ohio prohibit balance billing, requiring doctors who accept Medicare to take the Medicare-approved amount. New York limits excess charges to 5 percent over the Medicare-approved amount for most services, rather than 15 percent.

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How do I find doctors who accept assignment?

Before you start working with a new doctor, ask whether he or she accepts assignment. About 98 percent of providers billing Medicare are participating providers, which means they accept assignment on all Medicare claims, according to KFF.

You can get help finding doctors and other providers in your area who accept assignment by zip code using Medicare’s Physician Compare tool .

Those who accept assignment have this note under the name: “Charges the Medicare-approved amount (so you pay less out of pocket).” However, not all doctors who accept assignment are accepting new Medicare patients.

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What does it mean if a doctor opts out of Medicare?

Doctors who opt out of Medicare can’t bill Medicare for services you receive. They also aren’t bound by Medicare’s limitations on charges.

In this case, you enter into a private contract with the provider and agree to pay the full bill. Be aware that neither Medicare nor your Medigap plan will reimburse you for these charges.

In 2023, only 1 percent of physicians who aren’t pediatricians opted out of the Medicare program, according to KFF. The percentage is larger for some specialties — 7.7 percent of psychiatrists and 4.2 percent of plastic and reconstructive surgeons have opted out of Medicare.

Keep in mind

These rules apply to original Medicare. Other factors determine costs if you choose to get coverage through a private Medicare Advantage plan . Most Medicare Advantage plans have provider networks, and they may charge more or not cover services from out-of-network providers.

Before choosing a Medicare Advantage plan, find out whether your chosen doctor or provider is covered and identify how much you’ll pay. You can use the Medicare Plan Finder to compare the Medicare Advantage plans and their out-of-pocket costs in your area.

Return to Medicare Q&A main page

Kimberly Lankford is a contributing writer who covers Medicare and personal finance. She wrote about insurance, Medicare, retirement and taxes for more than 20 years at  Kiplinger’s Personal Finance  and has written for  The Washington Post  and  Boston Globe . She received the personal finance Best in Business award from the Society of American Business Editors and Writers and the New York State Society of CPAs’ excellence in financial journalism award for her guide to Medicare.

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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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Assignment Juggling Mastery: Strategies to Efficiently Navigate and Excel When Facing a Pile-Up of Academic Tasks.

When faced with a heavy workload of assignments, effective planning and execution are key to success. Managing multiple assignments requires strategic prioritization, efficient time management, and a structured approach to ensure quality and timely completion. This guide explores practical steps to tackle numerous tasks: from breaking down assignments into manageable parts and creating a schedule, to staying organized and minimizing distractions. By implementing these strategies, students can enhance productivity, reduce stress, and achieve academic goals effectively. Balancing thoroughness with efficiency, this approach fosters not only completion but also mastery of content, empowering students to excel amidst demanding academic schedules.

Strategic Implementation for Enhanced Productivity and Academic Success

Implementing these strategies enhances productivity, reduces stress, and achieves academic goals effectively. Balancing thoroughness with efficiency fosters both completion and content mastery, empowering students to excel amidst demanding academic schedules.

1. Prioritize Your Assignments:

- Start by identifying which assignments are due. Prioritize them based on deadlines. Consider factors like the complexity of the assignment, the amount of research required, and your familiarity with the topic.

2. Break Down Each Assignment:

- Divide each assignment into smaller, manageable tasks. It could include researching, outlining, writing, revising, and proofreading. Breaking down assignments into smaller steps makes them less intimidating.

3. Create a Schedule:

- Develop a detailed schedule or to-do list that outlines when you'll work on each assignment. Allocate specific time slots for research, writing, and editing. Be realistic about the time needed for each task.

4. Set Goals:

- Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated.

5. Minimize Distractions:

- Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.

6. Use Time Management Techniques:

- Techniques like the Pomodoro Technique (working in focused intervals with short breaks) can improve productivity and prevent burnout.

7. Start Early:

- Begin working on assignments as soon as they are assigned. Procrastination can lead to stress and lower-quality work.

8. Utilize Resources:

- If you encounter challenges with a particular assignment, seek help from professors, or you can opt for platforms offering Assignment Help USA . Don't hesitate to ask questions when you're unsure about a task.

9. Stay Organized:

- Keep all your assignment-related materials well-organized, including research notes, outlines, and drafts. Use digital tools or physical folders to manage your resources.

10. Avoid Multitasking:

- Focus on one assignment at a time. Multitasking can reduce the quality of your work and increase stress levels.

11. Take Breaks:

- Allocate short breaks between tasks to recharge your mind. Use this time to stretch, walk, or do something enjoyable to prevent burnout.

12. Stay Healthy:

- Maintain a balanced diet, exercise regularly, and get enough sleep. Physical and mental well-being are crucial for effective time management and productivity.

13. Review and Revise:

- After completing an assignment, take the time to review and revise your work. Check for errors and improve the overall quality of your assignment.

14. Seek Extensions if Necessary:

- If you encounter unexpected challenges or circumstances that hinder your ability to complete an assignment on time, consider requesting an extension from your professor. Be sure to provide valid reason/reasons and request it before the deadlines mentioned in the instructions.

15. Celebrate Your Achievements:

- Acknowledge your accomplishments along the way. Reward yourself for meeting milestones and completing assignments. Positive reinforcement can boost motivation.

You must remember that effective time management and organization are crucial to completing multiple assignments successfully. Following these steps and maintaining a proactive approach to your coursework can reduce stress and produce high-quality work within your deadlines.

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Medicare Assignment

Home / Medicare 101 / Medicare Costs / Medicare Assignment

Summary: If a provider accepts Medicare assignment, they accept the Medicare-approved amount for a covered service. Though most providers accept assignment, not all do. In this article, we’ll explain the differences between participating, non-participating, and opt-out providers. You’ll also learn how to find physicians in your area who accept Medicare assignment. Estimated Read Time: 5 min

What is Medicare Assignment

Medicare assignment is an agreement by your doctor or other healthcare providers to accept the Medicare-approved amount as the full cost for a covered service. Providers who “accept assignment” bill Medicare directly for Part B-covered services and cannot charge you more than the applicable deductible and coinsurance.

Most healthcare providers who opt-in to Medicare accept assignment. In fact, CMS reported in its Medicare Participation for Calendar Year 2024 announcement that 98 percent of Medicare providers accepted assignment in 2023.

Providers who accept Medicare are divided into two groups: Participating providers and non-participating providers. Providers can decide annually whether they want to participate in Medicare assignment, or if they want to be non-participating.

Providers who do not accept Medicare Assignment can charge up to 15% above the Medicare-approved cost for a service. If this is the case, you will be responsible for the entire amount (up to 15%) above what Medicare covers.

Below, we’ll take a closer look at participating, non-participating, and opt-out physicians.

Medicare Participating Providers: Providers Who Accept Medicare Assignment

Healthcare providers who accept Medicare assignment are known as “participating providers”. To participate in Medicare assignment, a provider must enter an agreement with Medicare called the Participating Physician or Supplier Agreement. When a provider signs this agreement, they agree to accept the Medicare-approved charge as the full charge of the service. They cannot charge the beneficiary more than the applicable deductible and coinsurance for covered services.

