The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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something assigned, as a particular task or duty: She completed the assignment and went on to other jobs.

a position of responsibility, post of duty, or the like, to which one is appointed: He left for his assignment in the Middle East.

an act of assigning; appointment.

the transference of a right, interest, or title, or the instrument of transfer.

a transference of property to assignees for the benefit of creditors.

Origin of assignment

Synonym study for assignment, other words for assignment, other words from assignment.

  • mis·as·sign·ment, noun
  • non·as·sign·ment, noun
  • re·as·sign·ment, noun

Words that may be confused with assignment

  • assignment , assignation

Words Nearby assignment

  • assignation
  • assigned counsel
  • assigned risk
  • assigned sex
  • assimilable
  • assimilation
  • assimilationism

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use assignment in a sentence

Yariel Valdés González and I faced these challenges while on assignment in South Florida and the Deep South from July 21-Aug.

They’re putting time into decoration just as they would in their physical classroom, and students can interact with the space by, say, clicking on a bookshelf to get a reading assignment .

For now, if the district moves to in-person learning, instruction in Carlsbad will take place on campus five days per week and students may engage in additional independent practices and other assignments at home.

The assignments must also respect the relationships between the elements in the group.

It’s very hard, by the way, to do real random assignment studies of couples therapy.

His most recent assignment was the 84th Precinct, at the Brooklyn end of the Brooklyn Bridge.

When Lewis was shipped off to Vietnam, his son was just three months old, and the timing of the assignment worried Lewis.

When Vial got that first assignment , she was just beginning her photography career, and Cirque du Soleil was only a few years old.

“For our winter issue, we gave ourselves one assignment : Break The Internet,” wrote Paper.

By the 1950s the rapid assignment of gender to an ambiguously gendered infant had become standard.

Consent to an assignment may be given by the president of the company, without formal vote by the directors.

A transfer by the lessee of the whole or a part of his interest for a part of the time is a sublease and not an assignment .

An assignment to one who has an insurable interest as relative, creditor and the like, is always valid.

When an assignment of it is made, the assignee may sue in his own name for rent accruing after the assignment .

In some states statutes forbid the assignment of such policies for the benefit of creditors.

British Dictionary definitions for assignment

/ ( əˈsaɪnmənt ) /

something that has been assigned, such as a mission or task

a position or post to which a person is assigned

the act of assigning or state of being assigned

the transfer to another of a right, interest, or title to property, esp personal property : assignment of a lease

the document effecting such a transfer

the right, interest, or property transferred

law (formerly) the transfer, esp by an insolvent debtor, of property in trust for the benefit of his creditors

logic a function that associates specific values with each variable in a formal expression

Australian history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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Definition of assignment noun from the Oxford Advanced American Dictionary

Questions about grammar and vocabulary?

Find the answers with Practical English Usage online, your indispensable guide to problems in English.

  • 2 [ uncountable ] the act of giving something to someone; the act of giving someone a particular task his assignment to other duties in the same company

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as·sign·ment

As•sign•ment.

An assignment is a task that someone is given to do, usually as part of their job.

An assignment is also a piece of academic work given to students.

In American English, an assignment is also a piece of work given to students to do at home.

Work given to schoolchildren to do at home is also called homework .

Be Careful! Homework is an uncountable noun. You do not talk about 'homeworks' or 'a homework'. Note that you do not say ' I have made my homework '. You say 'I have done my homework'.

  • admeasurement
  • all nighter
  • annual training
  • anthropopathism
  • anthropopathy
  • anthropophuism
  • anthropopsychism
  • appointment
  • apportionment
  • apportionment (air)
  • assignation
  • Assignment of dower
  • assibilation
  • Assideanism
  • assiduously
  • assiduousness
  • assignability
  • assigned risk
  • assimilability
  • assimilable
  • assimilating
  • assimilation
  • assimilationism
  • assimilationist
  • assimilative
  • assimilator
  • assimilatory
  • Assimulation
  • Assiniboine
  • Assiniboine Mount
  • Assiniboine River
  • assistance dog
  • assistance mechanism
  • assigned to
  • assigning to
  • Assignment (computer science)
  • Assignment (education)
  • Assignment (law)
  • Assignment Action Number
  • Assignment and Analysis of Broadband Spectra
  • Assignment and Justification Questionnaire
  • Assignment and Lease
  • Assignment and Licensing System
  • Assignment and Transmittal Document
  • Assignment Area
  • Assignment Availability Code
  • Assignment by Choice
  • Assignment Capsule
  • Assignment Capsules
  • Assignment Clause, Life Insurance
  • Assignment Completed
  • Assignment Consideration
  • Assignment Control Authority
  • Assignment Control Number
  • Assignment Coordination Group
  • Assignment Data Card
  • Assignment Date
  • Assignment Eligibility & Availability
  • Assignment for benefit of creditors
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Cambridge Dictionary

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Meaning of assignment in English

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  • It was a plum assignment - more of a vacation 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
  • short-staffed
  • undertaking

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

assignment | Intermediate English

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

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Word of the Day

a bitter pill (to swallow)

something that is very unpleasant but must be accepted

Sitting on the fence (Newspaper idioms)

Sitting on the fence (Newspaper idioms)

an assignment is

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  • assignments basic law

Assignments: The Basic Law

The assignment of a right or obligation is a common contractual event under the law and the right to assign (or prohibition against assignments) is found in the majority of agreements, leases and business structural documents created in the United States.

