meaning of length assignment

Healthcare job fair / open house. Multiple Positions Available! Drop by anytime between 10:00 - 2:00 TODAY. 31620 23rd Ave. South, Suite 201 Federal Way, WA 98003 Limited to attendees with previous healthcare and/or insurance experience

425-637-3312

425-637-3311

How Long Can You Keep an Employee in a “Temporary” Role….

by Jeanne Knutzen | June 21, 2019

0 Author-Jeanne , Hiring Strategies and Tactics , Thought Leader / Featured Blogs* , WHAT'S HAPPENING NOW. Data. Trends. News* get connected

Myths.  Truths.  Misconceptions About “Length of Assignment” for Temporary Employees

Conversations about the legal length of a temporary assignment has been around for a long time.  In December 2000, the now infamous Microsoft 97 million $ settlement  awarded 97 million dollars to temporary workers who were re-classified as  core (common law) employees (instead of temps).  That re-class ruling resulted in 8-12 thousand Microsoft “temps” becoming “benefit eligible”, resulting in a pretty hefty obligation even for a company like Microsoft.

Unfortunately  this settlement catapulted the issue of assignment length into a confusing period for companies who were large users of temporary employees.   Based on some common misunderstandings of what created the MS settlement,  many employers created internal policies that limited the length of time an employee could be a “temp” believing that by doing so they were minimizing their exposure to “re-classification” issues.

Even the American Staffing Association (ASA) weighed  in on the issue by taking up the concerns of both the employer and their interim employees who were often negatively impacted by an arbitrary assignment ending.  In a series of white papers, ASA challenged  the employer community regarding their assignment limit policies claiming  that “the length of a temporary assignment” is only one, of multiple factors, important to establishing the employee- employer status and does not in and of itself mitigate the risk of misclassification.  They wisely noted that other components of the employee/employer relationship were, in fact, equally if not more important.     

What is the status of the length of assignment issue today?

As the dust settled it became clear that the truth surrounding the MS settlement was far different than the initial headlines.    And even though the arguments of the ASA prevailed, the wake of the MS lawsuit still exists.  We are still being asked by employers  how long they can keep a temporary employee without putting themselves at risk.  And our temporary employees are still asking how long their employer can keep them in a temporary role without breaking the law.

What are employers doing today to make sure they are protected from unexpected liabilities related to how they use and manage temps? 

      #1.  most employers are now obtaining their non – core, interim, contract or temp employees thru third party staffing agencies rather than hiring them directly.    .

Many analysts believe that had MS obtained all of their temporary workers at the time of the lawsuit thru a third party employer, instead of hiring many of their temporary workers directly classified as 1099s, it is possible that some of the mis-classification claims could have been avoided.

The most prevalent “safe harbor” policy that large companies have implement forbid hiring managers from hiring a worker classified as a 1099…..requiring them to use a staffing agency to on board and pay inteirm workers, even those workers were sourced internally, not by the staffing agency per se. They do this to avoid the scenario where an employer classifies  a worker as a 1099 – “self employed”- and the IRS later refutes that claim, subjecting the employer to back taxes, fines, and penalties.   Employers want the peace of mind that comes from  knowing that the  applicable wages, payroll taxes and benefits costs are being calculated and paid by an employer other than themselves.

Many local staffing companies, PACE included, have created low cost “payroll service” packages for employers who have a need for third party employer services for interim workers they have recruited directly.  (See PACE’s Employer of Record service option) 

#2.  Employers are writing their key benefit plans to specifically exclude third party (i.e. staffing firm) employees. 

In 1999, Microsoft didn’t have any carve outs in their benefit contracts, and had to learn the hard way that easiest way to protect themselves from unanticipated benefit costs is to specifically exclude workers who are the employees of third party employers.

#3.   Employers are including information about how to manage workers from third party employers as part of supervisory training.   

The IRS is still using its infamous 20 point test to determine the employer relationship.  To make sure that the employer responsibility stays with the staffing agency and doesn’t  default back to the employer under audit, many employers are training their supervisors on temp management 101…

• To limit their communications with temporary employees on any issue related to pay, length of assignment, benefit eligibility, employment status or work schedules, etc.
• To allow,  and in some cases require,  representatives from their staffing vendors to be on site, communicating directly with their employees,  as needed.
• To provide feedback on performance thru the employee’s staffing vendors, not directly.

If you are an employer and would like some training for your supervisors on how to legally and operationally optimize the employer services of a third party staffing agency, give us a call at 425-637-3312!

#4.  Most staffing agencies are now providing their clients with contracts or written agreements that spell out their duties as “employer”.  These agreements typically include the staffing agencies responsibility to….

• Recruit, screen and evaluate employees to be placed on assignment
• Determine employee pay rates, benefits and expense reimbursements
• Hire, fire, and assign employees
• Handle employee complaints and concerns
• Pay worker, calculate and pay taxes, and distribute pay check

Getting these types of agreements or contracts in writing, makes it clear who is responsible to act as the “employer of record”.  It also can protects employers from unexpected liabilities resulting from workplace accidents or claims of discrimination.

Keep in mind that while legal concerns regarding how long a temp can remain on assignment have dissipated, there are still situations where internal “length of assignment” policies might be needed.  For example….  

You may want to limit length of assignment in order to protect your intellectual property…   .

In 2016, Microsoft established a new set of “assignment limit” rules, based not on the risk of mis- classification or co-employment, but on their concerns about the integrity and security of their intellectual property.  Because they were uncomfortable allowing a temporary or contract worker to have long-term access to their proprietary information and systems,  they decided to place limits on the number of months an employee could access their systems without a break in service.  They decided  that after 18 months a temporary or contract worker needed to be removed from their assignment, forcing an arbitrary lay off of any contractors reaching that benchmark.

We are yet to see if MS can effectively enforce this policy without exception as we know first hand the negative impact of losing a valued worker – even if the are not an employee hired directly.

You may want to limit length of assignment in order to optimize Workforce Productivity and/or Morale… 

While higher wage temporary or contract workers  tend to prefer “longer term assignments”, many lower wage temporary workers consider themselves negatively impacted when asked to remain as temporary employees for long periods of time without being converted to a regular hire.   The impact to productivity and morale  is often highly visible when temporary workers are asked to work side by side core employees doing the same or similar work.