Each year, providers can decide whether they want to be a participating or non-participating provider. Participating in Medicare assignment is not only beneficial to patients, but to providers as well. Participating providers get paid by Medicare directly, and when a participating provider bills Medicare, Medicare will automatically forward the claim information to Medicare Supplement insurers. This makes the billing process much easier on the provider’s end.

Medicare Non-Participating Providers: Providers Who Don’t Accept Assignment

Healthcare providers who are “non-participating” providers do not agree to accept assignment and can charge up to 15% over the Medicare-approved amount for a service. Non-participating Medicare providers still accept Medicare patients. However they have not agreed to accept the Medicare-approved cost as the full cost for their service.

Doctors who do not sign an assignment agreement with Medicare can still choose to accept assignment on a case-by-case basis. When non-participating providers do add on excess charges , they cannot charge more than 15% over the Medicare-approved amount. It’s worth noting that providers do not have to charge the maximum 15%; they may only charge 5% or 10% over the Medicare-approved amount.

When you receive a Medicare-covered service at a non-participating provider, you may need to pay the full amount at the time of your service; a claim will need to be submitted to Medicare for you to be reimbursed. Prior to receiving care, your provider should give you an Advanced Beneficiary Notice (ABN) to read and sign. This notice will detail the services you are receiving and their costs.

Non-participating providers should include a CMS-approved unassigned claim statement in the additional information section of your Advanced Beneficiary Notice. This statement will read:

“This supplier doesn’t accept payment from Medicare for the item(s) listed in the table above. If I checked Option 1 above, I am responsible for paying the supplier’s charge for the item(s) directly to the supplier. If Medicare does pay, Medicare will pay me the Medicare-approved amount for the item(s), and this payment to me may be less than the supplier’s charge.”

This statement basically summarizes how excess charges work: Medicare will pay the Medicare-approved amount, but you may end up paying more than that.

Your provider should submit a claim to Medicare for any covered services, however, if they refuse to submit a claim, you can do so yourself by using CMS form 1490S .

Opt-Out Providers: What You Need to Know

Opt-out providers are different than non-participating providers because they completely opt out of Medicare. What does this mean for you? If you receive supplies or services from a provider who opted out of Medicare, Medicare will not pay for any of it (except for emergencies).

Physicians who opt-out of Medicare are even harder to find than non-participating providers. According to a report by KFF.org, only 1.1% of physicians opted out of Medicare in 2023. Of those who opted out, most are physicians in specialty fields such as psychiatry, plastic and reconstructive surgery, and neurology.

How to Find A Doctor Who Accepts Medicare Assignment

Finding a doctor who accepts Medicare patients and accepts Medicare assignment is generally easier than finding a provider who doesn’t accept assignment. As we mentioned above, of all the providers who accept Medicare patients, 98 percent accept assignment.

The easiest way to find a doctor or healthcare provider who accepts Medicare assignment is by visiting Medicare.gov and using their Compare Care Near You tool . When you search for providers in your area, the Care Compare tool will let you know whether a provider is a participating or non-participating provider.

If a provider is part of a group practice that involves multiple providers, then all providers in that group must have the same participation status. As an example, we have three doctors, Dr. Smith, Dr. Jones, and Dr. Shoemaker, who are all part of a group practice called “Health Care LLC”. The group decides to accept Medicare assignment and become a participating provider. Dr. Smith decides he does not want to accept assignment, however, because he is part of the “Health Care LLC” group, he must remain a participating provider.

Using Medicare’s Care Compare tool, you can select a group practice and see their participation status. You can then view all providers who are part of that group. This makes finding doctors who accept assignment even easier.

To ensure you don’t end up paying more out-of-pocket costs than you anticipated, it’s always a good idea to check with your provider if they are a participating Medicare provider. If you have questions regarding Medicare assignment or are having trouble determining whether a provider is a participating provider, you can contact Medicare directly at 1-800-633-4227. If you have questions about excess charges or other Medicare costs and would like to speak with a licensed insurance agent, you can contact us at the number above.

Announcement About Medicare Participation for Calendar Year 2024, Centers for Medicare & Medicaid Services. Accessed January 2024

https://www.cms.gov/files/document/medicare-participation-announcement.pdf

Annual Medicare Participation Announcement, CMS.gov. Accessed January 2024

https://www.cms.gov/medicare-participation

Does Your Provider Accept Medicare as Full Payment? Medicare.gov. Accessed January 2024

https://www.medicare.gov/basics/costs/medicare-costs/provider-accept-Medicare

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Determining the APPropriate Length of an Assignment

I was creating a vocabulary-building exercise for my university students, for which they would listen to a LeVar Burton Reads podcast (he picks and masterfully narrates stories) episode of my choice. The students would be limited to a select number of unfamiliar words and then do the following for each word: 1) Write the definition in their own words 2) Write the sentence they heard the word in 3) Find another sentence online using the same word 4) Use the word in a sentence they create The only question left was the “select number.” That is, how many words would be appropriate for a 1-hour podcast episode for this set of students? I originally set the number at 10 because I wanted to make the assignment “long enough.” I didn’t want them to just breeze past this assignment in a few minutes and move on, unaffected. However, I ultimately decided to cut it down to 5 words, because making an assignment long for the sake of being long does not make it effective .

The three areas that had a big impact on this shift in my thinking were alignment, purpose, and parameters (APP).

A lignment: How does it align with the aims of the course?

I am teaching a reading and writing course to 21 high-intermediate level sophomores at a Japanese university. Vocabulary building is one of the tasks required by the course curriculum for assessment. It was originally called “vocabulary journal” but I and several other teachers requested the change to allow for more flexibility. My students want to improve their TOEIC scores and study abroad, and thus would benefit very much from increased vocabulary. I also wanted vocabulary building to be a clearly distinct exercise from the extensive reading they were already doing. A colleague of mine mentioned using LeVar Burton Reads with our students. I was already interested in podcasts and audiobooks and figured that listening to stories would be a refreshing change of pace from reading them on a screen. They would hear a voice other than mine or my partner teacher’s. They could hear the pronunciation of words new and familiar to them. LeVar Burton is an advocate and lover of reading, so who better to have read to my students?

P urpose: What is the purpose of this assignment?

Building is active. In order for them to actively build vocabulary, this assignment has three parts: meaning (#1), context (#2 and #3), and application (#4). For meaning, I don’t simply want them to copy a definition from the dictionary: I want them to use the vocabulary they currently possess to demonstrate their understanding of the meaning. Next, I don’t want them to study a word in isolation—they need to consider the context they originally heard it in. Because they are listening only, I ask them to get the sentence as closely as they can (I show them the original later). To help with this, I was intentional with the online audio player I chose. They could not only rewind or fast forward 15 seconds, but they could also move the cursor along the audio range slider to the exact point that they want. If they end up hearing a different word than what was originally said and still complete the tasks successfully, they still get credit for it. From there, context building continues with them looking for another usage of the word online. Finally, they make their own sentences to apply what they’ve learned. The aim is for the students to develop comfort with their words, to come upon them somewhere else at a later time and not have to grab the dictionary. Equally as important, I don’t want enjoyment of the story (and the narration of it) to get lost in doing tasks that are too time-consuming.