As with many terms commonly used, people are familiar with the term but often are not aware or fully aware of what the terms entail. The concept of assignment of rights and obligations is one of those simple concepts with wide ranging ramifications in the contractual and business context and the law imposes severe restrictions on the validity and effect of assignment in many instances. Clear contractual provisions concerning assignments and rights should be in every document and structure created and this article will outline why such drafting is essential for the creation of appropriate and effective contracts and structures.

The reader should first read the article on Limited Liability Entities in the United States and Contracts since the information in those articles will be assumed in this article.

Basic Definitions and Concepts:

An assignment is the transfer of rights held by one party called the “assignor” to another party called the “assignee.” The legal nature of the assignment and the contractual terms of the agreement between the parties determines some additional rights and liabilities that accompany the assignment. The assignment of rights under a contract usually completely transfers the rights to the assignee to receive the benefits accruing under the contract. Ordinarily, the term assignment is limited to the transfer of rights that are intangible, like contractual rights and rights connected with property. Merchants Service Co. v. Small Claims Court , 35 Cal. 2d 109, 113-114 (Cal. 1950).

An assignment will generally be permitted under the law unless there is an express prohibition against assignment in the underlying contract or lease. Where assignments are permitted, the assignor need not consult the other party to the contract but may merely assign the rights at that time. However, an assignment cannot have any adverse effect on the duties of the other party to the contract, nor can it diminish the chance of the other party receiving complete performance. The assignor normally remains liable unless there is an agreement to the contrary by the other party to the contract.

The effect of a valid assignment is to remove privity between the assignor and the obligor and create privity between the obligor and the assignee. Privity is usually defined as a direct and immediate contractual relationship. See Merchants case above.

Further, for the assignment to be effective in most jurisdictions, it must occur in the present. One does not normally assign a future right; the assignment vests immediate rights and obligations.

No specific language is required to create an assignment so long as the assignor makes clear his/her intent to assign identified contractual rights to the assignee. Since expensive litigation can erupt from ambiguous or vague language, obtaining the correct verbiage is vital. An agreement must manifest the intent to transfer rights and can either be oral or in writing and the rights assigned must be certain.

Note that an assignment of an interest is the transfer of some identifiable property, claim, or right from the assignor to the assignee. The assignment operates to transfer to the assignee all of the rights, title, or interest of the assignor in the thing assigned. A transfer of all rights, title, and interests conveys everything that the assignor owned in the thing assigned and the assignee stands in the shoes of the assignor. Knott v. McDonald’s Corp ., 985 F. Supp. 1222 (N.D. Cal. 1997)

The parties must intend to effectuate an assignment at the time of the transfer, although no particular language or procedure is necessary. As long ago as the case of National Reserve Co. v. Metropolitan Trust Co ., 17 Cal. 2d 827 (Cal. 1941), the court held that in determining what rights or interests pass under an assignment, the intention of the parties as manifested in the instrument is controlling.

The intent of the parties to an assignment is a question of fact to be derived not only from the instrument executed by the parties but also from the surrounding circumstances. When there is no writing to evidence the intention to transfer some identifiable property, claim, or right, it is necessary to scrutinize the surrounding circumstances and parties’ acts to ascertain their intentions. Strosberg v. Brauvin Realty Servs., 295 Ill. App. 3d 17 (Ill. App. Ct. 1st Dist. 1998)

The general rule applicable to assignments of choses in action is that an assignment, unless there is a contract to the contrary, carries with it all securities held by the assignor as collateral to the claim and all rights incidental thereto and vests in the assignee the equitable title to such collateral securities and incidental rights. An unqualified assignment of a contract or chose in action, however, with no indication of the intent of the parties, vests in the assignee the assigned contract or chose and all rights and remedies incidental thereto.

More examples: In Strosberg v. Brauvin Realty Servs ., 295 Ill. App. 3d 17 (Ill. App. Ct. 1st Dist. 1998), the court held that the assignee of a party to a subordination agreement is entitled to the benefits and is subject to the burdens of the agreement. In Florida E. C. R. Co. v. Eno , 99 Fla. 887 (Fla. 1930), the court held that the mere assignment of all sums due in and of itself creates no different or other liability of the owner to the assignee than that which existed from the owner to the assignor.

And note that even though an assignment vests in the assignee all rights, remedies, and contingent benefits which are incidental to the thing assigned, those which are personal to the assignor and for his sole benefit are not assigned. Rasp v. Hidden Valley Lake, Inc ., 519 N.E.2d 153, 158 (Ind. Ct. App. 1988). Thus, if the underlying agreement provides that a service can only be provided to X, X cannot assign that right to Y.

Novation Compared to Assignment:

Although the difference between a novation and an assignment may appear narrow, it is an essential one. “Novation is a act whereby one party transfers all its obligations and benefits under a contract to a third party.” In a novation, a third party successfully substitutes the original party as a party to the contract. “When a contract is novated, the other contracting party must be left in the same position he was in prior to the novation being made.”

A sublease is the transfer when a tenant retains some right of reentry onto the leased premises. However, if the tenant transfers the entire leasehold estate, retaining no right of reentry or other reversionary interest, then the transfer is an assignment. The assignor is normally also removed from liability to the landlord only if the landlord consents or allowed that right in the lease. In a sublease, the original tenant is not released from the obligations of the original lease.

