what is the correct spelling assignment

How To Spell assignment ?

How to pronounce assignment.

Correct pronunciation for the word "assignment" is [ɐsˈa͡ɪnmənt], [ɐsˈa‍ɪnmənt], [ɐ_s_ˈaɪ_n_m_ə_n_t].

Definition of assignment

An allotting or appointment to a particular person or use; a transfer of title or interest; the writing by which an interest is transferred; the thing or property transferred; a pointing out. Assignment in bankruptey, the transfer of a bankrupt's property to assignees for the benefit of the creditors.

Nuttall's Standard dictionary of the English language By Nuttall, P.Austin

What are the misspellings for assignment?

• asignment ,
• asisgnment ,
• assignmnts ,
• assignmed ,
• assignmentas ,
• assignmets ,
• assignemnt ,
• allignment ,
• aassignment ,
• assisgnment ,
• assgnments ,
• assignemtnt ,
• asighnment ,
• assiignments ,
• assgnment ,
• asssignments ,
• assngment ,
• assognment ,
• asignments ,
• assignnments

What are similar-sounding words for assignment?

• assigning ,
• assignation ,
• assessment ,
• assignable ,

What is the present tense of Assignment?

• The personal forms of the verb " assignment " in the present tense are:
• - You assign
• - He/She/It assigns
• - We assign
• - They assign

What is the past tense of Assignment?

• The personal forms of the verb " assignment " in past tense are as follows:
• 1. I assigned
• 2. You assigned
• 3. He/she/it assigned
• 4. We assigned
• 5. You assigned
• 6. They assigned

What is the adverb for assignment?

The adverb form of the word "assignment" is "assignably" .

What is the adjective for assignment?

The adjective form of the word "assignment" is "assignable" .

Usage over time for assignment:

This graph shows how "assignment" have occurred between 1800 and 2008 in a corpus of English books.

What is the plural form of assignment?

The plural of the "assignment" can be the " assignments ".

What is the singular form of assignment?

The singular of the "assignment" can be the "assignment".

Synonyms for Assignment:

• establishment
• corporation
• determination
• consignment
• acknowledgement
• attribution
• application
• accreditation
• apportionment
• dispensation
• collocation
• designation
• classification
• impressment
• distribution

Nearby words

• assignments
• Correct spelling for assignment [Infographic] | Spellchecker.net
• assignment - English spelling dictionary
• Assignment | Definition of assignment by Merriam-Webster
• Assignment definition and meaning | Collins English Dictionary
• Assignment | Definition of assignment at Dictionary.com
• Assignment dictionary definition | assignment defined

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

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

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Assignment Writing: Proofreading and Editing

• Following the Brief
• Researching
• Reading Tips
• Writing Tips
• Writing a First Draft
• Proofreading and Editing
• Formatting Assignments
• Assignment Submission
• Using Feedback

Make sure you leave enough time to edit and proofread your work. When you're editing, you're looking at the content or information that you've included. When you're proofreading, you're looking at how it's written. Both are important. 

What is the Difference Between Editing and Proofreading (with examples)/Editing v/s Proofreading by Instant Assignment Help Australia

Checklist for editing your work

You won't just edit your assignment once. You might do it many times before you're finished. That's normal. 

When editing, look at what you've been asked to do and what you've done. A sk yourself the questions below to help you edit your work.

Tips for proofreading

Proofreading is when you look carefully at your writing to  find and correct errors in spelling, grammar, punctuation and generally tidying it up. It's the final step  before you hand in your assignment. 

The Proofreading Professor by Cyrus

Tips for checking spelling

You'll find and correct spelling errors as you write your drafts. However, you should check your spelling again when you proofread.

Tips for using the Spellchecker on your computer

• Here are 200 of the most common homophones. 
• Sometimes your computer gives you a list of suggestions to fix spelling mistakes. If you don't know which one is right, look the words up on a dictionary and find which word has the meaning that you want to use.
• The computer won't understand many names of people or places. If a name comes up as an error, go back to the original source for check the correct spelling. 
• After you've used your Spellchecker.

Tips for checking your spelling when proofreading

• Slow down. Forget about the content of your writing. Think only about the spelling.
• Put a blank piece of paper under the line you are reading so you can focus on the word in front of your eyes.
• Read from the end of the line backwards, one word at a time. This way you will not think about the content of your writing.  

Extra info about editing and proofreading

Grammarly free download

Proofing and editing tools

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Decoding Assignment Guidelines

The first step in successfully completing a paper or other writing task is to make sure you know what you are being asked to do. These “decoding” strategies will help you make sense of your guidelines and develop an effective writing plan. 