P arameters: What are the factors I am working with? Vocabulary building is assigned once a month, and I give the students 3 to 4 weeks to complete it. Considering that for my class alone they have monthly extensive reading, biweekly extensive writing, quizzes, and projects, I believe this is fair. This frequency takes some of the pressure off and, hopefully, allows them to set aside time to actually build vocabulary. After all, I’d rather my students have a solid knowledge of 5 words than an okay knowledge of 10. Results from the first vocabulary building assignment showed that a few students struggled to fully grasp the meaning of 1 of their words, a problem that would have surely multiplied had the assignment been longer. I originally didn’t want students to breeze past the assignment, but the truth is that the best of assignments can and do get rushed through usually (but not only) because students wait until the last minute to do them. If I am providing a reasonable amount of time, then the missed benefits are related to their own actions.

Further Considerations

One consideration is how to further solidify the students’ knowledge of these words. After all, repeated exposure is how we learn. Currently, I am considering an end-of-semester assignment or incorporating it into the required summer project. Another consideration is adjusting the number of words depending on the length of each episode. Their second vocabulary building assignment is with a 30-minute episode, but I decided to keep the number the same to see how that works.

Your context is different from mine, but these questions still apply. I teach other courses with different sets of students, and I use them for those as well. Of course you also need to consider your learners, their needs, their levels (to name a few!), and adjust accordingly. You also have to consider your own beliefs and experiences: I know what it’s like trying to navigate in a second language (Japanese), and that also informs my decisions. 

There’s no set length that’s going to work perfectly for every learner. It’s helpful to be flexible and open to change as well, as even previously successful tasks may require tweaking. However, APP can help you get closer to determining what works for you right now.

Author’s Biography: Monique Bloomfield is a New York City native who graduated from The New School’s MA TESOL program in 2016. She is currently a Global Teaching Fellow at Tokyo International University. You can find her on LinkedIn .

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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 30 Aug. 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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How to Ace Your College Assignments

College can be tough. You’re juggling classes, homework, a social life, and maybe a job on the side. It’s no wonder that sometimes your college assignments don’t get the attention they deserve. But did you know that there are tricks to acing your college assignments? Here are some tips and strategies that will help you get better grades in school!

For many students, college is a big learning curve. It’s a time in your life that involves a lot of change and getting used to many new things. When it comes to college assignments, many students find that things work differently from when they were in high school. The format and types of assessments are different, the criteria for passing can feel unfamiliar, and of course, the level of learning is a step up from high school too.

But getting good grades has a direct impact on your success at college, so it’s important to do as well as you can. So what can you do to get to grips with college assignments so you ace them? Here are some tips.

Read The Instructions

Start by reading the assignment instructions carefully. This may seem obvious, but it’s important to make sure you understand what the task is and what your lecturer or professor is looking for. If you’re unsure about anything, ask for clarification from your instructor. They are there to help you, so you should never feel unsure about going to ask for clarification, or for a little extra direction. You could even ask them what they’re looking for in order to give good grades. For example, is it more about research, or a good writing style? Any tips you can glean from the people marking your assignments will help.

Use Past Papers And Study Materials

When you have a better understanding of what’s required, it can be helpful to use past papers and college study materials to give yourself an idea of the sort of thing that might be expected. Study materials can also give you an idea of the level of detail required and the standard expected by your college. If you’re not sure where to find these things, ask your instructor or librarian for help. Getting hold of some of these past materials will help to give you a framework for your learning, understand the types of assignments your college sets, and what success looks like to them.

Create A Plan And Work Schedule

Once you have a good understanding of the task at hand and what’s expected of you, it’s time to create a plan. This should be a detailed document that outlines everything you need to do in order to complete the assignment to a high standard. Your plan should include a timeline and deadlines for each task, as well as what resources you’ll need and any other information that will help you to complete the assignment.

Work In Short Bursts

One of the best pieces of advice for college students is to work in short bursts . This means setting a timer for a certain amount of time and working on the task at hand for that amount of time, before taking a break. This method is often recommended for students because it’s a more effective way of working than trying to power through for hours on end. It’s also a lot easier to stay focused when you’re working in short bursts. When you take a break, make sure you get up and move around, have a snack, or do something to take your mind off of your work so you can come back refreshed and ready to focus again.

Take Regular Breaks

It’s important to take regular breaks when you’re working on an assignment. This will help to keep you from getting too bogged down in the task and will allow you to come back to it with fresh eyes. When you’re taking a break, make sure you get up and move around, have a snack, or do something to take your mind off of your work so you can come back refreshed and ready to focus again.

Set A Deadline For Yourself

As well as any deadlines set by your instructor, it can be helpful to set a deadline for yourself. This should be a date or time by which you will have completed the assignment. Having a personal deadline will help to keep you on track and motivated to get the work done.

Don’t Leave It To The Last Minute

One of the worst things you can do is leave your college assignment to the last minute. This will only lead to stress and will likely result in a rushed and poorly done piece of work. If you start the assignment early, you’ll have more time to do it properly and you’ll be less likely to make mistakes. It will also give you time to deal with any unexpected circumstances, such as some additional research you decide you need to do, or dealing with a cold that leaves you feeling under the weather for a few days.

Start With The Easy Stuff

When you’re starting an assignment, it can be helpful to start with the easy stuff. This will help to get you into the flow of working on the task and will give you a sense of accomplishment. Once you’ve completed the easy stuff, you can move on to the more challenging tasks. This will help you to stay focused and motivated, and will make the whole process less daunting.

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How strict should you be? A guide to assignment due dates.

Be consistent in your approach to deadline flexibility, whether you never accept late work or are always willing to make an exception..

Colleges typically require instructors to include a calendar of assignment due dates in every course syllabus. But most syllabi also include a disclaimer that assignment deadlines are subject to change.  

So, how flexible should deadlines really be in a college course? 

Be Flexible, or be Rigid, but Always be Consistent 

Be consistent in your approach to deadline flexibility, whether you never accept late work or are always willing to make an exception. Nothing irritates strong students more than their instructor announcing, “Since so many of you asked for more time on the assignment that was due today, I’m extending its deadline to next week.”  

Syllabi should always include a clearly stated policy about the circumstances under which late work might be accepted, if at all.  

But should this policy be applied equally to low-stakes and high-stakes assignments? 

Low-Stakes Assessments  

If a course has many low-stakes assessments, like quizzes or homework problems, those assignments are usually due on the same day each week.  

For example, if class meets on Tuesdays and Thursdays, there might a reading quiz due every Monday, to ensure that students are prepared for the week’s in-class discussions, and a homework problem due every Friday, to verify understanding of the week’s concepts. 