Equitable Assignments:

An equitable assignment is one in which one has a future interest and is not valid at law but valid in a court of equity. In National Bank of Republic v. United Sec. Life Ins. & Trust Co. , 17 App. D.C. 112 (D.C. Cir. 1900), the court held that to constitute an equitable assignment of a chose in action, the following has to occur generally: anything said written or done, in pursuance of an agreement and for valuable consideration, or in consideration of an antecedent debt, to place a chose in action or fund out of the control of the owner, and appropriate it to or in favor of another person, amounts to an equitable assignment. Thus, an agreement, between a debtor and a creditor, that the debt shall be paid out of a specific fund going to the debtor may operate as an equitable assignment.

In Egyptian Navigation Co. v. Baker Invs. Corp. , 2008 U.S. Dist. LEXIS 30804 (S.D.N.Y. Apr. 14, 2008), the court stated that an equitable assignment occurs under English law when an assignor, with an intent to transfer his/her right to a chose in action, informs the assignee about the right so transferred.

An executory agreement or a declaration of trust are also equitable assignments if unenforceable as assignments by a court of law but enforceable by a court of equity exercising sound discretion according to the circumstances of the case. Since California combines courts of equity and courts of law, the same court would hear arguments as to whether an equitable assignment had occurred. Quite often, such relief is granted to avoid fraud or unjust enrichment.

Note that obtaining an assignment through fraudulent means invalidates the assignment. Fraud destroys the validity of everything into which it enters. It vitiates the most solemn contracts, documents, and even judgments. Walker v. Rich , 79 Cal. App. 139 (Cal. App. 1926). If an assignment is made with the fraudulent intent to delay, hinder, and defraud creditors, then it is void as fraudulent in fact. See our article on Transfers to Defraud Creditors .

But note that the motives that prompted an assignor to make the transfer will be considered as immaterial and will constitute no defense to an action by the assignee, if an assignment is considered as valid in all other respects.

Enforceability of Assignments:

Whether a right under a contract is capable of being transferred is determined by the law of the place where the contract was entered into. The validity and effect of an assignment is determined by the law of the place of assignment. The validity of an assignment of a contractual right is governed by the law of the state with the most significant relationship to the assignment and the parties.

In some jurisdictions, the traditional conflict of laws rules governing assignments has been rejected and the law of the place having the most significant contacts with the assignment applies. In Downs v. American Mut. Liability Ins. Co ., 14 N.Y.2d 266 (N.Y. 1964), a wife and her husband separated and the wife obtained a judgment of separation from the husband in New York. The judgment required the husband to pay a certain yearly sum to the wife. The husband assigned 50 percent of his future salary, wages, and earnings to the wife. The agreement authorized the employer to make such payments to the wife.

After the husband moved from New York, the wife learned that he was employed by an employer in Massachusetts. She sent the proper notice and demanded payment under the agreement. The employer refused and the wife brought an action for enforcement. The court observed that Massachusetts did not prohibit assignment of the husband’s wages. Moreover, Massachusetts law was not controlling because New York had the most significant relationship with the assignment. Therefore, the court ruled in favor of the wife.

Therefore, the validity of an assignment is determined by looking to the law of the forum with the most significant relationship to the assignment itself. To determine the applicable law of assignments, the court must look to the law of the state which is most significantly related to the principal issue before it.

Assignment of Contractual Rights:

Generally, the law allows the assignment of a contractual right unless the substitution of rights would materially change the duty of the obligor, materially increase the burden or risk imposed on the obligor by the contract, materially impair the chance of obtaining return performance, or materially reduce the value of the performance to the obligor. Restat 2d of Contracts, § 317(2)(a). This presumes that the underlying agreement is silent on the right to assign.

If the contract specifically precludes assignment, the contractual right is not assignable. Whether a contract is assignable is a matter of contractual intent and one must look to the language used by the parties to discern that intent.

In the absence of an express provision to the contrary, the rights and duties under a bilateral executory contract that does not involve personal skill, trust, or confidence may be assigned without the consent of the other party. But note that an assignment is invalid if it would materially alter the other party’s duties and responsibilities. Once an assignment is effective, the assignee stands in the shoes of the assignor and assumes all of assignor’s rights. Hence, after a valid assignment, the assignor’s right to performance is extinguished, transferred to assignee, and the assignee possesses the same rights, benefits, and remedies assignor once possessed. Robert Lamb Hart Planners & Architects v. Evergreen, Ltd. , 787 F. Supp. 753 (S.D. Ohio 1992).

On the other hand, an assignee’s right against the obligor is subject to “all of the limitations of the assignor’s right, all defenses thereto, and all set-offs and counterclaims which would have been available against the assignor had there been no assignment, provided that these defenses and set-offs are based on facts existing at the time of the assignment.” See Robert Lamb , case, above.

The power of the contract to restrict assignment is broad. Usually, contractual provisions that restrict assignment of the contract without the consent of the obligor are valid and enforceable, even when there is statutory authorization for the assignment. The restriction of the power to assign is often ineffective unless the restriction is expressly and precisely stated. Anti-assignment clauses are effective only if they contain clear, unambiguous language of prohibition. Anti-assignment clauses protect only the obligor and do not affect the transaction between the assignee and assignor.

