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Pittsburgh Pirates Trade Intriguing Righty to Los Angeles Angels

Brady farkas | 2 hours ago.

After being designated for assignment recently, pitcher Roansy Conteras has been traded to the Los Angeles Angels by the Pittsburgh Pirates.

The report from came from Alex Stumpf of MLB.com:

Sources: Pirates have traded RHP Roansy Contreras to the Angels. Contreras was designated for assignment Saturday

Sources: Pirates have traded RHP Roansy Contreras to the Angels. Contreras was designated for assignment Saturday — Alex Stumpf (@AlexJStumpf) May 16, 2024

A later report indicated that the Pirates received cash in the deal. This is the second pitcher the Pirates have lost in as many days as veteran lefty Eric Lauer opted out of his deal and became a free agent.

The 24-year-old Contreras is a worthwhile gamble for the Halos. He's under control through the 2028 season, is just 24, and already has major league experience. He made his debut in 2021 and is 9-12 lifetime with a 4.83 ERA. He won five games back in the 2022 season and has made 30 starts throughout his career.

This year, he served exclusively as a reliever with the Pirates, so it's not known yet where the Angels will deploy him. Conteras pitched in 12 games this season with a 4.41 ERA, striking out 16 batters in 16.1 innings. The Pirates now have Jared Jones and Paul Skenes up at the big league level, so there's been less room for Contreras in the rotation, and now even on the 40-man roster.

The Pirates are 19-25 on the season entering play on Thursday. They'll take on the Chicago Cubs as part of a limited slate of Thursday games. First pitch is set for 7:40 p.m. ET as Jones pitches against Cubs' lefty Justin Steele.

Follow Fastball on FanNation on social media

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BRADY FARKAS

Brady Farkas is a baseball writer for Fastball on Sports Illustrated/FanNation and the host of 'The Payoff Pitch' podcast which can be found on Apple Podcasts and Spotify. Videos on baseball also posted to YouTube. Brady has spent nearly a decade in sports talk radio and is a graduate of Oswego State University. You can follow him on Twitter @WDEVRadioBrady. 

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Formatting and presenting assessments

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Formatting and presenting your assessments correctly is important because many include marks for presentation.

This may include marks for things such as:

• formatting and layout
• APA referencing
• writing style
• grammar and spelling.

Before you start on your assessment:

• check your assessment question, emails from your course leader, and learning materials for how it should be presented
• read the instructions carefully. Make sure you understand them and follow them exactly
• if you're not sure about what’s required contact your course leader.

General guidelines for electronic submissions

• Most assessments should be produced using Microsoft Word.
• You can also submit assessments using: .doc, .docx, .xls, .xlsx or .rtf.
• if you don’t have Microsoft Word go to My Open Polytechnic to download and access your free version
• if you're not sure about the file type required, contact your course leader.
• Use a clear, readable font, such as Verdana, Calibri, Tahoma or Arial and use the same font throughout.
• Use black text on a white background.
• Avoid coloured backgrounds or text in a colour other than black, unless you have special permission to use them.
• Use 11 or 12 point font for the body of your assessment.
• Use 1.5 spacing and 2.53 cm (1”) wide margins.
• Leave a blank line between paragraphs.
• If the questions are short, leave a blank line between each question. If they are long, start each question on a new page.
• Left-justify your work (also known as left-aligned).
• Use bold for headings.
• Essays don’t usually need subheadings; reports usually do.

Most assessments need a title page, which should include:

• the title and number of the assessment
• the course number and name
• the due date
• your full name and student number.

Centre this information on the page, starting approximately one-third of the way down the page.

• Number and clearly label figures and tables.
• Add numbers as follows: Figure 1, Figure 2, Table 1, Table 2, and so on.
• Put table and figure captions above the table.
• Don't number the items in a reference list.

For more help with figures and tables, check:

Get more help with tables  and figures – APA  Style website

Headers and footers

Insert a header or footer on each page (except the title page). It should contain:

• your name (last name, first name/s)
• your student number
• the course code
• the assessment number
• page numbers.

Reference list

The reference list comes at the end of the assessment and should start on a new page labelled 'References'.

Need more help with reference lists? Check out the guides below:

Quick referencing APA guidelines  (PDF 47 KB; opens in a new window)

Guide to APA referencing  (PDF 395.11 KB; opens in a new window)

Appendices are used for information that:

• is too long to include in the body of your assessment
• supplements or complements the information you are providing.

Start each appendix (if applicable) on a new page. If there's just one appendix label it ‘Appendix’ without a number. If there is more than one, label them Appendix A, Appendix B, and so on.