Here are three solid approaches to deadline flexibility for low-stakes assessments: 

1. Not flexible: Late work is never accepted  

If a student misses a deadline, they receive zero points on that assignment. 

This approach works best in courses that have many low-stakes assignments, such as reading quizzes on every textbook chapter, where missing one or two deadlines will not jeopardize a student’s understanding of the core concepts nor greatly impact their final letter grade. 

2. Somewhat flexible: Late work is accepted, at a penalty  

If a student misses a deadline, they can submit the assignment late, but their score will be penalized a specified amount (e.g. -5 points). 

This approach works best in courses where content acquisition is scaffolded such that missing one assignment will negatively impact a student’s understanding of core concepts and successful completion of future assignments. In this case, students who miss deadlines should be permitted to complete the missed assignments, but with a small scoring penalty to encourage on-time submissions in future weeks. 

3. Very flexible: Late work is made up, with instructor permission 

If a student misses a deadline, they must contact the instructor and arrange an alternate way to complete the assignment (e.g. by taking a make-up quiz during the instructor’s office hours). 

This approach works best in courses where low-stakes assessments are considered part of a student’s participation grade. In this case, missing a deadline is like missing a class meeting. Students should be encouraged to initiate contact with the instructor to arrange a way to verify their understanding of the missed assignment’s concepts.  

High-Stakes Assessments  

Every course has one or more high-stakes assessments, such as exams or research papers. These assessments are weighted more heavily (worth more of the overall course grade) than lower-stakes assessments because these are higher-level demonstrations of students’ proficiency in the course outcomes. Failure to successfully complete high-stakes assessments generally leads to failure of the entire course. 

What kind of flexibility is appropriate then for key, high-stakes course assessments? 

1. Not flexible: Deadlines do not change, under any circumstances  

If a student misses a deadline, they receive zero points on that assessment. 

This is the most common approach to deadlines for high-stakes assessments. It is rare for a college instructor to permit students to make up a missed midterm or final exam because students making up an exam would receive the unfair advantage of more time to prepare for the exam. Also, many final exams are scheduled for the very end of term, when there is no time remaining for make-up testing before instructors must report course grades to the college. 

2. Somewhat flexible: Deadlines are extended, at a penalty 

If a student misses a deadline, they can submit the assessment late, but their score will be penalized a specified amount (e.g. one letter grade per day). 

This approach is more common for midterm assessments, or for courses with single high-stakes assessments, such as a research paper that students work on throughout the term. If students who miss the deadline for a high-stakes assessment can still submit their work, but their score is heavily penalized, the course grades will accurately reflect the students’ term-long proficiency in the course outcomes. For example, a student who earned “A” scores all term but submitted their final paper one day late could still finish the course with a “B” grade. 

Remember, flexibility around assignments should be geared towards what makes sense in your course and for your students. While there are a lot of possible variations in regards to policy, the most critical element is to be clear and upfront with your students early in the term. This will help avoid confusion and complaints – and help you keep your sanity at the end of the term when students come looking for extra chances to make up missed work! 

Anna Johnson is an award-winning instructor at Mt Hood Community College in Oregon where she has worn many hats since 2005. Joining the faculty as an instruction librarian, Anna then spent 10 years as a career-technical instructor, preparing students for living-wage jobs as administrative assistants and front-end web developers, and now leads the college’s Business transfer degree program. Anna enjoys using problem-based learning and flipped classroom methodologies to prepare students for future workplace challenges. When she's not teaching, Anna is an avid cook, formidable fantasy football player, National Park enthusiast, and volunteer usher and tour guide for Portland's performing arts center. Anna has supported other instructors in their use of SIMnet as an MHE Digital Faculty Consultant since 2015.

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• How long is an essay? Guidelines for different types of essay

How Long is an Essay? Guidelines for Different Types of Essay

Published on January 28, 2019 by Shona McCombes . Revised on July 23, 2023.

The length of an academic essay varies depending on your level and subject of study, departmental guidelines, and specific course requirements. In general, an essay is a shorter piece of writing than a research paper  or thesis .

In most cases, your assignment will include clear guidelines on the number of words or pages you are expected to write. Often this will be a range rather than an exact number (for example, 2500–3000 words, or 10–12 pages). If you’re not sure, always check with your instructor.

In this article you’ll find some general guidelines for the length of different types of essay. But keep in mind that quality is more important than quantity – focus on making a strong argument or analysis, not on hitting a specific word count.

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Table of contents

Essay length guidelines, how long is each part of an essay, using length as a guide to topic and complexity, can i go under the suggested length, can i go over the suggested length, other interesting articles.

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In an academic essay, the main body should always take up the most space. This is where you make your arguments, give your evidence, and develop your ideas.

The introduction should be proportional to the essay’s length. In an essay under 3000 words, the introduction is usually just one paragraph. In longer and more complex essays, you might need to lay out the background and introduce your argument over two or three paragraphs.

The conclusion of an essay is often a single paragraph, even in longer essays. It doesn’t have to summarize every step of your essay, but should tie together your main points in a concise, convincing way.

The suggested word count doesn’t only tell you how long your essay should be – it also helps you work out how much information and complexity you can fit into the given space. This should guide the development of your thesis statement , which identifies the main topic of your essay and sets the boundaries of your overall argument.

A short essay will need a focused, specific topic and a clear, straightforward line of argument. A longer essay should still be focused, but it might call for a broader approach to the topic or a more complex, ambitious argument.

As you make an outline of your essay , make sure you have a clear idea of how much evidence, detail and argumentation will be needed to support your thesis. If you find that you don’t have enough ideas to fill out the word count, or that you need more space to make a convincing case, then consider revising your thesis to be more general or more specific.

The length of the essay also influences how much time you will need to spend on editing and proofreading .

You should always aim to meet the minimum length given in your assignment. If you are struggling to reach the word count:

• Add more evidence and examples to each paragraph to clarify or strengthen your points.
• Make sure you have fully explained or analyzed each example, and try to develop your points in more detail.
• Address a different aspect of your topic in a new paragraph. This might involve revising your thesis statement to make a more ambitious argument.
• Don’t use filler. Adding unnecessary words or complicated sentences will make your essay weaker and your argument less clear.
• Don’t fixate on an exact number. Your marker probably won’t care about 50 or 100 words – it’s more important that your argument is convincing and adequately developed for an essay of the suggested length.

In some cases, you are allowed to exceed the upper word limit by 10% – so for an assignment of 2500–3000 words, you could write an absolute maximum of 3300 words. However, the rules depend on your course and institution, so always check with your instructor if you’re unsure.

