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assignments

noun as in responsibility, task

Strongest matches

• appointment

Strong matches

noun as in selecting or setting apart

• distribution
• apportionment
• appropriation
• assignation
• attribution
• authorization
• consignment
• designation
• determination
• specification
• stipulation

Discover More

Example sentences.

He traveled to China, India, Russia, and Africa for fashion-related assignments.

Among his previous assignments were stints in war zones like Afghanistan and the Congo.

He also had a reputation for not sticking to the brief of his assignments.

His writing assignments were filled with “a disturbing level” of mayhem, war, and death.

The first faux-Fleming assignments went to writers such as Kingsley Amis (writing as “Robert Markham”) and John Gardner.

Toward the end of the campaign his assignments increased until all his time was taken.

Assignments came to be made of one acre to a family, near the palisaded hamlet for convenience and better security.

For a short time he had no assignments that taxed his abilities in either direction.

If you make as good time as you have made on some other assignments, you can get back here before 10:30.

Not a lot of business-reporting assignments involved spending time with half-naked, sun-baked dudes in remote southern junkyards.

On this page you'll find 38 synonyms, antonyms, and words related to assignments, such as: duty, chore, appointment, practice, job, and drill.

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

• ABBREVIATIONS
• BIOGRAPHIES
• CALCULATORS
• CONVERSIONS
• DEFINITIONS

  Vocabulary      

What is another word for Assignment ?

Synonyms for assignment əˈsaɪn mənt as·sign·ment, this thesaurus page includes all potential synonyms, words with the same meaning and similar terms for the word assignment ., princeton's wordnet rate these synonyms: 0.0 / 0 votes.

assignment, duty assignment noun

a duty that you are assigned to perform (especially in the armed forces)

"hazardous duty"

Synonyms: appointment , assigning , duty assignment , assignment , designation , grant , naming

assignment noun

the instrument by which a claim or right or interest or property is transferred from one person to another

Synonyms: appointment , assigning , duty assignment , designation , grant , naming

assignment, assigning noun

the act of distributing something to designated places or persons

"the first task is the assignment of an address to each datum"

grant, assignment noun

(law) a transfer of property by deed of conveyance

Synonyms: duty assignment , appointment , subsidisation , assigning , designation , naming , assignment , grant , concession , subsidization

an undertaking that you have been assigned to do (as by an instructor)

appointment, assignment, designation, naming noun

the act of putting a person into a non-elective position

"the appointment had to be approved by the whole committee"

Synonyms: duty assignment , appellation , appointment , date , appellative , assigning , designation , appointee , identification , assignment , naming , grant , fitting , engagement , denomination

Matched Categories

• Legal Document
• Transferred Property
• Undertaking

Editors Contribution Rate these synonyms: 0.0 / 0 votes

duty, homework, job, responsibility, task, chore, schoolwork

1. a piece of work that needs to be done regularly 2. something assigned to be read or studied

1. his first newspaper assignment was writing obituaries 2. have you found essay writer to write an assignment for tomorrow?

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pieces of work

because a assignment/task is an piece of work.

we need to finish our work: we need to finish our assignment.

Dictionary of English Synonymes Rate these synonyms: 0.0 / 0 votes

Synonyms: appointment , allotment , apportionment

Synonyms: ( Law. ) transfer , conveyance

Synonyms, Antonyms & Associated Words Rate these synonyms: 0.0 / 0 votes

Synonyms: transfer , conveyance , apportionment , appointment , allotment , allocation , emplacement , determination specification , adducing

PPDB, the paraphrase database Rate these paraphrases: 0.0 / 0 votes

List of paraphrases for "assignment":

allocation , developmental , assignments , assigning , divestiture , transfer , cession , mapping , development , allocations , posting , mission , relinquishment , conveyance , stations , attribution , mappings , allotment , allocating , assign , surrender , placement , subpoena , task , earmarking , award , transfers , appointment , disposal , dispatch , postings

Suggested Resources

Song lyrics by assignment -- Explore a large variety of song lyrics performed by assignment on the Lyrics.com website.

How to pronounce Assignment?

How to say assignment in sign language, words popularity by usage frequency, how to use assignment in a sentence.

Jocelyne Harding Beach :

We both travelled a lot, he went on assignment often for the CIA, and that first Christmas, I remember he was gone for three months on an assignment to Laos, and that was tough.

Frank Harvey :

She said my project would be perfectly fine, i presented the video to the class and took a few questions from my classmates. My presentation went over well. The whole idea of the assignment was to expose students to an idea they hadn't considered before.

John Swartzwelder :

The' Army Man' jokes got me my initial interview with Sam Simon and Matt Groening [ Groening ], which led to my first script assignment,' Bart the General,' but I wasn't actually hired to work on staff until I'd done three episodes. ' The Simpsons' didn't have enough money for a full-time writing staff until late in 1989. They've got enough now, of course.

Jenny Yip :

If something doesn’t sit well with you, rather than being passive aggressive about it, acknowledge what is or isn’t working and then have a conversation with whoever is giving you this assignment, defiers usually don’t feel equipped to have these conversations with who they see as authority figures, or they don’t believe that having the conversations would give them any benefit or positive outcome. … That’s not necessarily true.