For similar reasons, in those situations where an employer regularly hires members of its temporary workforce, there is risk attached to keeping the temporary employee in the workforce once they know they will not be hired.

Most of our clients who regularly hire our temporary employees have rules whereby an employee will either be hired or removed from their assignment after a defined period.

Structured policies about how long an employee can work in your environmdent as a “temp” can be used to avoid the risk of Discrimination Claims…

The longer a “temp” is in your workforce, and the fewer policies you have to guide decisions your managers use to either end or extend assignments, the more opportunity there is for claims of “disparate treatment”.

Making “length of assignment” a matter of company policy rather than a decision left up to the discretion of an individual manager or supervisor,  mitigates the risk of an uninvited claim of disparate treatment.   At the same time, an across the board “length of assignment” policy, can reduce the resources manager’s have available to them to achieve important business goals.   

Our recruiting team  rfegularly provides employees for assignments intended to last as little as two days to multiple years and does so seamlessly, based on the employer’s internal policies and our assessment of our employee’s motivations for working.  While we will provide information on the operational risks an employer might face by either limiting or extending assignment lengths, in the end, it is a decision that is made by both the employer and the employee.  In reality, once the original agreement re: “length of assignment” has been satisfied, an employer can still provide an employee with the opportunity to extend their assignment and the employee can then decide if they want to accept the employer’s offer.  The law plays no role in those decisions for either party,  although a company’s internal policies might.   

———————————

If you’d like help with your next temporary staffing project or to learn more about how optimize your use of temporary employees,  give our Partner Services and Solutions a call at 425-637-3312 or e mail us at [email protected]

PACE Staffing Network is one of the Puget Sound’s premier staffing /recruiting agencies and has been helping Northwest employers find and hire employees based on the “right fit” for over 40 years.

A  4 time winner of the coveted “Best in Staffing” designation , PACE is ranked in the top 2% of staffing agencies nationwide based on annual surveys of customer satisfaction.

PACE services include temporary and contract staffing, temp to hire auditions , direct hire professional recruiting services , Employer of Record (payroll) services , and a large menu of candidate assessment services our clients can purchase a la carte.

To learn more about how partnering with PACE will make a difference to how you find and hire employees,  contact our Partner Services and Solutions team at 425-637-3312, e mail us at [email protected] or visit our website at www. pacestaffing.com/employers.

How useful was this blog post?

Click on a star to rate it!

We’d Love Your Comments on this Blog…

In today’s market, its never too early to get started on your next staffing challenge….., connect now, leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Check Out Other Blogs on Related Topics…

Sign Up Here for PACE Blogs Delivered to Your Inbox

• I am a Job Seeker or an Employee
• I am a Hiring Manager
• I am a Recruiter
• None of the Above
• Name * First Last
• Company (If Applicable)
• Title (If Applicable)

Direct Hire ✦ Temp to Hire Auditions ✦ Temporary Staffing

Employer of Record/Payrolling ✦ More

Uncharted Tesol

• Why Uncharted TESOL?
• Alumni Journeys
• TESOL Blogs

Determining the APPropriate Length of an Assignment

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

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

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

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

P urpose: What is the purpose of this assignment?

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

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

Further Considerations

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

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

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

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

Subscribe to Blog via Email

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Email Address

Take The Next Step

• Request Info

Submit your application

Undergraduate.

To apply to any of our Bachelor's programs (Except the Bachelor's Program for Adult Transfer Students) complete and submit the Common App online.

Graduates and Adult Learners

To apply to any of our Master's, Doctural, Professional Studies Diploma, Graduates Certificate, or Associate's programs, or to apply to the Bachelor's Program for Adult and Transfer Students, complete and submit the New School Online Application.

Skip to Content

Massey University

• Search OWLL
• Handouts (Printable)
• Pre-reading Service
• StudyUp Recordings
• StudyUp Postgraduate
• Academic writing
• Intro to academic writing
• What is academic writing?
• Writing objectively
• Writing concisely
• 1st vs. 3rd person
• Inclusive language
• Te Reo Māori
• Assignment planning
• Assignment planning calculator
• Interpreting the assignment question
• Command words
• Organising points
• Researching
• Identifying academic sources
• Evaluating source quality
• Editing & proofreading
• Apostrophes
• Other punctuation
• Active voice
• American vs. British spelling
• Conditionals
• Prepositions
• Pronoun Reference
• Sentence fragments
• Sentence Structure
• Subject-verb agreement
• Formatting and layout