Only exceed the word count if it’s really necessary to complete your argument. Longer essays take longer to grade, so avoid annoying your marker with extra work! If you are struggling to edit down:

• Check that every paragraph is relevant to your argument, and cut out irrelevant or out-of-place information.
• Make sure each paragraph focuses on one point and doesn’t meander.
• Cut out filler words and make sure each sentence is clear, concise, and related to the paragraph’s point.
• Don’t cut anything that is necessary to the logic of your argument. If you remove a paragraph, make sure to revise your transitions and fit all your points together.
• Don’t sacrifice the introduction or conclusion . These paragraphs are crucial to an effective essay –make sure you leave enough space to thoroughly introduce your topic and decisively wrap up your argument.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

Welcome to the Purdue OWL

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

How to Decipher the Paper Assignment

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

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

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

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

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

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

Things to Consider: ah- talking points

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

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

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

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

Academic Argument Essay

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

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

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

Remember this! I missed the deadline last time

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

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

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

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

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

Sentence examples similar to amount of assignments from inspiring English sources

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But Josefsberg insists that if Azure absorbs both Microsoft's online empire and a fair amount of corporate assignments , it may be the Internet's largest single piece of software, in terms of the amount of data it runs, within a year.

Summarizing all simulations, one observation can be made: The amount of total assignments of reads to taxa correlates with the read length.

Furthermore, the amount of assigned homework might have varied in CBT according to the needs of a particular patient and willingness to complete assignments.

This differentiation must include not only the quality of service (QoS) parameters to specify packet transmission priorities across the network nodes, but also the required amount of bandwidth assignment to guarantee its delivery.

We examined the four quarterly U133Plus2.0 Affymetrix annotation files from 2005 and found the amount of gene assignment changes between probesets ranged between 7 15% each quarter (Data not shown).

However, this randomization formally leads to higher interference amounts of the assignment , regarding total numbers.

My masters course was a huge amount of work, but every assignment I submitted has helped me get closer to becoming a well-rounded social worker.

Because there was a non-trivial amount of reading in the assignment , it was crucial that participants be able to read and comprehend the English language load.

The most important indicator received a score that was equal to the amount of indicators in the assignment ; the least important indicator received one point.

Being an excellent student doesn't just mean getting all A's--it means doing your work the best you possibly can, in an appropriate amount of time, for all your assignments and extra credit opportunities.

We introduce a robust algorithm for solving the L1 regularization problem and provide a guide to implementing it, including the choice of the amount of regularization used and the assignment of error estimates.

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How to Give Assignments to Team Members

Table of Contents

The project has been divided into milestones, goals and objectives broken into tasks, and now it’s time to assign them. But as you open the project management platform, you’re faced with the unflattering process of wording the tasks, and choosing whom to assign them to.

Well, in this article, we offer advice on how to make that jumbled first moment a little clearer. There are actionable tips, learning the difference between allocating and delegating tasks, and suggested criteria on how to choose the best person for the job.

For a more precise overview, here’s a table of contents:

How do you assign employees tasks?

We normally think that assigning tasks is a time-consuming process that focuses on clearing out task lists to keep the project going. However, task assignment should actually be a more employee-oriented process that requires additional dedication and effort, which yields incredible results. But what do we mean by that?

Properly assigned tasks push your employees, projects, and the overall company forward. Here’s how.

• They strengthen accountability and trust between managers and employees;
• They help teach new skills and perfect old ones;
• They allow employees to get familiar with other teams and avenues of work;
• It becomes easier to make project estimates;
• Makes for great bases for performance reviews, etc.

The list could go on, but we’ll stop there for now.

Of course, such long-term benefits don’t come without some proverbial blood and sweat in the planning stage. Let’s take a look at the general ideas on assigning employee tasks, and specific steps you can take.

Motivation comes from knowing the bigger picture

When we talk about the bigger picture in project management, we talk about each team member’s task affecting their peer’s down the line. Since all tasks are usually small pieces of the puzzle, it helps to remind employees how their work contributes. For example:

• A high-quality draft can make a great foundation for the final version, and it can be completed more quickly.
• A well-prepared presentation can shave time off unnecessary questions and additional email inquiries.

It comes as no surprise that people work better and are more productive, when they know that their work has an impact on the company level.

And so, when you assign tasks, try to emphasize how they fit in the bigger picture. Simply saying: “ You doing X will help with Y and Z ” and how it reflects on the project as a whole will let an employee know that the task they were assigned is important.

Get your employees excited to commit

Telling people about the bigger picture and showing them what’s possible can only get them so far. It’s enough to ignite the initial spark, but for them to fully commit to the task, you need to define what that task entails.

They should be able to picture how to go about the work, what skills to use, and how to reach the desired result. The clearer the instructions, the more motivated they will be to work.

Simply put, give directions on how the task should be done, and make sure they understand. You can’t read each other’s minds, so it’s important everyone is on the same page.

Ask for task transparency

One of the best practices a company can employ is transparency among coworkers.

This is achieved by having everyone input their tasks for the day in a timesheet. The purpose of timesheets is to get an accurate idea of what everyone is working on at any given time.

When people know who works on what tasks, it’s easier for them to know if a person is available or busy, how far along they are with a task, etc.

So, when you give assignments to employees, label them with deadlines. Alternatively, you can ask for employees’ assessments on how long the work would take them, and use those timeframes.

Source: Clockify team timesheet

Timesheets are a great way to keep an eye on tasks and the people doing them. You get to:

• see who struggles with what (helps assess people’s skill sets);
• who burns through their workload and is available for additional tasks;
• whether your time estimates need correction;
• identify any wasted time.

💡 If your employees are insecure about keeping public records of their tasks, here are a few resources that can help:

• How to create order in your daily work tasks
• How to be more efficient with your tasks

Keep a crystal clear timeframe

While we’re discussing timesheets and deadline transparency, it’s important to mention that the times you set for task completions need to be clear-cut.

As we’ve mentioned, the safest way to assign deadlines is to consult the employees. They are better at assessing how long it will take them due to the tasks’ difficulty, overall deadlines, the standards that need to be met, and the skill required to complete it.

When they get a say in how long they should be doing an assignment, people tend to feel more accountable for the whole process. They will do their best to finish in time, since they actively participated in setting the deadline.

Set very clear expectations

Assigning a task should always include your (the supervisor’s) expectations pointed out. For example:

• Does a logo pitch need as many drafts as possible, or just a few finished pieces?

If you ask a designer to make some drafts for a logo pitch, you must specify the kind of quality you’re looking for. Explain whether you are looking for some sketches and drafts for a brainstorming meeting, or if you want clean, presentable pieces to show.

Additionally:

• How many pieces should the designer do?
• Is there a specific color palette they need to follow?
• How important is the task? Is this the day they finally decide on a logo, or is it still in the brainstorming stage? (decides on the quality of the work itself)

Assigning the task using the above questions, you help the designer understand how much effort precisely they need to invest. They become more motivated with clear instructions, as they know what is expected of them. There’s no fear of having their work criticized for something that wasn’t communicated in the beginning. And on your end, it prevents breached deadlines or subpar results.

Avoid creating dependency by being less involved

It’s not unusual for employees to ask their supervisors for their opinion on a certain task, or their performance.

The problem arises when a supervisor makes themselves too involved with the process. When they feel like the project might fall apart if they don’t have their eyes on every moving part all of the time. And when you have, say, 20 people waiting for that person’s approval, advice, or consultation, the workflow runs into a gridlock.

