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How Do You Get A Special Assignment You Want?

By:  michael fernandez.

How do you get a special assignment you want? What makes you stand out in a crowd of ten plus candidates for one spot? As an Anaheim Police Sergeant I am often asked by officers, “What do I do to get a special assignment? What can I do differently? Why do I continue to get passed over?” The following is based on my personal experience of 17 years. My experience consists of Patrol, Traffic Unit including Motor Officer, Resort Policing Team, Vice Unit, Criminal Intelligence Unit and Patrol Sergeant. I completed my Bachelor of Science and the Supervisory Leadership Institute.  It is also based on numerous conversations with many officers, detectives, investigators, sergeants, special assignment sergeants and lieutenants throughout the years. I wrote this in the interest of career development for an officer relatively new to an organization.  Every organization is different. What each organization emphasizes in an officer’s development to make that officer more marketable changes from place to place. However, this article describes the “intangibles” applicable to any organization.

One factor out of your control is the needs of the special assignment, like if it requires extensive investigative experience. That aside and regardless of how the selection process is accomplished, there are several factors which separate an individual from the pack. These are factors you can personally impact and shape because time on the job is NOT usually good enough.

Personality goes a long way: Everyone has his or her own unique personality. Because we are human, the factor of personality and its impact on a selection cannot be overstated. Think of it this way: What kind of person do you want to be around and rely on day in and day out? Compatibility is the key and the only way to accomplish this is for you and the assignment personnel to know each other.

Immediately traits come to mind such as humility vs. arrogance, team player vs. individual, modest vs. egotistic, friendly vs. rude, considerate vs. inconsiderate, pleasant to be around vs. unpleasant to be around, and on and on. Consider your own personality, put yourself in the shoes of the special assignment sergeant and officers, and ask yourself if you would choose yourself for the special assignment. If you have to answer “no,” then consider a change in your behavior.

Work ethic: A definition of work ethic from Dictionary.com: A belief in the moral benefit and importance of work and its inherent ability to strengthen character. Some people are thankful for having a job, believe they owe their employer an honest day’s work and are happy to contribute. Some people believe their employer should be thankful they work for them, believe they do not owe their employer anything, spread their cynicism about even the most mundane departmental and supervisory decisions and begrudgingly contribute at the minimum. A lot of people are somewhere in between. Who are you? This speaks volumes of your character, so consider it carefully.

A special assignment or unit wants someone with a solid work ethic who is willing to learn, help those around him or her and eager to contribute to the mission. Your work ethic is obvious to everyone around you and it will be clear to the special assignment supervisor and personnel if you are a hard worker. This is often more important than the other factors, personality excluded. The special assignment can usually mold a person into a knowledgeable expert in their field if the person has the good work ethic. A solid work ethic, like personality, is developed throughout a lifetime.  They cannot tolerate a weak work ethic regardless of how knowledgeable you are.

Knowledge and expertise: How much do you know about the special assignment and their work product compared to that of the other candidates? If you’re interested in gangs, have you developed an expertise in the field of gang investigations? If you set your sights on a particular special assignment, know as much about the unit’s responsibilities and develop an expertise in their investigations and responsibilities.

Your work product from patrol related to the special assignment you are interested in will reach that special assignment, and you should make sure they know about it. For example, you should bombard gangs with field identifications or traffic with citations and traffic collision reports. Continuously develop your knowledge and expertise. This is a great opportunity for you to reach out to personnel in respective special assignments with questions. For those working graveyard and weekends this can be accomplished with a simple phone call or email. Special assignment personnel are usually willing to help.

Work product: Ask yourself if you write thorough and accurate reports. Ask yourself if you conduct detailed investigations. I’m sure you’ve heard it a million times: those in special assignments know you only by the paper you write. We’re cops, so it only takes one or two shoddy work products for you to earn a lousy reputation with a special assignment. Like the saying goes, “you’re only as good as your last screw up.” When a report goes to a special assignment, a detective or investigator can tell how many corners you cut by how many holes in your report they have to fill. Many detectives and investigators routinely read the author’s name even before they read the report to gauge going in how much will have to be fixed in your investigation. You want to be the officer that gets this reaction from the reader, “This was written by Johnny Law. Great, because that means it’s a tight report.” Don’t be that officer who gets the reaction, “This officer cuts corners on everything. Now I have more work to do.”