Word limits and assignment length

• Commonly confused words
• How assignments are marked
• Marking guides
• Getting an A
• Levels of assessment
• Using feedback
• Professional emails
• Forum posts
• Forum netiquette guidelines
• Sharing personal information
• Writing about personal experiences
• Assignment types
• What is an essay?
• Essay planning and structure
• Introduction
• Thesis statement
• Body paragraphs
• Essay revision
• Essay writing resources
• What is a report?
• Report structure
• Analysing issues for a report
• Business report
• What is a business report?
• Business report structure
• Inductive vs. deductive reports
• Other kinds of business communication
• Business report format and layout
• What is a lab report?
• Lab report structure
• Science lab report writing resources
• Psychology lab report writing resources
• Lab report body paragraphs
• Literature review
• What is a literature review?
• Writing a literature review
• Literature review structure
• Literature review writing resources
• Research proposal
• Writing a research proposal
• Research proposal structure
• Other types
• Article critique
• Book review
• Annotated bibliography
• Reflective writing
• Oral presentation
• Thesis / dissertation
• Article / conference paper
• Shorter responses
• Computer skills
• Microsoft Word
• Basic formatting
• Images, tables, & figures
• Long documents
• Microsoft Excel
• Basic spreadsheets
• Navigating & printing spreadsheets
• Charts / graphs & formulas
• Microsoft PowerPoint
• Basic skills
• Advanced skills
• Distance study
• Getting started
• How to study
• Online study techniques
• Distance support
• Reading & writing
• Reading strategies
• Writing strategies
• Grammar resources
• Listening & speaking
• Listening strategies
• Speaking strategies
• Maths & statistics
• Trigonometry
• Finance formulas
• Postgraduate study
• Intro to postgrad study
• Planning postgrad study
• Postgrad resources
• Postgrad assignment types
• Referencing
• Intro to referencing
• What is referencing?
• Why reference?
• Common knowledge
• Referencing styles
• What type of source is this?
• Reference list vs. bibliography
• Referencing software
• Quoting & paraphrasing
• Paraphrasing & summarising
• Paraphrasing techniques
• APA Interactive
• In-text citation
• Reference list
• Online material
• Other material
• Headings in APA
• Tables and Figures
• Referencing elements
• 5th vs. 6th edition
• 6th vs. 7th edition
• Chicago style
• Chicago Interactive
• About notes system
• Notes referencing elements
• Quoting and paraphrasing
• Author-date system
• MLA Interactive
• Abbreviations
• List of works cited
• Captions for images
• 8th vs 9th edition
• Oxford style
• Other styles
• Harvard style
• Vancouver style
• Legal citations
• Visual material
• Sample assignments
• Sample essay 1
• Sample essay 2
• Sample annotated bibliography
• Sample book review
• Study skills
• Time management
• Intro to time management
• Procrastination & perfectionism
• Goals & motivation
• Time management for internal students
• Time management for distance students
• Memory skills
• Principles of good memory
• Memory strategies
• Note-taking
• Note-taking methods
• Note-taking in lectures
• Note-taking while reading
• Digital note-taking
• Reading styles
• In-depth reading
• Reading comprehension
• Reading academic material
• Reading a journal article
• Reading an academic book
• Critical thinking
• What is critical thinking?
• Constructing an argument
• Critical reading
• Logical fallacies
• Tests & exams
• Exam & test study
• Planning exam study
• Gathering & sorting information
• Reviewing past exams
• Phases of revision
• Last-minute study strategies
• Question types
• Short answer
• Multi-choice
• Problem / computational
• Case-study / scenario
• Open book exam
• Open web exam or test
• Take home test
• In the exam
• Online exam
• Physical exam

Assignment length requirements are usually given in terms of numbers of words.

Unless the lecturer tells you that these limits are strict, it is normally acceptable to be 10% above or below this word limit (so, for example, a 2000 word assignment should be between 1800 and 2200 words). If the assignment uses the words “up to” (as in “up to 2500 words”) that usually means that you cannot go above the limit.

Use the tool below to calculate the acceptable range for an assignment (based on +/- 10%).

Unless the lecturer tells you otherwise, the word limit does not include ‘administrative’ sections of the assignment: the cover or title page, table of contents, table of figures, reference list, list of works cited, bibliography, or any appendices.

The word limit that you are given reflects the level of detail required . This means that if your assignment is too long, you're either taking too many words to explain your point or giving too many / too detailed examples. If your assignment is too short, either there is more to the answer than you have written or the assignment has not gone into enough detail about the answer.

• Don't try to remove single words from your assignment. It is unlikely to reduce the assignment's length significantly, but it may confuse your argument . Instead, aim to remove or condense whole sections of your assignment.
• You should not include something just because it is a fact, or just because it is included in your course materials. Include something only if it is relevant to your argument.
• Be direct. State your point rather than writing many paragraphs to ‘lead up’ to it.
• Go back to the question . Which sections relate to the point and which are secondary?
• Go back to the plan . Which paragraphs fit in the overall structure? Which paragraphs overlap and can be combined?
• Remove sections where you
• Over-explain your point
• Over-specify your point
• Repeat yourself
• Write off-topic or ramble
• Remove multiple examples where one or two are sufficient.
• Remove hedging language that adds little to the argument (e.g., it would seem that, it is possible that).

If you are often over the word count you should look at your writing style. See writing concisely for more.

Explain your argument fully

• Make sure every argument in your head and in your plan is on the page.
• Would a general (i.e., non-specialist) reader understand your point? Have someone else read over your assignment and ask you questions about it. What do they think is missing?
• Are there gaps in your argument?
• Does each point logically follow the last one, or do you jump over important points?

Look for the ‘hidden’ answer

• What theories do you think the marker expects?
• How does this relate to the materials from lectures and study guides? Use the course information in your answer to the assignment question.
• Are there complications or contradictions in the argument or in your research? Explain them and explore them.

Flesh it out

• Define any special terminology you've used that a general reader would not be familiar with.
• Illustrate with more examples and/or quotations.
• Contextualise and explain the quotations you use. How do they relate to your argument?

Page authorised by Director - Centre for Learner Success Last updated on 12 December, 2018

• Academic Q+A

Have a study or assignment writing question? Ask an expert at Academic Q+A

Live online workshops

• StudyUp (undergraduate)
• Campus workshops
• Albany (undergraduate)
• Albany (postgraduate)
• Albany (distance)
• Manawatu (undergraduate)
• Manawatu (postgraduate)

Upcoming events

• All upcoming events
• Academic writing and learning support
• 0800 MASSEY | (+64 6 350 5701)
• [email protected]
• Online form

Understanding the Assignment

There are four kinds of analysis you need to do in order to fully understand an assignment: determining the purpose of the assignment , understanding how to answer an assignment’s questions , recognizing implied questions in the assignment , and recognizing the disciplinary expectations of the assignment .

Always make sure you fully understand an assignment before you start writing!

Determining the Purpose

The wording of an assignment should suggest its purpose. Any of the following might be expected of you in a college writing assignment:

• Summarizing information
• Analyzing ideas and concepts
• Taking a position and defending it
• Combining ideas from several sources and creating your own original argument.

Understanding How to Answer the Assignment

College writing assignments will ask you to answer a how or why question – questions that can’t be answered with just facts. For example, the question “ What are the names of the presidents of the US in the last twenty years?” needs only a list of facts to be answered. The question “ Who was the best president of the last twenty years and why?”  requires you to take a position and support that position with evidence.

Sometimes, a list of prompts may appear with an assignment. Remember, your instructor will not expect you to answer all of the questions listed. They are simply offering you some ideas so that you can think of your own questions to ask.