And wait time is wasted time.

Plus, people lose motivation, patience, and grow frustrated, as they could be doing other things.

So, learn not to jump in every time people call for your aid. Assign reliable people who can address smaller issues, while you handle the big picture. Learn how to expend your own energy where it is needed more.

For example – making a pitch presentation for potential investors keeps getting put off because one person needs you to check a client email they want to send, another wants your signature on a form, and the third wants to ask something about employee feedback that’s coming up.

In order to not be stretched thin, and have your time wasted on menial tasks, here’s where you can start:

How to mitigate the risk of being over-involved when assigning

• Remember that you match tasks to people

Which means that, by matching the right people with the right tasks, your involvement will be minimal. Take time to carefully choose who gets to do what. What is the point of assigning tasks if they can’t be done without you?

• Have a 10-point scale to judge the importance of items

How important are certain aspects of your leadership role? Are you absolutely necessary in every meeting, or during every call? Which tasks need your approval, and which ones can be approved by someone under you?

Rank these items on a scale of 0 to 10, based on their importance to you and the project. Top priority tasks should get your undivided attention. And what can be delegated, should be.

• Analyze your schedule

Your energy and time are needed on a much broader scale. The best way to spot if you’re wasting time being too involved is to look at your schedule. Identify how much time you’ve spent on low-priority items, and assess which issues could’ve been solved without you.

• Take into account priorities and deadlines

Step in only when absolutely necessary. You are in charge of things getting done on time, by people most qualified for assigned tasks. Determine what your priorities are for each project, and concern yourself only with those issues, unless there is a risk of breaching a deadline.

• Formulate a list of dependable people

If you know your employees (or team members) well enough, then you should be able to single out those who are more dependable and ready to take on a little more responsibilities. Write out the reasons how they could help by getting involved on low-priority items instead of you. When the time comes, rally them and present them with the idea, keeping in mind that this solution helps push the project forward. When authority is delegated to several people, there’s fewer chances of a hold-up in the workflow.

This also falls into the realm of task delegation , which we’ll get into later.

How do you decide what tasks to assign to which employees?

1. assign based on priority.

Naturally, some tasks will be more important than others. When you break down a project into tasks , spend some time assessing their priority level.

High-priority tasks should be the first on your list to allocate. Whether it’s because they’re time-sensitive, or require more effort and dedication.

Low priority tasks can be allocated as fillers to the first available person.

2. Assign based on employee availability

Another factor to consider when assigning tasks is who is available at the moment.

As the project moves along, new tasks will be added. You will have to allocate new work, but odds are you won’t always be able to pick who you want. Especially if a deadline is approaching, the person with the smallest workload should be your first choice.

Overloading an already busy individual just because they’re more skilled or you have faith in them the most puts an unnecessary strain on them. It’s cause for frustration, poorer results, and decreased productivity.

And as we’ve mentioned, if you have a timesheet with an overview of all the tasks and employees working on them, it’ll be much easier to spot who is free and who isn’t.

3. Assign based on employee skill level

High-priority tasks should go to employees with more experience in a given field or skill. However, you should occasionally give such tasks to other employees as well, to help them grow and become just as dependable. Giving people challenging tasks that can boost their experience is essential to productivity and morale.

Not to mention you get to have multiple high-skilled employees.

Low-priority tasks can be assigned to anyone, despite their experience level. They’re a good opportunity to practice, pick up new skills, or get smaller tasks out of the way to make room for more important ones.

4. Assign based on preference

Last, but not the least, preference can also play a big part in how you assign tasks.

It’s a given that some employees will prefer certain tasks over others. So it could be good to assign tasks at a meeting with the team. As you discuss priorities, deadlines, and availability, ask them which tasks they would like to work on.

If someone shows interest in a specific type of work, they should (with some consideration), be allowed to take it. After all, people are more productive when they’re assigned to something they find new or exciting.

Note: Apply this rule with caution. Letting people do only the tasks they want can stunt their career growth. Getting out of our comfort zones and occasionally doing tasks that we don’t like is how we develop and learn. So, don’t forget to document assignments as you hand them out, to spot these potential issues early on.

Allocating vs delegating tasks

While semantically similar words, delegation and allocation in terms of tasks are two different things.

When you allocate tasks , you are assigning tasks without giving the employees much authority, challenge, or room to grow. It includes you keeping all of the responsibility – writing out the tasks, making deadlines, providing resources, tools, etc. These are usually recurring tasks that can become repetitive.

When you delegate tasks , you allow for some of that responsibility to fizzle out from your fingers. All you think about are the objectives, while letting the employees figure out the details and means to get there.

However, that doesn’t mean delegation is right and the allocation is wrong.

Task allocation has its own place. It is just as important, as a lot of tasks come down to repeated processes that are still vital to the project progress. Task delegation is just a good opportunity for employees to learn, challenge themselves, and assess their skills and performance.

When should you allocate tasks?

Management and BizDev consultant Artem Albul shared his concept on task assignment, which he dubbed an “algorithm”. He emphasized how these criteria are useful only and only when you wish that employees perform the tasks based on your guidelines and instructions (aka allocation).

Here is how Albul broke down the algorithm:

Source: Artem Albul, TWA Consulting

As we can see, task allocation, while the more “controlling” of the two, also gives in-depth instructions and asks for confirmation on task clarity. A lot of it comes down to everyone being on the same page, leaving little to no room for misinterpretation (but also creative freedom).

How should you allocate tasks?

With all that we’ve mentioned in the previous section, here’s how your task allotment could look like, step by step.

• Break down your project

Detail out the goals, objectives, and some individual tasks (not all, be careful not to start micromanaging). Place the most important deadlines.

• Prioritize tasks and sort them

It’s important to know what tasks need to be done faster/better, to properly allocate your resources and manpower from the start.

• Make a list of teams and team members

Assign team leaders (if you don’t have them), and alternatively, ask for their input on individual employees skills, for a more informed decision on who gets what.

• Schedule a meeting

Make a meeting with the team leads and go through the points above. Assign tasks according to each team’s availability, interest, and skill required to successfully push the project forward.

• As team leads – assign tasks further down the pipeline
• Track task completion and make necessary changes along the way

Whether it’s pushing deadlines, reassigning tasks, or shifting around resources. This is perfectly fine and expected, so long as it doesn’t happen on every task you’ve assigned. Then, it is an indicator of poor pre-planning.

• Offer feedback and write performances

Don’t forget to track the progress and make notes of important details that might help the next task allocation/delegation process. It’s also a useful piece of information for the employees on what they need to improve on.

Allocating tasks is somewhat more complicated than we want it to be. But, this kind of thorough research and preparation will make projects run more smoothly. Employees will also be more satisfied with their work, and there will be less hurdles as deadlines approach.

When should you delegate tasks?

Delegation is a great practice in trust for both the employer/supervisor and the employee. The employer learns how to give away some of their control over the process, while the employee learns how to take more accountability for their work.

This lets you focus on big-picture aspects of your job, since you deal less with assignments that are low-priority for you. You save time and energy, while helping others move up in their careers.