Standing out: There are many ways to separate yourself from the pack based on the additional work you do. Separate yourself from other candidates by putting in work for the special assignment and showing the special assignment that everything else being equal, you already know how to write search warrants, or already know how to run a community meeting.

If your interest is to be a detective or investigator, your field sergeant will assist you with writing search warrants. If your interest is traffic, volunteer for as many traffic collisions as you can. If your interest is the community policing team, request to go to neighborhood meetings and assist with their projects. Continued training and professional development are vital for standing out. Whether you do this in-service or on your own, these actions demonstrate motivation and desire for growth.

Networking, networking, networking:  Express interest in a special assignment long before an opening is announced. Expressing an interest is about letting the people in the special assignment, including the sergeant, know you’re interested. If you do something noteworthy related to the special assignment of your choice, let someone in the special assignment know. Discuss your interest in the special assignment with your field sergeant, and your field sergeant can be your strongest advocate. Reach out to special assignment personnel, ask questions related to their expertise, and produce a work product that reflects the knowledge learned. Request a temporary assignment to the special assignment if your agency allows, so you and the special assignment personnel can gauge how well you work with each other. Ask to assist them when they need it. Become the special assignment’s patrol go-to officer for cold stops, uniform presence, search warrant assistance, and probably most importantly, tracking people down for them on nights and weekends. The special assignment needs to know you genuinely want the job and would be grateful to be selected. Doing this work ahead of an opening lets everyone know that you are applying out of genuine interest, rather than applying to get out of patrol.

In a perfect world, “it’s who you know” would not be a consideration. However, we are all human, so it would be foolish to ignore it. This is about bridges you build and burn over the long term. Your peers today could conceivably have input in candidate selections for a special assignment. Your field sergeant today could be the special assignment sergeant tomorrow. The impressions you make on the watch commander today could positively or negatively affect you when that lieutenant runs a bureau.

Networking is important, and here are some examples. Work special assignment overtime if available, and try to partner with someone from a different assignment so they get to know you. Volunteer to be on various committees, such as the awards banquet committee. Baker to Vegas (running or supporting) is another way to interact with folks with whom you wouldn’t normally interact. If you have the time, attend crime meetings, caps meetings, gang meetings, assist with the Explorers, etc. There are countless avenues, work related or otherwise, to develop your network so you are a known quantity when openings come up. Please note I make a distinction between networking and “apple polishing.”

Willingness to accept constructive criticism: If you test for a special assignment, but don’t get it, contact the special assignment sergeant to find out why. This can give you valuable information about what the sergeant perceived were your shortcomings and where you can improve. Sometimes an issue can be corrected quickly, and sometimes there are long-term solutions. Either way, you can only improve by hearing the criticism. It may open your eyes to how others perceive you.

This is a two-way street. You must be willing to accept the constructive criticism, and you must hope the sergeant isn’t pulling punches. It’s irritating to be ready for the criticism and you get the old, “keep doing what you’re doing.” This gives you no direction. If that happens, respectfully press him or her for specifics. Afterward, be willing to accept the criticism no matter how bruised your ego may be. How you receive the criticism will be viewed as a measure of your maturity and willingness to improve. Do not focus on the criticism and become bitter. This will only harm your chances going forward. The most important part of accepting constructive criticism is acting on it. If you take the advice, trumpet your success. Let the person know if the advice was beneficial.

Conclusion: For those who think special assignments are given to the best “apple polishers” and saw that in the above factors, your potential for getting a special assignment is already decided by your own actions and inactions. For those who think, “It’s about who you know,” you are partly correct. Human nature dictates people always prefer a known quantity to an unknown quantity. If you follow the suggestions above, you will soon see YOU are who they know. The opinions of your peers in special assignments are based on the above factors.