James Blake :

I know they put him on modified assignment, which is a good first step, but I do think there needs to be more actions taken, it’s not his first brush with a civilian complaint. I don’t think this is his first time doing this. I don’t think this is one error in judgment. I think it’s a pattern and it needs to be corrected.

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Are we missing a good synonym for Assignment ?

Image credit, the web's largest resource for, synonyms & antonyms, a member of the stands4 network, free, no signup required :, add to chrome, add to firefox, browse synonyms.com, are you a human thesaurus, which of the following words is not a synonym of the others, nearby & related entries:.

• assignation noun
• assigned adj
• assignee noun
• assigning noun
• Assignment noun
• assignments
• assignmnets
• assignor noun

Alternative searches for Assignment :

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Synonyms of assigning

• as in entrusting
• as in allotting
• as in ceding
• as in appointing
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Thesaurus Definition of assigning

Synonyms & Similar Words

• commissioning
• recommending
• authorizing
• distributing
• apportioning
• administering
• sharing (out)
• reassigning
• contributing
• handing out
• meting (out)
• reallocating
• redistributing
• parceling (out)
• parcelling (out)
• admeasuring
• reapportioning
• chipping in

Antonyms & Near Antonyms

• depriving (of)
• withholding
• appropriating
• confiscating
• transferring
• relinquishing
• bequeathing
• disposing of
• transmitting
• making over
• passing (down)
• surrendering
• handing down
• turning over
• handing over
• expropriating
• constituting
• designating
• instituting
• inaugurating
• consecrating
• handpicking
• voting (in)
• singling (out)
• discharging
• overthrowing
• throwing out
• blackballing

Thesaurus Entries Near assigning

Cite this entry.

“Assigning.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assigning. Accessed 9 May. 2024.

More from Merriam-Webster on assigning

Nglish: Translation of assigning for Spanish Speakers

Britannica English: Translation of assigning for Arabic Speakers

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Synonyms of 'assignment' in American English

Synonyms of 'assignment' in british english, additional synonyms.

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Writing Guide: Types of Assignments & Best Practices

• Home & Appointments
• Types of Assignments & Best Practices
• Tables & Figures
• Thesis & Project Guide

The most common types of writing assignments you will encounter at MLTS

• How to approach a writing assignment
• Expository writing & research papers
• Compare & Contrast paper
• Book & Literature Reviews
• Reflective writing
• Online discussion posts
• Thesis/Project

As a graduate student, you will be assigned a variety of types of writing projects.  A good rule of thumb in approaching any writing project is to ask yourself: for whom am I writing and why?  Or, who is my audience and what do they expect from my writing?  Your assignments will almost invariably require you to make one or more arguments.   A good argument is well-written, logical, and supported by evidence.

Expository writing involves understanding, explaining, analyzing, and/or evaluating a topic.  It includes your standard graduate school essay, book review, or research paper where your instructor requires you to analyze and/or study a topic.  In general, your audience for such assignments will be your course instructor. You can think of such writing assignments as your instructor asking you to make an argument.  Your instructor wants to gauge your creative thinking skills and how well you understand the course material by seeing how well you can make an argument related to that material.  Remember: a good argument is well-written, logical, and supported by evidence.

An expository paper is therefore not about you (at least not directly); it is about the facts you have learned and researched and the argument you have built from those facts. Therefore, unless you are quoting someone, you should avoid using first person pronouns (the words I, me, my, we, us, our ) in your writing.  Let your facts and arguments speak for themselves instead of beginning statements with "I think" or "I believe."

A compare & contrast assignment is a type of expository & research paper assignment.  It is important to organize your writing around the themes you are comparing & contrasting.  If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X , a common mistake students make is to write the first part of their essay strictly about Augustine's Confessions , and the second part of the essay strictly about The Autobiography of Malcolm X .  In a good compare & contrast essay, you instead explore an issue in every paragraph or two, and show how, in this case, both Augustine & Malcolm X share common ground or differ on that issue.  Then, move onto another issue and show how both Augustne and Malcolm X covered it.

Unless your instructor directs you otherwise, you should not use first person pronouns ( I, me, my ) in such a paper.

A book review assignment is meant to be an analysis of a book, not a chapter-by-chapter summary of a book.  Instead of organizing your paper sequentially (the first paragraph is about chapter 1, the second paragraph is about chapter 2, etc.), organize your paragraphs around the themes of the book that are thread throughout the book.  Topics to consider in a book review include (but are not limited to):

• What are the author's arguments, and how successful is she in making those arguments?
• What sort of sources does the author utilize?
• What methodology/methodologies does the author utilize?
• What are the strengths and weaknesses of the book?

A literature review is similar to a book review assignment in that it is meant to be an analysis of a theme or themes across several books/articles.   What have various authors written about your topic?   That said, as you will typically have less space to talk about each work (perhaps a paragraph or less for each work as opposed to multiple pages), you might end up moving from one author's findings to another.  For a literature review in a thesis, think of a literature review as a mini-essay within your broader thesis with its own mini-introduction, thesis statement, and conclusion.