Recognizing Implied Questions

A prompt may not include a clear ‘how’ or ‘why’ question, though one is always implied by the language of the prompt. For example:

“Discuss the effects of the No Child Left Behind Act on special education programs” is asking you to write how the act has affected special education programs. “Consider the recent rise of autism diagnoses” is asking you to write why the diagnoses of autism are on the rise.

Recognizing Disciplinary Expectations

Depending on the discipline in which you are writing, different features and formats of your writing may be expected. Always look closely at key terms and vocabulary in the writing assignment, and be sure to note what type of evidence and citations style your instructor expects.

About Writing: A Guide Copyright © 2015 by Robin Jeffrey is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

NCI LIBRARY

Academic writing skills guide: understanding assignments.

• Key Features of Academic Writing
• The Writing Process
• Understanding Assignments
• Brainstorming Techniques
• Planning Your Assignments
• Thesis Statements
• Writing Drafts
• Structuring Your Assignment
• How to Deal With Writer's Block
• Using Paragraphs
• Conclusions
• Introductions
• Revising & Editing
• Proofreading
• Grammar & Punctuation
• Reporting Verbs
• Signposting, Transitions & Linking Words/Phrases
• Using Lecturers' Feedback

Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. 

Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.

• << Previous: The Writing Process
• Next: Brainstorming Techniques >>
• Last Updated: Apr 23, 2024 1:31 PM
• URL: https://libguides.ncirl.ie/academic_writing_skills

Choose Your Test

Sat / act prep online guides and tips, the best college essay length: how long should it be.

College Essays

Figuring out your college essay can be one of the most difficult parts of applying to college. Even once you've read the prompt and picked a topic, you might wonder: if you write too much or too little, will you blow your chance of admission? How long should a college essay be?

Whether you're a terse writer or a loquacious one, we can advise you on college essay length. In this guide, we'll cover what the standard college essay length is, how much word limits matter, and what to do if you aren't sure how long a specific essay should be.

How Long Is a College Essay? First, Check the Word Limit

You might be used to turning in your writing assignments on a page-limit basis (for example, a 10-page paper). While some colleges provide page limits for their college essays, most use a word limit instead. This makes sure there's a standard length for all the essays that a college receives, regardless of formatting or font.

In the simplest terms, your college essay should be pretty close to, but not exceeding, the word limit in length. Think within 50 words as the lower bound, with the word limit as the upper bound. So for a 500-word limit essay, try to get somewhere between 450-500 words. If they give you a range, stay within that range.

College essay prompts usually provide the word limit right in the prompt or in the instructions.

For example, the University of Illinois says :

"You'll answer two to three prompts as part of your application. The questions you'll answer will depend on whether you're applying to a major or to our undeclared program , and if you've selected a second choice . Each response should be approximately 150 words."

As exemplified by the University of Illinois, the shortest word limits for college essays are usually around 150 words (less than half a single-spaced page). Rarely will you see a word limit higher than around 650 words (over one single-spaced page). College essays are usually pretty short: between 150 and 650 words. Admissions officers have to read a lot of them, after all!

Weigh your words carefully, because they are limited!

How Flexible Is the Word Limit?

But how flexible is the word limit? What if your poignant anecdote is just 10 words too long—or 100 too short?

Can I Go Over the Word Limit?

If you are attaching a document and you need one or two extra words, you can probably get away with exceeding the word limit by such a small amount. Some colleges will actually tell you that exceeding the word limit by 1-2 words is fine. However, I advise against exceeding the word limit unless it's explicitly allowed for a few reasons:

First, you might not be able to. If you have to copy-paste it into a text box, your essay might get cut off and you'll have to trim it down anyway.

If you exceed the word limit in a noticeable way, the admissions counselor may just stop reading your essay past that point. This is not good for you.

Following directions is actually a very important part of the college application process. You need to follow directions to get your letters of recommendation, upload your essays, send supplemental materials, get your test scores sent, and so on and so forth. So it's just a good general rule to follow whatever instructions you've been given by the institution. Better safe than sorry!

Can I Go Under the Word Limit?

If you can truly get your point across well beneath the word limit, it's probably fine. Brevity is not necessarily a bad thing in writing just so long as you are clear, cogent, and communicate what you want to.

However, most college essays have pretty tight word limits anyways. So if you're writing 300 words for an essay with a 500-word limit, ask yourself: is there anything more you could say to elaborate on or support your points? Consult with a parent, friend, or teacher on where you could elaborate with more detail or expand your points.

Also, if the college gives you a word range, you absolutely need to at least hit the bottom end of the range. So if you get a range from the institution, like 400-500 words, you need to write at least 400 words. If you write less, it will come across like you have nothing to say, which is not an impression you want to give.

What If There Is No Word Limit?

Some colleges don't give you a word limit for one or more of your essay prompts. This can be a little stressful, but the prompts generally fall into a few categories:

Writing Sample

Some colleges don't provide a hard-and-fast word limit because they want a writing sample from one of your classes. In this case, a word limit would be very limiting to you in terms of which assignments you could select from.

For an example of this kind of prompt, check out essay Option B at Amherst :

"Submit a graded paper from your junior or senior year that best represents your writing skills and analytical abilities. We are particularly interested in your ability to construct a tightly reasoned, persuasive argument that calls upon literary, sociological or historical evidence. You should NOT submit a laboratory report, journal entry, creative writing sample or in-class essay."

While there is usually no word limit per se, colleges sometimes provide a general page guideline for writing samples. In the FAQ for Option B , Amherst clarifies, "There is no hard-and-fast rule for official page limit. Typically, we anticipate a paper of 4-5 pages will provide adequate length to demonstrate your analytical abilities. Somewhat longer papers can also be submitted, but in most cases should not exceed 8-10 pages."

So even though there's no word limit, they'd like somewhere in the 4-10 pages range. High school students are not usually writing papers that are longer than 10 pages anyways, so that isn't very limiting.

Implicit Length Guideline

Sometimes, while there's no word (or even page) limit, there's still an implicit length guideline. What do I mean by this?

