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Definition of 'assignment'

assignment in American English

Assignment in british english, examples of 'assignment' in a sentence assignment, related word partners assignment, trends of assignment.

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Definition of assign

 (Entry 1 of 2)

transitive verb

Definition of assign  (Entry 2 of 2)

• intrust

ascribe , attribute , assign , impute , credit mean to lay something to the account of a person or thing.

ascribe suggests an inferring or conjecturing of cause, quality, authorship.

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

assign implies ascribing with certainty or after deliberation.

impute suggests ascribing something that brings discredit by way of accusation or blame.

credit implies ascribing a thing or especially an action to a person or other thing as its agent, source, or explanation.

Examples of assign in a Sentence

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

Word History

Verb and Noun

Middle English, from Anglo-French assigner , from Latin assignare , from ad- + signare to mark, from signum mark, sign

13th century, in the meaning defined at sense 1

15th century, in the meaning defined above

Phrases Containing assign

• pre - assign

Dictionary Entries Near assign

Cite this entry.

“Assign.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assign. Accessed 1 May. 2024.

Kids Definition

Kids definition of assign, legal definition, legal definition of assign.

Legal Definition of assign  (Entry 2 of 2)

More from Merriam-Webster on assign

Nglish: Translation of assign for Spanish Speakers

Britannica English: Translation of assign for Arabic Speakers

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Understanding 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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30 Spelling Activities for ANY List of Words

• March 6, 2020

We work hard to teach our students the correct way to spell words.  We spend countless hours creating spelling practice activities that are fun and not just writing the word multiple times.  Are you ready to get some of those hours back?!  Take a look at these fabulous EDITABLE Spelling Activities we have created for your students to practice their word lists.

Our Spelling Activities are super simple to use!!!

• Enter your spelling list into the first page of the packet.
• Choose the activities you want to use that week.  (We have 150+ different pages  to choose from!)
• Print those activities.

These spelling activities can be sent home as homework, used in a word work center, or as independent practice. You can find all of our editable spelling activities, (general, seasonal, and holiday-themed) on Education to the Core Premium. Join today as a monthly or annual member for instant access to this resource and thousands more.

* Spelling Activity Line-Up *

1. spelling list.

This is the page where you will type in your spelling words (up to 15 words).  It can be sent home for students to study during the week, as well as for parents to cut apart and use as flashcards.

2. MAGIC WORDS

Write each spelling word in white crayon, then color over with a marker to watch them “magically” appear.

3. ALPHABETICAL ORDER

Write each spelling word in ABC order.

4. RAINBOW SPELLING

5. WRITE A SENTENCE

6. SECRET CODE

7. ROLL A SPELLING WORD

Roll the dice to see which way you are going to practice your spelling words.  Which number did you roll the most?

8. WORD ILLUSTRATIONS

Students choose 4 different spelling words to illustrate. As an extension, can they write a sentence to go with the picture?

9. TRACE WORDS

Practice each word as you trace it with different writing tools.

10. EMOJI SPELLING

11. PATTERN BLOCK SPELLING

12. VOWELS AND CONSONANTS

13. SCRABBLE SPELLING

14. SPIN IT — SPELL IT

15. SPELLING MAZE

16. SPELLING SPIRAL

17. SPELLING WORD SYLLABLES

Students practice separating their spelling words into syllables. Count on fingers, clap your hands, or stomp your feet to see how many syllables are in each word. Then circle the corresponding number.

18. SILLY WRITING

19. PYRAMID SPELLING

20. SPELLING RHYMES

21. SPELLING COLORS

22. WORD SEARCH

For your higher-level kiddos, this word search is great! They write their words either across, down, or as a challenge, diagonal on the grid. Then place random letters among the words. Share with a partner to see if they can find all of your “hidden” words!

23. WORD ART

24. CREATE A STORY

How many spelling words can your students include in a story? Write a short story that makes sense and illustrate it.

25. KEYBOARD WORDS

26. STAMPING SPELLING WORDS

Everybody loves dot markers! Grab a few different colors and stamp your spelling words as you read them.

27. SYNONYMS AND ANTONYMS

For a more challenging activity, connect spelling practice with vocabulary work by finding a synonym and antonym for each spelling word.