Every agency strives for a great reputation with the DA’s Office and surrounding agencies. Each special assignment contributes to this reputation by being professional and having all personnel produce a quality product. Every special assignment sergeant understands the importance of carrying on and building on the reputation of those who came before them. They must decide if you are the one to carry on this tradition. It can only help your chances of being one of the top candidates for a position desired if you follow the above suggestions.

About the author: Michael Fernandez is a Patrol Sergeant for the Anaheim Police Department, and he has worked Traffic, Resort Policing, Community Policing, Vice, Criminal Intelligence, and promoted to Sergeant in his 17 years there. Before the Anaheim Police Department, Sergeant Fernandez worked for the El Monte Police Department for 11 years where he was a Police Cadet, a Jailer and a Reserve Police Officer. Sergeant Fernandez holds a B.S. degree in Business Administration from the California State University at Los Angeles.

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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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” http://www.unh.edu/teaching-excellence/resources/Assignments.htm 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. http://www.tengrrl.com/tens/034.shtml 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:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     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” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html 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.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html 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 http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

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 http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

Delegate a Special Project • Example Letters, Guides and Samples

Be specific so that the reader knows what to do, when to do it, and what means to use.

How to write this delegation letter:

  • Delegate the task directly.
  • Specifically state how you expect the reader to proceed.
  • Offer your assistance.

Example Letter #1

During her stay with us January 12-14, General Secretary Doe will be reviewing the four alternative sites proposed for our memorial fountain. We are assigning you to host Secretary Doe in the afternoon of January 14 on a visit to Site B (adjacent the Springfield Botanical Gardens) and would like you to assist during that time in any way that will make her visit as informative and enjoyable as possible. In the course of the afternoon, would you please see to the following specific items:

(1) Meet Secretary Doe at 1:30 p.m. in the front lobby of our downtown office.

(2) Provide transportation from the office to Site B.

(3) As necessary, review with her the various advantages and disadvantages of Site B as discussed in our last chapter meeting. Solicit her own observations on the site.

(4) From Site B, escort her directly to Terminal 3 at the airport, arriving there no later than 4:00 p.m., and assist her to make her 5:00 p.m. flight.

Should you have any questions or need assistance with this hosting assignment, please call me. We are eager to make Secretary Doe's visit a pleasant one.

Example Letter #2

I want to give you a special assignment that I believe you will find enjoyable. Would you please coordinate this year's holiday gala. I recommend that you first meet with Jane Doe, who organized last year's party, and get her recommendations. She should have kept records on caterers, costs and other details. You should plan on the same budget as last year.

So we don't repeat the same thing each year, I suggest you get ideas from others outside the company. Perhaps even check out some party books from the library. Finally, please stay within the budget and advertise the party well in advance so everyone can plan to attend. Keep me up to date on your progress and let me know if I can be of further help. I know you will do a great job.

Example Letter #3

Mr. Doe has requested that you form a committee from all of our departments to explore the feasibility of expanding our operations to Springfield. You are authorized to devote up to 200 wage-hours to this project, to be divided however you see fit.

This is sure to be a demanding project, but I have no doubt you are up to the task. Please call me anytime if I can help. The final report is due on November 1.

Example Letter #4

I am sure you are aware that Doe is hosting a delegation from the Governor's office next week. I need your help in preparing the day's activities. Your duties will include:

You will need to call Eric in the Governor's office to get the details for items 1 through 3. If you have any questions about number 4, see me. Please give me a progress report this Friday before noon. This assignment should be your number one priority until you have made all the arrangements. Thank you.

Write Your Letter Step-by-Step

1 Delegate the task directly.

Sample Sentences for Step 1

  • Would you please make arrangements for the visitors' tour of the plant next week?
  • You have been assigned to direct the department's preparation for accreditation next June.
  • I would like you to do a special project in order to improve our food service. As you know, there have been many complaints about the menu choices in the cafeteria.
  • We have decided to bid on the Springfield Middle School construction project, and we need you to devote all of your time to preparing a bid for submission on April 30.
  • Your work on the Doe account was so successful that we want you to head this year's advertising project.
  • We have selected you to follow up on the Doe contract.

