assignment class 3

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Unit 1: Numbers from 1 to 1000

Unit 2: addition and subtraction without regrouping, unit 3: addition and subtraction with regrouping, unit 4: multiplication, unit 5: division, unit 6: smart charts, unit 7: geometry and measurement.

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CBSE Worksheets for Class 3 English

CBSE Worksheets for Class 3 English: One of the best teaching strategies employed in most classrooms today is Worksheets. CBSE Class 3 English Worksheet for students has been used by teachers & students to develop logical, lingual, analytical, and problem-solving capabilities. So in order to help you with that, we at WorksheetsBuddy have come up with Kendriya Vidyalaya Class 3 English Worksheets for the students of Class 3. All our CBSE NCERT Class 3 English practice worksheets are designed for helping students to understand various topics, practice skills and improve their subject knowledge which in turn helps students to improve their academic performance. These chapter wise test papers for Class 3 English will be useful to test your conceptual understanding.

CBSE Class 3 English Worksheets PDF

All the CBSE Worksheets for Class 3 English provided in this page are provided for free which can be downloaded by students, teachers as well as by parents. We have covered all the Class 3 English important questions and answers in the worksheets which are included in CBSE NCERT Syllabus. Just click on the following link and download the CBSE Class 3 English Worksheet. CBSE Worksheets for Class 3 English can also use like assignments for Class 3 English students.

• Worksheet for Class 3 English Kinds of Nouns Assignment
• Worksheet for Class 3 English Collective Nouns Assignment
• Worksheet for Class 3 English Pronouns Assignment
• Worksheet for Class 3 English The Preposition Assignment
• Worksheet for Class 3 English Good Morning Assignment
• Worksheet for Class 3 English The Magic Garden Assignment
• Worksheet for Class 3 English Nina And The Baby Sparrow Assignment
• Worksheet for Class 3 English Bird Talk Assignment
• Worksheet for Class 3 English Nina & the Baby Sparrows Assignment
• Worksheet for Class 3 English The Enormous Turnip Assignment
• Worksheet for Class 3 English Little By Little Assignment
• Worksheet for Class 3 English The Enormous Turnio Assignment
• Worksheet for Class 3 English Sea Song Assignment
• Worksheet for Class 3 English A Little Fish Story Assignment
• Worksheet for Class 3 English The Balloon Man Assignment
• Worksheet for Class 3 English The Yellow Butterfly Assignment
• Worksheet for Class 3 English Trains (Poem) Assignment
• Worksheet for Class 3 English Trains Assignment
• Worksheet for Class 3 English The story of the road Assignment
• Worksheet for Class 3 English Train Assignment
• Worksheet for Class 3 English Puppy And I Assignment
• Worksheet for Class 3 English My Silly Sister Assignment
• Worksheet for Class 3 English Don’t Tell Assignment
• Worksheet for Class 3 English Little Tiger. Big Tiger Assignment
• Worksheet for Class 3 English Grammar Assignment
• Worksheet for Class 3 English What’s in the mail box Assignment
• Worksheet for Class 3 English Revision All Chapters Assignment
• Worksheet for Class 3 English He is My Brother Assignment
• Worksheet for Class 3 English How Creatures Move Assignment
• Worksheet for Class 3 English The Ship of the Desert Assignment
• Worksheet for Class 3 English Competency Grammar Assignment
• Worksheet for Class 3 English Literature Assignment
• Worksheet for Class 3 English Noun Assignment 1
• Worksheet for Class 3 English Nouns Assignment 2
• Worksheet for Class 3 English Word Wise Assignment 1
• Worksheet for Class 3 English Word Wise Assignment 2
• Worksheet for Class 3 English Word Wise Assignment 3
• Worksheet for Class 3 English The Kids Club Assignment
• Worksheet for Class 3 English Reading Comprehension Assignment
• Worksheet for Class 3 English Passage Assignment
• Worksheet for Class 3 English Rewrite Sentences Assignment
• Worksheet for Class 3 English Adjectives Assignment
• Worksheet for Class 3 English Word Wise Assignment 4
• Worksheet for Class 3 English Mr Sun takes a holiday Assignment
• Worksheet for Class 3 English Opposites Assignment
• Worksheet for Class 3 English Suffix Assignment
• Worksheet for Class 3 English Sentences Assignment
• Worksheet for Class 3 English A Plural Story Assignment
• Worksheet for Class 3 English Nouns Assignment 3
• Worksheet for Class 3 English Verbs Assignment
• Worksheet for Class 3 English Grammar- Verbs Assignment
• Worksheet for Class 3 English Articles Assignment
• Worksheet for Class 3 English Describing Word Assignment
• Worksheet for Class 3 English Hurt No Living Thing Assignment
• Worksheet for Class 3 English Birbal’s Khichdi Assignment
• Worksheet for Class 3 English Writing Tasks Assignment
• Worksheet for Class 3 English Gender of Nouns Assignment
• Worksheet for Class 3 English Reading Competency Assignment
• Worksheet for Class 3 English Competency Grammer Assignment
• Worksheet for Class 3 English Competency Spellings Assignment
• Worksheet for Class 3 English Creative Writing Assignment
• Worksheet for Class 3 English Antonyms Assignment
• Worksheet for Class 3 English The Talkative Turtle Assignment
• Worksheet for Class 3 English English Funsheet Assignment
• Worksheet for Class 3 English Writing Task Assignment
• Worksheet for Class 3 English Simple Past Tense Assignment
• Worksheet for Class 3 English Word Power Assignment
• Worksheet for Class 3 English Vocabulary Assignment 1
• Worksheet for Class 3 English Vocabulary Assignment 2
• Worksheet for Class 3 English Vocabulary Assignment 3
• Worksheet for Class 3 English Grammer Assignment
• Worksheet for Class 3 English Vocabulary Assignment
• Worksheet for Class 3 English Assignment 1
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Advantages of CBSE Class 3 English Worksheets