Usually, a prohibition against the assignment of a contract does not prevent an assignment of the right to receive payments due, unless circumstances indicate the contrary. Moreover, the contracting parties cannot, by a mere non-assignment provision, prevent the effectual alienation of the right to money which becomes due under the contract.

A contract provision prohibiting or restricting an assignment may be waived, or a party may so act as to be estopped from objecting to the assignment, such as by effectively ratifying the assignment. The power to void an assignment made in violation of an anti-assignment clause may be waived either before or after the assignment. See our article on Contracts.

Noncompete Clauses and Assignments:

Of critical import to most buyers of businesses is the ability to ensure that key employees of the business being purchased cannot start a competing company. Some states strictly limit such clauses, some do allow them. California does restrict noncompete clauses, only allowing them under certain circumstances. A common question in those states that do allow them is whether such rights can be assigned to a new party, such as the buyer of the buyer.

A covenant not to compete, also called a non-competitive clause, is a formal agreement prohibiting one party from performing similar work or business within a designated area for a specified amount of time. This type of clause is generally included in contracts between employer and employee and contracts between buyer and seller of a business.

Many workers sign a covenant not to compete as part of the paperwork required for employment. It may be a separate document similar to a non-disclosure agreement, or buried within a number of other clauses in a contract. A covenant not to compete is generally legal and enforceable, although there are some exceptions and restrictions.

Whenever a company recruits skilled employees, it invests a significant amount of time and training. For example, it often takes years before a research chemist or a design engineer develops a workable knowledge of a company’s product line, including trade secrets and highly sensitive information. Once an employee gains this knowledge and experience, however, all sorts of things can happen. The employee could work for the company until retirement, accept a better offer from a competing company or start up his or her own business.

A covenant not to compete may cover a number of potential issues between employers and former employees. Many companies spend years developing a local base of customers or clients. It is important that this customer base not fall into the hands of local competitors. When an employee signs a covenant not to compete, he or she usually agrees not to use insider knowledge of the company’s customer base to disadvantage the company. The covenant not to compete often defines a broad geographical area considered off-limits to former employees, possibly tens or hundreds of miles.

Another area of concern covered by a covenant not to compete is a potential ‘brain drain’. Some high-level former employees may seek to recruit others from the same company to create new competition. Retention of employees, especially those with unique skills or proprietary knowledge, is vital for most companies, so a covenant not to compete may spell out definite restrictions on the hiring or recruiting of employees.

A covenant not to compete may also define a specific amount of time before a former employee can seek employment in a similar field. Many companies offer a substantial severance package to make sure former employees are financially solvent until the terms of the covenant not to compete have been met.

Because the use of a covenant not to compete can be controversial, a handful of states, including California, have largely banned this type of contractual language. The legal enforcement of these agreements falls on individual states, and many have sided with the employee during arbitration or litigation. A covenant not to compete must be reasonable and specific, with defined time periods and coverage areas. If the agreement gives the company too much power over former employees or is ambiguous, state courts may declare it to be overbroad and therefore unenforceable. In such case, the employee would be free to pursue any employment opportunity, including working for a direct competitor or starting up a new company of his or her own.

It has been held that an employee’s covenant not to compete is assignable where one business is transferred to another, that a merger does not constitute an assignment of a covenant not to compete, and that a covenant not to compete is enforceable by a successor to the employer where the assignment does not create an added burden of employment or other disadvantage to the employee. However, in some states such as Hawaii, it has also been held that a covenant not to compete is not assignable and under various statutes for various reasons that such covenants are not enforceable against an employee by a successor to the employer. Hawaii v. Gannett Pac. Corp. , 99 F. Supp. 2d 1241 (D. Haw. 1999)

It is vital to obtain the relevant law of the applicable state before drafting or attempting to enforce assignment rights in this particular area.

Conclusion:

In the current business world of fast changing structures, agreements, employees and projects, the ability to assign rights and obligations is essential to allow flexibility and adjustment to new situations. Conversely, the ability to hold a contracting party into the deal may be essential for the future of a party. Thus, the law of assignments and the restriction on same is a critical aspect of every agreement and every structure. This basic provision is often glanced at by the contracting parties, or scribbled into the deal at the last minute but can easily become the most vital part of the transaction.

As an example, one client of ours came into the office outraged that his co venturer on a sizable exporting agreement, who had excellent connections in Brazil, had elected to pursue another venture instead and assigned the agreement to a party unknown to our client and without the business contacts our client considered vital. When we examined the handwritten agreement our client had drafted in a restaurant in Sao Paolo, we discovered there was no restriction on assignment whatsoever…our client had not even considered that right when drafting the agreement after a full day of work.

One choses who one does business with carefully…to ensure that one’s choice remains the party on the other side of the contract, one must master the ability to negotiate proper assignment provisions.

Founded in 1939, our law firm combines the ability to represent clients in domestic or international matters with the personal interaction with clients that is traditional to a long established law firm.

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Example sentences give an assignment

In either case, professors can not give any assignment besides the exam during finals week.
The teacher might also give an assignment to remember the principles and vocabulary learned for future work, possibly through further exercises.
The interns meet their new editor-in-chief and are given an assignment to replan the magazine's trends page.
Towards the end of the workshop we're given an assignment .
However, the scheme was criticised after it emerged that 140,000 of the 360,000 approved volunteers had not been given any assignments.