Sample Phrases for Step 1

  • a special project
  • am turning over to you
  • are confident that you
  • because of your
  • handle the arrangements for
  • have decided to
  • have been assigned
  • have recommended you for
  • have selected you to
  • have chosen you to
  • make arrangements for
  • need you to
  • the outstanding job you did on
  • to assume responsibility for
  • to make sure that
  • want you to
  • were the obvious choice for
  • would like to have you
  • would you please
  • your previous experience with

2 Specifically state how you expect the reader to proceed.

Sample Sentences for Step 2

  • This task will include the following steps: 1. Confirm times with each department and make sure the assigned guides understand what to do. 2. Be sure that there are refreshments available for each group.
  • You may wish to greet the guests yourself, but that can be delegated, if you are too busy.
  • You worked with John on a similar project two years ago, so you are familiar with the process.
  • Please come to a meeting in my office at 11 a.m. on Wednesday to discuss what needs to be done.
  • Please collect the proposed menus for next month from the cafeteria manager, prepare a survey listing the choices, along with check-off options, and distribute the survey to all employees. Your biggest challenge will be getting the completed surveys back!
  • You are aware of what needs to be done, so I won't attempt to micromanage this, but I would appreciate weekly reports on your progress.
  • John Doe will provide technical support.

Sample Phrases for Step 2

  • are familiar with
  • are already aware of
  • confirm the final details
  • discuss what needs to be done
  • expect weekly reports
  • get underway by
  • have done this before
  • have scheduled a meeting for
  • in order to help
  • information is available from
  • involves the following steps
  • keep me up-to-date on your progress
  • know what is expected
  • may wish to
  • need this project to
  • please note the time constraints
  • report directly to
  • the attached file
  • to be completed by
  • will include the following
  • will have considerable freedom

3 Offer your assistance.

Sample Sentences for Step 3

  • I think you will find this task both interesting and enjoyable. If you need any help or further information, please call me.
  • This is an enormous task, and all members of the department need to be involved. Your responsibility is, of course, to coordinate efforts, not to do all the work yourself.
  • Kindly give this project top priority for the next few days. Jane will help with your normal duties.
  • If you have any other tasks underway that cannot be shelved temporarily, please discuss them with John. We want you to be free to work on the bid.
  • Let me know what assistance you will need, and I will do whatever I can to get it for you.
  • Let me know when you have completed the job. If you need any help from my office, please call.

Sample Phrases for Step 3

  • are confident that you can
  • can adjust your other duties
  • feel free to call
  • for further information
  • happy to help you
  • if you have any questions
  • if you need any help
  • let me know
  • please discuss with me
  • rely on you to
  • see what can be arranged
  • set up a meeting to
  • use the resources of
  • what assistance you will need
  • what kind of help you will need
  • when the job is complete
  • will take over your
  • will provide technical support
  • will be available to
  • will help you with

Recommended Articles

Recommended letter-writing resources.


Action Verbs for Resumes and Cover Letters


Business Letter Format Tips


Letter Closings

Back to Main Page


NCOER Resources

This page lists resources for the various sections on the NCOER. To contribute information, e-mail it to [email protected] or use the form at the bottom of the page.

No matter how hard you work or how many hours you put in, all your work will be for nothing if your achievements aren't recorded in your annual evaluation. It will be as if everything you did never happened. Because promotions, assignments and other personnel actions are based on your records and decided by people who don't know you. Your NCOER is the single most important document you'll encounter in your military career. That single sheet of paper affects your chances for promotion, your assignment options, training opportunities, and your entire future in the Army. No other document has as much effect on your career or your life.

The good thing is that the content of your NCOER is in your hands. It's as if your supervisor gave you a blank check and said, fill in whatever amount you want. Because you can determine what is written in your evaluation! Your actions and the information you provide will make your supervisor's job easier and your report the best it can be. Make sure you give it the attention it deserves.

Rater Guidance: Words Matter!

