How To Write an Email For Submission Of Assignment

Welcome to this informative article that will guide you on how to write an effective email for the submission of your assignment. If you’re unsure about how to draft an email for submitting your assignment, this article is here to help you!

Table of Contents

What To Do Before Writing the Email

Before you start writing the actual email, it’s important to take a few preparatory steps to ensure that your email is clear, concise, and professional:

  • Gather all necessary information related to your assignment, such as the due date, submission guidelines, and any specific instructions given by your instructor.
  • Review your assignment to ensure it meets the requirements and makes sense.
  • If your instructor has provided a specific email address or subject line to use, make note of it.
  • Consider attaching your assignment in the appropriate format if required.

What to Include In the Email

When composing your email for assignment submission, it’s important to include the following parts:

Subject Line

Choose a subject line that clearly indicates the purpose of your email. For example, “Assignment Submission – [Course Name]”. This helps the recipient identify the email’s content quickly.

Begin your email with a polite and professional greeting, such as “Dear Professor [Last Name],” or “Hi [Instructor’s Name],”. Use the appropriate salutation based on your relationship with the recipient.


Introduce yourself briefly and mention the course or assignment you are submitting. This provides context for the recipient.

In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date. If there are any additional comments or questions related to the assignment, include them here.

End your email with a courteous closing, such as “Thank you,” or “Best regards,” followed by your full name and contact information. This shows professionalism and makes it easy for the recipient to respond if necessary.

Email Template – Assignment Submission

Subject: Assignment Submission – [Course Name] Dear Professor/Instructor [Last Name], I hope this email finds you well. I am writing to submit my assignment for the [Course Name]. The assignment is attached in the required format. I have completed the assignment as per the given guidelines and it is ready for submission. The due date for the assignment is [Due Date]. If you have any further instructions or clarifications, please let me know. Thank you for your time and consideration. I look forward to hearing from you soon. Best regards, [Your Full Name] [Your Contact Information]

Writing an effective email for the submission of an assignment is essential to ensure clarity and professionalism. By following the steps outlined in this article, you can confidently compose your email and increase the likelihood of a positive response. Remember to always be polite, concise, and include all necessary information. Good luck with your assignment!

Additional tips:

  • Double-check all the information before sending the email to avoid any errors or omissions.
  • Use a professional email address and avoid using casual or inappropriate language.
  • If there is a specific email format recommended by your institution, consult it for guidance.

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16 Dealing With Assignments

Understanding your first assignment.

The number of assignments you will receive in a semester often surprises students. For some students, figuring out how to manage assignments is a new experience. For others who have had assignments in the past, the amount of work needed to complete assignments at the college level is what is unexpected. Most of the assignments you will receive will take longer than one session of study to complete. You will likely need to work on your assignment over several days or weeks. In this section, we will provide you with advice on how to understand the requirements of your assignment, and how to manage and track the tasks you will need to complete. We will provide you with some time management tips and an assignment tracker to try.

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Assignment Terms

Assignment questions, outlines and marking schemes, breaking down large assignments.

How to breakdown assignments into tasks

  • Understand the assignment: Read the assignment instructions carefully, and make sure you understand what is required. If you do not understand what you need to do, ask your professor as soon as possible.
  • Create a task list: What are the smaller tasks you need to do to complete this assignment? Smaller tasks are activities like conducting research at the library or setting up group meetings for a group project.
  • Create a timeline: Create a timeline that includes all the tasks that need to be completed. Consider how much time you will need to complete that task and when you will work on it. Set due dates for each task.
  • Brainstorm ideas: Before you start writing, brainstorm ideas for the assignment. Think about the main points you want to cover, any research you need to do, and any supporting evidence you might need.
  • Create an outline: Once you have a list of ideas, create an outline for your assignment. An outline can help you organize your thoughts and make sure you cover all the necessary points.
  • Schedule time for research: Do your research before you begin writing. As you find sources, gather the information you will need to create a reference and take notes about essential information the source will provide and where this information fits in with your outline.
  • Schedule time for revision: Plan to review your work before you submit. This can include checking your work against the assignment instructions or rubric, making changes to the content, and proofreading.

Here is an example of this process:

Key Takeaway from video

  • Breaking down a large or medium-sized assignment into smaller pieces can help reduce stress, ensure completion of all parts of the assignment, and allow you to get other important tasks done too.

Using an Assignment Tracker

Time Management Considerations

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Time management is the practice of organizing and prioritizing one’s activities and tasks effectively in order to maximize productivity and achieve one’s goals. For college students, time management involves creating a plan for allocating their time efficiently and balancing academic responsibilities with social activities, work, and personal obligations. It requires identifying tasks and goals, setting realistic deadlines, and using tools such as schedules, to-do lists, and reminders to stay on track. Effective time management helps students to reduce stress, increase productivity, and achieve academic success while still enjoying a balanced lifestyle.

  • Procrastination:  Students tend to put off starting a large writing assignment until the last minute, leaving themselves with insufficient time to complete the assignment.
  • Lack of Planning:  Many students do not adequately plan their time for the writing process, which can result in poor time management and a lower quality of work.
  • Perfectionism:  Students may spend too much time trying to perfect every aspect of their writing, which can lead to time wastage and increased stress.
  • Break the Task into Smaller Parts:  Instead of attempting to complete the entire assignment in one sitting, break it down into smaller, more manageable parts, and set specific deadlines for each.
  • Create a Schedule:  Create a schedule for the writing process and stick to it. This will help you stay on track and ensure that you have enough time to complete the assignment.
  • Avoid Distractions:  Avoid any distractions that can lead to time wastage, such as social media, television, and video games.
  • Set Priorities:  Set priorities for your writing tasks, focusing on the most critical aspects of the assignment first.
  • Use Writing Tools : Utilize writing tools such as spell check, grammar check, and citation generators to save time and reduce the need for extensive revisions.
  • Take Breaks:  Taking regular breaks can help you stay focused and prevent burnout, ensuring that you produce your best work.

Avoiding Procrastination

Key Takeaways

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A Guide for Successful Students 2nd ed. Copyright © 2023 by Irene Stewart, Aaron Maisonville, and Nicolai Zriachev, St. Clair College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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While some writing assignments are straightforward, others may need careful deciphering to make sure you are following the guidelines. Looking carefully at the instructions provided for any writing assignment to be certain that you understand the guidelines not only prevents missteps but can also help you develop strategies for conquering the task ahead.