In the main text of your assessment, refer to the Appendix by the label – for example, Appendix A.

Tops and bottoms of pages

Check the top and bottom of your pages to ensure they avoid:

• widows – single lines of text at the top of a page
• orphans – first lines of paragraphs at the bottom of a page
• tombstones – headings or subheadings alone at the bottom of a page
• split lists – lists that are divided between two pages (if possible).

General guidelines for hard copies

Most of the guidelines above also apply to hard copies (printed or handwritten documents).

If your course requires or allows handwritten assessments, be sure to follow the course instructions on presenting handwritten assessments.

Word limits and word count guidelines 

Word limits support the development of concise writing skills. Word count guidelines help you to understand the expectation of workload for an assessment.

 For more detailed information about these go to:

Word limits and word count guidelines  

Got a question?

If you want to talk with someone about formatting and presenting your assessments, contact The Library and Learning Centre | Te Whare Pukapuka Wāhanga Whakapakari Ako. 

Contact the Library and Learning Centre

How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

• 1 How to Structure an Assignment?
• 2.1 The research part
• 2.2 Planning your text
• 2.3 Writing major parts
• 3 Expert Tips for your Writing Assignment
• 4 Will I succeed with my assignments?
• 5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an  engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a  request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

• Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
• Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
• If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
• If possible, choose a topic that you know and are interested in.
• Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
• Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to  order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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6 ways to use Microsoft Copilot for end-of-school-year tasks

May 14, 2024.

By Microsoft Education Team

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The end of the school year is a hectic time for educators everywhere. Between reviewing content, completing assessments, and maintaining classroom management, it’s easy to feel the pressure of too many responsibilities and not enough time to accomplish everything.

Whether closing out the academic year in the northern hemisphere or preparing for the next one in the southern hemisphere, Microsoft Copilot offers innovative and efficient ways to complete many of the tasks that occupy these transitional times of year. From drafting student feedback to composing newsletters and offering planning suggestions for events, Copilot adapts to whatever task it’s asked. To get started, all you need is a basic understanding of how to access and use Copilot.

Start using Copilot for your end-of-school-year tasks

You can learn how to use Copilot by visiting Meet your AI assistant for education: Microsoft Copilot .

When you’re ready to get started, go to copilot.microsoft.com or download the iOS or Android mobile app.

Writing prompts for the end of the school year

Prompting Copilot to generate content requires practice. Including specific information in your prompt helps produce more relevant responses.

An effective Copilot prompt:

• Asks the tool to take on a role called a persona .
• Provides an objective  that tells the tool what to do or produce.
• Defines the audience  who will be using whatever Copilot generates.
• Includes context  that gives the tool background information.
• Sets boundaries  that limit or constrain responses.

Elements of a Good Prompt infographic which includes tips for writing prompts that produce more relevant responses.

Throughout this post, you’ll find sample prompts that include these components. We recommend borrowing inspiration from them and adjusting to make them fit your own classroom, or you can copy and paste the examples without modifications if you are just beginning.

Now let’s learn how Copilot can help you complete six common end-of-school-year tasks.

1. Craft student feedback at the end of the school year

Copilot can help you write end-of-school-year feedback in a style and tone that all students can understand. Simply craft a prompt that includes the subject area and details about the feedback you want to provide, and Copilot can draft a constructive, supportive statement written specifically for students. For example:

You are a fourth-grade teacher who is writing feedback on a student’s current reading skills. The student uses details to explain what text means but is unable to draw inferences in fiction. The student can identify in-text examples that illustrate a given theme but is unable to independently produce a theme without guidance. Write a short statement that explains this feedback to a student. Include a description about why using details is important and 1-2 ways to develop this skill. The paragraph should be written with plain text so that a fourth-grade student will understand.

You can always refine your prompt if the response is not what you expected. Simply include something like, “Re-write this feedback in Spanish” without selecting New topic , and Copilot will continue where you left off. Give it a try.

2. Write end-of-school-year reflections

Educators often write end-of-school-year newsletters for families, update class blogs with a final post, and draft reflections on school year goals. Copilot can assist with all these tasks and can help you create personalized, engaging visuals for your content. For example, you can use the following prompt to produce a summer newsletter for families.

You are the science department leader for a middle school in New York City. Draft a summer newsletter for families that includes an introduction that talks about the past year and 5 sections: Science Books for Young Adults, Science at Home, Science Summer Camps, Science Events in NYC, and NY Science Museums. Only include information that can be linked to a website to learn more. The newsletter should be written in plain text using an informal tone.