NCOER Support Form Example

NCOER Support Form

NCOER Bullet Comments

How to Quantify NCOER Bullets

NCOER Examples

NCOER Duty Descriptions

Part III, Areas of Special Emphasis

Part IV, Performance Goals and Expectations

Part V, Performance Evaluation

Part V C, Successive/Broadening Assignments

NCOER Bullets by Additional Duty

NCOER Bullets by MOS

Needs Improvement Bullet Comments

NCOER Powerpoint Presentation

How to Write an NCOER

How to Write Strong NCOER Bullets

How to Write Bullet Comments that Match the Rating

Action Verbs for NCOERs (.docx) thanks, SSG Jones

NCOER Adjectives

NCOER Phrase Examples

NCOER Thesaurus

NCO Counseling Checklist Examples

DA Pam 600-67, Effective Writing for Army Leaders

DA Form 2166-9-1, NCO Evaluation Report, SGT   Local Copy

DA Form 2166-9-1A, NCOER Support Form, SGT   Local Copy

DA Form 2166-9-2, NCO Evaluation Report, SSG-MSG   Local Copy

DA Form 2166-9-3, NCO Evaluation Report, CSM/SGM   Local Copy

DA Form 2166-8, NCO Evaluation Report

DA Form 2166-8-1, NCOER Counseling and Support Form

Picture of new NCOER


How to improve your ncoer score.

Read DA Pamphlet 623-3 and AR 623-3. Understanding how the process works is the first step in improving your score. Don't waste time on areas that you can't control and concentrate on those that you can. Target areas that provide the most points first.

Talk with your supervisor about your NCOER. Ask him or her how you're doing and what you can do to improve. This may be the single most effective step you can take and can't be over-emphasized. Listen carefully to what he or she says. Often, it's difficult for supervisors to directly criticize their troops and they may offer advice in a tone that sounds more like a suggestion than an order. Try to read between the lines and ask questions if their meaning isn't clear. Then act on what your supervisor said. Follow up periodically and don't hesitate to ask for further advice. Supervisors love that.

Fill out an NCOER on yourself and see what areas are rated and which areas might be improved. Do this as soon as possible because it takes time to change behavior and even longer for others to become aware of it.

Keep track of your performance. Write down your accomplishments as they occur so that you can remember them when it comes time to provide material for your NCOER. You can be the best troop in the world but if you can't remember what you've accomplished, it's the same as if you didn't do anything. The best way to do this is to develop a habit that works for you -like every Friday after lunch, write down what you accomplished during the week. Or make a habit of recording your accomplishments when you have some other writing requirement, like a weekly report or weekly checks. Whatever method you choose, just make sure you do it regularly. This will pay big dividends when it's time to provide material for your NCOER or even a quarterly award.

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Special Assignment Expressions

  • Community Discussion

special assignment example

Write the reason you're deleting this FAQ

ChainedAssignment x = (y = 10); or x = y = 10; First10 is assigned to y and then to x. A chained statement can not be used to initialize variables at the time of declaration. For instance, the statement float a = b = 12.34; // wrong is illegal. This may be written as float a = 12.34, b = 12.34 // correct EmbeddedAssignment X = (y = 50) + 10; (y= 50) is an assignment expression known as embedded assignment. Here, the value 50 is assigned to y and then the result 50+10 = 60 is assigned to x. This statement is identical to x = 50; x = y + 10; Compound Assignment LikeC, C++ supports a compound assignment operator which is a combination of the assignment operator with a binary arithmetic operator. For example, the simple assignment statement x = x +10; maybe written as x + = 10; Theoperator += is known as compound assignment operator or short-hand assignment operator. The general form of the compound assignment operator is: variable1 op= variable2; Whereop is a binary arithmetic operator. This means that Variable1 = variable1 op variable2;

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Academic Assignment Samples and Examples

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Critical annotation, global business environment (reflective report assignment), global marketing strategies, incoterms, ex (exw), free (fob, fca), cost (cpt, cip), delivery …., it systems strategy – the case of oxford university, management and organisation in global environment, marketing plan for “b airlines”, prepare a portfolio review and remedial options and actions …., systematic identification, analysis, and assessment of risk …., the exploratory problem-solving play and growth mindset for …..