See, for example, this Western Washington University prompt :

“Describe one or more activities you have been involved in that have been particularly meaningful. What does your involvement say about the communities, identities or causes that are important to you?”

While there’s no page or word limit listed here, further down on page the ‘essay tips’ section explains that “ most essay responses are about 500 words, ” though “this is only a recommendation, not a firm limit.” This gives you an idea of what’s reasonable. A little longer or shorter than 500 words would be appropriate here. That’s what I mean by an “implicit” word limit—there is a reasonable length you could go to within the boundaries of the prompt.

But what's the proper coffee-to-paragraph ratio?

Treasure Hunt

There is also the classic "treasure hunt" prompt. No, it's not a prompt about a treasure hunt. It's a prompt where there are no length guidelines given, but if you hunt around on the rest of the website you can find length guidelines.

For example, the University of Chicago provides seven "Extended Essay" prompts . You must write an essay in response to one prompt of your choosing, but nowhere on the page is there any guidance about word count or page limit.

However, many colleges provide additional details about their expectations for application materials, including essays, on FAQ pages, which is true of the University of Chicago. On the school’s admissions Frequently Asked Questions page , they provide the following length guidelines for the supplemental essays: 

“We suggest that you note any word limits for Coalition or Common Application essays; however, there are no strict word limits on the UChicago Supplement essays. For the extended essay (where you choose one of several prompts), we suggest that you aim for around 650 words. While we won't, as a rule, stop reading after 650 words, we're only human and cannot promise that an overly wordy essay will hold our attention indefinitely. For the “Why UChicago?” essay, we suggest about 250-500 words. The ideas in your writing matter more than the exact number of words you use!”

So there you go! You want to be (loosely) in the realm of 650 for the extended essay, and 250-500 words for the “Why UChicago?” essay.

Help! There Really Is No Guidance on Length

If you really can't find any length guidelines anywhere on the admissions website and you're at a loss, I advise calling the admissions office. They may not be able to give you an exact number (in fact, they probably won't), but they will probably at least be able to tell you how long most of the essays they see are. (And keep you from writing a panicked, 20-page dissertation about your relationship with your dog).

In general, 500 words or so is pretty safe for a college essay. It's a fairly standard word limit length, in fact. (And if you're wondering, that's about a page and a half double-spaced.) 500 words is long enough to develop a basic idea while still getting a point across quickly—important when admissions counselors have thousands of essays to read!

"See? It says 500 words right there in tiny font!"

The Final Word: How Long Should a College Essay Be?

The best college essay length is usually pretty straightforward: you want to be right under or at the provided word limit. If you go substantially past the word limit, you risk having your essay cut off by an online application form or having the admissions officer just not finish it. And if you're too far under the word limit, you may not be elaborating enough.

What if there is no word limit? Then how long should a college essay be? In general, around 500 words is a pretty safe approximate word amount for a college essay—it's one of the most common word limits, after all!

Here's guidance for special cases and hunting down word limits:

If it's a writing sample of your graded academic work, the length either doesn't matter or there should be some loose page guidelines.

There also may be implicit length guidelines. For example, if a prompt says to write three paragraphs, you'll know that writing six sentences is definitely too short, and two single-spaced pages is definitely too long.

You might not be able to find length guidelines in the prompt, but you could still hunt them up elsewhere on the website. Try checking FAQs or googling your chosen school name with "admissions essay word limit."

If there really is no word limit, you can call the school to try to get some guidance.

With this advice, you can be sure you've got the right college essay length on lockdown!

Hey, writing about yourself can even be fun!

What's Next?

Need to ask a teacher or friend for help with your essay? See our do's and dont's to getting college essay advice .

If you're lacking in essay inspiration, see our guide to brainstorming college essay ideas . And here's our guide to starting out your essay perfectly!

Looking for college essay examples? See 11 places to find college essay examples and 145 essay examples with analysis !

Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

5 CFR § 334.104 - Length of assignment.

(a) The head of a Federal agency , or his or her designee, may make an assignment for up to 2 years, which may be extended for up to 2 more years if the parties agree.

(b) A Federal agency may not send an employee on an assignment if that person is a Federal employee and has participated in this program for more than a total of 6 years during his or her Federal career. OPM may waive this restriction upon the written request of the agency head, or his or her designee.

(c) A Federal agency may not send or receive an employee on an assignment if the employee has participated in this program for 4 continuous years without at least a 12-month return to duty with the organization from which the employee was originally assigned. Successive assignments with a break of no more than 60 calendar days will be regarded as continuous service under the mobility authority.

The Federal Register

The daily journal of the united states government, request access.

Due to aggressive automated scraping of FederalRegister.gov and eCFR.gov, programmatic access to these sites is limited to access to our extensive developer APIs.

If you are human user receiving this message, we can add your IP address to a set of IPs that can access FederalRegister.gov & eCFR.gov; complete the CAPTCHA (bot test) below and click "Request Access". This process will be necessary for each IP address you wish to access the site from, requests are valid for approximately one quarter (three months) after which the process may need to be repeated.

An official website of the United States government.

If you want to request a wider IP range, first request access for your current IP, and then use the "Site Feedback" button found in the lower left-hand side to make the request.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Information Included in the Assignment Prompt

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

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

Understanding Writing Assignments: The Information in Prompts

Below are some parts commonly included in assignment prompts—however, not all of these parts appear in every prompt. Typically, assignment prompts include information that will help you to complete the assignment successfully, such as: the main task of the essay and directions or suggestions for completing it.

Description of How the Essay Relates to the Course

Sometimes, assignment prompts will begin with a few sentences about how the essay relates to the overall theme of the class, or how you can work towards the course goals. The information included could be:

• Reasons why this essay is important and what it is meant to accomplish.
• Connections between the assignment and the course goals stated on the syllabus.
• Definitions of important or useful terms.
• Readings discussed in class that could be helpful.
• Quotes from course readings or elsewhere that captures the meaning of the essay prompt.

Some instructors choose to provide a short, 2-3-sentence summary that discusses the goal of the essay. This can be helpful for reminding students of the main task of the essay in a short format.