General Considerations

Some terms found in assignments relate to genres used in different disciplines. Close Reading, Literature Review, Report, Study, Memorandum, and Proposal are some examples of terms that relate to specific formats. There are important distinctions between these genres. For example, a Close Reading of a piece of literature requires more analysis than a Literature Review , which asks for key points of summary that relate to an argument. If you are unfamiliar with these terms and they show up in an assignment, be sure to clarify the guidelines with your instructor.

In Practice

Ask questions.

One of the most important things to know about understanding assignments is that if an assignment or any part of an assignment confuses you, you can always ask your instructor for clarification. Asking questions might help your instructor to realize what other students might be struggling with as well. Before stopping by office hours or after class with questions, you might first consider the suggestions below so that you can identify exactly what parts of the assignment remain unclear.

Become Familiar with Common Assignment Goals

Assignments will often contain a variety of terms that can help you to identify the task or tasks you need to perform. The terms generally fall into one of the following categories:

  • Summarize – A summary provides a condensed explanation of key features from a text or activity. Many assignments might require some summary even if summarizing isn’t the main goal of the assignment. A summary may be required if the assignment includes words such as describe, explain, depict, and illustrate .
  • Analyze – If an assignment asks you to analyze something, it is asking for your own logical interpretation of the meaning behind the constituent parts of the subject. An analysis is different than a summary as it provides a new understanding about the subject in question, not just an overview. Other words that may be asking for analysis are elaborate, examine, discuss, explore, investigate, and determine .
  • Argue – If an assignment asks you to make an argument, you need to take a stand on a topic and develop your claim to show why your position makes sense. There are many terms related to argument. For example, evaluate, critique, assess, and review may ask for an argument about the worth of a subject. Propose, recommend, and advise may ask for a solution to a problem. Define asks for an argument about what a word or concept means Compare/contrast, synthesize, and apply (as in apply one text to another ) may ask for an argument about key points of similarity and difference in your subjects, and an analysis about why those points matter.

Break Down the Tasks and Locate the Central Goal

Just like any other text, an assignment can be broken down and analyzed. By keeping in mind that any good essay will have one main goal and one central argument or thesis that incorporates the various subparts, you can begin to determine what shape your essay should take. (In some cases an instructor might not expect an argument or thesis; however, this is rare. If you suspect a thesis is not needed but don’t know for sure, check with your instructor.)

  • What Should This Essay Really Contain? Highlight each separate task included in the instructions. Consider the terms above as you identify the tasks you need to perform. If the assignment is relatively simple, write out the tasks that will need to be performed. If there are terms that you aren’t familiar with, consider what kind of task they imply.
  • What Should the Thesis/Argument Be About? Once you have identified the tasks and goals, determine which is the main goal. Every essay should have a well-stated, debatable, and complex thesis statement that guides the essay, but it might be up to you to figure out what the focus of the argument should be. Think about the most important issues discussed in class as they can be clues to what an instructor wants. What would your instructor want you to take a stand on?
  • How Should This Essay Be Structured? Once you have determined the central goal, outline the essay according to how you think it should be completed, showing how each sub-goal will relate to the main goal or goals. Consider how the other tasks or sub-goals connect to the main argument. If you find you can’t outline with confidence or still aren’t sure how the assignment should be completed, make a note of which elements remain unclear and plan to meet with your instructor.

Analyzing a Sample Assignment

Imagine you have been given this essay prompt: Compare Denmark’s current environmental policies with those of the past. What difficulties have the policies faced over time and how have they been adapted to current environmental concerns? Incorporate the ideas presented in the article by Smith and discuss whether or not the new environmental standards helped or hurt the farmers in Denmark based on the timeline that we discussed in class? What needs to be changed?

Step One: What Should This Essay Really Contain? The essay asks for several tasks of various kinds. 1.) A comparison between past and present environmental policies in Denmark. 2.) A description or summary of the problems these policies have faced and how they have changed. 3.) An analysis of what Smith says about the success and failure of the policies. 4.) An evaluation of what the policies have meant for farmers. 5.) A proposal for changes that would need to be made.

Step Two: What Should The Thesis/Argument Be About? Though the essay asks for a comparison first, that task seems like more of a summary than an argument. The analysis of what Smith says also sounds like the potential central focus, but the analysis seems to be needed mostly to help strengthen the evaluation to come. Since the class is a policy class that focuses on understanding why policies in many governments succeed or fail, it is probably important to evaluate the policies. So task 4 is probably the central argument, combined with task 5.

Step Three: How Should This Essay Be Structured? With tasks 4 and 5 as the central focus, the introduction should include an evaluation in the thesis along with a sense of the proposal. After the thesis, it makes sense to first summarize the past and present policies, which will then lead to a summary of what has changed. Smith could be brought in during both summaries to provide commentary on what has occurred. Once these elements have been established, analyzing the successes and failures of the policies should enter. A proposal could come last and would be based on avoiding future policy failures.

Complete the tasks described above for the following essay assignment. Remember, there might be more than one right way to complete the task.

Sample Art History Assignment: Focusing on Courbet’s painting, Woman with a Parrot , and Cabanal’s painting, Birth of Venus , can you describe the similarities and differences in the way these two artists have depicted the female nude? (Think about the subjects of each of the works when you answer this question.) When it was shown at the Salon, Courbet's painting ignited quite a scandal; Cabanal's, on the other hand, was a favorite with the critics. Which painting had more impact and why? [Assignment taken from ]

  • What Tasks Does This Essay Contain?
  • What Should The Thesis/Argument Be About?
  • How Should This Essay Be Structured?
Possible Solution: 1. Describe, Compare/Contrast, Evaluate (which had more impact) and Argue why. 2. I would argue why the painting I chose had a greater impact. 3. I would begin by describing the scandal in my intro, then include a thesis of evaluation, then describe both paintings in depth (including details of subject matter), then analyze the worth of each, then argue the greater worth of one painting, then analyze why I made that choice.

Hjorthoj, Keith. Transitions to College Writing . 3rd Ed. Boston: Bedford St. Martin’s, 2001.