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Frequently Ask Questions?

How can these samples help you.

The assignment writing samples we provide help you by showing you versions of the finished item. It’s like having a picture of the cake you’re aiming to make when following a recipe.

Assignments that you undertake are a key part of your academic life; they are the usual way of assessing your knowledge on the subject you’re studying.

There are various types of assignments: essays, annotated bibliographies, stand-alone literature reviews, reflective writing essays, etc. There will be a specific structure to follow for each of these. Before focusing on the structure, it is best to plan your assignment first. Your school will have its own guidelines and instructions, you should align with those. Start by selecting the essential aspects that need to be included in your assignment.

Based on what you understand from the assignment in question, evaluate the critical points that should be made. If the task is research-based, discuss your aims and objectives, research method, and results. For an argumentative essay, you need to construct arguments relevant to the thesis statement.

Your assignment should be constructed according to the outline’s different sections. This is where you might find our samples so helpful; inspect them to understand how to write your assignment.

Adding headings to sections can enhance the clarity of your assignment. They are like signposts telling the reader what’s coming next.

Where structure is concerned, our samples can be of benefit. The basic structure is of three parts: introduction, discussion, and conclusion. It is, however, advisable to follow the structural guidelines from your tutor.

For example, our master’s sample assignment includes lots of headings and sub-headings. Undergraduate assignments are shorter and present a statistical analysis only.

If you are still unsure about how to approach your assignment, we are here to help, and we really can help you. You can start by just asking us a question with no need to commit. Our writers are able to assist by guiding you through every step of your assignment.

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  1. We've Selected You for a Special Assignment

    Your boss asks you to take on a "special assignment" calling it a growth opportunity. You're excited to be chosen, but feel some ambivalence. Am I being recognized or sidelined? Is this...

  2. Individual Learning Strategies: Special Assignments

    An example of a Special Assignment is being assigned to chair an ad hoc cross-functional team. To enhance an individual's knowledge or skills in a particular area. To complete tasks or assignments when a mix of people with expertise in different areas is needed.

  3. How to List Projects on a Resume (With Examples)

    There are two methods you can use for adding projects to your resume: List your projects in separate bullet points or short paragraphs beneath each work experience and education entry. List your projects in a dedicated section on your resume. Typically, you'll want to use the first method (bullet point or short paragraph) for your work and ...

  4. How Do You Get A Special Assignment You Want?

    The special assignment needs to know you genuinely want the job and would be grateful to be selected. Doing this work ahead of an opening lets everyone know that you are applying out of genuine interest, rather than applying to get out of patrol. In a perfect world, "it's who you know" would not be a consideration.

  5. PDF CSUF PD General Order 2-13

    SUBJECT: Special Assignments and Awarding of Special Assignment Stipends. PURPOSE: To establish what qualifies as a special assignment and establish procedures for awarding special assignment stipends pursuant to Article 21.22 - 21.26 of the CSU-SUPA collective bargaining agreement. POLICY: It shall be the policy of this Department to select ...

  6. SPECIAL ASSIGNMENT collocation

    noun uk / əˈsaɪn.mənt / us / əˈsaɪn.mənt / a piece of work given to someone, typically as part of their studies ... See more at assignment (Definition of special and assignment from the Cambridge English Dictionary © Cambridge University Press) Examples of special assignment These examples are from corpora and from sources on the web.

  7. Special Assignment Definition

    Examples of Special Assignment in a sentence A member of the eligible faculty on Special Assignment may be excluded from the count for the purposes of determining quorum only if the department chair has approved an off-campus assignment.

  8. Understanding Assignments

    For example: "Throughout history, gerbils have played a key role in politics," or "In the last few weeks of class, we have focused on the evening wear of the housefly …" The Task of the Assignment Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence.

  9. How Do I Create Meaningful and Effective Assignments?

    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 ...