Unless your instructor directs you otherwise, book reviews and literature reviews should be written like expository & research papers.  In particular, you should not use first person pronouns ( I, me, my ).  So, instead of writing: "I think this book is a good analysis of ___," write: "This book is a good analysis of ___."

Reflective essays are especially common in theology courses.  Reflective writing requires that you explicitly write about yourself and your own views.  To put it another way, you typically have two audiences to write for in such an assignment: your instructor and yourself.   As such, and unlike a standard expository paper, such essays require you to write about yourself using first person pronouns ( I, me, my) and use statements like “I think” and “I believe.”  Otherwise, a reflective essay shares a lot with expository writing.  You are still making arguments, and you still need evidence from cited sources!  Unless your instructor tells you otherwise, you should still include a good title, introduction paragraph, thesis statement, conclusion, and bibliography.

For online courses, you will likely have to take part in classroom or group discussions online, in which you will be encouraged or even required to respond to your classmates.  Such writing assignments often include a reflective element. Discussion posts are almost always shorter than essays and as such may not need long introductions or conclusions.  That said, a discussion post is not like a Facebook or social media post!  Good discussion posts are long and well-written enough to convey one or more thoughtful, insightful observations; you cannot just "like" someone else's post or only write "Good job!"  If you decide to challenge or critique a classmate’s post—and you are certainly encouraged to do so!—you should do so in a respectful and constructive manner.   As your main audience for online discussions are your own classmates and, to a lesser extent, your instructor, it is often okay to use relatively more informal language and to refer to yourself using first person pronouns ( I, me, my ).  Finally, as with reflective essays, discussion posts still benefit from evidence.  Even if a discussion post is relatively less formal than an essay, if you quote, paraphrase, or draw ideas from outside sources, you still must cite them!  If the online medium does not allow for footnotes, use parenthetical references for citations (see chapter 19 of Turabian).

Those of you taking preaching courses or earning a DMin degree will have to write and submit your sermons. On one hand, your main audience for such a writing assignment is the congregation to whom you may preach.  The language, tone, message, level of detail, etc. of a good sermon will depend on the precise context of your congregation and the message you want to impart.  Therefore, unlike an expository essay or a reflective essay, you have a lot more freedom in how you chose to organize your sermon, as well as how formal or not you want the language to be.

On the other hand, in submitting such assignments, you also have a secondary audience: your instructor.  As such, you may still need to include citations, even if you would not read them out loud in your sermon.  In submitting a sermon as an assignment, you may also need to include some sort of write up or commentary, which your instructor may require to be expository and/or reflective in nature.

Those of you earning an MAR or DMin will finish your coursework by proposing, researching, writing, and defending a thesis or project.   A thesis/project should be an original contribution to your field of study.  To put it another way, the audience for your thesis/project is not just your advisor, but the broader academic and/or ministerial community.   A good thesis/project can go on to become the first draft of a published academic journal article or a chapter or two of a book.  Your thesis/project should be largely expository, but it may also include reflective sections.

It is never too early to start thinking about what you want to do for your thesis/project! You can try to make your thesis/project writing process easier by writing your course papers on topics within or adjacent to what you think you want to do for your thesis/project; that said, if you do so, you will need to cite these earlier works in your final thesis.   See our citation guide for help with that.

For more information on writing a thesis or project, from choosing a topic to submitting it, check out our Thesis & Project Guide .

Tips for Composing Good Academic Prose

• Proofread, proofread, proofread!
• Find evidence to support your thesis statement from good quality sources
• Use quotations as evidence, not filler
• Be careful not to turn long sentences into run-on sentences
• Relatively longer paragraphs are generally better than short ones
• Make sure your paper flows well from one idea to the next
• When possible, avoid using the passive voice
• Be precise and crystal-clear in your statements and arguments
• Use the present tense when paraphrasing an author or setting up a quotation
• Use repetition of words carefully

First and most importantly: Proofread your paper over before you submit it to make sure that it reads well and is without errors!  Read your paper over as you are writing it.  Check over your work with spell check.  Before you submit it, read it over one last time to catch anything you missed.  If possible, consider reading the work out loud: you will be more likely to spot problems in your writing than if you read it in your head.  If you are able to do so, ask a friend or schedule an appointment with the Writing Center for a review.  Another pair of eyes can often spot a mistake or problem that the writer has overlooked.

Find evidence to support your thesis from good quality sources.   Your research and writing should be based on the study of reputable primary and secondary sources.  Typically, this means books published by academic presses and academic journal articles.  Wikipedia, YouTube, random websites, and dictionary entries are generally not considered to be good sources for academic writing, although there are instances when it is acceptable to use and cite them, like if you were researching how topics in Black theology are represented or misrepresented on Wikipedia.  If you need help in finding good resources for your paper, consult a librarian.

Quotations are meant to be evidence to support your argument; they are not filler to meet a length requirement.   While you must quote and paraphrase sources, you should not quote or paraphrase more than you need.  When possible, consider paraphrasing over quoting.  Keep in mind that your writing assignments are supposed to showcase your thinking and writing, not the thinking and writing of whoever you are citing.