Last updated August 2013

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Most Effective Tips for Writing an Impressive Assignment

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When in college, you have to accomplish all of your assignments as part of your education. One of the most common assignments is written essays that will contribute to your grade at the end of your course. 

But you might feel apprehensive when you receive such an assignment, especially if it's your first time. You might not feel like you have the necessary skills to write a good essay. But there are certain tips you can use to write a good assignment and lay your apprehensions to rest.

Research and plan

When you take on a course, you will receive a reading list. Familiarize yourself with it right away because your professors will choose texts from this list that will specifically help you with your tasks and assignments. Reading what's on your list will provide you with valuable insight into the topics you have to write about. It will make life easier for you when you need to write an assignment.

After researching, you should make a schedule for writing your assignments. Stick to your schedule. Also, double-check your deadline so you won't have to feel overwhelmed when you realize that your deadline is right around the corner. Break down your time and tasks into  more manageable chunks  so that you will always be on top of your work. Make a schedule that consists of mini-deadlines. Knowing that you have completed a task will keep you motivated.

Understand your assignment and take notes

Before starting your assignment, make sure that you understand it because writing an essay that contains irrelevant information or isn't coherent will prove disastrous. You should always know what you're doing and what you need to convey. If needed, rereading the instructions will help you understand what's expected of you. Moreover, you also need to determine how long the essay should be and how you will proceed with it.

Note-taking is another important aspect of writing. Before you start, you must collect various materials and resources relevant to your topic. You should also create an outline that will guide you. Go through various research materials, then take down notes on the most crucial information that you can include in your work. The writing process will become more manageable when you have all of the information you need.

Assignment writing by professionals

As a student in college, you have the option to ask for help when you need to complete an assignment and you have no time to do it. Since written tasks are an unavoidable aspect of college education, the best thing you can do is to seek assistance when you need it. The writers at AssignmentBro  helped with my assignment writing  in college. Thanks to their professional writers, I still had plenty of time to study and tackle my other responsibilities.

Use various resources

Aside from the deadlines and instructions that your professor will provide, they might also recommend some resources to you. Sadly, this is something that many students tend to overlook. For instance, for you to understand how your professor will grade your assignment, you will need to examine their rubric. This is a chart that provides information on what you must do. You will also learn about the objectives of the assignments or the learning outcomes.

Other resources you might receive include reading lists, lecture recordings, discussion boards, and sample assignments. Usually, you will find all of these resources in an online platform known as a Learning Management System (LMS). Research has shown that students who use LMS tend to get higher grades. If you still have any questions, you can ask your professor either online or offline.

Determine the objective and structure of your assignment

The next thing you need to do is to define the objectives of your written work and its structure. This is where you will determine the pattern of a well-written assignment. You want to make your work look impressive in the eyes of your reader. One way to accomplish this is to include more theoretical content and details in your essay. 

Make sure all of your paragraphs flow smoothly

It's not enough for the essay writing project assigned to you to provide enough information. It's also important to remain coherent. You must link each paragraph to each other. 

This will keep your reader  connected with the content . To achieve this, you need to go back to your plan for your assignment, then search for significant concepts that will help you connect the paragraphs smoothly. Here's an easy tip to do this - include phrases or words that will attract the eyes of your readers while supporting the context of your written assignment.

University life is full of challenges. One of which is the writing of assignments that will require higher communication, critical thinking, and information gathering skills that you may have practiced in high school. Instead of feeling daunted because of your assignments, use the tips you learned to make things easier for you.

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Learn how planning your assignments at the start ensures a smoother writing process.

Written assignments, whether short response essays or long research papers, often seem overwhelming at first, but carefully reading and evaluating assignment guidelines and requirements will help you understand your goals and plan your paper. This can result in a more confident, optimistic approach to the assignment, and a more relaxed writing experience.

Whenever you receive an assignment, it’s important to review the requirements several times. Reading them over as soon as you receive them will help you to plan how much time you’ll need, and get a sense of the scope, or focus, of the project. If you look over them again right before you start researching or writing, they will be fresh in your mind, and you’ll use your time more effectively, since you’ll have a better idea of what tasks you need to accomplish. Finally, always reread the assignment requirements after you’ve completed your rough draft but before you’ve started revising it. This will help you make sure that you’ve fulfilled all of the requirements before you hand the work in for a grade.

The first time you read the assignment guidelines, it’s helpful to keep these types of questions in mind:

What is the assignment asking you to do?  Although most assignments require that you do many different things within them, they almost always have a main objective or purpose. This is what the paper should “do.” Look for words like argue, persuade, define, convince, compare, contrast (or compare and contrast), analyze, explain, present, summarize, report, recommend, narrate, outline, and discuss . Are you required to develop an original thesis or argument about a topic or issue? Will you be responding to another author’s book or article? Does the assignment have a question (or “prompt”) that the assignment will answer or respond to? If you can establish your primary goal, or purpose, for the assignment, it will be much easier to plan your work and manage your time.

What skills will the assignment emphasize or teach?  Assignments usually support, or require you to use, skills, tools, and/or techniques that you’re working on in your course. Will the assignment require you to use sources (books, articles, databases) that you discussed or read in class? Are there certain topics or issues that you’ve studied during the semester, and will the assignment be your opportunity to demonstrate your knowledge of or opinions about them? How does the paper assignment relate to the focus of your course?

Does the assignment require research from secondary sources?  Sometimes you’ll be using the library, online library databases, and/or the Internet to conduct research for your assignment, while other times you’ll be required to use only your own ideas or knowledge.

If the assignment requires use of secondary sources, does it specify what types of resources you should use?  If you are incorporating secondary sources, you may be required to use a certain type of source, such as an online library database. You may also be required to use a certain number of a certain type of source (a minimum of four library databases, for example). Being clear about this before you start researching will save you time later.

Are there particular parts or components that you must include?  There may be certain elements that you’re required to incorporate into your paper, such as graphics, charts, graphs, or summaries. You may also need to discuss certain points, subtopics, or questions within the paper (sometimes in a certain order).  Look for these kinds of requirements as you review the assignment guidelines.

Does the assignment need to use a particular citation style?  Sometimes your instructor will require a certain citation style. American Psychological Association (APA), Modern Language Association (MLA), Chicago, and Turabian are among the most common citation styles. If the assignment guidelines don’t specify a particular citation style, check with your instructor, so you can format the citations as you write and develop your draft.