• By practising NCERT CBSE Class 3 English Worksheet , students can improve their problem solving skills.
• Helps to develop the subject knowledge in a simple, fun and interactive way.
• No need for tuition or attend extra classes if students practise on worksheets daily.
• Working on CBSE worksheets are time-saving.
• Helps students to promote hands-on learning.
• One of the helpful resources used in classroom revision.
• CBSE Class 3 English Workbook Helps to improve subject-knowledge.
• CBSE Class 3 English Worksheets encourages classroom activities.

Worksheets of CBSE Class 3 English are devised by experts of WorksheetsBuddy experts who have great experience and expertise in teaching Maths. So practising these worksheets will promote students problem-solving skills and subject knowledge in an interactive method. Students can also download CBSE Class 3 English Chapter wise question bank pdf and access it anytime, anywhere for free. Browse further to download free CBSE Class 3 English Worksheets PDF .

Now that you are provided all the necessary information regarding CBSE Class 3 English Worksheet and we hope this detailed article is helpful. So Students who are preparing for the exams must need to have great solving skills. And in order to have these skills, one must practice enough of Class 3 English revision worksheets . And more importantly, students should need to follow through the worksheets after completing their syllabus.  Working on CBSE Class 3 English Worksheets will be a great help to secure good marks in the examination. So start working on Class 3 English Worksheets to secure good score.

CBSE WorkSheets for Class 3

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Third Grade Math Worksheets

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Assignments Class 3 Computers Pdf Download

Students can refer to Assignments for Class 3 Computers available for download in Pdf. We have given below links to subject-wise free printable Assignments for Computers Class 3 which you can download easily. All assignments have a collection of questions and answers designed for all topics given in your latest NCERT Books for Class 3 Computers for the current academic session. All Assignments for Computers Grade 3 have been designed by expert faculty members and have been designed based on the type of questions asked in standard 3 class tests and exams. All Free printable Assignments for NCERT CBSE Class 3, practice worksheets, and question banks have been designed to help you understand all concepts properly. Practicing questions given in CBSE NCERT printable assignments for Class 3 with solutions and answers will help you to further improve your understanding. Our faculty have used the latest syllabus for Class 3. You can click on the links below to download all Pdf assignments for class 3 for free. You can get the best collection of Kendriya Vidyalaya Class 3 Computers assignments and questions workbooks below.

Class 3 Computers Assignments Pdf Download

CBSE NCERT KVS Assignments for Computers Class 3 have been provided below covering all chapters given in your CBSE NCERT books. We have provided below a good collection of assignments in Pdf for Computers standard 3th covering Class 3 questions and answers for Computers. These practice test papers and workbooks with question banks for Class 3 Computers Pdf Download and free CBSE Assignments for Class 3 are really beneficial for you and will support in preparing for class tests and exams. Standard 3th students can download in Pdf by clicking on the links below.

Subjectwise Assignments for Class 3 Computers

Benefits of Solving Class 3 Computers Assignments

• The best collection of Grade 3 assignments for Computers have been provided below which will help you in getting better marks in class tests and exams.
• The solved question for Class 3 Computers will help you to gain more confidence to attempt all types of problems in exams
• Latest NCERT Books for Class 3 Computers have been referred to for designing these assignments
• We have provided step by step solutions for all questions in the Class 3 assignments so that you can understand the solutions in detail.
• We have provided single click download links to all chapterwise worksheets and assignments in Pdf.
• Class 3 practice question banks will support to enhance subject knowledge and therefore help to get better marks in exam

FAQs by Computers Students in Class 3

At https://www.ncertbooksolutions.com is the best website that has the biggest collection of free printable assignments for Class 3 Computers.

We provide here Standard 3 subject-wise assignments which can be easily downloaded in Pdf format for free. Our teachers have provided these Grade 3 Computers test sheets for Computers given in your books.

You can click on the links above and get assignments for Computers in Grade 3, all chapters and topic-wise question banks with solutions have been provided here. You can click on the links to download in Pdf.

We have provided here subject-wise Grade 3 Computers question banks, revision notes and questions for all difficult topics, and other study material. You can download it all without any charge by clicking on the links provided above.

We have provided the best quality question bank for Class 3 for Computers available for Pdf Download. You can download them all and use them offline without the internet.

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Maths Assignment - 100 Class 3 Worksheet PDF for (Free Download)

The Maths Assignment - 100 Class 3 Worksheet contains numerous questions that help students to practice several questions to develop a better understanding of this topic. Along with the questions to practice, the worksheets of Maths Assignment - 100 Maths for class 3 allow students to be thorough with the short cut methods and variety of answering methods to easily solve a maths question.

The Maths Assignment - 100 Class 3 Worksheet is beneficial for the students as it allows them to enhance their accuracy in writing the answers of Maths Assignment - 100. Our Maths experts have prepared the worksheet and answers of Maths Assignment - 100 worksheet so that children can use them to improve their knowledge in basic Maths.

Maths Assignment - 100 Class 3 Worksheet PDF

For the convenience, our experts have binded the whole questions of Maths Assignment - 100 Class 3 Worksheet into PDF. Now, as a guardian, you can guide your kids to solve the Maths Assignment - 100 Class 3 Worksheet PDF so that they can have better exam preparation as well as a better understanding of the topic.