You can also share your experiences, memorable moments, and insights from the school year and Copilot will help you find creative ways to share this information with colleagues, families, and students.

3. Organize classroom materials at the end of the school year

The last few weeks of a school year includes packing up classrooms for the summer, collecting books and devices, and organizing materials for the next year. Copilot can create checklists or reminders for end-of-school-year tasks like these and offer suggestions that you might not even consider. For example:

You are a high school media specialist who checks out technology to administrators and educators. Write a checklist of the 3 most important things to do before returning each of the following devices: document camera, tablet, digital projector, games, and wires. Make each device a section heading and use bulleted lists for the content. Write the checklists so that the content is easily understood by people with varying levels of technological expertise.

Another way to use Copilot when you are organizing classroom materials is to ask for suggestions for efficient ways to declutter and prepare your classroom for the next school year.

4. Plan an end-of-school-year celebration

Many schools celebrate major milestones like the start of summer or moving from lower grades to higher grades with a party or ceremony. Copilot can be your personal planner and assist with brainstorming ideas for end-of-school-year events, awards ceremonies, or virtual gatherings. It can even suggest ways to be more inclusive in areas you might not have considered, like food options in the prompt below.

You are a guidance counselor in charge of helping rising eighth-grade students transition from middle school to high school. Draft a letter to middle school teachers that shares the biggest differences between middle school and high school. Include paragraphs on class schedules, touring the high school, meeting educators, extracurricular activities, and summer reading books. The letter should be written in a formal, conversational tone.

Whether you are creating invitations, planning activities, or drafting speeches, Copilot can be your creative collaborator.

5. Develop transition materials at the end of the school year

When students enter elementary school or move to middle or high school, everyone involved in the transition needs to know how to prepare for this change. Students need to know what to expect, families need to know how to support their children, and current educators need to provide relevant information. Copilot can help create transition materials so that everyone stays informed using a prompt like this example:

You can also use Copilot to write welcome letters, tips for success, or information about what to expect in the upcoming year.

6. Streamline parent communication at the end of the school year

Copilot can help you create templates for parent-teacher conferences at the end of the school year, as well as student progress updates, and letters to families. For example, you can ask Copilot to create a message to families about signing up for conferences with the following prompt.

You are a high school math teacher who teaches introductory algebra. Write a letter to families about parent-teacher conferences. Include an introductory paragraph that thanks families for their ongoing support and paragraphs about what will happen during the conferences, why conferences are important, who should attend, and how to prepare for the meeting. Conclude the letter with a paragraph about how to sign up for a conference slot. Write the letter using an approachable, informal tone.

Microsoft Copilot is a versatile AI tool for educators that adapts to your specific needs. To learn more about Microsoft’s AI solutions and resources, check out Smart learning: AI resources every educator should know and the  AI for educators learning path on Microsoft Learn. Most importantly, enjoy the end of the school year with your students and the time you saved by using Copilot. 

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing).

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

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Domino's Pizza (DPZ)