Be careful not to turn long sentences into run-on sentences.   Long sentences are not always bad: when well-written, a long sentence can read better and help convey complex ideas better than a series of short sentences.  A run-on sentence, on the other hand, occurs when multiple sentences are inappropriately lumped into a single sentence.  Therefore, when reading your paper over, keep an eye out for any sentence that you can break into multiple sentences.

Relatively longer paragraphs are generally better than short ones.   If your paragraph is three sentences or less, consider if you can write more about that paragraph's topic or incorporate it into another paragraph.  If a paragraph represents one idea, then a longer paragraph typically shows that you have better considered and flushed out that idea.  That said, if your paragraph is longer than a page, you could probably shorten it or break it into two paragraphs.

Make sure your paper flows well from one idea to the next.   Does your third paragraph make sense following your second paragraph?  Do you drop ideas and only pick them up much later?  Cut and paste sentences and paragraphs around as necessary.

When possible, avoid using the passive voice.   This can be tricky!  The passive voice is when you use the verb “to be” next to and in conjunction with another verb to make the object of the sentence into the subject.  For example, compare the active sentence: “Kate Turabian wrote the book” to its passive equivalent: “The book was written by Kate Turabian.”  Grammatically speaking, in the latter, passive sentence, "The book" is the subject, even though in a real world active sense, it is the object.

Writers consider passive sentences not as good because, like in the above example, they can be wordier than necessary and take the focus off the real subject. There are exceptions in which it is good to use the passive voice. For example, if you were writing an article about Kate Turabian, it would be better to write: “Kate Turabian was born in 1893” instead of “Kate Turabian’s mother gave birth to her in 1893.”  The former sentence keeps Kate Turabian, the focus of the paper, as the subject, while the latter sounds a little weird (maybe English speakers are too squeamish, but we typically do not recount someone's birth in that way).

At its worst, the passive voice can obscure the subject and make facts unclear. Consider the sentence: "Jackie Robinson's signing with the Brooklyn Dodgers in 1946 was considered a crucial moment in the Civil Rights movement." With the passive voice, the reader does not know who exactly considered that so?  Did all Americans in 1946 think this?  Did some specific people come to recognize it later?  Compare that sentence to: "Martin Luther King, Jr. considered Jackie Robinson's signing with the Brooklyn Dodgers in 1946 a crucial moment in the Civil Rights movement."

Be precise and crystal-clear in your statements and arguments.   Similar to how the passive voice can make facts unclear, overly general language can make for weak arguments.  Consider the argument: "Many people now support same-sex marriage."  Many people?  Which people?  "Many" and "people" are very general terms and do not tell us much in this statement; the more specific you can be, the better your argument:

• Despite official church statements, many American Catholics now support same-sex marriage.
• [Specific number]% of Chicagoans now support same-sex marriage.
• Many South African theologians, including [so-and-so] and [so-and so], now support same-sex marriage.

In general, use the present tense when paraphrasing an author or setting up a quotation.  While you should use the past tense when writing about events in the past, you should in general use the present tense when discussing a scholar's writing.  Scholarship is a ongoing discussion.  When you read and discuss an author's work, that author is making an argument right now in the present, even if she is dead.  So, do not write:

   Carl Jung wrote: "The psyche...    Carl Jung said, "The psyche...    Carl Jung argued that...

but instead:

   Carl Jung writes: "The psyche...    Carl Jung says, "The psyche...    Carl Jung argues that...

Use repetition of words carefully.   When done well, repeating words can sound good and emphasize ideas.  When done poorly, repetition sounds monotonous. Avoid, for example, starting too many sentences or paragraphs with the same word, or overutilizing the same verb.  If you need help in bringing variety to your word choices, purchase a thesaurus or check out thesaurus.com .

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North Carolina Student Sues School Board, Assistant Principal After Suspension for Saying ‘Illegal Aliens’

An English teacher’s vocabulary assignment included the word “aliens.” The student asked the teacher if the word “referred to ‘space aliens or illegal aliens who need green cards.’

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Christian McGhee, 16, has filed a federal lawsuit through his parents, claiming his North Carolina school violated his freedom of speech and deprived him of due process for suspending him after he said “illegal aliens.”

“I have raised our son to reject racism in all its forms, but it is the school, not Christian, that injected race into this incident. It appears that this administration would rather destroy its own reputation and the reputation of my son rather than admit they made a mistake,” said Leah McGhee, Christian’s mother .

The suit names the Davidson County Board of Education and Eric Anderson, Central Davidson High School’s assistant principal, as the defendants.

The Liberty Justice Center is representing McGhee.

An English teacher’s vocabulary assignment included the word “aliens.” McGhee asked the teacher if the word “referred to ‘space aliens or illegal aliens who need green cards.'”

A student said he would “kick [McGhee’s] ass. The teacher contacted Anderson, the assistant principal.

Anderson brought in McGhee and the student who complained. The student, identified as R., told Anderson (my emphasis) “that he was not offended.” He was JOKING.