28. SIGN LANGUAGE SPELLING

29. How Many Sounds

30. Tic-Tac-Toe Spelling

Perfect for partner spelling activities. Your students can each take a color and play tic-tac-toe with their spelling words.

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 Spelling Homework Ideas

Need some ideas for spelling homework? Check out the gigantic list below of great ideas! You'll find the first 20 ideas here, and the remaining ones here . Each idea can be used with any list of weekly spelling words. Choose the ones that work best for your grade level. Vary the activities frequently.

Note: You might also want to consider our new  AnyWord Spelling Practice eBooks . They are full of ideas for lots of spelling practice with any spelling words. The 3 eBooks provide practice with creative writing, word play, and partner games.  Check them out !

Printable List of Spelling Homework Ideas

1. Write each word 5 times, using a different color each time.

2. Type your spelling words 10 times, using a different font each time.

3. Create a comic strip. Add captions that use 5 of your words.

4. Write the words in ABC order.

5. Write the words in reverse ABC order.

6. Write a TV ad for a product that uses 5 of your spelling words.

7. Find each word in the dictionary. Copy a definition for each one.

8.  Cut each spelling word out of a newspaper or magazine. Glue all the words on a piece of paper.

9. Write a sentence for each spelling word, but leave out the spelling words. List all the words on the page. Ask a family member to add the correct spelling word to each sentence.

Remember: Spelling homework not only prompts students to practice their spelling words. It can also help engage family members in the learning process.

10. Find each word in the dictionary. Write the page number on which it appears and the guide words at the top of the page.

11.  Write each word in a sentence. Make pictures for 3 sentences.

12. Write your spelling words. Add a rhyming word next to each one.

13. Write a story that uses 10 spelling words. Remember: Spelling homework not only prompts students to practice their spelling words. It can also help get family members involved in the learning process.

14. Scramble each spelling word. Have a family member unscramble the words and sign your paper.

15. Spell your words with alphabet pasta. Glue them onto paper.

16. Cut out paper letters for half of the words and glue onto paper.

17. Make a word search puzzle in which you hide all of your spelling words. Give it to a family member to solve and sign.

18. For a different type of word search, draw a Boggle-type game board. Make sure it contains at least 5 of your spelling words. See if a family member can find the spelling words.

19.  Make two copies of your spelling words on index cards. Use the cards to play a memory or "Concentration" game with a family member.

20. Write each word forwards and backwards.

Find our next 20 ideas here .

Ideas for using our list:

At the beginning of the week , give students a written list of 5 of these  ideas. Ask them to complete them in any order throughout the week.

Or, make a monthly spelling calendar. Write a different idea on the calendar for each school day in the month.

For more spelling homework ideas:

Need more ideas? See this list of 20 more homework ideas and/or our AnyWord Spelling Practice eBooks . 

Fun spelling practice ideas - Great ways for kids to help each other practice writing almost any spelling words. Time saver for you!

For additional spelling practice, try our spelling worksheets and spelling word games . 

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300 Sixth Grade Spelling Words Your Students Should Master

Think-A-Spell! A fun collection of brain teasers and spelling challenges. Best for ages 10 to adult. 

AnyWord Spelling Practice Series Worksheets, Games and Prompts that work with almost ANY spelling words!

Fun Spelling Worksheets for Grades 1 and 2      50 All-new reproducible pages for early learners!

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Spelling Bee Toolboxes for Grades 3/5 and 6/8     All the resources you n eed for a successful bee!  

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Young Spellers Spelling Bee Word List for Grades 1 & 2 only 

100 Difficult Spelling Bee Words with Definitions, Sentences and Pronunciations, Volumes 1 and 2

600 Spelling Bee Words & Sentences for Gr 3/5 & 6/8 Extra words & sentences at two levels

101 Word Play Puzzlers    Discover the FUN of letters & words as you solve each unique puzzle. Great vocabulary & spelling practice!

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The Science of Spelling!

The proven spelling scheme with free spelling games enjoyed by millions of learners worldwide!

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The big change I noticed as a class teacher was the enthusiasm for learning spellings and the weekly hive game was anticipated with excitement from the children. Case Study Poverest Primary School

Spelling Shed's approach to spelling involves the relationship between sounds and written symbols as well as using morphology to help spell through meaning.