The PDF is absolutely free of cost and it can be downloaded from Selfstudys. The Worksheet of Maths Assignment - 100 PDF is ideal for all those students who are studying in Class 3 and NCERT Class 3 Maths Book has been prescribed to them.

Worksheets of Maths Assignment - 100 Maths for Class 3 with Answers

Since, the worksheet is solved by the students while they do Self-study at their comfort; our experts have prepared the Worksheets of Maths Assignment - 100 Maths for Class 3 with Answers. Referring to this PDF will help the students to get instant help whenever they will face difficulty in answering the worksheet questions of Maths Assignment - 100.

The answers are highly accurate and in a step by step method. Apart from getting instant help, the worksheets of Maths Assignment - 100 Maths for class 3 with answers are good study resources for cross-checking the written answers.

The answers of Class 3 Maths Assignment - 100 are also useful for clearing any kind of confusion or doubts in the topic.

Why Maths Assignment - 100 Class 3 Worksheet is Important?

The class 3 NCERT Maths worksheet give and take has a great impact on a class 3 student. Because it allows students to explore a variety of practices. Solving several questions from a single chapter helps students to develop a deeper understanding of the topic. 

Those who refer to the worksheet on class 3 Maths NCERT Maths Assignment - 100 can revise their learnings from the chapter as well. A good revision and practice of questions from Maths Assignment - 100 can help students to score good marks in Class 3 Maths.

How to Download Maths Assignment - 100 Worksheet Class 3?

The Maths Assignment - 100 Class 3 Worksheet can be downloaded from the given steps below:

• Visit Selfstudys website
• Click on CBSE from the Navigation bar/button
• Once, it will expand, click on “ KVS NCERT CBSE Worksheets ”
• A new page will load where you have to select class “3rd”
• Now, either search the Subject name Mathematics or click from the given options to download the Class 3 Worksheet Maths Assignment - 100 .

What is the benefit of using Class 3 NCERT Maths Worksheet Maths Assignment - 100?

Referring to the Maths Assignment - 100 Class 3 Worksheet assists students to solve some additional questions from the chapter as well as develop a strong grip on the topic. The worksheet provides benefits in following ways-

• Getting instant help:- No matter at which question a student is stuck, the Worksheets of Maths Assignment - 100 Maths for Class 3 with Answers can help them to clear all doubts and understand the proper terminology to write the answers of chapter Maths Assignment - 100.
• A thorough revision to the topic Maths Assignment - 100: - Revision is important in all the subjects including Class 3 Maths. Therefore, to revise the topic of class 3 Math-Magic Maths Assignment - 100, students can refer to the Class 3 Worksheet. 
• A complete package to utilise the time:- During the holidays, kids often try to avoid studying and waste their time on useless things all day. However, the great benefit of the Maths Assignment - 100 worksheet class 3 is that it allows students to practice some extra questions during the holidays. As a result, they can keep their study continuous.

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• Class 3 English Grammar Chapter 12 Simple Present Tense

Class 3 English Grammar Chapter 12 Simple Present Tense and Examples based on Present Tense. Illustration based on Present Tense with suitable explanation are prepared for new academic session 2024-25, so that students can prepared their term 1 and term 2 examination. Exercises for practice are given at the end of the chapter, which is helpful for revision of complete unit 12 English Grammar for standard 3.

English Grammar for Grade 3 Chapter 12 Simple Present Tense

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The Present Indefinite or Simple Present Tense is used to express habitual action, universal truth, actual things etc.

• 1. (I, We, You, They, Samir and Anu) go to school every day.
• 2. (I, We, You, They, Samir and Anu) do the homework every day.
• 3. (He, She, It, Ritu, Raja) goes to bed every day.
• 4. (He, She, It, Ritu, Raja) does the work every day.

Examles: 1. The sun shines brightly. 2. The girl plays skipping. 3. The cow gives us milk. 4. You do your work. 5. We love our country. 6. The boys play cricket.

1. India _______ good cricket. (play) 2. Government ______ care of its people. (take) 3. People _______ in anger. (shout) 4. Riya ________ television at night. (watch) 5. I _______ chocolate ice-creams. (love) 6. We ______ cricket every evening. (play) 7. The princess _____ with the prince. (dance) 8. Our teacher _____ us very well. (teach) 9. Suraj ___ bread and butter in breakfast. (eat) 10. My pet dog jazzy ___ after the ball and catch it. (run)

1. The sun _____ in the west. (set/sets) 2. The birds ____ eggs in their nests. (lay/lays) 3. Our parents ____ care of us. (take/takes) 4. Sunita _____ up early in the morning. (get/gets) 5. Our school _____ at 7.00 in the morning. (start/starts) 6. Students _____ the library in the morning. (visit/visits) 7. We _____ to God every morning. (pray/prays)

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Assignments For Class 3 Science

Assignments for Class 3 Science have been developed for Standard 3 students based on the latest syllabus and textbooks applicable in CBSE, NCERT and KVS schools. Parents and students can download the full collection of class assignments for class 3 Science from our website as we have provided all topic wise assignments free in PDF format which can be downloaded easily. Students are recommended to do these assignments daily by taking printouts and going through the questions and answers for Grade 3 Science. You should try to do these test assignments on a daily basis so that you are able to understand the concepts and details of each chapter in your Science book and get good marks in class 3 exams.