Are there any formatting requirements?  Do you need to use a particular font, margin size, or layout? Do you need a cover page? Does the title need to be in a certain spot?

How long does the assignment need to be?  Is there a minimum or maximum length for the paper?

When is the assignment due?  Make a note of the assignment’s due date, and plan accordingly. Also check to see if there’s one date when everything is due, or if you’re required to hand in certain parts individually. Sometimes you’ll submit a thesis statement or introduction before the rest of the paper, for example.

Considering these types of questions will help you to understand your assignment requirements and develop a plan. Always check with your instructor if you are unsure about any requirements.

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When you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended (“write a paper about anything in the course that interests you”). But more often, the instructor will be asking you to do something specific that allows you to make sense of what you’ve been learning in the course. You may be asked to put new ideas in context, to analyze course texts, or to do research on something related to the course.

Even if the instructor has introduced the assignment in class, make sure to read the prompt on your own. You’d be surprised how often someone comes to the Writing Center to ask for help on a paper before reading the prompt. Once they do read the prompt, they often find that it answers many of their questions.

When you read the assignment prompt, you should do the following:  

  • Look for action verbs. Verbs like analyze , compare , discuss , explain , make an argument , propose a solution , trace , or research can help you understand what you’re being asked to do with an assignment.

Unless the instructor has specified otherwise, most of your paper assignments at Harvard will ask you to make an argument. So even when the assignment instructions tell you to “discuss” or “consider,” your instructor generally expects you to offer an arguable claim in the paper. For example, if you are asked to “discuss” several proposals for reaching carbon neutral by 2050, your instructor would likely not be asking you to list the proposals and summarize them; instead, the goal would be to analyze them in relation to each other and offer some sort of claim—either about the differences between the proposals, the potential outcomes of following one rather than another, or something that has been overlooked in all of the proposals. While you would need to summarize those proposals in order to make a claim about them, it wouldn’t be enough just to summarize them. Similarly, if you’re asked to compare sources or consider sources in relation to each other, it is not enough to offer a list of similarities and differences. Again, this type of assignment is generally asking you to make some claim about the sources in relation to each other.

  • Consider the broader goals of the assignment. What kind of thinking is your instructor asking you to do? Are you supposed to be deciding whether you agree with one theorist more than another? Are you supposed to be trying out a particular method of analysis on your own body of evidence? Are you supposed to be learning a new skill (close reading? data analysis? recognizing the type of questions that can be asked in a particular discipline?)? If you understand the broader goals of the assignment, you will have an easier time figuring out if you are on the right track.
  • Look for instructions about the scope of the assignment. Are you supposed to consult sources other than those you have read in class? Are you supposed to keep your focus narrow (on a passage, a document, a claim made by another author) or choose your own focus (raise a question that is sparked by course texts, pair texts in a new way)? If your instructor has told you not to consider sources outside of those specified in the assignment, then you should follow that instruction. In those assignments, the instructor wants to know what you think about the assigned sources and about the question, and they do not want you to bring in other sources.
  • If you’re writing a research paper, do not assume that your reader has read all the sources that you are writing about. You’ll need to offer context about what those sources say so that your reader can understand why you have brought them into the conversation.
  • If you’re writing only about assigned sources, you will still need to provide enough context to orient the reader to the main ideas of the source. While you may not need to summarize the entire text, you will need to give readers enough information to follow your argument and understand what you are doing with the text. If you’re not sure whether you should assume that readers are familiar with the ideas in the text, you should ask your instructor.  
  • Ask questions! If you’re not sure what you’re supposed to do, email your instructor or go to office hours and ask.
  • picture_as_pdf Tips for Reading an Assignment Prompt

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Steps and tips for completing an academic assignment

Whether you’re a university student or in secondary school, you’ll inevitably be given a writing assignment. to get good grades on writing assignments, it’s important to follow a few steps as you complete the work. to help you as you complete your assignment, we’ve listed some important steps and provided some useful tips., steps for completing an assignment.

  • First, carefully read the assignment. Make sure you understand what your instructor is looking for in terms of content, formatting and structure. It’s also vital that you know when the assignment is due and start working on it well before the due date. If you have any questions about the assignment, ask your instructor as soon as possible so he or she has sufficient time to give you an answer.
  • Conduct any necessary research to find information to include in your assignment. Make sure you keep notes from your research, including the publication information for each source.
  • Make some notes and create a draft outline of the information you need to include in the assignment. For example, if your teacher has asked you to write about Albert Einstein’s most important accomplishments, create a chronological list of those accomplishments so you don’t forget to include any. This step also helps you organize the information so it flows clearly and coherently.
  • Once your draft outline is complete, begin writing your text. Some people like to start with the introduction, which lays out your topic and explains what you’re writing about. Others like to start with the body of the document, which includes the main part of the text, and then return to complete the introduction once the body is complete. If you’re not sure which approach will work best for you, try writing the introduction first. If you struggle to come up with content, switch to writing the body of the document.
  • Once your introduction and the body of the document are complete, write your conclusion, which sums up everything you’ve written about so far. Remember that the conclusion should not introduce any new information or ideas that were not discussed in the body of the text.
  • If your instructor requires a list of references, create a list at the end of the document and make sure you have in-text citations to each source. Make sure to follow your instructor’s preferred style guide for the citations and references.
  • Before you turn the assignment in, make sure you edit and proofread the text to ensure that there are no lingering errors in the text and that the text makes sense. It might help to have someone else look over the document to point out text that isn’t clear.

Tips for completing an academic assignment

  • Before you begin writing, think about where you work best. Most of us do not work well when we are distracted by loud noises, conversations, the TV, etc. Find a quiet, comfortable place to write.
  • Remember that academic assignments almost always require formal academic language. Unless your teacher specifically asks you to write informally, remember to use a formal writing style. For help with formal academic writing, see our introduction to academic writing.
  • Remember that each paragraph in your work should discuss one main topic or idea. You should present that idea in the first sentence of the paragraph, and all the following information in that paragraph should support the main idea of the paragraph. Don’t combine two disparate ideas into one paragraph.

You should never plagiarise another author’s work. If you get information from another source, you must acknowledge that the information came from someone else. Furthermore, you should absolutely never copy and paste text from another author into your assignment and try to submit it as your own work.