This is likely the most important part of the assignment prompt, because it tells students their main goal in writing the essay. In other words it tells them what they must do. In some prompts the main task is easy to find, but in others, the task can be in a large body of text. Identifying the main task can help you understand how to complete the essay.

For instance, if the prompt asks you to “relate a personal experience and analyze its effects on your life today,” you could assume that this essay is a reflection or personal essay. Identifying this what kind of essay, or what genre the essay fits into, will help you to better understand the rhetorical situation of the assignment.

The phrase that explains the writing task will commonly contain an action verb, such as “discuss,” “analyze,” or “explore.” Sometimes, the task will be an obvious statement, such as, “Analyze the effects of the Industrial Revolution in mid-1800s England.” Or, it might be a question, like: “What were the results of the Industrial Revolution in mid-1800s England for working class women in urban centers?” It is important to understand that the main task is not always clear, so you must read the prompt carefully to find it.

Common tasks include:

• Defining a term or a concept in greater detail.
• Summarizing a larger body of work and explaining its importance.
• Picking a position on an issue and providing a reasoned argument and research for that position.
• Interpreting a book or film, through a particular set of criteria such as time period, author or director influence, or style.

At the core of each assignment is the requirement that the student understands the objective and the audience. Again, assignment prompts vary greatly between disciplines and instructors, so prompts can be in many forms. Be sure to talk to your instructor about what expectations they have for the assignment.

Discussion of Writing Process or Suggested Procedures

Sometimes, the directions are split into different stages of writing, or smaller assignments that lead into a bigger assignment. For example, an assignment prompt may list several, small assignments that are used to write the final paper. Perhaps an informal blog post, a formal proposal, and several rough drafts could all be part of the writing process.

Others could be less strict, instead offering suggestions to make the writing process easier. For example, a prompt may feature a numbered list of steps:

• Go back through your notes from lectures and readings to find information about this topic.
• Assemble different ideas from the class, and think about the connections that may exist between each.
• Create an outline of your main thoughts and ideas, as well as the sources you want to include.
• Finally, start writing your essay.

Questions for Brainstorming

Sometimes, there will be a list of questions on the prompt that could either be suggestions for brainstorming (coming up with ideas), or questions that you need to address in your essay. Be sure to look at the prompt closely to decide whether the questions are meant to help you brainstorm, or whether you are meant to answer each of them in the essay.

Suggested Topics

If the assignment itself is more open-ended in nature, instructors often include a list of topics you may write about. This may be a list of approved topics, or just a list of suggested places or spaces where you can look for topics that interest you and relate to the course material. On the other hand, if the assignment is more focused, there may be a limited list or no list at all. Be sure to ask your instructor if you have questions or want to suggest some topics.

Formatting Directions

Most assignment prompts contain directions about how to format the essay, including:

• Length (how many pages/words/minutes)
• Citation style or format (MLA, APA, Chicago Style, etc.)
• Font type and size
• Margin settings
• Headers, footers, or other structural tools
• Special instructions about appearance

Due Date(s) and Schedule

Assignment prompts contain the due date and sometimes even a more detailed schedule of class time leading up the due dates. Be sure to mark down the dates in your own planner or calendar, so that you don’t have to search for the prompt later if you cannot remember when something is due.

“Successful Papers Will Do…”

It is also possible for an assignment prompt to include a rubric, or a list of considerations for final grading of the essay. It is important to take note of these, and revisit them after you write your essay. Common topics include content, organization, focus, grammar, and structure, but these depend upon each assignment.

Things to Remember or Strategies for Success

Some instructors choose to also include a list of suggested (not required) information or tips on how to complete the assignment successfully. Though these are not required, the instructor has opted to place these on the prompt, making them important tools that can help you to succeed.

Remember, if the above topics are not addressed or you have any questions about the assignment, be sure to ask your instructor about the assignment.

What are the six different essay lengths?

This is the second of three chapters about Essays . To complete this reader, read each chapter carefully and then unlock and complete our materials to check your understanding.   

– Discuss why essays might vary in length

– Outline the six major lengths of academic essay

– Provide defining features for each essay length

Chapter 1: What is an academic essay?

Chapter 2: What are the six different essay lengths?

Chapter 3: What are the seven different types of academic essay?

Before you begin reading...

• video and audio texts
• knowledge checks and quizzes
• skills practices, tasks and assignments

The length of essay you’re assigned will likely depend on where you are exactly in your academic course. Generally, assignments at the start of a bachelor’s degree will be shorter than those required in a student’s final years, just like master’s  and doctoral-level essays will continue to increase in both length and difficulty.

1. The One-Paragraph Essay

Generally about 150 to 250 words in length, the one-paragraph essay may be assigned by academic tutors simply in order to practise the basic concepts of paragraph writing, or it may also be used for specific purposes such as to practise summarising an article that’s been read in class or to write an extended definition of a concept. Additionally, one-paragraph essays may also be used as a diagnostic to quickly determine the level of a student’s writing. Unlike other essay lengths, for the one-paragraph essay, you’ll need to include at least some introductory, body and conclusive elements within the same paragraph.    

2. The Three-Paragraph Essay

Usually around 500 words in length, the three-paragraph essay is generally used to introduce students to the concept that all essays should maintain an introduction , body section and conclusion if the writer wishes to produce cohesive and a logical writing. The introduction and conclusion will be the first and last paragraphs and tend to be a little shorter in length, while the central body paragraph will contain the essay’s content or argument. A simple table explaining the balance of content in a three-paragraph essay has been provided below:

3. The Five-Paragraph Essay

Around 1,000 words in length, the five-paragraph essay is generally set by tutors who are content that their students understand the introduction-body-conclusion essay  structure and wish to allow more freedom to expand the ideas and arguments presented by the writer in the body section of the essay. This length of essay still only dedicates one paragraph to the introduction and conclusion , but allows three paragraphs to be dedicated to the exploration of the theme in the essay’s body. At this length, certain essay types such as cause and effect essays or compare and contrast essays may now be utilised. The following is a simple diagram of the balance of paragraph lengths in a five-paragraph essay.