Getting Started

• Read (and reread!) the guidelines as soon as you receive your assignment. Highlight or underline specific requirements, and make note of any questions you have.
• What is the purpose of the assignment? Why are you writing?
• Who is your audience?
• What do you need to know before you begin writing a draft (background reading or genre guidelines)?
• What kind of evidence is required? What are your source requirements (type, number, etc.)?
• What are the length, style/documentation (i.e., APA, MLA, etc.), and formatting requirements?
• Make a note of due dates (including drafts, peer review, etc.). Be sure to distinguish between content and format; both are
• important, but content (thesis, topic, etc.) typically matters more than format (title, margins, etc.).
• Contact your instructor immediately if you are confused or have questions.
• Begin to brainstorm ideas and conduct any required research early so you can seek help from research librarians. Keep notes as you conduct research so you can organize the information and avoid accidental plagiarism.
• Return to your checklist throughout the process of writing your paper to make sure you're on track.

Identify Your Purpose

•               INTERPRETATIVE                INFORMATIVE                RELATIONAL

Support thinking using evidence (often by applying theories, principles, course concepts/readings, or research). 

Present facts; demonstrate knowledge. (May be part of an assignment that also includes informative or relational tasks.)

Find connections or explain relationships among concepts. 

  assess   evaluate  analyze

  support   argue   consider

 describe  illustrate  summarize

  demonstrate   define  explain 

       compare  contrast   apply

       distinguish   use    employ 

Identify Your Audience

• Your instructor will be part of your audience, but some assignments specify other audiences (e.g., Write a letter the editor.). In some cases, particularly in upper-level or graduate classes, the audience may be experts in the broader field or discipline.
• If you are unsure about a specific audience, imagine an educated reader—but one who knows less about the topic than you do.
• Will the audience already be familiar with your subject? With your sources? With your terminology?
• Will your audience agree with or object to your argument?
• Use a tone appropriate for your audience and purpose. Consider how you would address such an audience if you were speaking face-to-face.

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Definition of 'assignment'

Video: pronunciation 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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Browse alphabetically assignment

• assigned randomly
• assigned risk
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• seat assignment
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Meaning of assigning in English

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assign verb [T] ( CHOOSE )

• Every available officer will be assigned to the investigation .
• The textbooks were assigned by the course director .
• Part of the group were assigned to clear land mines .
• Each trainee is assigned a mentor who will help them learn more about the job .
• We were assigned an interpreter for the duration of our stay .
• accommodate
• accommodate someone with something
• administration
• arm someone with something
• hand something down
• hand something in
• hand something out
• hand something over
• reassignment

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

assign verb [T] ( SEND )

• She was assigned to the Paris office .
• All the team were assigned to Poland.
• advertisement
• employment agency
• equality, diversity and inclusion
• reinstatement
• relocation expenses
• testimonial

assign verb [T] ( COMPUTING )

• 3-D printing
• adaptive learning
• additive manufacturing
• hexadecimal
• hill climbing
• telerobotics
• word processing

assign verb [T] ( GIVE LEGALLY )

Phrasal verb, examples of assigning.

In English, many past and present participles of verbs can be used as adjectives. Some of these examples may show the adjective use.

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multitasking

a person's or product's ability to do more than one thing at a time

Alike and analogous (Talking about similarities, Part 1)

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• Patent Laws, Regulations, Policies & Procedures
• Manual of Patent Examining Procedure
• Chapter 0300
• Section 323

323 Procedures for Correcting Errors in Recorded Assignment Document [R-08.2012]

An error in a recorded assignment document will be corrected by Assignment Division provided a “corrective document” is submitted. The “corrective document” must include the following:

• (A) A copy of the original assignment document with the corrections made therein. The corrections must be initialed and dated by the party conveying the interest; and
• (B) A new Recordation Form Cover Sheet (form PTO-1595) (See MPEP § 302.07 ).

The new recordation form cover sheet must identify the submission as a “corrective document” submission and indicate the reel and frame number where the incorrectly recorded assignment document appears. The original cover sheet should be submitted with the corrective document. The corrective document will be recorded and given a new reel and frame number and recording date. The recording fee set forth in 37 CFR 1.21(h) is required for each patent application and patent against which the corrective document is being recorded. See MPEP § 302.06 .

Corrections may be made on the original assignment document, for example, by lining out an incorrect patent or application number in a merger or change of name (see MPEP § 314 ).

Office policy regarding recordation of assignment documents is directed toward maintaining a complete history of claimed interests in property and, therefore, recorded assignment documents will not be expunged even if subsequently found to be invalid. See In re Ratny, 24 USPQ2d 1713 (Comm’r Pat. 1992). Once a document is recorded with the Assignment Services Division, the Assignment Services Division will not remove the papers from the record relating to that application or patent. See MPEP § 323.01(d) .