The carefully selected word lists and engaging activities provide opportunities to incorporate phonics and meaning to strengthen spelling skills and build vocabulary acquisition.

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Our spelling teaching scheme is the most up-to-date scheme available based on cutting edge research into the teaching of spelling..

With 216 lessons spread over six stages each lesson includes features to enhance the teaching and learning in your setting and is designed to be flexible to fit within the variable timetables that schools have. Based on phonics, morphology and etymology, it includes main teaching inputs, which can then be followed up with additional activities that can be carried out immediately after the input during an extended session or revisited throughout the week in order to consolidate the learning further.

Mastery Zone

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Mastery Zone is the EdShed tool that ensures each pupil's learning is focused on the words and spelling patterns they need to master in order to progress. Powered by our own Nano Bees, Mastery Zone acts as a tireless learning companion, continuously tracking each pupil's spelling and vocabulary gaps and automatically providing targeted practice until mastery is achieved, freeing teachers for richer classroom experiences.

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Penalty Spell-out

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Our system gives access to over a million word lists, including our official lists and custom made lists.

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Spelling, punctuation & grammar (spag).

Our grammar curriculum covers all of the English National Curriculum expectations for spelling, punctuation and grammar. Each year group has small step learning episodes covering all key areas of the grammar, punctuation and spelling curriculum: Word, Text, Sentence and Punctuation. Each small step is linked to a National Curriculum statement.

Spelling Shed is made by teachers, for teachers and was developed in the founder's classroom. We have built a suite of tools to enable teachers and schools to manage pupils' data, including reporting on assessments. Spelling Shed tracks student game plays along with their responses. Teachers can monitor weekly activity in order to advance or remediate as needed.

Our platform enables learning to happen anywhere and everywhere giving educators the peace of mind that pupils can learn and get practice unhindered.

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Drag and drop letters, graphemes and other useful tiles with our free letter tile tool.

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Mother shows off hilarious double typo made on son’s homework assignment

A common occurrence with elementary school teachers is having to correct spelling mistakes.

A mother recently took to Reddit to share a correction that was made on her son’s homework assignment. It appeared to be a grammar worksheet with multiple choice questions asking the children to select the correct spelling of a specific word. But there was one question that allowed them to write a “bonus sentence” using specific vocab words.

“My son misspelled a word, so the teacher corrected him,” read the caption on the mother’s Reddit post.

Her son’s sentence read: “Wy can’t it be night.” The teacher ended up making a correction, changing “wy” to “way” despite indications that the child meant to write “why.”

After posting, many people ended up taking to the comments to express how funny they found the mistake to be.

“That’s a tired teacher lol,” one comment read, pointing out that teachers have to correct a lot of assignments.

“100 per cent as a former overworked ESL teacher who would often grade hundreds of worksheets a week I can say that I’ve absolutely made dumb typos like this before,” another commenter wrote. “There’s a certain type of autopilot one slips into when it’s 10 at night after a full day of teaching and you’re two glasses of wine deep and have corrected a few dozen worksheets AND you have to get up and do it again the next morning.”

Another teacher commented: “As a teacher, when you have a whole class’s papers to mark, your brain gets so focused on marking, not writing.”

This isn’t the first time a student’s homework answer went viral on Reddit. Previously, one mother took to the “Funny” subreddit to share what her daughter in first grade wrote down as an answer to one of her homework problems.

The assignment required the children to use different methods to add two large numbers together. One question then required her daughter to explain how she knew her answer was right. Her daughter’s response to this question was her writing, “I just know.”

“My daughter can’t be bothered with these questions,” her mother captioned the Reddit post .

She later revealed in an interview with Newsweek what happened after the assignment was turned in. “It came back with that answer circled by the teacher. I thought it was funny because it was so typical of her, but I also always felt the same way about those math questions growing up,” she told the outlet.

Although she found her daughter’s answer to be funny, she did end up having a talk with her about it and asked why she wrote “I just know” down on her assignment. Her daughter’s response was once again, “I don’t know. I just know it.”

She added that they “talked it through until she had something better to write”. The parents didn’t originally plan to share the response on social media, but after showing their daughter’s response to her husband, he suggested they share it.

“Honestly, I thought it wouldn’t amount to much,” the mother said. “I thought maybe a few people would get a laugh and disappear.”