Assignments for Class 3 Science as per CBSE NCERT pattern

All students studying in Grade 3 Science should download the assignments provided here and use them for their daily routine practice. This will help them to get better grades in Science exam for standard 3. We have made sure that all topics given in your textbook for Science which is suggested in Class 3 have been covered ad we have made assignments and test papers for all topics which your teacher has been teaching in your class. All chapter wise assignments have been made by our teachers after full research of each important topic in the textbooks so that you have enough questions and their solutions to help them practice so that they are able to get full practice and understanding of all important topics. Our teachers at https://www.assignmentsbag.com have made sure that all test papers have been designed as per CBSE, NCERT and KVS syllabus and examination pattern. These question banks have been recommended in various schools and have supported many students to practice and further enhance their scores in school and have also assisted them to appear in other school level tests and examinations. Its easy to take print of thee assignments as all are available in PDF format.

Some advantages of Free Assignments for Class 3 Science

• Solving Assignments for Science Class 3 helps to further enhance understanding of the topics given in your text book which will help you to get better marks
• By solving one assignment given in your class by Science teacher for class 3 will help you to keep in touch with the topic thus reducing dependence on last minute studies
• You will be able to understand the type of questions which are expected in your Science class test
• You will be able to revise all topics given in the ebook for Class 3 Science as all questions have been provided in the question banks
• NCERT Class 3 Science Workbooks will surely help you to make your concepts stronger and better than anyone else in your class.
• Parents will be able to take print out of the assignments and give to their child easily.

All free Printable practice assignments are in PDF single lick download format and have been prepared by Class 3 Science teachers after full study of all topics which have been given in each chapter so that the students are able to take complete benefit from the worksheets. The Chapter wise question bank and revision assignments can be accessed free and anywhere. Go ahead and click on the links above to download free CBSE Class 3 Science Assignments PDF.

You can download free assignments for class 3 Science from https://www.assignmentsbag.com

You can get free PDF downloadable assignments for Grade 3 Science from our website which has been developed by teachers after doing extensive research in each topic.

On our website we have provided assignments for all subjects in Grade 3, all topic wise test sheets have been provided in a logical manner so that you can scroll through the topics and download the worksheet that you want.

You can easily get question banks, topic wise notes and questions and other useful study material from https://www.assignmentsbag.com without any charge

Yes all test papers for Science Class 3 are available for free, no charge has been put so that the students can benefit from it. And offcourse all is available for download in PDF format and with a single click you can download all assignments.

https://www.assignmentsbag.com is the best portal to download all assignments for all classes without any charges.

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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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Archived Content

Bold bloom filters, learning objectives.

• Implement the bloom filter using C++ built-in data structures
• Understand bitvectors and fundamental bitvector operations
• Measure the accuracy of a bloom filter over its multi-dimensional parameter space

Assignment Description

In this lab we will be implementing bloom filters and building up our understanding of probabilistic data structures as well as fundamental bit operations.

Lab Insight

Bloom filters are a great example of a probablistic data structure – a data structure whose accuracy is not guaranteed but is usually bounded in some meaningful way (or one-sided in error). Additionally data structures in this class generally have great performance with speeds or overall efficiency that are hard to beat. Among the data structures in this classification, the bloom filter is the most straightforward as it directly extends from what we now know about hashing.

In addition to the basics of implementation (which you are coding up here), in class we also discussed that the optimally accurate bloom filter can be determined if you know any two of the following three properties: (1) Size of bloom filter (2) Number of hashes (3) Expected number of items. You will explore that relationship by implementing an integer-hash bloom filter with variable hashes, sizes, and input items and observing how the filter compares to the underlying ground truth.

Checking Out the Code

All assignments will be distributed via our release repo on github this semester. You will need to have set up your git directory to have our release as a remote repo as described in our git set up .

You can merge the assignments as they are released into your personal repo with

The first git command will fetch and merge changes from the main branch on your remote repository named release into your personal. The --no-edit flag automatically generates a commit message for you, and the --no-rebase flag will merge the upstream branch into the current branch. Generally, these two flags shouldn’t be used, but are included for ease of merging assignments into your repo.

The second command will push to origin (your personal), which will allow it to track the new changes from release .

You will need to run these commands for every assignment that is released.

All the files for this lab are in the lab_bloom directory.

Part 1: The Bloom Filter Class

As every provided hash function takes an integer as input (and returns an integer as output), unlike most the assignments in this class our bloom filter is not templated! For the first part of this assignment, your task is to finish implementing this integer-hash bloom filter. The specific functions you should fill in are:

• BF::BF() (Both constructor and copy constructor)
• BF::contains()
• BF::bit_union()
• BF::intersect()

To help you debug the assignment, the BF class has an override to print the content of a bloom filter when passed to cout as well as five ‘hash’ functions of varying performance so you can explore the space of possible implementations. While you should read the doxygen to understand the specific details of each function, some tips to help you out are below.

Remember that functions can be stored as variables and passed as function arguments! In this assignment we actually go one step further and pass a vector of hashFunctions , which we have type defined for you in bloom.h to be any function that takes in an integer as input and returns an integer as output.

Don’t overthink add () or contains() ! If you understand how a bloom filter handles collisions and the probabilistic errors possible in a BF, they should be very straightforward.