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How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 106,593 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

Man with headphones on working on his assignment.

  • For example, you might research areas of a report that you find most interesting before moving on to other areas.
  • If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
  • You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

Step 2 Start working for five minutes.

  • Promise yourself that you will meet your goal of working for five minutes on the assignment.
  • Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

Step 3 Break up your time.

  • Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
  • You may or may not wish to continue working after your time limit has gone by.
  • Have a realistic understanding of how fast you can write and plan your schedule accordingly.

Step 4 Get started.

  • It can help to read the assignment as soon as you get it and then ask any questions you might have.
  • If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
  • You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
  • Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
  • Keep your audience in mind and write a paper that would best deliver information to them.

Step 6 Make sure your goals are manageable.

  • Goals that are too big or not well defined can be difficult to start working towards.
  • Smaller and well defined goals can seem easier to achieve than larger ones.
  • For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

Step 1 Change your mood.

  • You might want to go for a quick walk after working for a set amount of time.
  • Try reading a website or book that you enjoy for a few minutes after working.
  • Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

Step 2 Stay positive.

  • Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
  • Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

Step 3 Avoid procrastination while working.

  • Avoid moving your workspace constantly.
  • Don't get lost on tangential research.
  • Don't take constant breaks to get a snack.

Step 4 Create some consequences for procrastination.

  • For every hour you waste procrastinating, you can limit how much television you watch that night.
  • If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

Step 5 Don't worry about perfection.

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About This Article

Michelle Golden, PhD

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

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Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

  • Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
  • Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
  • Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
  • What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

  • First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
  • If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
  • It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
  • Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
  • Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

  • Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
  • Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
  • Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
  • Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
  • Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
  • If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

  • Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
  • Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
  • Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
  • Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http://     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from .

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Five Questions to Ask When You Receive a Work Assignment this Summer

June 16, 2021 By Christen Morgan Leave a Comment

Five Questions to Ask When You Receive a Work Assignment this Summer

If you’re reading this post with a summer job on the horizon, you may be wondering what steps you should take when you ultimately receive your first summer assignment, or if you’ve already started your summer job, perhaps you’ve completed an assignment but found yourself a bit lost during the process. If you find yourself in either of these categories, don’t stress! Legal assignments can be extremely complex, and you are by no means alone in your concerns about whether you can execute them correctly.

Considering these concerns, I’ve put together this quick guide with a couple of questions you can ask your assigning attorney this summer. Keep in mind that this is not a foolproof guide, but just a couple of tips that have helped me through the years.

1. What is the background of the issue?

When you receive an assignment, you should absolutely ask about the background of the issue. Although you may only be tasked with a small piece of a major assignment, for example, researching one issue for an appellate brief, it is important to understand the who, what, and why of the big picture. Oftentimes attorneys who already understand the big issue, may simply overlook breaking down all the details for you. So, be sure to ask them to walk you through the background so that you can have a clear picture before completing your assignment.

2. Are there any templates available?

In the legal world, a good template is a lifesaver! If you are tasked with preparing a legal document such as a motion or even drafting a letter, a template can help you to gain a better understanding of the document you are drafting, prepare the document in a format that is acceptable to your employer, but most importantly, a good template can save you a ton of time! So, before you get started on any assignment, find out whether a template exists that is on point or similar to the document you have been assigned to draft. There is no reason to recreate the wheel.

3. How long should I be spending on research?

If you have been given a research assignment, it is helpful to know beforehand how much time you should be spending on research. This is especially important if you have to bill your time, and you don’t have unlimited hours to fall into the rabbit holes of a difficult research topic. Having an estimated timeframe can help you to plan your research better and to stay on track with the deadline for your assignment. Therefore, be sure to find out your estimated research time. Your assigning attorney and ultimately the firm’s clients will be grateful that you did.

4. What is the deadline?

Believe it or not, oftentimes an assigning attorney will give you work to do without explicitly giving you a deadline. They may generally say there’s “no rush” or “just get it back at some point next week.” However, these two vague statements can quickly change into “hey can you get me that assignment back by close of business today?” Trust me, you do not want to be caught in that scenario, and you don’t have to be if you ask for a clear deadline for your assignment.

A deadline will help you to prioritize all the projects you are working on simultaneously, it gives you an idea of how long you should be taking on a project, and it helps you to plan your work and communicate better.

5. Can we schedule time for feedback?

Getting feedback on every assignment is extremely important! This is something that some attorneys may give you naturally after their review but oftentimes that will not be the case. Your quality of work may have been really good, and they saw no need to go over it with you or there may have been a ton of room for improvement, but the attorney just fixed it on their own and moved forward. Either way, you will not know how well you did unless you get feedback on your assignment.

Therefore, instead of leaving the ball in their court to schedule, be proactive and ask whether you can schedule some time on their calendar for feedback after they’ve completed their review. Your assigning attorney may be impressed at how proactive you are, and this practice will only help you to improve your skills based on the feedback you receive.

Good luck this summer!

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About Christen Morgan

Christen Morgan graduated magna cum laude from the University of Tampa where she received her B.S. in Criminology. She earned her J.D. from Emory Law School where she competed and served as an executive board member for the Emory Law Moot Court Society. Christen also served as a student representative for LexisNexis and also as a mentor for several 1L students offering them advice and a variety of resources to help them through their law school journey.

Christen previously practiced as a Foreclosure Attorney for a Real Estate law firm but has since then transitioned into a Real Estate Specialist role at a wireless infrastructure company.

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9 Ways To Acknowledge An Email From Your Boss (+ Samples)

If your boss has sent you an email with a task to get done, it might be wise to acknowledge it. This article will look at how to respond to an assignment given by your boss so you have a better understanding of how it works.

Ways To Acknowledge An Email From Your Boss

1. Thanks For Sending Me This

“Thanks for sending me this” is one of the best ways to acknowledge an email from your boss. It works well because it shows that you’re grateful to have received a message from them, and it shows that you’ve understood what they asked of you.

If you have more questions about what they need, it’s wise to include them after this phrase. If you fully understand what they are asking, then get to work on it.

Using phrases like this is good for two reasons. First, appreciation and acceptance are always polite. “Thanks” is always going to be a suitable choice professionally, so you should get used to using it.

Secondly, “sending me this” implies that you’ve read all the details they’ve provided. It means you’ve understood what they’re asking, and you’ll get to work straight away for them.