4. The Extended Essay

The extended essay is the most common type of essay that’s assigned during a bachelor’s or master’s degree , and it may be of any length – although it’s unusual for such essays to be above 5,000 words. The most common lengths for an extended essay are 1,500, 3,000 and 5,000 words, with a word count allowance of plus or minus 10%. Such essay types will most certainly require research and referencing skills , and may also begin to follow more complex structures such as are found in dissertations and theses rather than simply following the introduction-body-conclusion structure of shorter essays.

5. The Dissertation

Generally assigned as the final project for both bachelor’s   and master’s degree , the typical length of an academic dissertation is 10,000 or 15,000 words. Unlike shorter essay types , dissertations have more complex structures and are almost always based around primary research (original research that the writer has conducted themselves). The following table demonstrates some of the key parts of a dissertation as well as the rough word count  percentages for each section:

6. The Thesis

Finally, the thesis is the longest academic essay type and the one that’s reserved for doctorate students studying PhDs. Generally between 40,000 and 60,000 words in length, the doctorate thesis may contain all the elements of a dissertation but in much more detail and with more careful investigation. Such essays  are almost certainly original and are based on primary research , with a larger focus on the accuracy of the literature review , data collection and data analysis . Many students will never encounter this essay type. 

Once you can recognise which essay length you’ve been assigned, the next question covered in Chapter 3 is about determining the type of essay you have to write. This is because each essay type will require particular styles, structures, foci and language.

To reference this reader:

Academic Marker (2022) Essays . Available at: https://academicmarker.com/academic-guidance/assignments/essays/ (Accessed: Date Month Year).

• Harvard Writing Center
• Leeds University Library
• Purdue Online Writing Lab

Downloadables

Once you’ve completed all three chapters about essays , you might also wish to download our beginner, intermediate and advanced worksheets to test your progress or print for your students. These professional PDF worksheets can be easily accessed for only a few Academic Marks .

Our essays academic reader (including all four chapters about this topic) can be accessed here at the click of a button.

Gain unlimited access to our essays  beginner worksheet, with activities and answer keys designed to check a basic understanding of this reader’s chapters.

To check a confident understanding of this reader’s chapters, click on the button below to download our  essays   intermediate worksheet with activities and answer keys.

Our essays  advanced worksheet with activities and answer keys has been created to check a sophisticated understanding of this reader’s chapters. 

To save yourself 5 Marks , click on the button below to gain unlimited access to all of our essays chapters and worksheets. The All-in-1 Pack includes every chapter in this reader, as well as our beginner, intermediate and advanced worksheets in one handy PDF.

Click on the button below to gain unlimited access to our essays  teacher’s PowerPoint, which should include everything you’d need to successfully introduce this topic.

Collect Academic Marks

• 100 Marks for joining
• 25 Marks for daily e-learning
• 100-200 for feedback/testimonials
• 100-500 for referring your colleages/friends

• Privacy Policy

Buy Me a Coffee

Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Data Collection – Methods Types and Examples

Delimitations in Research – Types, Examples and...

Research Process – Steps, Examples and Tips

Research Design – Types, Methods and Examples

Institutional Review Board – Application Sample...

Evaluating Research – Process, Examples and...

Assessment Rubrics

A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, or proficiency (i.e., "Exceeds Expectations" does xyz, "Meets Expectations" does only xy or yz, "Developing" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which students are asked to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.

Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010). 

Why use rubrics?

Rubrics help instructors:

Provide students with feedback that is clear, directed and focused on ways to improve learning.

Demystify assignment expectations so students can focus on the work instead of guessing "what the instructor wants."

Reduce time spent on grading and develop consistency in how you evaluate student learning across students and throughout a class.

Rubrics help students:

Focus their efforts on completing assignments in line with clearly set expectations.

Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.

Developing a Rubric

During the process of developing a rubric, instructors might:

Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.

Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.

Identify the markers of quality on which you feel comfortable evaluating students’ level of learning - often along with a numerical scale (i.e., "Accomplished," "Emerging," "Beginning" for a developmental approach).

Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.

It can be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there! Also, do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or consider asking colleagues if they have developed rubrics for similar assignments. 

Sample Rubrics

Examples of holistic and analytic rubrics : see Tables 2 & 3 in “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners” (Allen & Tanner, 2006)

Examples across assessment types : see “Creating and Using Rubrics,” Carnegie Mellon Eberly Center for Teaching Excellence and & Educational Innovation

“VALUE Rubrics” : see the Association of American Colleges and Universities set of free, downloadable rubrics, with foci including creative thinking, problem solving, and information literacy. 

Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18. Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall. Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.

• Dictionaries home
• American English
• Collocations
• German-English
• Grammar home
• Practical English Usage
• Learn & Practise Grammar (Beta)
• Word Lists home
• My Word Lists
• Recent additions
• Resources home
• Text Checker

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

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

Want to learn more?

Find out which words work together and produce more natural-sounding English with the Oxford Collocations Dictionary app. Try it for free as part of the Oxford Advanced Learner’s Dictionary app.

• Cambridge Dictionary +Plus

Meaning of assignment in English

Your browser doesn't support HTML5 audio

• It was a jammy assignment - more of a holiday really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• undertaking

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

assignment | American Dictionary

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

These are words often used in combination with assignment .

Click on a collocation to see more examples of it.

Translations of assignment

Get a quick, free translation!

Word of the Day

the fact that people or animals do what they are told to do

Dead ringers and peas in pods (Talking about similarities, Part 2)

Learn more with +Plus

• Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
• Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
• Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
• Pronunciation British and American pronunciations with audio English Pronunciation
• English–Chinese (Simplified) Chinese (Simplified)–English
• English–Chinese (Traditional) Chinese (Traditional)–English
• English–Dutch Dutch–English
• English–French French–English
• English–German German–English
• English–Indonesian Indonesian–English
• English–Italian Italian–English
• English–Japanese Japanese–English
• English–Norwegian Norwegian–English
• English–Polish Polish–English
• English–Portuguese Portuguese–English
• English–Spanish Spanish–English
• English–Swedish Swedish–English
• Dictionary +Plus Word Lists
• on assignment
• American    Noun
• Collocations
• Translations
• All translations

Add assignment to one of your lists below, or create a new one.