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English pronunciation of assignment

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(English pronunciations of assignment from the Cambridge Advanced Learner's Dictionary & Thesaurus and from the Cambridge Academic Content Dictionary , both sources © Cambridge University Press)

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100 Hard Words to Spell in English

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English is a great language with both basic and complicated vocabulary. Certain words in the language even have various spellings but the same pronunciation. In addition, several words sound different than how they should be spelled. Similarly, there are many hard words to spell in English. In this blog, we have shared a list of some of the hardest words to spell in the English language, especially for those who are always caught making spelling mistakes.

In the era of autocorrect, many people have overlooked the importance of spelling and only struggle with it while writing an essay or academic paper. If you are participating in a Spelling Bee competition, you must have a thorough understanding of English words and how to spell them. Typically, in the competition, you will be asked to write hard-to-spell words. So, feel free to explore the list and expand your vocabulary.

Why is it Difficult to Spell Certain English Words?

Have you ever thought about why some English words are misspelled often and are even hard to spell? Generally, in English, there are some spelling rules. If you are unaware of it, then chances are there for you to get locked in spelling errors out of confusion. Find here, some common reasons why certain words are hard to spell.

• Distinctions between British and American English
• Long words containing a lot of vowels
• Words that contain silent letters
• Two consonants together
• Homophones [words with similar sounds but distinct spellings and meanings]
• Homographs [words that have the same spelling but a distinct origin, pronunciation, and meaning]
• Homonyms [words with the same phoneme and spelling but distinct meanings]
• Confusion with ‘e’ and ‘i’
• The ‘c’ and ‘k’ sounds are similar
• A difficulty with the sounds “y,” “ee,” and “lee”
• Ambiguity between “ea” and “ae”

List of Hardest Words To Spell in English

The English language typically combines pronunciations and spellings from many other languages including Latin, Greek, French, and German. Moreover, different countries spell some words differently. As a result, confusion often prevails among users.

To assist you, below we have organized and listed some of the most difficult words to spell in English. Feel free to take a look.

Also Read: Top 12 Longest Words in English Language

Easy Words That Are Hard to Spell

These are some easy English words that many people find hard to spell or pronounce.

1. Necessary

One of the reasons English is difficult to spell is that some letters like c and s can generate the same sounds but do not always do so. This, paired with the usage of double consonants that do not affect how the word is spoken makes it difficult to spell. How do you recall where and how many c or s letters you will need? So have a look at the word. Do you say “c” with two s’s? Ask yourself this to ensure that a single c followed by a double “s” is necessary.

2. Narcissistic

Narcissistic, like necessary, is difficult to spell because the letters “c” and “s” sound the same way. It can be difficult to remember where to place the double “s”. It might help to know that the word narcissistic is derived from the Greek nárkissos, a plant name linked with opiates.

3. Accommodate

The word accommodate contains a double “c” and a double “m” for good measure. However, the vowels, not the consonants, are what make writing this term difficult. The word “accommodate” [uh-kom-uh-deyt] sounds like it should be spelled with three o’s, or is there a “u” in there? But there are no u’s, and the first letter is an “a”, of all things.

Speaking of words with a double “c”, the word vacuum is one that you might anticipate having this spelling but does not. Vacuum has the unusual double “u” instead of the common double c (other words with this peculiar combination are muumuu and continuum). The word’s root is vacuus, which is Latin for “empty.”

Silent g’s can come at the beginning and conclusion of words. One example is phlegm [flem]. This term is especially difficult to pronounce because it combines the letters ph and ff. This style of expressing the ff sound appears in Greek words such as phlegm and phone.

6. Spaghetti

A word with Italian origins that is difficult to spell is spaghetti. The letter “i” at the end of a word in Italian denotes that it is plural. The nearly-silent “h” may also confuse you while spelling this word.

7. Entrepreneur

Entrepreneur [ahn-truh-pruh-nur] is a French-spelled word that English speakers find difficult to pronounce. As it begins with an ah sound, you might assume it contains an “a”, but this is not the case. Next time you write this word, remind yourself that the majority of the vowel sounds are “e”, with the exception of the “eu” at the very end for the “oor” sound.