  • Thanks for sending me this. I’ll be sure to get right to work with it.
  • All the best ,
  • Dear Mr. Hodge,
  • Thank you for sending me this. I’m glad you came to me looking for help here.
  • Best wishes,

2. That’s Really Helpful. Thank You

“That’s really helpful” is a good way to acknowledge an email that provides you with useful updates. If you learned new information or have been informed that something important is going to happen, this phrase works well.

Similar to the above phrase, we can use “thank you” to show our appreciation. It’s a simple form of acknowledgment, but it goes a long way when you’re writing to your boss.

If you can show that you’re polite and resourceful, it’ll paint you in a much better light with your boss. Who knows. Maybe they’ll start to give you some more important tasks, and you’ll be climbing the ladder before you know it.

  • Dear ma’am,
  • That’s really helpful. Thank you for the update , and I’ll be sure to get right to work.
  • All the best,
  • Dear Mrs. Smith,
  • That’s really helpful. Thank you so much. I’ll get right to work with my new team.
  • I hope you’re well,

3. Okay, I’ll Get Back To You If I Have Any Questions

“I’ll get back to you” is a good way to show that you currently don’t have any problems to note. It shows that you acknowledge what your boss has emailed you, and you will now spend time working toward completing the task.

“Okay” is one of the most simple ways to accept a task or challenge. It shows that you’ve received, read, and understood an assignment.

“If I have any questions,” shows that you’ll be working hard on the project. If anything comes up that you’re not sure about, you’ll reply to your boss again to ask them for some help.

  • Dear Mr. Stuart,
  • Okay, I’ll get back to you if I have any questions. Thanks for letting me know.
  • Kind regards,
  • Dear Mrs. White,
  • Okay. I’ll get back to you if I have any questions when I start working on it.

4. Received With Thanks

“Received with thanks” is a more blunt phrase we can use. It works well professionally because it gets right to the point. Some people don’t like using it because it feels like a wasted email.

Remember, email inboxes can be very busy. If your boss receives a lot of emails during a working day, it’s probably not a smart idea to email them with every little response, acknowledgment, or query you have.

The more emails you send, the more annoying they can be. Therefore, “received with thanks” as the only phrase in the email is a bit of a waste of time.

If you’re going to use this one, make sure you elaborate just a bit more.

  • Received with thanks. I have already started to work on this project, so it should be done by Friday.
  • Dear Mr. Smart,
  • Received with thanks. Let me know if there’s anything else I can do for you before I finalize these instructions.

“Noted” is similar to the above phrase. It’s another blunt one, but this time it’s only one word. We should still make sure to elaborate further if we’re going to use this form.

Again, we don’t want to clog our boss’s email up. The last thing we want to do is annoy them, so they don’t trust us with tasks again.

Always elaborate if you’re going to write “Noted.” If you don’t have anything to elaborate on, it’s probably best not to reply to your boss. You could ask them if they need help with anything else, or you could give them a rough time frame of when to expect your work.

  • Dear Mr. Pamela,
  • Noted. I’ll be sure to contact you as soon as I’ve completed this. I imagine it’ll be done by Wednesday.
  • Hey Michael,
  • Noted. If you have anything else you need from me, please let me know . I’ll get to work immediately otherwise.
  • Kindest regards,

6. I Have Received And Understood

“I have received and understood” works well to start an email to your boss. We usually include the information we receive right after this phrase. Repeating it helps us to show that we’ve understood our assignment.

This is known as a reconfirmation. When someone has provided us with information, and we relay it back to them to show that we’ve understood, we reconfirm it.

For example:

  • I want you to work in the yard.
  • I will work in the yard.

Generally, you can just say “I will” to show you agree to the terms. However, repeating “work in the yard” is a great way to show that you’ve understood exactly what’s been asked of you. The same rules apply to business emails.

  • Dear Mr. Peterson,
  • I have received and understood your message about finding new candidates for the role. I’ll check the CVs in the morning.
  • Best regards,
  • Dear Mrs. Suestorm,
  • I have received and understood the project you recommended to me. I’ll get a team together to address it.

7. Got It, Thanks

“Got it, thanks” is slightly more informal. We can use this phrase when we are familiar with our boss, and we know they don’t mind a bit of informal language here and there.

It’s great because it’s snappy. It gets right to the point and shows that you understand what has been asked of you.

Many people like to go overboard when it comes to emailing their boss. They feel like a lot of words need to be used to show that they are smart enough to handle the responsibility.

Often, using too many words can turn your boss away from asking you for help again. It’s best to keep formal emails as simple as possible, especially when they’re only there to acknowledge your role.

  • Dear Mr. Bossman,
  • Got it, thanks. I’ll let you know when I’m done with it.
  • Dear Mrs. Smythe,
  • Got it, thanks. Please let me know if there’s anything else you’re going to need.
  • Best wishes to you,

8. I’m Working On It

“I’m working on it” shows you are diligent when responding to your boss. If they’ve given you an assignment, “I’m working on it” shows that you’ve taken the time to get to work right away.

Other people might have wasted time before starting a job from their boss. If you use this phrase, it shows that you’re proactive and you’re willing to stop what you’re doing to make sure to get the most important tasks done first.

  • Dear Mr. Walker,
  • I’m working on it as we speak. I’ll have it ready by the end of today ’s shift.
  • Hey Arnold,
  • I’m working on it. Bear with me while I send you my preliminary results.

9. No Reply

Sometimes a reply isn’t necessary. You do not have to send emails to everything you receive because this will clog up both your and your boss’s email. If they did not ask for a reply, or you do not think it warrants one, you don’t have to reply at all.

This is all based on whether you trust your instincts. If you believe that a reply is unnecessary, you can leave it out. Usually, this is made clear if the email your boss sent you is short and gets right to the point.

If they elaborate or say something like, “please respond when you’ve read this,” then it’s probably better to reply. They’ve asked you to do so, so not replying would be foolish.

Since we’re not replying to our boss, in this case, it doesn’t make sense to include any email samples. Instead, just continue with the work they’ve provided you and only reply once you’ve completed it.