{{message}}

Something went wrong.

There was a problem sending your report.

How to Double Space Your Paper

Steve Debenport / Getty Images 

• Homework Tips
• Learning Styles & Skills
• Study Methods
• Time Management
• Private School
• College Admissions
• College Life
• Graduate School
• Business School
• Distance Learning
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Double spacing refers to the amount of space that shows between the individual lines of your paper. When a paper is single-spaced, there is very little white space between the typed lines, which means there is no room for marks or comments. This is precisely why teachers ask you to double space. The white space between the lines leaves room for  editing marks  and comments.

Double spacing is the norm for essay assignments, so if you are in doubt about expectations, you should format your paper with double spacing. Only use a single space if the teacher asks explicitly for it. 

Don't worry if you've already typed your paper and you now realize that your spacing is wrong. You can change spacing and other types of formatting easily and at any time in the writing process. But the way to go about these changes will differ, depending on the word processing program you're using.

Microsoft Word

If you are working in Microsoft Word 2010, you should follow these steps to set up double-spacing.

• Select (highlight) text if you have already typed some lines. If not, go to the next step.
• Click on the Page Layout tab.
• Go to the Paragraph section. You will see a small arrow in the bottom left corner.
• Click on the arrow to bring up a new window.
• Select the Indents and Spacing tab (it is probably already open).
• Find the Line spacing menu and select double from the list. Then select OK .

Other versions of Microsoft Word will use a similar process and the same wording.

Pages (Mac)

 If you're using the Pages word processor on a mac, you can double-space your paper following these instructions: 

• First highlight text, if you have already typed some lines
• Click on  Inspector , which is a blue button on the top right of your window
• When a new window opens, select the  Text  tab which is a large "T"
• Find the section labeled  Spacing  and type  2  into the box to the right of the slide bar
• Tips for Typing an Academic Paper on a Computer
• Should an Application Essay Be Single-Spaced or Double-Spaced?
• How to Remove Extra Spaces Between Paragraphs & Sentences
• Lining Up Dots in a Table of Contents
• Formatting Papers in Chicago Style
• MLA Sample Pages
• Creating a Table of Contents
• Title Page Examples and Formats
• What Is Pre-Formatted Text?
• How to Outline and Organize an Essay
• How to Type Spanish Accents, Characters, and Punctuation in Windows
• What Is a Bibliography?
• How to Set Justified Text With CSS
• Write in HTML: Paragraphs and Spacing
• How to Use HTML and CSS to Create Tabs and Spacing
• Microsoft Word Shortcuts and Commands

• 888-534-9417
• Recruiter login
• Client login
• Employee login
• Meet our team
• Domestic employee benefits

What to Know About Length of Contract Assignment

By FoxHire Team Posted on 02/15/2019

As a recruiter, you are familiar with the placement process for contractors. You might place a contractor at a company for a few months. Or, the client may decide to extend the contract assignment to a longer period of time. Read on to learn about the factors that can impact the length of a contract assignment.

Length of contract assignment

As a brief recap, the purpose of a contract assignment is to fulfill a specific need, project, or deadline at a client’s company. Clients may use contract assignments to get to know a contractor’s work or skill set before offering them full time (direct) position.

Lengths of contract assignments vary, depending on the industry. For example, in industrial or clerical industries, assignments are no longer than three months. However, in technical and professional areas, contract assignments are typically six to twelve months long.

The duration of a contract assignment depends on a few factors, including the client, type of company, and contractor’s work duties. Review the aspects that can determine the length of contract assignments below.

The length of a contract assignment depends on your client’s needs or scope of the project. One client may need a contractor for six months while another may choose a longer period of time.

Your client might need to extend the contract assignment, which you can do with a contract addendum. A contract addendum details terms, conditions, and sections that are subject to change in a contract.

For example, say your client adds a new component to the project. Because of the additional component, you may use a contract addendum to extend the length of the contract assignment.

2. Type of company

The length of assignment can also depend on your client’s business. What types of goods or services do they provide? The contract assignment length will likely be longer if the work is more time-consuming. For example, some companies may experience busier seasons, especially during the holidays. Due to heavier workloads and additional projects, clients may extend the contract assignment length.

3. Contractor’s duties

The contractor’s responsibilities can also affect how long the contract assignment lasts. What kind of projects is the contractor responsible for? How long will it take the contractor to finish the tasks?

Consider the type of work the contract assignment entails. Contracting includes technical, professional, and healthcare roles. Positions can range anywhere from engineers and accountants to nurses and pharmacists.

For example, a client may need a travel nurse due to a hospital shortage. You may place a nurse to work at a hospital for a few months. However, if the shortage continues, the placement may extend well beyond that.

After a contract assignment ends

When a contract assignment ends, there are a few outcomes that can occur.

Since contractors are temporary workers, clients can choose to convert contractor to employee . Be sure to address this in the contractual documents to earn a contract-to-direct conversion fee.

As the recruiter, you earn money for every hour a contractor works. And, if you convert the contractor to direct hire, you receive a conversion fee.

If a contract assignment ends without a full time (direct) placement, notify the legal “employer of record” for the contractor. Terminate contractor’s benefits for items like health, dental, and vision. Depending on the circumstances, COBRA may be an option for impacted contractors.

Recruiters play a critical role in the contract staffing process. Matching the contract job order to the candidate is key. To simplify the process, many recruiters outsource back-office duties to another employer of record service, like FoxHire.

Need an Employer of Record (EOR)?

Hire and place employees anywhere with FoxHire’s EOR platform!

You may also be interested in…

Terminating an Employee in New York: What You Need to Know

Termination is an inevitable aspect that every employer must navigate with diligence...

New Zealand Based Company Expands to USA with FoxHire

How can an international company expand to America and hire new employees?...

Conversion Fees for Dummies: A Guide for Recruiters

In this webinar, we break down the often misunderstood topic of conversion...

Try FoxHire for free

Want to hire without the traditional admin hassles, compliance risks, and payroll burden?

A complete Employer of Record (EOR) platform for onboarding, payroll, and compliance – so you can hire without the hassle.

Privacy Overview