That wasn’t good enough for Anderson:

When R. said that he was not offended, Mr. Anderson disagreed and told R. that C.M.’s words “were a big deal,” effectively telling R. that he should have been offended. Then Anderson spoke to C.M. and said that R. was “upset,” “crying,” and “offended.” C.M. did not find these assertions believable because he could see that R. was not upset. But C.M. listened to Assistant Principal Anderson and told his side of the story. Mr. Anderson would later recall telling C.M. that it would have been more “respectful” for C.M. to phrase his question by referring to “those people” who “need a green card.”

It turns out that R. and McGhee are good friends. He said he didn’t cry when he met with Anderson. He also didn’t feel upset or offended.

R. then said, “’If anyone is racist, it is [Mr. Anderson] since he asked me why my Spanish grade is so low’”—an apparent reference to R.’s ethnicity.”

The staff agreed that “illegal aliens” offend Hispanic students.

The high school gave McGhee a three-day suspension. The school gave R. a “brief in-school suspension” for his joke response.

The Liberty Justice Center claims McGhee faced “ostracism, bullying, and threats” after his suspension. His parents pulled him from school so he could finish the term through homeschooling.

“Even though Christian asked a factual, non-threatening question—about a word the class was discussing—the school board branded him with false accusations of racism,” said Buck Dougherty, Senior Counsel at the Liberty Justice Center . “The school has not only violated his constitutional right to free speech, but also his right to due process and his right to access education, a guaranteed right under North Carolina law. We are proud to stand beside Christian and his family in challenging this egregious violation of the First and Fourteenth Amendments.”

The lawsuit alleges the high school “engaged in viewpoint discrimination” when it relied on its viewpoint that “illegal aliens” show racial discrimination.

The school never punished those who allegedly bullied McGhee:

The viewpoint discrimination is evident from the School’s decision to not harshly punish another student who made a comment threatening violence against C.M.—a comment that, on its face, is far more disruptive to the learning environment. It is further evidenced from a School administrator’s assertion that harsh punishment was necessary to avoid being “unfair” to students who received the same punishment “for saying the N word”—a preposterous comparison.

At Reason, Billy Binion said the judges might use the ruling from Tinker v. Des Moines Independent Community School District . The Supreme Court sided with the students wearing black armbands to school to protest the Vietnam War.

Justice Abe argued , “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

Abe also wrote:

The District Court concluded that the action of the school authorities was reasonable because it was based upon their fear of a disturbance from the wearing of the armbands. But, in our system, undifferentiated fear or apprehension of disturbance is not enough to overcome the right to freedom of expression. Any departure from absolute regimentation may cause trouble. Any variation from the majority’s opinion may inspire fear. Any word spoken, in class, in the lunchroom, or on the campus, that deviates from the views of another person may start an argument or cause a disturbance. But our Constitution says we must take this risk, Terminiello v. Chicago, 337 U. S. 1 (1949); and our history says that it is this sort of hazardous freedom — this kind of openness — that is the basis of our national strength and of the independence and vigor of Americans who grow up and live in this relatively permissive, often disputatious, society. In the present case, the District Court made no such finding, and our independent examination of the record fails to yield evidence that the school authorities had reason to anticipate that the wearing of the armbands would substantially interfere with the work of the school or impinge upon the rights of other students. Even an official memorandum prepared after the suspension that listed the reasons for the ban on wearing the armbands made no reference to the anticipation of such disruption.

However, schools can “discourage and punish ‘actually or potentially disruptive conduct.'”

“Potentially” makes me squirm as much as “reasonable” does in laws and rulings. The vague and limited scope allows for an interpretation that is too broad.

I hope this kid wins.

Donations tax deductible to the full extent allowed by law.

I hope this young man teaches this school system a thing or two.

that will all depend on the wokeness of the judge

The sad part is it’ll just come out of the pocket of the taxpayers and the school officials won’t pay any price at all.

The taxpayer deserves to pay out of pocket for this nonsense. They voted for and elected the school board, who then approved the hiring of the administration.

When the taxpayers are responsible for their votes, then and only then will they use their right to vote for good purposes. This also includes those who either did not vote, or voted for the opposition. They should pay, and pay heavily for their actions and inaction.

The same applies for liberal cities and states like California. All people should bear the financial burden of their elected and appointed officials.

I have to pay for the nonsense of the Biden Administration, although I didn’t ask for high inflation, high fuel prices, and losses to my retirement accounts. But I sure as hell pay for it.

Well, yeah.

BUT, while I don’t mind paying for my bad choices in government, I do mind paying for other peoples’ bad government.

True. But as liberals like to say:

“We are all in this storm together.”

That may be true, but our perceived betters have much better boats.

At some point, people will get fed up and fix it through the soap box, the ballot box, or the ammo box. Hopefully not the latter.

NC has gone woke. I hope the plaintiffs get a good judge assigned, because the 4th Circuit is completely woke and will do whatever needed to produce a woke-friendly outcome.

1) I believe the term should be hostile foreign invader, but they would be horrified at any discussion of that.

2) Same tactic by the operatives of the State as was used in Soviet Russia, China, and in a certain book by George Orwell which is taken as the ideal pattern by Leftists worldwide. They just don’t even pretend to hide it anymore, and that will get worse in the next few months.