Definition of 'assignment' assignment

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Definition of 'give' give

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an assignment is

‘I like the numbers.’ Why the Bears are increasingly excited about their draft options at No. 9.

O RLANDO, Fla. — Ryan Poles is nothing if not imaginative, an NFL executive who enjoys exploring opportunity and considering every possibility for all his big decisions. So with four weeks left until this year’s NFL draft, Poles’ imagination is running wild.

He is the only general manager armed with two top-10 picks and has the privilege of kicking everything off with the No. 1 selection when the clock starts a little after 7 p.m. on April 25.

The presumption across the league is Poles will make the obvious decision and scoop up USC quarterback Caleb Williams without hesitation. The Chicago Bears general manager did little to dispel that notion as he talked with colleagues and reporters during this week’s league meetings at the Ritz-Carlton Grande Lakes.

If there are serious concerns to steer the Bears away from Williams, Poles hasn’t yet found them. Thus he spent a chunk of this week gushing about the growing bond between Williams and the Bears.

“He’s very focused and low key and down to earth,” Poles said. “He has very high expectations of himself. I like that.”

Yep. It’s easy to see where this seems to be headed. And naturally, that finally might shift the spotlight to the Bears’ other first-round pick at No. 9, the one with countless options that all could make sense.

A standout receiver to aid Williams’ development? A rock-solid offensive tackle to protect the rookie? What about, possibly, landing both the top quarterback and the first defensive player to be picked?

With four quarterbacks now expected to be selected before No. 9, the board seems to be shaping up favorably for Poles and the organization.

“We have different tiers on our draft board,” Poles said Monday morning. “And I like the numbers in terms of the talented players who can get down to 9.”

On the move

Consider this: Within 90 minutes of drafting Williams next month, Poles might be able to surround his shiny new toy at quarterback with, well, a shiny new toy at receiver? (More on LSU’s Malik Nabers and Washington’s Rome Odunze in a minute.)

Or what if the draft board breaks in a way in which one of this year’s best offensive tackles — namely Notre Dame’s Joe Alt or Penn State’s Olu Fashanu — is sitting there at No. 9?

Or what if Poles has his mind set on adding teeth to his pass rush with a prospect such as UCLA’s Laiatu Latu, Florida State’s Jared Verse or Alabama’s Dallas Turner?

Said Bears coach Matt Eberflus: “To me, it’s always about affecting the quarterback or helping the quarterback. It comes down to those two questions.”

And here’s one more: What if the high-quality depth of the first round also offers an opportunity to trade back from No. 9, allowing the Bears to collect more draft capital and still pick in the teens — or even before — at a spot at which the menu could include offensive linemen Taliese Fuaga, JC Latham, Amarius Mims or Jackson Powers-Johnson? Or even tight end Brock Bowers? Defensive tackle Byron Murphy? Receiver Brian Thomas Jr.?

Without question, Poles will consider the idea of moving back.

“For sure,” he said this week. “That will kind of play out. We’ll see what the numbers look like and that will kind of dictate how far we can move back, if we decide to do that.”

Whatever the case, the Bears seem to be in a favorable situation.

Target practice

Nabers was nonchalant this month in tracing the roots of his relationship with Williams to their shared enjoyment of “Call of Duty.” Gamers gonna game, right?

“I talk to Caleb all the time,” Nabers said during his formal Q&A session with reporters at the NFL combine in Indianapolis. “He always talks about how I’m a great receiver.”

What if Nabers and Williams had the chance to unite on a bigger stage next season as a rookie QB-WR duo for the Bears? What if the 2022 Heisman Trophy winner could grow over the next several years with a pass catcher who had 1,569 receiving yards and 14 touchdowns last season?

“I’m happy to go anywhere I’m wanted,” Nabers said, “to be one of those receivers that move around and they can give me the ball.”

Odunze also seemed energized by the possibility of uniting with Williams in Chicago. Odunze’s Huskies faced Williams’ Trojans in November and in that game — a Washington win — Williams threw for 312 yards and three touchdowns while propelling USC to 42 points.

“I got to see Caleb firsthand,” Odunze said. “I got to see his talents and abilities. I know he’s a student of the game and someone who brings a lot of passion and a lot of desire to the game. So, of course, to be paired up with him would be something special.”

Indeed, this is a football dreamer’s time of year with the always long pre-draft runway providing countless intriguing possibilities.

Talking points

In most years, the options for the Bears at No. 9 would be all anyone in Chicago would be talking about, enamored with the variety of choices — most of them attractive — when Poles goes on the clock for that pick around 8:15 p.m. April 25.

Still, because of the everyday coverage the Bears quarterback situation has commanded, the chatter surrounding the No. 9 pick was diminished all winter.

Make no mistake, though, that selection, the one the Bears landed after finishing 7-10 last season, has a chance to be franchise-changing, adding to whatever jackpot Poles uses the No. 1 pick to collect.

Eberflus emphasized Tuesday that the Bears seem certain to get a “blue player” at No. 9, referencing the color code used to identify the highest level of impact players.

“What we’ve done in free agency allows us to be flexible, to really be able to take the best player, the one we feel fits for us in that spot,” he added.

Homework assignment

Poles said when he returns Monday to Halas Hall, he will break his personnel team into groups and give each of them an assignment to help the organization strategize for how to use the No. 9 pick.