  10. Special Assignments Sample Clauses: 517 Samples

    Special Assignments. 8.01.01 An employee who accepts a temporary assignment to represent the Company outside a location within their base shall be paid a premium of seventy-five cents (75¢) an hour for all time worked, and all hours worked outside their scheduled shift shall be credited in accordance with Article 7 or Article 13.

  11. Delegate a Special Project

    Guides Be specific so that the reader knows what to do, when to do it, and what means to use. How to write this delegation letter: Delegate the task directly. Specifically state how you expect the reader to proceed. Offer your assistance. English Letters Spanish Letters Example Letter #1 Copied

  12. Special Assignments Definition

    Special Assignments has the meaning set forth in Section 5.3. Sample 1. Based on 2 documents. Special Assignments. Any officer called in for special assignment during said officer's off- duty time, shall be paid a minimum of three (3) hours at the overtime rate, and such overtime rate shall continue for any hour or portion, thereof, (at least ...

  13. NCOER Examples and Information

    NCOER Examples. NCOER Duty Descriptions. Part III, Areas of Special Emphasis. Part IV, Performance Goals and Expectations. Part V, Performance Evaluation. Part V C, Successive/Broadening Assignments. NCOER Bullets by Additional Duty. NCOER Bullets by MOS.


    The Principal on Special Assignment will support site principals in the following ways: Develop, advocate and enact a shared mission, vision and core values of high-quality education and academic success and well-being of each student. ... PRINCIPAL ON SPECIAL ASSIGNMENT Page 2 EXAMPLES OF DUTIES (Continued)

  15. Special Assignment Expressions

    Special Assignment Expressions ChainedAssignment x = (y = 10); or x = y = 10; First10 is assigned to y and then to x. A chained statement can not be used to initialize variables at the time of declaration. For instance, the statement float a = b = 12.34; // wrong is illegal. This may be written as float a = 12.34, b = 12.34 // correct

  16. Special Assignment Employees Definition

    Examples of Special Assignment Employees in a sentence. SKILLED TRADES Appendix "F" Special Assignment Employees on an Appendix "F" classification may register during the month of August, their desires, if any, to be assigned to the Central Maintenance Shop, Transit Body, Truck Body, Transit Paint, Truck Paint, Transit Final, Truck Final, or Stamping Operations.

  17. Modifying Writing Assignments for Special Ed Students

    Even for a short or one-page assignment or reflection, first brainstorm with your special education students. For example, don't simply give them a prompt and ask them to write.

  18. Academic Assignment Samples and Examples

    To showcase the quality of the work that can be expected from ResearchProspect, we have curated a few samples of academic assignments. These examples have been developed by professional writers here. Place your order with us now. PhD Assignment Sample Discipline: Sociology Quality: Approved / Passed View this Sample Masters Assignment Sample

  19. Special Assignment

    Special Assignment is an Award winning SABC show which since its premiere in 1998, the show has gained the reputation of delivering unbiased, edgy journalism, breaking stories that have had an impact, not only on the immediate situation, but on South African society as a whole.


    Sample 1 Sample 2 Sample 3 Remove Advertising SPECIAL AND EXTRA ASSIGNMENTS. Special and extra duty compensation schedules are made a part of this agreement. A Credit by Examination - Requires approval of the Assistant Superintendent / Vice President, Instruction $30.00 per examination.

  21. Special Educational Needs and Disability Assignment 1

    The assignment will identify how inclusive practice is implemented in both mainstream and special schools, but focus on how each setting may impact the ability to be fully inclusive. It will also look at the dilemma of difference, discussing whether labelling helps or hinders individuals with Special Educational Needs and Disabilities.

  22. Counselor On Special Assignment Resume Sample

    Looking for counselor on special assignment resume examples online? Check Out one of our best counselor on special assignment resume samples with education, skills and work history to help you curate your own perfect resume for counselor on special assignment or similar profession

  23. Special Assignment Differential Sample Clauses

    Sample Clauses. Special Assignment Differential. (a) All Police Unit employees who are not assigned to the traditional 10-plan Field Operations /Patrol shift schedule, and are assigned to schedules that regularly observe holidays off shall receive a " Special Assignment " differential equal to five percent (5%) of the employee 's current ...