Subotai Bahadur

Asking for clarification of a word’s definition and using the n-word are NOT even close to the same thing.

No, your local schools are not better. Government schools are the same everywhere

I would submit that even using the “N Word” is Constitutionally protected free speech

It is protected speech, but it can be banned in the classroom as inherently disruptive.

except its easier to NOT do your job and protect those rights of those who say bad things

Look it up in a Latin dictionary. Like so many other things, blacks are hypocrites who use the N word as often as the F word. This is about blacks trying to control and get over on other races.

I did not pick up any hint that the PoohBahs Grandes are of a dark hue of skin. This struck me as an uppity goodie two shoes light-skin toned school admin social climber. I could be mistken, but I got no clue as to the fleshtone of the tall older bully in this case. So, no, this isn’t about darker race hustlers getting in sime licks. This is about an over the top PC critter wanting to make a name for his own sorry self.

It might be the color green? Green card, little green aliens, Green Party and green Hamas headbands. It’s also the color of money, envy and nausea.

Sometimes, green is the color of nature and serenity, but that excludes sand, ice, mud, earthquakes, volcanoes and chaos.

Green cards haven’t been green for decades. They’re still called that, just as pink slips are usually no longer pink.

“The Liberty Justice Center claims McGhee faced “ostracism, bullying, and threats” after his suspension. His parents pulled him from school so he could finish the term through homeschooling.”

Better late than never. But even better not late.

I just pulled up federalregister.gov and searched for ‘illegal alien’

I got 1,242 hits

sweet move, there. Thanks,

This seems like a sure-fire winner. But, I’m not hopeful. About a decade ago, a California public high school (Morgan Hill) forbade students from carrying the American flag on Cinco de Mayo. They were additionally prohibited from wearing any clothing emblazoned with the flag this in spite of the decades-old ruling (cited above) about the black armbands as a Vietnam War protest. The students sued and the lower court held for the school, leaning HEAVILY into the notion that the school could prohibit ‘actually or potentially disruptive conduct,.’ the standard that Mary expresses skepticism about above.

The lower court decision was then affirmed by the 9th Circuit. The Supreme Court refused to grant cert. Now, it’s true it’s a slightly more conservative Court today (perhaps). But, I’m not sure this is the kind of case ACB and Kavanaugh want to hear.

Correct. ACB and Kavanaugh sit in fear of the mob.

it has to be more than just a tax paid lawsuit should the verdict go his way

those who deny the rights must be personally punished

the school board responded:

we have history on OUR side

if you go back to 1930s Germany……

With Leftist judges using blatantly bigoted laws from the past to justify their decisions, it goes deeper than Germany. The New York judge upholding ammo background check on basis of a very old Virginia law forbidding Roman Catholics from owner firearms. Jim Crow 2.0 is now the law of the land per se. KKK, Jim Crow, CCP, NSDAP, segregation … what’s not to like if a Dem?

You have no idea whatsoever about 1930s Germany if you think this is the same thing that happened in Nazi Germany. You need to read history (assuming you know how to read) before pontificating here on LI.

You post fake quotes on LI, JR. Maybe sit this one out.

I agree with Paddy, Junior. Sit this one out.

“The staff agreed that “illegal aliens” offend Hispanic students.” How white of them. Does the phrase “drug dealer” offend blacks? Does the phrase “trailer trash” offend whites? Why would one be offended, if one did not in fact live in a trailer, deal drugs, or illegally reside in the US? And if one does, then they ought to be offended by it.

“I would like to apologize to anyone I have not yet offended. Please be patient. I will get to you shortly.”

“Which ‘alien’ do you mean?” seems like a legit question for a vocabulary assignment.

I do kinda wish the kid had said just that, and left Pontificator More Righteous Than Y’all on the hook to say it.

We do seem weak on Yippie-style disruptive political theater these days. We have epic, imperial theater, and shallow adventure stories aplenty, but those have never been to my taste.

Notice the underlying premise is that discussion about the immigration status is racist. Huh? Illegal alien is a proper way to refer to the immigration status of a non-resident that does not have legal support for being in the country. Not racist. Just stupid teachers and administrators.

Because it’s “hurtful” to say such things in the presence of a Hispanic. Not at all as benign as talking about toxic male white nationalist domestic terrorist ultra-MAGA oppressors, which is encouraged.

Interesting that the school admin assume that illegals are only Hispanic.

I’ve known a far few Irish who were here without the appropriate visa, we’ve been hearing about a lot of Chinese, Arabs, and Africans strolling over our southern border, and I seem to recall something about Eastern Europeans with organized crime ties coming in from Canada.

If I were Hispanic I’d be very publicly accusing the school admin of racism.

It simply doesn’t matter if you’re a racist or not. Using the term ILLEGAL ALIEN is a proper term to label an alien (not a US citizen) who entered illegally.

There is a term called resident alien to those with green cards amongst others with legal entry but they are still call aliens.

True, so true.