The lab slides briefly review what a bit vector is and the fundamentals of bitwise union and intersection. Depending on your background you may find it easier to consider them as logical gates or the basic connectives of predicate logic. As a simple truth table:

Part 2: False Positive Rate Experiment

Once you have a functional BF class, its time to evaluate how the accuracy in a BF is a function of its size, the number of hashes, and the number of items inserted. As the bloom filter has one-sided error, the only mistakes it can make are when it identifies an item as being ‘present’ when it was not actually inserted into the bloom filter. Accordingly, the only measure of accuracy we need to track is the False Positive Rate . For a refresher on what that means conceptually, see the following table:

As seen in class (and re-iterated in the slides), \(FPR=\frac{FP}{(FP+TN)}\). From a coding point of view, we can estimate this by keeping track of the raw number of false positives and the raw number of true negatives. Then it is a simple matter of querying every number and tracking how many numbers not in our set were identified as being part of our set (FP) as well as the number of items we correctly identify as not present (TN). However in order to do this correctly, we need one additional piece of information – the size of the universe! Given this information, you can query the full range and get the correct estimate.

Warning: You should always assume the universe starts from 0 and ends at (but not including) the universe max. In other words, the universe parameter defines the size of the universe, not the final item in the universe.

Ex: A universe of 100 is the items 0 through 99.

The specific functions you should fill in are:

• measureFPR()

Part 3: Bit Mask Tutorial

When using vector<bool> , you can use standard array indexing [] to look up the value of any bit. But when using actual bit vectors, it is much harder to access a single bit. Here you are tasked with looking up specific bits in a vector<char> . For the purposes of the lab, you will first implement this for a single character and then extend that logic to work for an array of characters:

• getBitFromByte()
• getBitFromArray()

Figuring out how to actually accomplish this is the point of the lab exercise, but as a hint you should be familiar with the fundamental bit-wise operators discussed in class. A brief summary of them can be found in the lecture slides.

Part 4: (Optional) Data Exploration

Given the completed functions in parts 1 and 2, you have the ability to get the FPR for any combination of hashes, bit vector sizes, and input items (as well as the size of the universe). You are encouraged to play around with different parameter sets to see if the empirically derived accuracy has an optimal accuracy that matches the equation we saw in class with k hashes, m bits, and n items inserted:

If the accuracy you are seeing doesnt match, why do you think this is? What might you change to restore the optimality?

Submitting Your Work

The following files are used in grading:

All other files including any testing files you have added will not be used for grading.

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Outrage as high school student is suspended just for using the term ‘illegal alien’ in class discussion.

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A 16-year-old North Carolina high school student says he was suspended just for saying “illegal alien” while discussing word meaning in English class — possibly ruining his chances of landing a college sports scholarship.

Christian McGhee, a student at Central Davidson High School in Lexington, received a three-day suspension last week after he used the term in English class, the Carolina Journal reported .

His mother, Leah McGhee, said his teacher had given an assignment that used the word “alien,” and Christian asked: “Like space aliens or illegal aliens without green cards?”

Another student reportedly took offense and threatened to fight Christian, so the teacher took the matter to the assistant principal, according to the Carolina Journal.

Eventually, his words were determined to be offensive and disrespectful to Hispanic classmates, so he was suspended.

 “I didn’t make a statement directed towards anyone — I asked a question,” Christian told the outlet.

“I wasn’t speaking of Hispanics because everyone from other countries needs green cards, and the term ‘illegal alien’ is an actual term that I hear on the news and can find in the dictionary,” he added.

The suspension may also affect the student-athlete’s prospects of securing a college sports scholarship, the Journal noted.

“Because of his question, our son was disciplined and given THREE days OUT of school suspension for ‘racism,’” Leah wrote in an email describing the incident.

“He is devastated and concerned that the racism label on his school record will harm his future goal of receiving a track scholarship. We are concerned that he will fall behind in his classes due to being absent for three consecutive days,” she added in the message, which was shared with the outlet.

The irate mom said the assistant principal has refused to remove the suspension from the boy’s record, so the family has hired an attorney.

On Tuesday, Leah appeared on “The Pete Kaliner Show,” which airs on radio station WBT, and said her family had once lived in England, and Christian mentioned how Britons also need green cards to live in the US, Newsweek reported . She said she and her husband told the assistant principal that “illegal alien” is a term their son can look up in a dictionary. “It is a term used as federal code, and it is a term that is heard frequently on many news broadcasts,” Leah said on the show. “I feel that if this was handled properly in the classroom, it could have easily been used as a teachable moment for everyone.”

Republican state Sen. Steve Jarvis said he has contacted the school district superintendent about the matter — but he has not yet taken a stance on what should be done.

“I do not see that that would be an offensive statement, just in getting clarification,” Jarvis told the Journal. “But there again, I don’t know. I don’t know the situation of this particular incident.”

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The popular X account Libs of TikTok also weighed in by saying Christian’s record could be “damaged” by the brouhaha over political correctness.

“Please support this based student by helping to raise awareness to his story!” the conservative account wrote in the post, which has received more than 4 million views.

Among those to respond was X owner Elon Musk, who wrote: “This is absurd.”

Conservative personality Ian Miles Chong called it “insane.”

“How does one get suspended for using the term illegal alien?” he asked.

Libs of TikTok added: “Hopefully North Carolina officials can step in and ensure his record isn’t tarnished in any way because he’s trying to secure an athletic scholarship for college.

“He should not be persecuted for using the correct term just because the left is trying to change our entire language,” the account added.

A staffer at Central Davidson High School told Newsweek that they could not comment about a specific student due to federal protections.

“Please know that Davidson County Schools administrators take all discipline incidents seriously and investigate each one thoroughly,” the rep told the mag. “Any violation of the code of conduct is handled appropriately by administrators.”