When it comes to silent letters, we employ an astonishing amount of them in English while spelling. Unless you know the word, there is no way to know these letters should be there. Asthma is a prime example of this, with a silent “th”. Yes, English will occasionally insert a silent “th” to keep you on your toes.

Another word that uses a deceptive silent letter is “indict” [in-dahyt]. You do not pronounce the letter c in this word, thus you may overlook it when spelling. The letter “c” comes from the late Latin word indictāre, which is connected to the English verb dictate.

10. Acquiesce

Another word that means “to assent tacitly; agree,” acquiesce [ak-wee-es], too has some odd letter combinations associated with its pronunciation. The Latin verb acquiēscere, which means “to find rest in,” is the source of the name. When spelling this word, bear in mind that the prefix ac-means “toward” or “to.” This may help you spell the word correctly because it indicates that it breaks down as ac-qui-esce.

Simple Words That Are Hard to Spell

Certain simple English words are frequently misspelled. Here, let us have a look at the list of the easy words that are difficult to spell.

• Accommodate
• Intelligence
• Pronunciation
• Handkerchief

Hard Words to Spell for School Students

The following are some English words that many students write incorrectly.

• Defalcation

Tough to Spell English Words

The following are some hard words to spell in English.

• Bureaucracy

Also Read: What is the Importance of Grammar in English?

Hard Words to Spell for College Students

Here is a list of hard words that college students struggle to spell.

• Contemptuous
• Superintendent
• Discernible
• Resplendent

Frequently Misspelled Words

The following are some of the most regularly misspelled English terms.

• Chronological
• Acknowledgment

Hard to Spell Long Words

Even for native speakers of the language, English is a lovely yet challenging language. In addition to errors, persons with strong fluency occasionally have trouble spelling lengthy words correctly. Some lengthy words that are challenging to spell are listed here.

• Hepaticocholangiogastrostomy
• Pneumonoultramicroscopicsilicovolcanokoniosis
• Pseudopseudohypoparathyroidism
• Hippopotomonstrosesquippedaliophobia
• Psychoneuroendocrinological
• Spectrophotofluorometrically
• Pneumonoultramicroscopicsilicovolcanoconiosis
• Antidisestablishmentarianism
• Supercalifragilisticexpialidocious
• Floccinaucinihilipilification

Tricky Words to Spell in the English Language

There are a few English words that are challenging to spell. The spelling and pronunciation of certain words may not always match. So, there is a chance that you will get into trouble. Here is a list of hard words to spell.

• Chiaroscurist
• Autochthonous
• Gobbledegook
• Paraphernalia
• Chiaroscuro
• Gubernatorial
• Pochemuchka
• Kierkegaardian
• Sacrilegious

Spelling rules in English can be difficult, with many catches and exceptions. You can avoid making mistakes if you correctly follow the guidelines. Silent letters, homophones, regional variances, and double consonants are certain traps to avoid. But keep in mind that you will become more proficient at spelling words in the English language the more you study and practice.

If you are worried about receiving bad grades on your assignment due to spelling errors, approach us immediately. We have native English speakers as assignment helpers to provide you with high-quality English assignment help online . In addition, we offer proofreading as a component of our online assignment help services, so you can get aid from our language assistants to fix any spelling or grammar mistakes in your papers.

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Utah high school removes class assignment on student essay titled ‘It Is So Hard to Be Trans’

The essay, published in the new york times, contained no explicit or “pornographic” content that would have required its removal under utah law..

(Google Maps) Herriman High School, as shown in a 2021 Google Maps image, in Herriman, Utah. Jordan School District officials ordered that a class assignment at the school involving a transgender student's essay be removed.

Jordan School District officials ordered that an assignment involving a Texas student’s essay published in The New York Times titled “It Is So Hard to Be Trans” be removed from a Herriman High School class’s curriculum after it was brought to the attention of administrators.

“We apologize to any student offended by a Herriman High School classroom assignment involving a New York Times student essay and the disruption to learning it may have caused,” district spokesperson Sandra Riesgraf said in a statement Monday.

The district investigated the assignment, “which asked students to break down parts of speech in the essay,” after school administrators were notified, Riesgraf said. The assignment was ultimately removed and is “no longer part of the class.”

“Appropriate administrative action will be taken,” the statement continued, though the statement did not specify what that action would entail.