How do you effectively delegate tasks as a leader?

As we’ve mentioned, delegating includes more employee independence. There are some additional components which make this type of task assignment more appealing than allocation, with great opportunities for growth.

Focus on delegating objectives instead of actual tasks

When you delegate, you focus on the objective that needs to be done. You shouldn’t give employees a “color by numbers” instruction on how to complete a task.

Communicate clearly what the end result should be and what expectations you (or the higher-ups) have. Leave the means for reaching that end goal to the employees themselves. Because how you solve a task may be completely different to how they will. And that is perfectly fine, so long as the result is the one you are looking for.

Keep the objectives challenging

When the objectives you’re delegating are too easy, chances are the person will either procrastinate, or feel like you don’t trust them enough. And if they’re too difficult, they get frustrated, anxious, and begin to panic.

It’s a good idea to be aware of an employee’s skill level, so you can gauge how much challenge and responsibility they can take on. For them to be the most productive and achieve great results, they need to enter “the state of Flow”.

Source: Optimal Experience , M. Csikszentmihalyi

💡 We’ve discussed the state of Flow in more detail in an article on time organization.

Encourage discussion and feedback

Let employees voice their opinions on the topic.

They should ask anything about the task, the goals, or the overall impact their work will have on the later stages or others’ workflow. It means they are interested in the task, and getting involved.

And if they aren’t asking questions themselves, you can always nudge them into proactivity.

• Is there something you’d like me to clarify?
• Do you already have any ideas on how to go about the task?
• Is the time we agreed upon enough for you?
• Will you need other resources, tools, or support?
• Do you see any problems or risks?

Questions like these help them feel valued, their efforts acknowledged, and let them know you care about the task and how well they perform. Just be careful not to overdo it, or you’ll start to look like a micromanager.

Give employees free rein, but offer support

Speaking of micromanaging, delegation means you let people problem-solve their way out on their own. There should be no reason for a manager to step in and control or supervise any step of the process, unless absolutely necessary.

However, what you should do is let them know you’re available for any advice should they feel stuck. Just because employees get authority on a certain task, and are left to their own devices, doesn’t mean the project has to suffer until they pull themselves up.

From time to time, ask them if they need anything from you, and make sure they know you’re there for any kind of support, consultation, or mediation. ANother good practice is to also give them additional learning opportunities – such as training, conferences, courses, etc.

Delegate objectives that move people forward

Choose assignments that boost the skills and employ all of their experiences, instead of something that simply needs to be done. For example:

• Tasks that require they brush up on their team communication skills;
• Learning how to allocate smaller tasks;
• Supervising others’ work and doing quality control;
• Learning to work with a new tool;
• Holding a meeting (or more), etc.

Find out which skills your employees may want or need to develop, and then plan your delegations accordingly. You want them to complete the task while having learned something new at the same time.

How to choose who to delegate to

Paul Beesley, senior director and consultant at Beyond Theory proposed a nifty checklist for when you’re choosing an employee to delegate to. It’s meant to simplify and speed up the process.

To successfully complete the delegated task, your chosen employee needs:

S – the skill to perform and complete a task

T – the time to complete the task, and if needed, learn the required skill

A – the authority to handle everything concerning the task

R – the necessary level of responsibility

R – the recognition for successfully completing the task

This list is a set of important criteria that should be covered when you consider who to assign to a specific task. However, depending on your niche, type of service, company size and the project at hand, the criteria are likely to change. And it should accommodate your needs, not the other way around.

Common task delegation mistakes to avoid

With all being said, there are some common mistakes managers and employers make, sometimes without even realizing it.

• Being too vague concerning deadlines (using: as soon as possible, when you get to it, I need it by yesterday). It creates unnecessary pressure.
• Being unavailable for questions and concerns. While you shouldn’t micromanage, you should still be present for support if an employee feels stuck. Ignoring them or handing them over to someone else could cause distrust. However, if you are usually swamped with work, set consultation hours each day or week.
• Having unclear directions. Specifying the allotted time for task completion and expectations should be the bare minimum when delegating tasks.
• Not providing feedback. No feedback is worse than bad feedback. Employees need to be aware when they’re doing good work, as well. In one company I worked for, the mantra was: “If no one is complaining about your work, that means you’re doing good”. And while it sounds like sound logic, it actually caused a lot of frustration. We were left directionless, and simply “floating” from task to task, never knowing if any of them had a positive impact on our performance.
• Not listening to employees. Take into account how they feel about a task or the objective. Let them give you feedback and if there are potential problems from the get-go.
• Assigning other people to the same task. If you notice a person struggling, the first instinct should be to ask them how they’re faring, and if they need any help. Some managers tend to assign other employees to help them without consultation, which leaves a sore taste. The employee will feel even more incompetent and will be less likely to take on a similar task in the future.
• Assuming people will know what you mean. This is one of the biggest problems. When you’re formulating a task, be as clear as possible about the goals and expectations. Oftentimes managers think that these things are implied, but the truth is – no one is a mind reader. To avoid having information misconstrued or misunderstood, communicate clearly and directly.

There could be more mistakes, especially for every different field and industry. If at all possible, identify the most common ones, made either by you or your peers. Note down all the instances where certain tasks weren’t up to par, and see what you could have changed in your assignment process to fix it. Maybe there wasn’t enough time or resources, you were unclear, or the employee wasn’t ready for such responsibility. Use the same procedure in all future task delegations. It’s the only way to learn and make the process quicker.

Use Clockify to assign tasks with ease

Now you’re a master of task delegation — congrats!

But there’s more to it than meets the eye.

In fact, what if you used a digital tool like Clockify to increase the likelihood that each job would be completed on time and on point?

In Clockify, you can easily create highly descriptive assignments that contain information like:

• Start time,
• Billability status,
• Name of the employee,
• Period for getting the assignment done,
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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

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

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

Different Types of Written Assignments

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

Components of an essay

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

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

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

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

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

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

Analytical essays

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

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

Argumentative essays

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

Case Study Responses

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

Students typically lose marks for not:

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

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

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

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

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

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

Table 20.2 Explanations of different types of reports

Reflective writing

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

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

The Gibbs’ Reflective Cycle

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

The 4 R’s of reflective thinking

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

Annotated Bibliography

What is it.

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

How do I know what to include?

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

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

What do I say?

Important considerations include:

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

Literature Reviews

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

Table 20.4 Comparison of Literature Reviews

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

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

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

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

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

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

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

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Assignment Time Calculator to help meet Deadlines

Got an assignment deadline coming up?

Not sure how much free time you need to sacrifice to complete the work on time?

Here’s a handy calculator to estimate the time needed to complete an assignment within the given deadline.

Calculator for time needed to finish an assignment

To use this tool, please follow the instructions below.