The student handbook says that “schools may place restrictions on a student’s right to free speech when the speech is obscene, abusive, promoting illegal drug use, or is reasonably expected to cause a substantial disruption to the school day,” the Carolina Journal reported.

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What happened in the NFL Draft first round: Full recap, picks by team, grades and trades

25 New Updates

Six QBs, plenty of offense in the NFL Draft's first round

NOTE: For updates from the second day of the NFL Draft, go here.

The first round of the 2024 NFL Draft began with a quarterback and ended with a wide receiver. Fitting for a night that was all about the offenses.

With their first No. 1 pick in 77 years, the Chicago Bears selected USC quarterback Caleb Williams, hoping to finally find their franchise QB. Williams set off a record run of six quarterbacks over the first 12 picks, including Jayden Daniels (Commanders, No. 2), Drake Maye (Patriots, No. 3), Michael Penix Jr. (Falcons, No. 8), J.J. McCarthy (Vikings, No. 10) and Bo Nix (Broncos, No. 12).

A record 23 offensive players were taken over 32 picks, including seven wide receivers. The first defender did not come off the board until No. 25.

The full first-round results:

• Chicago Bears (from Carolina): Caleb Williams, QB, USC
• Washington Commanders: Jayden Daniels, QB, LSU
• New England Patriots: Drake Maye, QB, North Carolina
• Arizona Cardinals: Marvin Harrison Jr., WR, Ohio State
• Los Angeles Chargers: Joe Alt, OT, Notre Dame
• New York Giants: Malik Nabers, WR, LSU
• Tennessee Titans: JC Latham, OT, Alabama
• Atlanta Falcons: Michael Penix Jr, QB, Washington
• Chicago Bears: Rome Odunze, WR, Washington
• Minnesota Vikings (from N.Y. Jets): J.J. McCarthy, QB, Michigan
• New York Jets (from Minnesota): Olu Fashanu, OT, Penn State
• Denver Broncos: Bo Nix, QB, Oregon
• Las Vegas Raiders: Brock Bowers, TE, Georgia
• New Orleans Saints: Taliese Fuaga, OT, Oregon State
• Indianapolis Colts: Laiatu Latu, Edge, UCLA
• Seattle Seahawks: Byron Murphy II, DT, Texas
• Minnesota Vikings (from Jacksonville): Dallas Turner, Edge, Alabama
• Cincinnati Bengals: Amarius Mims, OT, Georgia
• Los Angeles Rams: Jared Verse, Edge, Florida State
• Pittsburgh Steelers: Troy Fautanu, OL, Washington
• Miami Dolphins: Chop Robinson, Edge, Penn State
• Philadelphia Eagles: Quinyon Mitchell, CB, Toledo
• Jacksonville Jaguars (from Minnesota through Cleveland and Houston): Brian Thomas Jr., WR, LSU
• Detroit Lions (from Dallas): Terrion Arnold, CB, Alabama
• Green Bay Packers: Jordan Morgan, OL, Arizona
• Tampa Bay Buccaneers: Graham Barton, OL, Duke
• Arizona Cardinals (from Houston): Darius Robinson, Edge, Missouri
• Kansas City Chiefs (from Buffalo): Xavier Worthy, WR, Texas
• Dallas Cowboys (from Detroit): Tyler Guyton, OT, Oklahoma
• Baltimore Ravens: Nate Wiggins, CB, Clemson
• San Francisco 49ers: Ricky Pearsall, WR, Florida
• Carolina Panthers (from Buffalo through Kansas City): Xavier Legette, WR, South Carolina

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Round 1, No. 26: Bucs draft Duke C Graham Barton

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The Tampa Bay Buccaneers selected Duke center Graham Barton with the No. 26 pick.

The Athletic NFL Draft analyst Dane Brugler on Barton: A four-year starter at Duke, Barton was entrenched at left tackle in former offensive coordinator Kevin Johns’ scheme. The highest-ranked recruit in the Blue Devils’ class four years ago, he earned freshman All-America honors as a center in 2020 and started 34 games at left tackle over the last three seasons, earning All-America honors in 2023.

As a run blocker, Barton plays with the athletic control, core strength and stubborn mentality to execute his assignments. His movements and finishing skills also translate to pass protection, but he will struggle cutting off NFL speed and needs to improve his punch timing to stay ahead of schedule (and avoid penalties).

Overall, Barton will have adjustments to make as he moves inside, but he has athletic feet and strong hands and works hard to stay attached to blocks through the whistle. He projects as an above-average NFL starter at guard or center (reminiscent of Alijah Vera-Tucker).

Buccaneers draft Graham Barton: How he fits, pick grade and scouting intel

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Packers draft Jordan Morgan: How he fits, pick grade and scouting intel

Why Jordan Morgan was a first-round pick

An experienced, tough offensive lineman with great knowledge and want-to in the run game, Morgan is another college tackle who feels ready to slide inside and start at guard for someone right away next year. Versatility is also a factor here.

Grading Jordan Morgan to Green Bay at No. 25

The Packers have needs at both offensive line and the secondary and opted for guard Jordan Morgan rather than addressing a secondary that intercepted a league-low seven passes. Morgan certainly is a first-round prospect but Green Bay missed a chance to improve at its most vulnerable spot.

Largely considered a guard prospect, Morgan (6-5, 311) started 37 games over five seasons at Arizona. His arm length (32 7/8 inches) will probably keep him inside, but Morgan could kick outside if necessary. A first-team All-Pac-12 selection, Morgan has huge hands (11 inches) and ran a 5.04-second 40 at the combine. He should start right away at right guard.