You may also like: 12 Best Replies To A Thank You Email From Your Boss

martin lassen dam grammarhow

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

  • “I Received” or “I Have Received” – Which is Correct?
  • Is “Dear All” Appropriate In A Work Email? (8 Better Alternatives)
  • 6 Steps To Politely Remind Someone To Reply To Your Email
  • 12 Better Ways To Say “Well Received” (Professional Email)

receive an assignment

  • @ListenLikeaLwyr
  • JMR Twitter

Listen Like a Lawyer

Exploring effective listening practices for lawyers, law students, and all legal professionals, listening checklist for taking a new assignment.

Meeting with a senior attorney to discuss a new assignment is a critical moment. Here is a checklist of information to listen for, organized in three groups:

  • the most critical items
  • additional information that may be covered explicitly or implicitly, and may be appropriate to ask about
  • deeper, more intuitive information that really should not be asked about but may become apparent through careful listening

Critical information: Certain information should be covered explicitly. If you don’t hear it in what the assigning attorney covers, ask about it.

  • Who is the client?
  • What are the relevant facts?
  • What is the relevant area of law (or suspected relevant area)?
  • What is the expected format of the assignment (e.g. an e-mail, an in-depth research memo, a draft letter, a deposition outline)?
  • When is the assignment due?
  • If applicable, what is the billing reference number?

Additional information: The assigning attorney may bring up additional helpful information. You may be able to ask some or perhaps all of these questions if they don’t come up independently.

  • How much time is it expected to take?
  • How complex is it expected to be?
  • Does the assigning attorney want a follow-up e-mail confirming the assignment?
  • Does the assigning attorney want to be checked in with, or simply have the completed assignment delivered on or before the due date?
  • Does the attorney want you to follow a particular sample?
  • If the attorney does want you to follow a sample, is it a sample of the document setup or of the writing and analysis, or both, or something else?
  • Who will read the final work product?
  • How does this assignment fit into the larger context of the larger representation of this client?
  • Should you research the facts any further — or would that be inappropriate? (In other words: should the assignment be based only on what was stated in the initial meeting, or can and should you spend additional time reading background files or talking to people who know about the case?)
  • Are there any recommended resources to use for the assignment — for example, well-known specialized research resources?

Intuitive information: Some information is not explicit and is not the kind of thing that can or should be asked about directly. But it may be available by careful listening to word choice, nonverbal signals, and what is not said.

  • Does the assigning attorney enjoy working on this particular case or matter?
  • Does the assigning attorney have a sense of autonomy over his or her own role in the project?
  • Is this assignment something that is truly necessary in the short term, and that other lawyers will rely on? Or is it more of an evaluation tool for assessing you?

Thanks to Professor Tami Lefko for feedback on this checklist.

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5 thoughts on “ listening checklist for taking a new assignment ”.

[…] Listening checklist for taking a new assignment […]

Jennifer, thank you so much for this checklist, the blog, and the presentation that you and Tami Lefko did in Philadelphia. I have decided that incorporating an assignment where instructions are provided orally is likely to improve learning outcomes long-term and better prepare my students for the real world. Often, it seems that our students who struggle are students who did not understand the assignment instructions. Later, some of these students may want to argue that the written instructions were vague or ambiguous in some way. However, interpreting a law school assignment or question is actually part of the skill that we are teaching them, and it is a skill that they will need for other classes, for the bar exam, and for the real world. My theory is that this problem can be addressed by discussing listening skills, explaining that the goals include listening and interpreting the assignment, and providing an oral assignment. I believe that first this approach will prime students for the idea that interpreting the assignment is supposed to be challenging and that they will have to work to interpret it. I think that may shift the way they approach assignments overall. In the end, I think that they may have better comprehension as a result. I have shared this idea with my LRW colleagues at Barry. Thank you so much again for your work in this area! Best, Cathren Koehlert-Page

Thanks for your comment, Cathren. Comprehending and interpreting oral instructions are definitely skills that will help future lawyers. And sometimes in practice, the assigning attorney’s recollection of the assignment really does change, or what is actually needed changes because the client’s issue is rapidly evolving. Having good listening skills and good people skills can help lawyers navigate challenging professional situations with grace. Best, Jennifer

[…] may be helpful to review a listening checklist (generally on preparing to listen or specifically for taking assignments) before going into a meeting or […]

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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.


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.

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receive an assignment

Teen suspended for using term ‘illegal aliens’ sues his North Carolina high school

A 16-year-old North Carolina student has sued his high school for suspending him after he used the term “illegal aliens” in a question about an assignment.

Christian McGhee, who received a three-day suspension for using the phrase last month at Central Davidson High School in Lexington, has accused the school of violating his First Amendment rights in the lawsuit filed in federal court Tuesday.

“Aside from the obvious fact that his words had nothing to do with race, his speech was protected under the First Amendment: he asked his teacher a question that was factual and nonthreatening, and officials could not have reasonably forecast that his question would cause substantial School disruption,” the suit said.

“Nor did his question actually cause substantial School disruption.”

According to the lawsuit, the incident occurred on April 9 when a teacher gave Christian an assignment that used the word “alien,” and he asked, “Like space aliens or illegal aliens without green cards?”

A Hispanic student in Christian’s class reportedly “joked” that he was going to “kick Christian’s a–,” so the teacher took the matter to the assistant principal, per the suit.

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

“The School punished C.M. for his question with three days out-of-school suspension — a punishment described by the administration as ‘harsh,'” the suit states. “In issuing that punishment for his comment, the School baldly concluded that C.M.’s question was ‘racially insensitive’ and a ‘racially motivated comment which disrupts class.’”

According to the complaint, the school had no legal justification for harshly punishing

the student.

The teen’s mother, Leah McGhee, said the lawsuit was filed against the North Carolina school because it indirectly accused her son of being a racist, and she doesn’t want that to affect his chances of being accepted into colleges.

“This label that was so unfairly placed on his record is going to hinder him,” she told  NewsNation . 

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

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

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

McGhee said she hired an attorney because the assistant principal refused to remove the suspension from her son’s record.

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

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

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

Conservative personality Ian Miles Chong called it “insane.”

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

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

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

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

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

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

Teen suspended for using term ‘illegal aliens’ sues his North Carolina high school


New York Mets Receive Concerning Injury Update on Star Reliever

Pat ragazzo | may 10, 2024.

Sep 22, 2023; Philadelphia, Pennsylvania, USA; New York Mets relief pitcher Brooks Raley (25) throws

  • New York Mets

The New York Mets do not know when they're going to get their star reliever back from the injured list, and there is a chance that they might not be at all this season.