Updated 23 February 2023

Subject Management

Downloads 63

Category Business ,  Food

Topic Pizza ,  Restaurant ,  Supply Chain Management

The second-largest pizza business in the world, Domino's Pizza (DPZ), has 11,600 locations and operates in 75 countries. It serves 1.5 million pizzas per day to its large global consumer base. The restaurants provide customers with a variety of menu options, including pizza with a choice of crusts, pasta, oven-baked, sandwiches, chicken wings, sides of bread products, sodas, and desserts. Supply chain, company-owned restaurants, and franchised restaurants make up the three divisions of the DPZ business. The supply chain will deliver food items, as well as tools and materials, to company-owned and franchised locations. The company owned is to test new products, promotional activities and making operational improvements. Franchised restaurants are located mostly in the US and international markets. DPZ has agreements with global markets that they are in charge of developing business in a given region ("March 2015 Archives - Market Realist," n.d.). They have a right to supply chain in any area, and for this reason, they have 500 tractors and trailers for purposes of supply. These segments have helped then run ahead of their competitors. Customer Intimacy DPZ decided to use a question for its delivery orders that is (where is my pizza?), this way the customers are delighted. It has the "Domino's Tracker" that tracks the steps involved in the pizza ordered. They include: pizza order placed, prep pizza, bake pizza, quality check the pizza and pizza delivery. This makes the customer feel safe that they have ordered the best quality of pizza. The customer is given a piece of mind by knowing the baking process and also the costs are reduced by ordering. The DPZ restaurant shows that they value their customers by ensuring that they are transparent and committed to serving them. DPZ wants their customers to be fully satisfied. They have a five-question survey that is there for the customer to fill in about their experience with Domino's, and they believe this would help the restaurant be a better place than before. The questionnaire is made in a way that it is short and answered when the experience is fresh. The questions include how it was, the delivery experience, and the recommendations. In the case of a customer having a query, the responses from DPZ are publicly shown in Times Square. This demonstrates transparency and commitment to the customers ("Domino's Pizza Supply Chain: Where's My Pizza?" 2011). Product Leadership The value of product leadership helps DPZ to be creative by assisting them to look for ideas outside the restaurant and use them to achieve better results. Product leadership entails a continuous readiness to pursue new solutions to the problems that may arise due to new products in the market. Product leadership calls for the ability of the organization to stay flexible and ensure that it always in a position to make any required changes immediately as the need arises. It forms one of the primary ways that help businesses to satisfy their customers in the best way possible. Therefore, product leadership is one of the critical aspects that gives companies a competitive advantage over other players in the industry. DPZ reinvented their pizza in 2009. They were honest about their product and made adjustments to where there was a problem. They came up with new menu items that brought back amazing results. The came up with a new marketing campaign for the items. DPZ continually improves their operational strategy through working on the feedback they get from customers (“Business Insider," n.d.). Therefore, this has helped the organization to gain a competitive advantage over other players in the industry. References Domino's Pizza Supply Chain: Where's My Pizza? (2011, September 12). Retrieved on October 28, 2017 from http://www.shmula.com/strategic-supply-chain-dominos-pizza-online/9243/ March 2015 Archives - Market Realist. (n.d.). Retrieved on October 28, 2017 from http://marketrealist.com/2015/03/dominos-pizzamaster-franchise-model/ Business Insider. (n.d.). Retrieved on October 28, 2017 from http://www.businessinsider.com/dominosturnaround-strategy-2015-4

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8th-graders given hitler-themed assignment to rate nazi monster as a ‘solution seeker,’ ‘ethical decision-maker’.

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An Adolf Hitler-themed question-and-answer assignment given to students at a private school in Atlanta has sparked outrage among parents over its suspected antisemitic nature.

Eighth-grade students at the Mount Vernon School in Atlanta were given a series of questions asking them to rate some of the characteristics of Adolf Hitler — the dictator of Nazi Germany from 1933 to 1945, whose antisemitic ideology fueled the Holocaust — as a leader, according to Fox 5 Atlanta . 

One question posed to students asked, “According to the Mount Vernon Mindset rubric, how would you rate Adolf Hitler as a ‘solution seeker’?” 

A second question asked how students would “rate Adolf Hitler as an ethical decision-maker?”

For both questions, the students were given the option of selecting “Lacks Evidence,” “Approaching Expectations,” “Meets Expectations” or “Exceeds Expectations” to describe the ruthless dictator. 

The bizarre questions ignited outrage among parents — many of whom were concerned the queries were antisemitic by nature, according to the outlet. 

Students at the private school also had issues with the questions, with one telling the outlet the assignment was “troubling” and could be seen as glorifying the warmongering totalitarian leader. 

“Obviously, that looks horrible in the current context,” another student told the outlet. “Knowing Mount Vernon, we do things a little odd around here.”

The student added that the school is known to “try to think outside the box” but shared that “oftentimes that doesn’t work.”

Several former students told Fox 5 that those questions weren’t given to them during eighth grade.

While many parents and students were shaken over the assignment, one student believes the school attempted to pose a historically provocative question that required students to use their critical thinking skills. 

“I can definitely see why they’d be upset, but overall, I think it’s important to look at both sides of the coin in every situation, and I think it’s important to be able to compare and contrast everything that’s happened in our world history, whether it’s been good or bad,” said the student.

Upon learning the phrasing of the questions in the assignment, Mount Vernon officials said they had removed it from the school’s curriculum. 

The principal of Mount Vernon, Kristy Lundstrom, wrote in a statement that the assignment was “an exploration of World War II designed to boost student knowledge of factual events and understand the manipulation of fear leveraged by Adolf Hitler in connection to the Treaty of Versailles.” 

“Immediately following this incident, I met with the School’s Chief of Inclusion, Diversity, Equality, and Action, Head of Middle School, and a concerned Rabbi and friend of the School who shared the perspective of some of our families and supported us in a thorough review of the assignment and community impact.”

“Adolf Hitler and the events of the time period are difficult and traumatic to discuss.”

The private school, about 16 miles outside downtown Atlanta, is a “co-educational day school for more than 1200 students in Preschool through Grade 12,” according to the institution’s  website . 