“One team is going to (argue) how the tackle position is the best to go after,” Poles said. “(The others will argue) that wide receiver is the best, defensive end is the best. And we’ll use factual information to spit that out. Then we’ll have a debate in terms of what’s more impactful for our football team, short term and long term. I’m looking forward to that.”

For context, the Bears have made multiple selections in the first round only seven times during the Super Bowl era — and not since 2003 when then-general manager Jerry Angelo traded back from the No. 4 slot and eventually selected Michael Haynes at No. 14 and Rex Grossman at No. 22.

The 1979 draft registers as the only one during the Super Bowl era in which the Bears made two picks inside the top 10, grabbing defensive ends Dan Hampton and Al Harris at Nos. 4 and 9, respectively.

Fourteen years before that, of course, the organization hit on the duo of Dick Butkus and Gale Sayers at No. 3 and 4 while also choosing Steve DeLong at No. 6.

So yes, the Bears have a chance to do something historic next month, something franchise-altering.

On the morning of April 26, Poles and Eberflus should wake up with two immediate starters to add to an already-improving team that should be aligning to be a legitimate playoff contender in 2024.

Just imagine the possibilities.

©2024 Chicago Tribune. Visit chicagotribune.com. Distributed by Tribune Content Agency, LLC.

Bears general manager Ryan Poles walks on the field before a game against the Commanders on Oct. 5, 2023, at FedEx Field.

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Gender-based “genderbread person” assignment at santa fe high school causing concern among parents, state officials.

Deven Clarke , Reporter

SANTA FE, Texas – Parents are angry after a high school junior taking a college-level psychology class was given a gender-based assignment.

They’re not the only ones sounding off; the issue has caught the attention of state officials. One state senator saying it’s illegal.

  • Should college essays touch on race? Some feel the affirmative action ruling leaves them no choice

The assignment is called The Genderbread Person, and on it, there’s a drawing of what appears to be a gingerbread man. Those raising concerns say there is nothing cookie-cutter about it.

She says her teacher gave students the assignment in their dual credit college-level psychology course that is in conjunction with the College of the Mainland.

“It made me feel uncomfortable and distasteful,” Shay Cundiff, a 17-year-old Santa Fe High School Junior said. “We had to fill out our information on a paper based off of what we identify as and what we’re sexually and romantically attracted to.”

Cundiff says students were also required to write an essay about how they feel about the lesson.

“I didn’t agree with the point of view that are in the paper,” she said.

Before the assignment that was due Sunday, Cundiff says the teacher hadn’t really discussed gender identity, just sex organs. The curriculum caught her and her parents off guard.

“We wouldn’t have really known‚” said Shad Cundiff, Shay’s father. “I mean, she was just going through doing the assignment like her teacher instructed her to do, and unless my wife hadn’t seen what she was writing and started talking to her about it, we wouldn’t have really known.”

Not only are Cundiff’s parents upset, but so is District 11 State Senator, Mayes Middleton.

He mentioned that in Texas, gender modification of minors is against the law under Texas Senate Bill 14, and he believes this curriculum promotes it.

“That is not right,” Middleton said. “I’m looking at it with our State Board of Education members and to me it sure looks like they’re advocating for something that’s illegal.”

Senator Middleton says he was told by a State Board of Education member the curriculum was developed by Planned Parenthood.

As for, Cundiff, she says she plans to stay in the course because the only way to avoid it is if she were to drop it, which means she wouldn’t get the credits she’s been earning.

Yesterday, a Santa Fe ISD official said they do not agree with this assignment, and it is not a part of their curriculum. She said the College of the Mainland would be the one to reach out to for more comment, as it was their course.

A College of the Mainland official acknowledged that a complaint had been filed, and said they are trying to determine specifically what happened.

Copyright 2024 by KPRC Click2Houston - All rights reserved.

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Deven clarke, man struck by weed eater, arrested in lawn equipment robbery, 2 dead after shooting at 21st birthday party with more than 50 people in attendance at house in jacinto city, 21st birthday party turns deadly after shooting at home in jacinto city; more than 50 people were in attendance, 3-year-old miraculously escapes injury as alleged drunk driver crashes into house.

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Definition of assignee

  • representative

Examples of assignee in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignee.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

14th century, in the meaning defined at sense 1

Dictionary Entries Near assignee

assigned risk

Cite this Entry

“Assignee.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignee. Accessed 31 Mar. 2024.

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Kids definition of assignee, legal definition, legal definition of assignee, more from merriam-webster on assignee.

Britannica English: Translation of assignee for Arabic Speakers

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Baltimore Orioles | Orioles starter John Means to begin rehab…

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Baltimore orioles | key bridge collapse updates: disaster business loans to be available; wreckage clearing begins, baltimore orioles, subscriber only, baltimore orioles | orioles starter john means to begin rehab assignment in triple-a on sunday | notes.

Orioles pitcher John Means stretches before a workout during spring training at Ed Smith Stadium in Sarasota, Florida. (Kenneth K. Lam/Staff)

The first John Means Day of the year is Sunday, but it will come in Triple-A Norfolk as the veteran left-hander begins his minor league rehabilitation assignment.

The Norfolk Tides announced that Means will take the ball Sunday against the Durham Bulls, the Tampa Bay Rays’ affiliate. The start will be the first time Means, the Orioles’ No. 1 starter during the rebuild, will pitch in a game since September, and it will start his clock to potentially make his return to Baltimore.