• The cells marked in yellow should be amended to suit your specific situation
• Check whether your assignment has a word count allowance. If so, then you just need to meet the minimum end of the range when you’re pressed of time
• An excellent writing speed would be about 600 words an hour
• Medium would be around 350 words per hour
• A slow writing speed implies roughly about 200 words an hour
• Enter the deadline for the assignment in Month / Day / Year format

Tips to complete assignments on time

Cliché as it may be, the best advice to complete assignments by the deadline is to start in advance. Of course, this may not always be feasible but just trust us, your future self with be really grateful that you didn’t leave it until the last minute.

If you’re behind schedule, you’re going to want to make the most efficient use of whatever little time you have. However, even in such a situation, we highly recommend that you set aside a brief slot in your schedule to plan the structure of the assignment and what word count needs to go in each section that you have identified.

This will help you get a better idea of which sections are going to take up a bigger chunk of your time and you can use this to prioritize your available time accordingly.

We have a guide on how to make an assignment structure outline quickly using grading criteria . We also have another one on managing assignment word count .

Here’s another helpful guide from Purdue University with good suggestions for time management when it comes to assignments.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

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Meaning of assignment in English

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• It was a plum assignment - more of a vacation 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
• undertaking

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

assignment | Intermediate English

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

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Translations of assignment

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long weekend

Saturday and Sunday with at least one extra day added, either Friday or Monday.

It’s not really my thing (How to say you don’t like something)

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Land your dream job, how much time should you spend on sample assignments.

Lakshmi Hutchinson

Employers are increasingly using sample work assignments to narrow down their list of candidates during the hiring process. It could be as simple as a test that’s part of the online application, or you could be asked to spend several hours analyzing data after an initial phone screening. 

Some job seekers may find that they’re asked to do a take-home assignment before they have even had an interview. So, is it really worth it to complete unpaid (and sometimes lengthy) sample work during the application process? Read on to see the potential benefits as well as what to be mindful of when considering doing sample assignments.

Potential benefits to job seekers

There are certain benefits to this type of work audition. Just as a stellar writing sample can showcase your talents, acing the the assignment could help you to stand out among the applicants.

Aside from giving you the chance to show off your relevant skills, sample work can also provide a window into the position, offering you an opportunity to see what types of projects you can expect in the role. If you find the assignment tedious or simply not what you had hoped for, then you may want to reconsider whether the job is a good fit . On the other hand, if you have fun doing the assignment, then it's probably a good sign!

What you should be wary of

There may be times when what you’re being asked to provide just doesn’t sit right. It’s useful to remember that you’re essentially working for free. Consider whether the amount of time you’re expected to devote to the sample work corresponds with where you are in the hiring process. If you have yet to speak with a recruiter or phone screener, it’s unlikely that your work is going to be carefully considered when there are many other applicants still in the running.

And if you’re asked to provide unique content, such as graphic design or a sample grant application, you should be aware that the organization could potentially use this work without giving you credit .

Pro Tip: Is the organization often reposting the same position? It may be a sign that the hiring managers aren’t seriously considering filling the role. 

Weighing the pros and cons

Ultimately, you need to consider whether you feel the process is worth the effort, whether it is a reasonable request, and how badly you want the job. Before spending a significant amount of time on a work sample, consider whether the job is really a good fit for you—you don’t want to be bogged down doing free work for organizations that you’re not really interested in. And if you’re at all concerned about where your work products are going to end up, it is completely within your rights to ask what the work will be used for.

If you are keen on the position but opposed to completing any sample work, you could say something like, “Due to time commitments, I’m unable to work on any unpaid projects, but I would be happy to provide you with an alternate example of my work.” While you run the risk of the prospective employer cutting you out of the running, you're offering a good option by which to evaluate you if they’re truly interested.

But if you’ve already interviewed and have a good idea of where you are in the process, a lengthier sample assignment may seem more reasonable (sometimes, an organization will even offer a small hourly reimbursement). You might consider asking how much time you’re expected to spend on the project, and make a decision from there. 

Looking for more guidance on the interview process? Be sure to check out 4 of the Toughest Interview Questions, and How to Respond and other articles on the job search .

Lakshmi Hutchinson is a freelance writer with experience in the nonprofit, education, and HR fields. She is particularly interested in issues of educational and workplace equity, and in empowering women to reach their professional goals. She lives in Glendale, California with her husband, twin girls, and tuxedo cat.

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Los Angeles Dodgers designate outfielder Jason Heyward for assignment

The Los Angeles Dodgers designated 15-year veteran outfielder Jason Heyward for assignment on Thursday.

The former All-Star, who turned 35 this month, is batting .208 with six homers and 28 RBI in 63 games in 2024.

Heyward is a career .257 hitter with 180 homers and 709 RBI in 1,766 games with the Atlanta Braves (2010-14), St. Louis Cardinals (2015), Chicago Cubs (2017-22) and Dodgers.

Atlanta drafted Heyward in the first round (14th overall) in 2007 and he made the National League All-Star team as a rookie in 2010. He won five Gold Gloves in right field (2012, 2014-17).

Heyward is playing this season on a one-year contract for $9 million. He has earned more than $210 million during his career.

The Dodgers filled the roster slot by activating infielder/outfielder Chris Taylor from the 10-day injured list. He has been out of the lineup since July 24 with a right groin strain.

Taylor, 33, is batting .167 with three homers and 15 RBI in 64 games with the Dodgers this season.

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Twins' Byron Buxton 'getting closer,' might get rehab assignment

Nolan o'hara | aug 26, 2024.

• Minnesota Twins

Center fielder Byron Buxton is "getting closer" and likely to get a rehab assignment when he’s ready to return to the Twins lineup, manager Rocco Baldelli said ahead of Monday’s game against Atlanta.

Buxton has been out since exiting a game against the Kansas City Royals on Aug. 12 due to discomfort in his right hip. Buxton was placed on the injured list three days later due to the hip injury and has remained on the IL since then, though he’s been progressing towards a return. 

“I’m anticipating (Buxton) going on a rehab assignment when he’s ready to come back, and I think we’re getting closer to that,” Baldelli said. “We’re not there yet as far as picking dates, but I do think he will (go on a rehab assignment). I’ve been wrong before. …

"But with the amount of time he’s been out, I do think he’ll go out there. I don’t think it’ll be a long rehab assignment if he were to go on one, but I think he will probably go on one.” 

When asked about the possibility of Buxton designated hitting rather than playing center field when he does return, Baldelli said the Twins are at their best when Buxton is playing center field and that he anticipates him playing center field when he’s back with the Twins. 

Right fielder Max Kepler, who was a late scratch to the lineup on Sunday due to left knee soreness, was scheduled to run ahead of Monday’s game to determine whether he’d be available for Monday's game and potentially return to the starting lineup Tuesday, Baldelli said. 

Kepler underwent imaging on his knee, which Baldelli said revealed only normal wear and tear. Baldelli doesn’t expect Kepler to be sideline for any significant period of time. 

“We’re going to need him to play,” Baldelli said. “We only have about — we have just over 30 games left on the season. We’re not going to spend too many days, probably with any of our guys, where they’re going to be unavailable for several days. So let’s see how he feels and see if maybe we can have him available (Monday), maybe start him (Tuesday).” 

NOLAN O'HARA