There are only a few “categories” that accurateThey are”

1) natural born citizen.. boirn her of two parents who were lawful citizens at the time of the birth of the party in question

2) native born citizen, born here lawfully but one or both parents were not lawful citizens at the time of the birth in question. (B Hussein Obama falls into this category)

3) Nuralised citizen, one who came here as a non-citizen but with government permission and who then fulfilled all the requriememts to become a citizen.

4) Lawful permanent Resident Came here with papwersork in order to remain lawfully and live, work, marry, etc, as a person fully lawfully present. Many, but fr from all, who come here on this status eventually become citizens.

5) Visitor, student, or tourist, lawfully visiting with or without paperwork, but on a temporary status. Lawfully present but not able to be engaged in things like work, holding public office, etc.

6) Person not lawfully present, having entered bypassing any legal requirements or permissions. Common terms are “wetbacks, invaders, illegal aliens, border crashers, spies, criminal invaders, and other terms I will not repeat in public

I hope they win a Gazillion bucks

I’m blaming the kid who asked the question and whose parents are now suing. Just asking if it’s space aliens or illegal aliens is disruptive and unnecessary. The spelling and meaning are the same. The fact that his friend said he was going to kick his ass highlights the disruption. That is what the assistant principal should have said. It appears he wanted to be the “woke” administrator. He is the one who should be fired by the school board. As a former school board member, I have been on a board who has fired administrators for less. The school board tries to hire the best people but they aren’t responsible for day to day operations. They set policy, pay the bills, and approve or disapprove personnel employment. As for the words “illegal alien” offending Hispanic students, it shouldn’t unless they are here illegally. Even then, it shouldn’t offend them, because it’s accurate. Throw the case out of court, get rid of the assistant principal, and convince the parents to drop the lawsuit and tell the Liberty Justice Center to stop dividing this country.

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Sense of Place: Athens wouldn't be the same without this college radio station

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WUOG music directors Mal Holmes (left) and Elizabeth Kim.

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The University of Georgia dominates the city of Athens, Ga. Before you even get to the campus, you're greeted by the bright red of the UGA Bulldogs everywhere you turn, and fresh-faced, bright-eyed students roam the streets.

It's clear Athens is a college town and a sports town, but Athens is also a music town. Inside the imposing Tate Student Center on UGA's campus, tucked behind a long Starbucks line, is a radio station with a long legacy of getting the music made in Athens out to the wider world. WUOG 90.5 , UGA's student-run radio station, first signed on in 1972, and in 1980, they were the first radio station to ever broadcast what would become Athens' biggest band, R.E.M.

Today, the World Cafe team is kicking off our brand new Sense of Place: Athens series with a visit to WUOG, where current music directors Elizabeth Kim and Mal Holmes share some of the music that makes Athens special.

This episode of World Cafe was produced and edited by Kimberly Junod. The web story was created by Miguel Perez. Our engineer is Chris Williams. Our programming and booking coordinator is Chelsea Johnson and our line producer is Will Loftus.

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

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You might insert a checkbox, but it doesn't respond to clicks. This could be because you've inserted a static checkbox meant for printing purposes only, rather than an interactive one for digital forms.

3. Limited Customization:

The default appearance of checkboxes might not always match your needs. You might want to change the size, shape, or even add a checkmark or cross symbol, but find limited options for customization.

4. Compatibility Issues:

If you're sharing a Word document with someone using a different version, there's a chance the checkboxes won't display or function correctly on their end.

These are some of the common roadblocks you might encounter when working with checkboxes in Word. In the next part, we'll explore solutions to address these issues and effectively use checkboxes in your documents.

How to Insert Checkboxes in Word

Now it's time to fight back and become a Word checkbox master. In this part, we'll tackle how to insert these handy squares and even customize them a bit.

To insert checkboxes in Word, follow these simple steps using a to-do list sample:

Using Customized Option:

Step 1 . Click on the "File" tab in the Word toolbar.

Step 2. Select "Options" from the menu.

Step 3. In the Word Options dialog box, choose "Customize Ribbon" from the list on the left.

Step 4. Check the box next to "Developer" in the right-hand column.

Step 5. Click "OK" to confirm and close the Word Options dialog box.

Step 6. Now, you will see the "Developer" tab appear on the Word toolbar.

Using the Developer:

Step 1. With the "Developer" tab now visible, click on it to access its options.

Step 2. From the right side of the Developer tab, locate the "Controls" group.

Step 3. Check the box next to "Checkbox" to insert a checkbox into your document.

Step 4. You can now customize the appearance and properties of the checkbox as needed.

How to Edit the Checkbox in Word

We've conquered inserting checkboxes, but what about fine-tuning their appearance? While Word doesn't offer extensive editing options, there are a few tricks you can use:

Limited Editing:

Unfortunately, double-clicking a checkbox in Word doesn't bring up a detailed editing menu like some sources might suggest. However, there are still a couple of ways to make small adjustments:

Ticking the Box : This might seem obvious, but it's the primary way to interact with the checkbox. Click on the box to add a checkmark, signifying completion of a task.