The district also did not specify why the assignment was removed. The content does not seem to violate Utah’s sensitive materials law .

But it did seem to prompt outrage after photos of the printed-out, stapled essay made rounds in conservative social media circles as early as last Thursday, with some posts claiming students were required to write a response to the essay explaining why being transgender “isn’t a choice.”

Riesgraf said that claim was false. “Students were not required to take a stance or form an opinion on why being trans isn’t a choice,” Riesgraf said. “The assignment was to review the writing, not the subject.”

Sen. Dan McCay, R-Riverton, weighed in on X , formerly Twitter, arguing that he didn’t see how the essay would “fit into any curriculum that is state approved.”

“I’ve asked the district to investigate,” he wrote.

McCay did not immediately respond to a request for comment from The Salt Lake Tribune.

The assigned essay had been selected as one of the Top 11 winners in a 2023 student editorial contest through the The Learning Network, a free resource for teachers curated by The New York Times.

It was written by then 16-year-old Callisto Lim, a student at the Kinder High School for the Performing and Visual Arts in Houston, Texas. The essay details why Callisto felt scared for their “right to exist,” citing several states that had passed anti-transgender legislation.

“I am scared that if I stay in Texas I will be denied the health care that I need because of people like Governor Greg Abbott,” Callisto wrote.

Callisto’s essay contains no explicit “pornographic or indecent material” that would make it illegal under Utah’s current sensitive materials law.

Utah law also does not explicitly prohibit classroom discussion of sexual orientation and gender identity, though lawmakers have made attempts to pass legislation banning such topics in the past.

Earlier this year, Rep. Jeff Stenquist , R-Draper, proposed a bill that would have prevented school officials from “endorsing, promoting, or disparaging certain beliefs or viewpoints,” building upon existing restrictions meant to uphold “constitutional freedom” in Utah public schools.

The bill would have specifically added “gender identity,” “sexual orientation,” and “political and social viewpoints” as restricted topics, but it ultimately failed to pass .

A year prior, Stenquist also ran a bill that would have prohibited any discussion of sexuality, sexual orientation and gender identity in kindergarten through third grade. HB550 took language directly from a controversial Florida bill that became more widely known as the “Don’t Say Gay” measure.

But after pushback from the LGBTQ community, Stenquist revised his draft , lifting the proposed ban on sexual orientation and gender identity but keeping the prohibition on sexuality. The bill failed to pass.

Donate to the newsroom now. The Salt Lake Tribune, Inc. is a 501(c)(3) public charity and contributions are tax deductible

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Single Tori Spelling wants to be pregnant with baby No. 6 amid menopause, wishes she froze eggs

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Tori Spelling has baby fever.

The “Beverly Hills, 90210” alum, 50, confessed to “Misspelling” podcast listeners Tuesday that she wishes she were pregnant with her sixth child.

When guest Sara Evans said she “would love to be pregnant again,” Spelling — who is going through menopause — replied, “Same, my friend!”

The former reality star later added, “I’d love to have another baby.”

Spelling jokingly asked Evans’ husband, Jay Barker, to “impregnate” them, saying she “should have” frozen her eggs.

The actress, who gushed about being “f–king fertile” at the start of the episode, is already the mother of Liam, 17, Stella, 15, Hattie, 12, Finn, 11, and Beau, 7.

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She shares her children with her estranged husband, Dean McDermott , from whom she filed for divorce in March.

Spelling told her “Mind Over Murder” co-star about her filing in a phone call featured in her podcast podcast last month.

The former couple married in 2006 and stayed together when McDermott came clean about cheating in 2014. They split for good in June 2023.

McDermott, 57, has since moved on with Lily Calo , while Spelling told Evans on Tuesday how “worried” she is about finding a future partner.

“I have five kids,” she said. “Who wants that?”

Spelling and McDermott were married to Charlie Shanian and Mary Jo Eustace, respectively, when they met and cheated on their spouses.

Eustace, 61, bashed McDermott and Spelling’s “tacky shenanigans” in an “Entertainment Tonight” interview last week.

She also told Page Six that she believed Spelling sharing her divorce filing call on her podcast was a “desperate” and “low, low, low” move .

Eustace and the actor’s 25-year-old son, Jack, meanwhile, confirmed he is estranged from his father .