Minor league rehabilitation assignments cannot extend past 30 days unless the player is reinjured. If the assignment takes the full 30 days and Means remains healthy, he would be back with the Orioles on April 30.

Manager Brandon Hyde said before Saturday’s game against the Los Angeles Angels that Means will pitch a couple innings and it is the beginning of his “build up process.” Hyde said the length of Means’ assignment will be “close to 30 days.”

A late April return falls in line with the original plan for Means after he began his offseason throwing progression a month late to fully recover from his elbow flare-up before the American League Division Series. The Orioles entered spring training hoping he could return in April. Means didn’t appear in a Grapefruit League game during spring training.

Means was an All-Star in 2019 and was equally as good in 2021 with a 3.62 ERA and 134 strikeouts in 146 2/3 innings for the 110-loss Orioles. He was the club’s opening day starter in 2022 but tore the ulnar collateral ligament in his elbow and underwent Tommy John elbow reconstruction in late April 2022. His recovery took about 18 months — the longer-end of the typical timeline — and the 30-year-old returned in September. He was instantly one of the Orioles’ best starting pitchers, posting a 2.66 ERA in four starts and taking a no-hitter into the seventh inning against the Cleveland Guardians.

It’s unclear how the rotation will sort out upon his return, although the likeliest scenario, assuming everyone remains healthy, is that left-hander Cole Irvin would be moved to the bullpen.

The Orioles entered the offseason with their future on the field as bright as any MLB club. Their future off it was anything but. Through the uncertainty, the Orioles, with a new owner and ace, came out better on the other side. https://t.co/W2NQZIDfUK — Jacob Calvin Meyer (@jcalvinmeyer) March 29, 2024

Around the horn

• Right-handers Kyle Bradish and Félix Bautista packed their bags in the clubhouse Saturday to head to the team’s facility in Sarasota, Florida, to continue their recoveries. Bradish (UCL sprain) is expected back “early in the first half of the season,” general manager Mike Elias said at the end of spring training, while Bautista (Tommy John reconstruction) will miss the entire 2024 season after tearing his UCL in August.

• Right-hander Jacob Webb was reinstated from the paternity list Saturday after the reliever missed opening day for the birth of his daughter. Left-hander Nick Vespi, who experienced his first MLB opening day in Webb’s stead, was optioned to Triple-A, although the option will not count as one of the five times Vespi can be optioned in 2024. Webb’s daughter, Hudson, was born Wednesday night in Marietta, Georgia, at 6 pounds, 15 ounces and 19 1/2 inches tall. Webb couldn’t get a flight home until Thursday morning, but “it was awesome to just be able to hold her,” he said. Will she be a righty or a lefty? “She was swinging her left hand quite a bit, so hopefully left-handed,” he said with a chuckle.

• Before Saturday’s game, Adley Rutschman and Gunnar Henderson both received their Silver Slugger Awards for the 2023 season. Rutschman hit .277 with an .809 OPS to win the award at catcher, while Henderson, who won the American League’s Rookie of the Year Award, hit 28 homers with an .814 OPS to earn the honor as a utility player.

• The Tides opened their 2024 season Friday at home against the Bulls in hopes of defending their International League title and Triple-A national championship. The top of the lineup was filled with prospects from the Orioles’ top-ranked farm system, and the Tides got off to a fitting start with a 12-8 win . Prospects Jackson Holliday, Connor Norby, Coby Mayo, Heston Kjerstad and Kyle Stowers combined to go 12-for-25 at the plate with a home run, three doubles and nine RBIs. The long ball came off Holliday’s bat to lead off the bottom of the first, and, naturally, it came off a left-handed pitcher. Elias used the 20-year-old top prospect’s lack of experience and success off high-quality left-handed pitching as a reason to have him begin the year in the minor leagues while saying the youngster’s service time wasn’t a factor. Holliday went 3-for-5 with four RBIs and was a triple away from the cycle.

JACKSON HOLLIDAY HOMERS IN HIS 1ST AT-BAT OF THE YEAR! @Orioles | @OsPlayerDev pic.twitter.com/iCFE37qo6r — MLB Pipeline (@MLBPipeline) March 29, 2024

• DL Hall, the former Orioles farmhand who they traded to Milwaukee for Corbin Burnes, started the Brewers’ second game of the season Saturday against the New York Mets, pitching four innings of two-run ball while allowing six hits and striking out one. Joey Ortiz, the other prospect sent to Milwaukee in the trade, started at second base on opening day and went 1-for-4.

• The Orioles on Friday placed 11 minor league players on the 60-day injured list: Double-A Bowie right-handers Tyler Burch and Peter Van Loon; High-A Aberdeen right-handers Cooper Chandler and Daniel Lloyd and IronBirds infielder Luis Valdez; Low-A Delmarva infielder Maikol Hernández and right-hander Pablo Falconett; Florida Complex League right-hander Pedro Figueroa; and Dominican Summer League right-handers Anthony Morillo and Yonatan Pineda and outfielder Raylin Ramos. The domestic players on the 60-day IL do not count against the Orioles’ total number of minor leaguers, which cannot exceed 165 — down across MLB from 180 last year.

More in Baltimore Orioles

Gunnar Henderson finished a double short of the cycle and the Orioles put up nine runs in the sixth as they beat the Angels, 13-4.