Why did the Raiders select a tight end in Brock Bowers? Tashan Reed explains.

Round 1, No. 25: Packers draft Arizona G Jordan Morgan

(Photo: Christian Petersen / Getty Images)

The Green Bay Packers drafted Arizona guard Jordan Morgan with the No. 25 pick.

The Athletic NFL Draft analyst Dane Brugler on Morgan: A four-year starter at Arizona, Morgan was a constant at left tackle in offensive coordinator Brennan Carroll’s zone-based scheme (Carroll is the son of Pete Carroll and was the assistant offensive line coach for the Seattle Seahawks from 2015-21). After Arizona won a combined five games during his first three seasons on campus, Morgan helped lead the program’s turnaround in 2023 (Arizona won 10 games in a season for just the second time since 1998).

A quick-footed blocker, Morgan displays range and aggression in the run game and gets on top of rushers quickly in his jump sets when he uses well-timed hands. His struggles in pass protection come when he is overaggressive with his kick slide and gets too far up the arc, which can create a two-way go for rushers and open the door for inside counters.

Overall, Morgan struggles to anchor mid-slide versus power, but he is a balanced mover who is well-schooled and physical in all phases. Though he can survive at tackle in the NFL, his skill set projects much better inside at guard, similar to Matthew Bergeron.

Draft analysts Dane Brugler and Nate Tice also love the Lions' pick of cornerback Terrion Arnold.

Brugler on Arnold: "The Lions are very familiar with Jaylon Johnson in their division. To me this is a carbon copy of Jaylon Johnson."

What Terrion Arnold brings to Detroit

The local fans in Detroit were concerned the Lions might trade out of the first round. But when the corners started falling, Brad Holmes and Dan Campbell couldn’t help but pick up the phone. Detroit trades up five spots, from No. 29 to No. 24 and fills a big need. Like the Eagles, the Lions landed outstanding value in the 20s in the form of Alabama CB Terrion Arnold. Arnold and Toledo CB Quinyon Mitchell were pretty clearly the top two corners in this draft. Top 15 prospects on my board.

For Detroit, this fills an obvious need and it comes in the form of a perfect fit for Detroit’s culture. Arnold is a confident corner who plays with swag, he loves to work, he loves tough coaching and he loves to win. Arnold also gets to reunite with Brian Branch in a new-look Detroit secondary. Another great value pick.

Detroit Lions draft Alabama CB Terrion Arnold: How he fits, pick grade and scouting intel

Round 1, No. 24: Lions draft Alabama CB Terrion Arnold

The Detroit Lions drafted Alabama cornerback Terrion Arnold with the No. 24 pick after a trade with the Dallas Cowboys.

Dallas traded No. 24 and a 2025 seventh-round pick for the 29th and 73rd picks in this year's draft, NFL Network reported.

The Athletic NFL Draft analyst Dane Brugler on Arnold: A two-year starter at Alabama, Arnold worked primarily at left outside cornerback in former head coach Nick Saban’s scheme and would follow receivers to the slot, depending on the matchup (24.4 percent of snaps inside in 2023). After redshirting in 2021 and playing a part-time role in 2022, he led the SEC in both passes defended (17) and interceptions (five) in 2023 and grew into one of the top cornerbacks in the country.

A basketball-focused athlete most of his life, Arnold is fluid when he opens up with speed, gear-down skills and body control to stay in phase with basic or sophisticated routes. With average recovery skills, he needs to continue developing his discipline versus both pass and the run, but his awareness for the football is outstanding, and he plays with urgency in run support.

Overall, Arnold offers an ideal blend of cover athleticism and competitive makeup, with the ball skills to make plays at every level of the field. He is scheme-versatile and has the talent to work inside or outside. He can be an NFL team’s No. 1 cornerback, offering a skill set similar to that of the Chicago Bears’ Jaylon Johnson.

With LSU's Brian Thomas Jr. joining Malik Nabers, this is the eighth time two wide receivers from the same school have been taken in the first round of the same NFL Draft.

• 2024 LSU (Nabers/Thomas)
• 2022 Ohio State (Wilson/Olave)
• 2021 Alabama (Waddle/Smith)
• 2020 Alabama (Ruggs/Jeudy)
• 2007 LSU (Bowe/Davis)
• 2007 Ohio State (Ginn/Gonzalez)
• 2001 Miami (Moss/Wayne)
• 1997 Florida (Hilliard/Anthony)

Trade! Lions move into Cowboys' No. 24 slot

The Dallas Cowboys have traded down. The Detroit Lions are on the clock at No. 24 in front of their home crowd.

Grading Brian Thomas Jr. to Jacksonville

(Photo: Mike Ehrmann / Getty Images)

After losing receiver Calvin Ridley in free agency, the Jaguars needed a replacement who could stretch the field and develop into a No. 1 for quarterback Trevor Lawrence. Jacksonville may have found both aspects in Brian Thomas Jr. He’s got tremendous athletic ability and is capable of catching double-digit touchdown passes as a rookie.

At LSU alongside Malik Nabors, Thomas (6-3, 209) was a third-team All-American who led the country in touchdown catches with 17. He caught 68 passes for 1,177 yards (17.3 yards per catch). At the combine, Thomas ran a 4.33 40-yard dash, which was the second fastest among all receivers.