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Karolina kowalkiewicz leans on experience to overcome record 16-year age gap vs. iasmin lucindo at ufc 301, share this article.

Karolina Kowalkiewicz ’s assignment at UFC 301 is one that no female in company history has ever been tasked with before.

Former UFC title challenger Kowalkiewicz (16-7 MMA, 9-7 UFC) is set to take on surging strawweight prospect Iasmin Lucindo (15-5 MMA, 2-1 UFC) on Saturday at Rio Arena in Rio de Janeiro (pay-per-view, ESPN2, ESPN+), in what will be the largest age gap for a women’s fight ever in the octagon.

Poland’s Kowalkiewicz, 38, is charged with taking on Lucindo, 22, and finding out if the Brazilian is the real deal. Lucindo was just 13 when Kowalkiewicz made her promotional debut in 2015, meaning she has all the youth on her side. Kowalkiewicz has far more high-level fights under her belt, however, and she expects that to play a key role in how the contest plays out.

“She’s 16 years younger than me,” Kowalkiewicz told MMA Junkie on Wednesday. “She’s very young, very talented. She makes progress very fast. This is a big challenge for me. She’s very dangerous. I am more experienced than her. We have similar records, but she didn’t fight big names. I’ve fought in UFC for nine years. I’ve fought with four or five world champions. I fought with big names on big events. This is my advantage because I’m more experienced. She’s young, so I have to expect everything.”

There may not be a better time for Kowalkiewicz to encounter this challenge. She’s currently riding a four-fight winning streak, which was a massive rebound from the five-fight losing skid she encountered from 2018-2021 that generated talk about retirement.

If Kowalkiewicz is able to extend her streak against Lucindo, though, she would break back into the conversation about fighting legitimate contenders at 115 pounds. She said she’s not overthinking what’s at stake going into the octagon, because that mindset has led to all the recent success.

“This win is very important for me – but I don’t want to feel pressure,” Kowalkiewicz said. “I want to have fun – have fun and make some money. I treat the fight like every fight: If I win, it will be cool. It will be very cool. If she wins, OK, good for her. But I hope I will win and this is a big challenge for me to fight with new generation.”

UFC 301 'Embedded,' No. 3: Karolina Kowalkiewicz hits the pool, Steve Erceg hits a street party

Ufc 301 pre-event facts: jose aldo still holds records after retirement layoff, ufc 301 commentary team, broadcast plans set: paul felder replaces joe rogan to join daniel cormier, jon anik in brazil.

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Definition of assign verb from the Oxford Advanced Learner's Dictionary

• assign something (to somebody) The teacher assigned a different task to each of the children.
• The two large classrooms have been assigned to us.
• assign somebody something We have been assigned the two large classrooms.
• The teacher assigned each of the children a different task.

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Cardinals Have 'No Date' Scheduled For Veteran's Return Raising Concern

St. Louis got some bad news about the All-Star slugger as he looks to return

• Author: Patrick McAvoy

In this story:

The St. Louis Cardinals have been navigating through injuries left and right this season and it sounds like one of their veterans may not be back any time soon.

St. Louis -- like many Major League Baseball clubs -- has been heavily impacted by injuries already this season. The Cardinals can't seem to catch a break and it sounds like they will not be getting one reinforcement back shortly unless something changes.

The Cardinals have been without the services of veteran slugger Matt Carpenter since the beginning of April as he's dealt with an oblique injury. It has seemed as though he was close to a return on multiple occasions but he has suffered setbacks in his recovery and at this point there is "no date" scheduled for a minor league assignment, according to MLB.com's John Denton.

"The Cardinals still have no date for when (designated hitter/first baseman) Matt Carpenter (strained oblique) will begin a minor league rehab assignment," Denton said. "Carpenter, who has been out since April 2, has taken (batting practice) on the field several times, but he was recently shut down after receiving a cortisone injection."

It seems as though he has made progress , but his oblique hasn't fully healed at this point. Carpenter may not be the All-Star he once was, but he still is an important piece for the Cardinals. He provides depth off the bench and can help fill in at first base. Plus, he is an important voice in the clubhouse and a leader for the club.

Hopefully, he can make his way back to the field soon.

More MLB: Important Cardinals Outfielder Finally Has Rehab Assignment Scheduled

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