Baltimore Orioles | Gunnar Henderson, 9-run inning power Orioles to 13-4 win over Angels

Jackson Holliday's leadoff home run gives a rousing start for Norfolk on opening night for the Orioles' Triple-A team.

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Several players on Norfolk’s roster would almost certainly be in the big leagues in other organizations, forcing them to wait their turn.

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Many Orioles fans are hoping the ballpark snacks this season will be better than the last as Camden Yards changes up the menu on everything from hot dogs to soda.

Restaurants, Food and Drink | What’s new to eat at Camden Yards? Rotisserie chicken, local pizza and a better hot dog

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Easter 2024

Brewers designate C Eric Haase for assignment, recall IF Oliver Dunn as they finalize their roster

Los Angeles Dodgers' James Outman, bottom right, is tagged out stealing home by Milwaukee Brewers catcher Eric Haase, left, during the third inning of a spring training baseball game, Saturday, March 2, 2024, in Phoenix. Umpire John Bacon watches the play. (AP Photo/Carolyn Kaster)

Los Angeles Dodgers’ James Outman, bottom right, is tagged out stealing home by Milwaukee Brewers catcher Eric Haase, left, during the third inning of a spring training baseball game, Saturday, March 2, 2024, in Phoenix. Umpire John Bacon watches the play. (AP Photo/Carolyn Kaster)

Milwaukee Brewers’ Eric Haase rounds third base to score on an RBI double by Brock Wilken against the Texas Rangers during the third inning of a spring training baseball game Thursday, Feb. 29, 2024, in Surprise, Ariz. (AP Photo/Lindsey Wasson)

Milwaukee Brewers’ Eric Haase is greeted in the dugout after scoring on an RBI double by Brock Wilken against the Texas Rangers during the third inning of a spring training baseball game Thursday, Feb. 29, 2024, in Surprise, Ariz. (AP Photo/Lindsey Wasson)

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NEW YORK (AP) — Catcher Eric Haase couldn’t parlay his outstanding spring training into a spot on the Milwaukee Brewers’ roster.

The Brewers designated Haase for assignment Thursday as they made their final roster moves before Friday’s opener at the New York Mets.

In other moves, the Brewers recalled infielder Oliver Dunn from Triple-A Nashville, optioned reliever JB Bukauskas to Triple-A Nashville and placed pitchers Taylor Clarke, Wade Miley and Devin Williams on the injured list retroactive to Monday.

Haase, 31, had signed with the Brewers in December after hitting .201 with four homers and 26 RBIs in 89 games with the Detroit Tigers and Cleveland Guardians last year. Two months after signing Haase, the Brewers also added two-time All-Star catcher Gary Sánchez, who hit .217 with 19 homers in 75 games for the New York Mets and San Diego Padres last season.

Although Haase batted .395 with a .465 on-base percentage, five homers and 14 RBIs in 18 Cactus League games, the Brewers opted against including a third catcher on their roster. They instead stuck with Sánchez as the lone backup to William Contreras.

St. Louis Cardinals' Alec Burleson watches after hitting an RBI single against the Los Angeles Dodgers during the seventh inning of a baseball game Saturday, March 30, 2024, in Los Angeles. (AP Photo/Jae C. Hong)

Dunn, 26, batted .282 with a .404 on-base percentage in 17 games this spring and will make his major league debut when he plays his first game for the Brewers. The Brewers acquired him from Philadelphia after he batted .271 with a .396 on-base percentage, 21 homers and 78 RBIs in 119 games for the Phillies’ Double-A Reading affiliate last year.

The Brewers already had announced that Williams could miss at least three months due to two stress fractures in his back and Miley wouldn’t start the season on time. Miley has an impingement in his left shoulder.

Clarke is dealing with a torn right meniscus. The 30-year-old right-hander went 3-6 with a 5.95 ERA in 58 games for the Kansas City Royals last season.

AP MLB: https://apnews.com/hub/mlb

an assignment is

Soldier at Fort Liberty jailed on dozens of child sex crime charges

an assignment is

A soldier on temporary duty at Fort Liberty is in the Randolph County jail after authorities allegedly caught him with an underage girl last week.

According to the Asheboro Police Department, officers noticed a suspicious vehicle in a city park past curfew early March 20 and found 27-year-old Sgt. Eric Timothy Fitch, of Lancaster, California.

Fitch was with a 13-year-old girl, and “evidence located in the vehicle indicated that Fitch had engaged in sexual activity with the female,” a news release stated.

Fitch was arrested on charges of:

  • Statutory rape of child under 15
  • Two counts of statutory sex offense with a child under 15
  • Disclosure of private images
  • Two counts of indecent liberties with a child
  • Contributing to the delinquency of a juvenile
  • Eight counts of second-degree sexual exploitation minor

In a statement provided to The Fayetteville Observer on Tuesday, a spokeswoman for the Fort Liberty-based 3rd Expeditionary Sustainment Command, which Fitch falls under, said that Army officials are aware of Fitch’s arrest.

Fitch, a cargo specialist assigned to the 7th Transportation Brigade at Joint Base Langley-Eustis, Virginia, was on a temporary assignment at Fort Liberty since March 4, said Capt. Shkeila Milford-Glover.

Asheboro police said Fitch is being held without bail in the Randolph County Jail.

Staff writer Rachael Riley can be reached at [email protected] or 910-486-3528.

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