323.01 Correction of Error in Recorded Cover Sheet [R-08.2012]

37 cfr 3.34  correction of cover sheet errors..

• (1) The error is apparent when the cover sheet is compared with the recorded document to which it pertains and
• (2) A corrected cover sheet is filed for recordation.
• (b) The corrected cover sheet must be accompanied by a copy of the document originally submitted for recording and by the recording fee as set forth in § 3.41 .

Any alleged error in a recorded cover sheet will only be corrected if the error is apparent from a comparison with the recorded assignment document. The corrected cover sheet should be directed to Assignment Division.

During the recording process, the Assignment Services Division will check to see that a cover sheet is complete and record the data exactly as it appears on the cover sheet. The Assignment Services Division does not compare the cover sheet with the assignment document (or other document affecting title). Once the document is recorded, the Office will issue a notice of recordation.

The party recording the document should carefully review the notice of recordation.

Typographical errors made by the Office will be corrected promptly and without charge upon written request directed to the Assignment Services Division. For any other error, the party recording the document is responsible for filing the papers and paying the recordation fees necessary to correct the error, using the procedures set forth in MPEP §§ 323.01(a) through 323.01(c) .

323.01(a) Typographical Errors in Cover Sheet [R-08.2012]

A party who wishes to correct a typographical error on a recorded cover sheet must submit the following to the Assignment Services Division:

• (A) a copy of the originally recorded assignment document (or other document affecting title);
• (B) a corrected cover sheet; and
• (C) the required fee for each application or patent to be corrected ( 37 CFR 3.41 ).

See 37 CFR 3.34 . The party requesting correction should also submit a copy of the original cover sheet, to facilitate comparison of the corrected cover sheet with the originally recorded document.

The party filing the corrected cover sheet should check the box titled "Other" in the area of the sheet requesting "Nature of Conveyance," and indicate that the submission is to correct an error in a cover sheet previously recorded. The party should also identify the reel and frame numbers (if known), and the nature of the correction (e.g., "correction to the spelling of assignor’s name" or "correction of application number or patent number" ). The Office will then compare the corrected cover sheet with the original cover sheet and the originally recorded assignment document (or other document affecting title) to determine whether the correction is typographical in nature. If the error is typographical in nature, the Assignment Services Division will record the corrected cover sheet and correct the Assignment Historical Database.

If the original cover sheet contains a typographical error that does not affect title to the application or patent against which the original assignment or name change is recorded, the Assignment Services Division will correct the Assignment Historical Database and permit the recording party to keep the original date of recordation.

If the original cover sheet contains a typographical error that affects title to the application or patent against which the assignment or name change is recorded, the recording party will not be entitled to keep the original date of recordation. Rather, the Assignment Services Division will correct its automated records and change the date of recordation to the date the corrected cover sheet was received in the Office.

323.01(b) Typographical Errors in Recorded Assignment Document [R-08.2012]

If there is an error in the recorded assignment document (or other document affecting title) rather than in the cover sheet, the party responsible for an erroneous document (e.g., the assignor) must either create and record a new document or make corrections to the original document and re-record it. If an assignor is not available to correct an original document or execute a new one, the assignee may submit an affidavit or declaration in which the assignee identifies the error and requests correction. The affidavit or declaration must be accompanied by a copy of the originally recorded papers, a cover sheet, and the required fee for each application or patent to be corrected ( 37 CFR 3.41 ). See In re Abacab International Computers Ltd. , 21 USPQ2d 1078 (Comm’r Pat. 1987).

323.01(c) Assignment or Change of Name Improperly Filed and Recorded by Another Person Against Owner’s Application or Patent [R-07.2015]

When the owner of an application or registration discovers that another party has improperly recorded an assignment or name change against the owner’s application or patent, the owner must correct the error by having a corrected cover sheet filed with the Assignment Services Division.

The owner should contact the party who recorded the papers with the erroneous information and request that such party record corrective papers. However, if the party cannot be located or is unwilling to file corrective papers, then the true owner must record the necessary papers with the Assignment Services Division to correct the error.

Specifically, the owner should submit the following to the Assignment Services Division:

• (A) a completed cover sheet identifying the application or patent against which the assignment was improperly recorded;
• (B) an affidavit or declaration (1) identifying itself as the correct owner, (2) stating that the previously recorded document was submitted with erroneous information, and (3) providing the reel and frame number of the previously recorded document; and
• (C) the required fee ( 37 CFR 3.41 ) for each application or patent to be corrected.