Pre-Populated Checkboxes (Not recommended) :

While not ideal for most cases, you can technically type an "X" or a checkmark symbol (like ✓) directly inside the checkbox. However, this isn't a true edit and might cause formatting issues later. It's generally better to leave the checkbox empty and tick it as needed.

Focus on Using the Developer Tab:

For more significant changes, remember the Developer tab is your friend! Here's how you can use it for some customization:

Change Checkbox Symbol : If the default "X" doesn't suit your fancy, you can switch it to a checkmark.

Font Size Adjustments : Though limited, you can slightly increase the checkbox size for better visibility. Here's how:

Highlight the checkbox.

Go to the Developer tab.

Click "Check Box Properties."

Click the "Font" button.

Increase the font size slightly (e.g., from 8pt to 9pt). Be cautious with large font sizes as they might distort the checkbox appearance.

Click "OK" on all open windows.

These editing options are fairly basic. While they can provide a touch of customization, Word doesn't offer in-depth formatting features for checkboxes.

For situations where extensive customization is crucial (like creating a complex form), consider using a different tool like a dedicated form-building application or exploring online templates that offer more design flexibility.

Use WPS AI to Polish Your Writing/To-do Lists

Conquered the checkbox basics? Now let's talk about taking your writing and to-do lists to the next level with WPS AI, a built-in feature in WPS Office.

Think of WPS AI as your personal writing assistant and to-do list guru. It uses artificial intelligence to analyze your work and offer smart suggestions, making you a more efficient and polished writer.

Here's how WPS AI can be a game-changer for students:

Grammar and Style : We all make typos and grammar mistakes. But fret no more! WPS AI acts like a grammar police officer with a helpful side. It identifies errors in your writing, from misplaced commas to subject-verb agreement issues. It also suggests improvements to sentence structure and phrasing, making your writing clearer and more impactful.

Writing Confidence Booster : Staring at a blank page or struggling to express yourself clearly? WPS AI can be your brainstorming buddy. It analyzes your writing and provides suggestions for improvement. Whether it's strengthening your arguments or crafting a smoother narrative flow, WPS AI helps you refine your writing and express your ideas with confidence.

To-Do List Efficiency : WPS AI can be your secret weapon for managing to-do lists. While it can't magically complete your tasks (sorry!), it can help you prioritize effectively. Imagine highlighting a crucial task on your list and having WPS AI automatically suggest sub-tasks or deadlines, keeping you organized and on track.

Think of it this way: You've mastered the art of inserting checkboxes, now WPS AI helps you ensure those tasks are well-written and efficiently managed. It's the ultimate student power combo!

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Converting Your Writing/To-do Lists to PDF without losing Format

So you've crafted a stellar to-do list or resume, complete with perfectly placed checkboxes. But sometimes, converting your masterpiece from Word to PDF can be a formatting nightmare. Fear not, for WPS Office offers a smooth and reliable solution!

Here's how to effortlessly convert your Word doc to PDF in WPS Office, ensuring your formatting stays crisp:

Step 1 : Open your Document:

Launch WPS Office Writer and open your meticulously crafted to-do list or resume.

Step 2 : Head to the Export Menu:

Navigate to the "File" menu at the top left corner of your screen.

Step 3 : Choose the PDF Path:

In the "File" menu, select "Export" and then hover over "Create PDF/XPS". A submenu will appear.

Step 4 : Export with Confidence:

Click on "Export" in the submenu. This will open a "Save As" dialog box where you can choose the destination folder and filename for your PDF.

Step 5 : Conversion Complete!

Click "Save" and WPS Office will seamlessly convert your document to a pristine PDF, preserving all your formatting efforts. Now you can share your to-do list or resume with confidence, knowing it will look exactly as intended.

Bonus Tip :

For even more control over the conversion process, explore the "Export" options within the "Create PDF/XPS" submenu. You can adjust settings like page layout, image quality, and security to further customize your PDF output.

By following these steps, you can effortlessly convert your writing assignments or to-do lists from Word to PDF format while preserving the original formatting and layout.

FAQs about Inserting Checkboxes in Word   

Q1. can the size and shape of the checkbox be customized.

Yes, to a limited extent. While Word doesn't offer extensive editing options for checkboxes, you can slightly change the size using the Developer tab. However, you cannot modify the shape of the checkbox itself.

Q2. How can I Delete Checkboxes in Word?

To delete checkboxes in Word, simply select the checkbox you want to remove and press the "Delete" or "Backspace" key on your keyboard. Alternatively, you can right-click on the checkbox and select the "Cut" or "Delete" option from the context menu.

Q3. Can I Insert Checkboxes in Word Online?

Unfortunately, inserting checkboxes is not currently supported in Word Online. This functionality is available in the desktop version of Word.

In this guide, I've covered the process of inserting checkboxes in Word for students' writing assignments and to-do lists. I've addressed common issues, provided easy-to-follow steps, and emphasized the importance of using WPS Office for seamless document creation. With WPS Office's intuitive tools and helpful features, students can overcome challenges and enhance the quality of their work, ultimately empowering them to excel in their academic endeavors.

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15 years of office industry experience, tech lover and copywriter. Follow me for product reviews, comparisons, and recommendations for new apps and software.