“We are a school of inquiry, innovation, and impact. Grounded in Christian values, we prepare all students to be college ready, globally competitive, and engaged citizen leaders,” its mission statement reads.

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How to Nail The Amazon Writing Assignment

How to Nail The Amazon Writing Assignment in your next interview

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Don't leave your interview to chance.

For certain positions at Amazon (usually mid to senior level, L6 and above), as part of the interview process you’ll be required to submit a writing sample. This should be roughly two pages and given to you to complete on your own so that you can do it at home. You usually have 48 hours to complete the assessment. 

This writing sample is taken seriously as part of the interview process. Amazon famously doesn’t use powerpoints, and instead relies on written memos in their meetings. When you have a new marketing or product idea to pitch, instead of having a bunch of fancy slides to present, you’ll be expected to write a 6 page, structured memo explaining your idea. In the meeting, the first few minutes are spent in silence reading the document, followed by stakeholders diving deep and asking questions about your memo. 

As you can imagine, your ability to write clearly and concisely is an important skill to have! 

How is the Amazon Writing sample assessed? 

Almost all of the prompts for the writing sample will be a Behavioral Question based on the Amazon Leadership Principles . You’ll usually get the option to answer one of two questions, for example, “Write about a time where you had limited data but had to make an important decision,” or “Tell me about a time you had to convince a stakeholder of your viewpoint.”

The writing sample will be assessed based on the relevance of your example, the structure, your adherence to the Leadership Principles and the logic. If you’ve done the preparation of your STAR stories for Amazon, then you should already have plenty of examples to choose from. The best way to write this is to choose a very solid example and use the STAR format to have a structured story. If you’re new to STAR, you can start here.

It’s very common for an interviewer to bring up your writing sample in the actual interview and ask probing questions about it — so make sure to review your writing sample before going into the interview! Be ready to dive deep.

The curve balls

After coaching hundreds of people on the Amazon writing sample, I’ve noticed that sometimes an interviewer will throw a curveball or two. This happens either one of two ways: 

• During the interview they bring up the example you wrote in your writing assignment, but are not happy with the example you gave. So, they ask you for another example to answer the question! (A bit stressful if you’ve only prepared that one example)
• Usually there are two question prompts in the writing sample. They will probe into the one you answered, but then ask for an example/answer to the other question that you haven’t answered!

The solution to mitigate these curveballs is to over prepare. In case 1, you should prepare and write out one extra example for the same question prompt (for yourself), which you can use as backup in case it’s asked for. For case 2, you should definitely answer both questions in the writing prompt, even though you are only submitting one. Putting this extra effort will make you more confident in the interview and moreover give you a larger pool of quality stories to choose from.  

• Keep the length to two or three pages - no more than that.
• Keep in mind the Leadership Principles as you write and frame your examples from the lens of these values.
• Revise your writing sample to be as logical and concise as possible using the STAR format.
• Always include the reasoning behind decisions you made in the story.
• Include numbers/data where you can.
• If possible, have someone else review your example to get a second opinion.

Here is an example of what an Amazon writing sample looks like for a candidate who successfully received a job offer. Successful Writing Sample

Can I use the same STAR story I used for my leadership principle stories? Or should I have a different one? 

It’s okay to reuse a story you’ve already prepared. What’s more important is how well the story is written!

Should I include headers and bold/italics? 

Yes, it’s definitely fine to add in headings and subheadings to structure the document if necessary.

What font should I use?

It doesn’t matter too much, but I’d suggest using Calibri 10. This is actually the font that Amazon uses internally, so you’ll automatically create some familiarity…and familiarity breeds trust!

How should I use numbers? 

It’s super important to add data. Be specific. Instead of saying you increased sales or marketing spend, give the number. If you have no numbers or data in your example, it’s likely a no-go.

Can I include graphs, images or tables?

This is a big no! And would usually result in a rejection. Amazon is focused on the written word, and the expectation is that you should be able to explain your points without the support of extra images.

Can I write 3 pages? 

No, definitely don’t go over the 2 page requirement. If you’re trying to squeeze in a bit more, make the font a bit smaller. :)

Can I use an example from 10 years ago? It’s old, but it’s really relevant to the question!

I don’t recommend it. As a rule of thumb, choose an example within the last 5 years. Amazon prefers examples that are fresh and relevant. 

What other tips do you have? 

The person reading your writing sample is busy and wants you to get to the point as soon as possible. Don’t make it hard for them! So, get your long version written down first and then edit. To edit, use this method: remove 1 paragraph from each page, one sentence from each paragraph, and one word from each sentence. Be strict and cut out any fat.

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