The affidavit or declaration should include a summary of the true chain of title to make it clear that the chain of title for the application or patent identified should not be considered altered by the incorrect assignment or name change, and a statement that the original applicant or patentee or last correct assignee has been, and continues to be, the owner of the application, or patent at issue.

On the corrected cover sheet, the owner should check the box titled "Other" in the area of the cover sheet requesting the "Nature of Conveyance," and indicate that the submission is to correct an error made in a previously recorded document that erroneously affects the identified application(s), or patent(s). The party should also write the name of the correct owner in both the box requesting the name of the conveying party and the box requesting the name and address of the receiving party; this is to make it clear that ownership never changed and that any assignment or name change recorded against the application(s) or patent(s) was erroneous.

323.01(d) Expungement of Assignment Records [R-07.2015]

Petitions to correct, modify or "expunge" assignment records are rarely granted and will not result in the removal of a document from the assignment records. Such petitions are granted only if the petitioner can prove that:

• (A) the normal corrective procedures outlined in MPEP § 323.01(a) through § 323.01(c) will not provide the petitioner with adequate relief; and
• (B) the integrity of the assignment records will not be affected by granting the petition.

Assignment records are recognized as distinct from application file records. Even if a petition to "expunge" a document is granted with respect to a particular application or patent, the image of the recorded document will remain in the records of the Assignment Services Division at the same reel and frame number, and the image will appear when someone views that reel and frame number. The Office will, however, delete the links to the application or patent that was the subject of the petition, so that no information about the recorded document will appear when someone searches for that application or patent number in the Assignment Historical Database. A redacted version of the "expunged" document must be recorded and will appear in the assignment records instead of the "expunged" document upon the granting of the petition. An additional assignment of the “correct” document may be recorded in addition to the redacted version where the redacted version is incomplete or the original document was not correct.

• 301.01-Accessibility of Assignment Records
• 302.01-Assignment Document Must Be Copy for Recording
• 302.02-Translation of Assignment Document
• 302.03-Identifying Patent or Application
• 302.04-Foreign Assignee May Designate Domestic Representative
• 302.05-Address of Assignee
• 302.06-Fee for Recording
• 302.07-Assignment Document Must Be Accompanied by a Cover Sheet 
• 302.08-Mailing Address for Submitting Assignment Documents
• 302.09-Facsimile Submission of Assignment Documents
• 302.10-Electronic Submission of Assignment Documents
• 303-Assignment Documents Not Endorsed on Pending Applications
• 304‑305-[Reserved]
• 306.01-Assignment of an Application Claiming the Benefits of a Provisional Application
• 307-Issue to Non-Applicant Assignee
• 308-Issue to Applicant
• 309-Restrictions Upon Employees of U.S. Patent and Trademark Office
• 310-Government License Rights to Contractor-Owned Inventions Made Under Federally Sponsored Research and Development
• 311-Filing of Notice of Arbitration Awards
• 312-[Reserved]
• 313-Recording of Licenses, Security Interests, and Documents Other Than Assignments
• 314-Certificates of Change of Name or of Merger
• 315-Indexing Against a Recorded Certificate
• 316-[Reserved]
• 317.01-Recording Date
• 317.02-Correction of Unrecorded Returned Documents and Cover Sheets
• 317.03-Effect of Recording
• 318-Documents Not to be Placed in Files
• 319-[Reserved]
• 320-Title Reports
• 321‑322-[Reserved]
• 323.01(a)-Typographical Errors in Cover Sheet
• 323.01(b)-Typographical Errors in Recorded Assignment Document
• 323.01(c)-Assignment or Change of Name Improperly Filed and Recorded by Another Person Against Owner’s Application or Patent
• 323.01(d)-Expungement of Assignment Records
• 324-Establishing Right of Assignee To Take Action in Application Filed Before September 16, 2012
• 325-Establishing Right of Assignee To Take Action in Application Filed On or After September 16, 2012

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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.

Join our community to access the latest language learning and assessment tips from Oxford University Press!

• assign somebody (to something/as something) They've assigned their best man to the job.
• Two senior officers have been assigned to the case.
• assign somebody to do something British forces have been assigned to help with peacekeeping.
• be assigned to somebody/something I was assigned to B platoon.
• He was assigned to the Royal Canadian Navy in 1975.
• assign something to something Assign a different colour to each different type of information.
• assign something sth The painting cannot be assigned an exact date.
• The agreement assigns copyright to the publisher.
• She has assigned the lease to her daughter.

Nearby words

Synonyms of assignment

• as in lesson
• as in appointment
• More from M-W
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 15 Apr. 2024.

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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