NFL Draft 2024 grades for all 32 picks in Round 1: Williams an A, Penix earns a C

Fantasy implications: Brian Thomas Jr. could stand out as rookie

In other years, Brian Thomas Jr. might have been Tier 1. Thomas has Nico Collins upside, so while the Jaguars still have Christian Kirk and added Gabe Davis, Thomas has the ability to step in as a top-two option. In fact, Thomas can replicate Calvin Ridley's 2023 season of 76-1016-8 with more consistency and fewer targets. That was good enough for WR18, and while I won't project Thomas quite that high, he's in a great spot to be a top-30 WR as a rookie and a top-20 dynasty wideout. Davis falls back to his Bills value of being a boom/bust WR3/4.

2024 NFL Draft and fantasy football: Winners, losers, every skill position pick, Caleb Williams and more

Round 1, Pick 23: Jaguars draft LSU WR Brian Thomas Jr.

The Jacksonville Jaguars selected LSU wide receiver Brian Thomas Jr. with the No. 23 pick.

The Athletic NFL Draft analyst Dane Brugler on Thomas: A three-year starter at LSU, Thomas was primarily an outside receiver in offensive coordinator Mike Denbrock’s spread scheme, working on both sides of the formation (87.2 percent of his career snaps came outside). He showed flashes his first two seasons in Baton Rouge but took his game to another level as a junior in 2023, leading the FBS in touchdown grabs (17) — the most receiving TDs by a receiver in an FBS season since DeVonta Smith’s 23 in 2020.

A former basketball recruit, Thomas has unique body movements for his size (before and after the catch) with the focus and coordination to make plays above the rim. He consistently gets on top of coverage with his quick acceleration (his 1.78-second “flying 20” was the fastest at the combine), although crisper cuts and improved leverage will help him create better separation out of breaks.

Overall, Thomas plays with impressive length, fluid speed and ball-winning athleticism. If his route efficiency catches up with his natural talent, he will be a dangerous weapon in the NFL. He projects as a quality NFL starter with the upside of Tee Higgins.

Eagles stay put and get one of the best corners available in Quinyon Mitchell. He’s a perfect scheme fit for what they do. He played a lot of off coverage and was a demon breaking on passes in front of him. Always nice when BPA fits with your need and scheme.

Philadelphia Eagles draft Quinyon Mitchell: How he fits, pick grade and scouting intel

Grading the Eagles' selection of CB Quinyon Mitchell

Many wondered if Philadelphia might move up to address its obvious need at corner. Instead, with six quarterbacks going in the top 12, the corners fell to the Eagles. Philadelphia sticks at No. 22 and drafts the first CB in Toledo’s Quinyon Mitchell. One of the humblest players in the draft, Mitchell turned down big SEC money to stay at Toledo and finish his degree.

He’s also big, long and extremely fast. Mitchell burned a 4.33 at the combine, jumped 38 inches with a 10-2 broad and was downright dominant at the Senior Bowl earlier this winter. He got better every day at Toledo and wound up with a whopping 52 passes defended in three years. For Philadelphia, this couldn’t have gone better.

Quinyon Mitchell built for this moment

Read more on the Eagles' first-round pick CB Quinyon Mitchell, who is one of the draft's most fascinating prospects.

Quinyon Mitchell, the 2024 NFL Draft’s quiet star, was built for this moment

Kirk Cousins concerned Falcons’ decision to draft Michael Penix Jr. doesn’t help team this season

The Atlanta Falcons made a surprising selection taking former Washington quarterback Michael Penix Jr. with the No. 8 pick in the 2024 NFL Draft.

Among those shocked by the Falcons selection was their current projected starting quarterback, Kirk Cousins.

Atlanta called Cousins when they were on the clock to let him know they were taking the former Huskies’ quarterback, his agent Mike McCartney told The Athletic. When he signed with the team this offseason, the Falcons told Cousins that they would be drafting a quarterback in the later rounds of the 2024 draft. He was stunned when they took one in the first round, picking University of Washington standout Michael Penix Jr. McCartney’s and Cousins’ biggest concern is that they don’t believe this helps the team for the upcoming season.

The Falcons signed Cousins this offseason to a four-year deal worth $180 million, including $100 million guaranteed. The 35-year-old quarterback is recovering from the torn Achilles tendon he sustained in Week 8 last season. Cousins said at his introductory news conference in March that he could take drops and make passes but if added, “I think the minute I would have to leave the pocket is where you’d say, ‘Yeah, he’s still recovering from an Achilles.'”

In going to Philadelphia at No. 22, Quinyon Mitchell becomes Toledo's second first-round pick ever, joining Dan Williams (No. 11 to Denver in 1993).

Round 1, Pick 22: Eagles draft Toledo CB Quinyon Mitchell

Michael Wade / Getty Images

The Philadelphia Eagles selected Toledo cornerback with the No. 22 pick.

The Athletic NFL Draft analyst Dane Brugler on Mitchell: A three-year starter at Toledo, Mitchell was a perimeter cornerback in defensive coordinator Vince Kehres’ zone-heavy scheme. Only the second player in Rockets history to earn All-America honors in back-to-back seasons, he departed as the most productive defensive back in Toledo history, having set school records for passes defended in a season (25) and career (52).

Often asked to play on an island in off-man or zone, Mitchell has the athletic talent to mirror all over the field and always appears under control, because of his play recognition and composure in coverage. With his awareness and feel for timing, his ball skills are deserving of the “elite” adjective (responsible for 43 passes defended and six interceptions over the last 27 games).

Overall, Mitchell is a balanced size/speed athlete who stays in phase up and down the field, doesn’t panic and makes plays on the football at a high rate. His tape and traits show an NFL-ready starter with a bright future.