As Mets manager Carlos Mendoza told reporters on Friday prior to New York's three-game weekend set with the Atlanta Braves at Citi Field, left-handed relief pitcher Brooks Raley is headed to see another doctor to get his throwing elbow re-examined. Raley is not close to throwing a baseball and the Mets do not know when he will be able to do so.

At this point, the latest update on Raley is concerning to say the least. Raley has been dealing with elbow inflammation that has not improved. Anytime a pitcher is dealing with an elbow issue it is worrisome, so the Mets and Raley are hoping for the best as he heads for a second opinion.

Raley, 35, is one of the best relievers in the Mets' bullpen, so his absence is a significant loss. The southpaw tossed seven shutout innings in eight appearances this season before landing on the IL on April 21.

The Mets acquired Raley from the Tampa Bays Rays during Winter Meetings in December of 2022. It proved to be a strong pickup for New York as he posted a 2.80 ERA in 54.2 innings in 2023.

In the meantime, the Mets will have to lean on elite closer Edwin Diaz, Adam Ottavino, Jorge Lopez, Jake Diekman and Reed Garrett, who has been stellar with 5-0 record and 0.47 ERA.

The Mets are also without righty Drew Smith, who is on the IL with right shoulder soreness. Smith got off to a hot start this season with a 2.70 ERA in 10 appearances, and began a rehab assignment on May 8. New York should have Smith back in the bullpen in the near future, but Raley's timeline is murky at the moment.

Pat Ragazzo


Pat Ragazzo is the reporter, publisher, site manager and executive editor for the Mets and Yankees websites on Sports Illustrated. Pat was selected as The Top Reporter & Publisher of the Year 2024 by the International Association of Top Professionals (IAOTP) for outstanding leadership, dedication, and commitment to the industry. He has been seen on several major TV Network stations including: SNY, FOX5, PIX11 and NY1. And can also frequently be heard on ESPN New York FM 98.7 FM and WFAN Sports Radio 101.9 FM as a guest. You can follow him on Twitter/X: @ragazzoreport. Pat also serves as the Mets insider for the "Allow Me 2 Be Frank" podcast with Frank "The Tank" Fleming of Barstool Sports.

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ATM Theft - PNC Bank Lititz

Incident : 2405007283

Type: Theft

Time Received: 05/07/2024

Status: Criminal Investigation

Service: POLICE 


Primary Agency: Northern Lancaster County Regional Police Department

Responsible Unit: Criminal Investigation Division

Incident Location: 1 Trolly Run Rd   

Municipality: Warwick Township

            On Tuesday May 7 th , 2024 at 03:46 the NLCRPD patrol division responded to an alarm at the PNC Bank located at 1 Trolly Run Rd in Warwick Township Lancaster County. Officers arrived on scene to find an ATM machine ripped from the drive through island and busted open in the parking lot.  The ATM machine was attached to a chain which was attached to a stolen Ford pick-up that was stolen earlier in the morning in Lancaster City. The thieves broke the ATM machine open and escaped with an undisclosed amount of cash.

            This case is an active investigation being handled by the Northern Lancaster County criminal investigation division. Anyone with information regarding this case is asked to contact Northern Lancaster County Regional Police.

1 Trolly Run Rd Lititz, PA 17543

May 7, 2024

Incident Type

Reference ID

Case Status

Case Region


Yankees’ Cole has third bullpen session. Domínguez is ready to start a minor league rehab assignment

New York Yankees pitcher Gerrit Cole throws a bullpen session before a baseball game against the Tampa Bay Rays, Saturday, May 11, 2024, in St. Petersburg, Fla. (AP Photo/Chris O'Meara)

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New York Yankees ace Gerrit Cole threw 29 pitches including breaking balls on Saturday in his third bullpen session since injuring his elbow in spring training.

Cole said he threw 13 curveballs and his fastball reached 89 mph in the workout before the Yankees played at Tampa Bay.

“Fastball profiles were good,” Cole said. “Location was good. Velocity was where we wanted. A lot of strikes.”

The right-hander is not sure how many more mound sessions he will have before facing hitters, but he said the plan is to simulate two innings in the next couple of outings.

Yankees manager Aaron Boone said outfielder Jasson Domínguez will be the designated hitter for the first of two weeks starting Tuesday or Wednesday for Single-A Tampa. The 21-year-old had four homers and seven RBIs in seven games last September before hurting his right elbow, which required Tommy John surgery.

Infielder DJ LeMahieu, out with a right foot injury, took live batting practice off injured right-hander JT Brubaker at the Yankees’ complex in Tampa.

Boone said LeMahieu will face pitching again on Tuesday and is nearing a rehab assignment.

Brubaker, acquired from Pittsburgh on March 30, sat out last season following Tommy John surgery. He was the Pirates’ opening day starter in 2022.

Reliever Tommy Kahnle, on the injured list with a hurt right shoulder, struck out one during a perfect inning in his second outing with Single-A Tampa. The righty is set to join Double-A Somerset on Tuesday.

Cole will remain in Tampa after the Yankees conclude their three-game series with the Rays on Sunday. His next mound session could be Tuesday.

The reigning AL Cy Young Award winner has been on the 60-day IL with right elbow inflammation. He is not expected to make his season debut until at least June.

The 33-year-old right-hander was shut down in mid-March due to nerve inflammation and edema in his pitching elbow. He had trouble bouncing back between starts.

“We’re making good process (there),” Cole said Saturday.

Cole is entering the fifth season of a $324 million, nine-year contract that pays $36 million annually. He has the right to opt out after the season and become a free agent, but if he opts out the Yankees can void the optout by adding a guaranteed $36 million salary for 2029.

Last season, Cole became the first Yankees player to win the Cy Young since Roger Clemens in 2001. He was 15-4 with an AL-best 2.63 ERA and finished with 222 strikeouts.


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    Time Received: 05/07/2024. Status: Criminal Investigation. Service: POLICE . NLCRPD PATROL DISTRICT ASSIGNMENT: L86 SECTOR 11. Primary Agency: Northern Lancaster County Regional Police Department. Responsible Unit: Criminal Investigation Division. Incident Location: 1 Trolly Run Rd . Municipality: Warwick Township

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