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Police Academy 2: Their First Assignment

When a new gang moves into town it's up to the screwball police team to stop them. When a new gang moves into town it's up to the screwball police team to stop them. When a new gang moves into town it's up to the screwball police team to stop them.

• Jerry Paris
• James Signorelli
• Neal Israel
• Barry W. Blaustein
• Steve Guttenberg
• Bubba Smith
• 108 User reviews
• 28 Critic reviews
• 39 Metascore
• See more at IMDbPro

• Carey Mahoney

• Tackleberry

• Larvell Jones

• Doug Fackler

• Laverne Hooks

• Pete Lassard

• Commandant Lassard

• (as Bob Goldthwait)

• Vinnie Schtulman

• James Signorelli (uncredited)
• All cast & crew
• Production, box office & more at IMDbPro

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• Trivia According to Bubba Smith , he made more money from his work on this film alone, than he had earned in ten years of playing professional football. This was due to Bubba having requested a 2 percent piece of the movie's profits, in lieu of a higher salary prior to shooting.
• Goofs When there is a fight at the Blue Oyster Bar and Hooks go to find the address, Proctor says the address is 621 Cowan Avenue. When Mahoney and Hightower get there, the number on the door says 655.

Lt. Mauser : [Mauser and Proctor are spying on Lassard greeting the new recruits in his office] So... these academy rats are going to save the precinct?

Proctor : Hey, personally, lieutenant, I hope they fall flat on their asses.

Lt. Mauser : That can be arranged, you know?

Proctor : What do you mean?

Lt. Mauser : Well, if they fail, I take over as commander of the precinct.

Lt. Mauser : So?

Lt. Mauser : So... we make sure they fail.

Proctor : Who?

Lt. Mauser : The new recruits.

Proctor : Why?

Lt. Mauser : If they fail, Lassard's out, I'm in. And I'm gonna need somebody to be the new watch commander. And you know who that's gonna be.

Proctor : [confused] Who?

Lt. Mauser : [annoyed] You, dickhead, you!

Proctor : Oh... oh... well, good idea.

Lt. Mauser : You're not playing with a full deck, are you?

Proctor : Oh, I don't play cards.

• Alternate versions The Network TV version includes extra footage and alternate ending:
• Connections Edited into Police Academy 3: Back in Training (1986)
• Soundtracks Dirty Work Performed by Tony Warren Written by Gary Goetzman & Mike Piccirillo Produced by Tena Clark (as Tena R. Clark)

User reviews 108

• Oct 28, 2021
• Why didn't Leslie Easterbrook reprise her role as Callahan?
• Why didn't G.W. Bailey come back as Lt. Harris?
• Why wasn't Peter van Norden considered one of the main cast members?
• March 29, 1985 (United States)
• United States
• Police Academy II
• Third Street Tunnel, Bunker Hill, Downtown, Los Angeles, California, USA
• Warner Bros.
• The Ladd Company
• See more company credits at IMDbPro
• $7,600,000 (estimated)
• $55,600,000
• $10,675,896
• Mar 31, 1985

Technical specs

• Runtime 1 hour 27 minutes

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Preparing for your first assignment

Simple steps to help you tackle your first assignment.

It won't be long before you'll be working on your first assignment. These simple steps will help you understand how to tackle it and find out more about the support on offer. 

• Understand the assignment/assessment and its format.
• Familiarise yourself with the assessment criteria . 
• Plan for your assignment. Make sure you ask any questions that you have. 
• Check out UCL Library Services resources on assignments.
• Understand what is meant by academic integrity .
• Gather materials and information   effectively. 
• Draft  your answer first, then refine in subsequent drafts.
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• Proofread and submit your assignment, often using the  TurnItIn  tool. 

Understanding and using Feedback

Once you've handed in your assignment, you'll get feedback on it. Understanding and using the feedback from your assignment is just as important as doing the assignment itself. It will help you understand what you have done well and what you need to do in order to improve. You may also want to discuss your feedback with someone, like your personal tutor.

• Feedback: a UCL ChangeMakers guide , a guide created by student for students
• Responding to Feedback , UCL IOE Writing Centre
• Giving and Receiving Feedback , LinkedIn Learning

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Assignments and exams can be stressful and intense. Make sure you pay attention to your Mental Health and Wellbeing and  seek support  if you need it. 

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Check out UCL’s advice on how to  manage exam stress  or take the LinkedIn Learning course on  managing stress . 

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The First Assignment

The first assignment is significant for several reasons. When all goes well, it builds confidence in the new role, positions the employee for a successful start and helps to establish trusting relationships between the employee, the manager and co-workers.

First assignment steps

To ensure the first assignment is successful, follow these steps to set expectations and outcomes.

Define the assignment.

• Describe how it aligns with the university and department/unit goals, priorities, values and initiatives.
• What impact will this assignment have on the university, department/unit?
• Who will benefit from the outcome (students, faculty, staff, alumni, donors, volunteers, others)?

Share expectations of the assignment.

• What are the expectations for this assignment?
• What is the priority of the assignment for the employee?
• What will be the end result of the assignment? Will it be newly created or updated?
• What will the desired outcome look like? (Provide examples, if possible.)
• How will success be measured?

Describe the parameters of the assignment.

• What actions or steps are required?
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• What are the deadlines? Will there be milestones to meet prior to the final deadline?
• How will progress be monitored?
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Define the decision-making process.

• Should the employee carry out exact instructions?
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• Will the new employee have the authority to make decisions, act, and inform you of the outcome?
• Who else is impacted by the decisions and needs to be included in the conversation?

Determine partnerships.

• Who can influence success?
• Who will the employee need to consult? (Ensure they know how to contact relevant individuals.)
• Who will the employee need to ask for resources?

Identify potential challenges and determine how they will be addressed.

• What could possibly interrupt or stand in the way of success in this assignment?
• How should any potential barrier be resolved?

During the assignment

Continue to check in to ensure clear expectations are established and understood. Encourage questions and clarify how you will support their success. Celebrate milestone successes along the way.

Following completion of the assignment

Debrief with the new employee to gain their perspective on what went well and what was challenging. The employee should also share what they learned and perhaps a new skill they developed through the process. The conversation should include the assignment’s outcomes, how their interaction with other employees went and what may have been done differently. This follow-up conversation is important to continue to build your relationship and will help shape the success of the next assignment.

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Planning an assignment

Planning and organising your first assignment may seem daunting to students who are new to academic study. This short video walks you through in easy to follow steps, how to analyse the assessment task, read and take notes and plan your assignment.

Planning an assignment.

When you get an assignment, it is not effective just to sit down and write. You need to plan, and here are three important steps for planning an assignment.

You need to analyse the task, so that you know exactly what you are being asked to do. You need to read and take notes in an organised way. And, you need to plan the structure of your writing.

First, read the task really carefully to work out what the topic is and how they want you to write the assignment. Here is an example. First, find the topic through the content words. Then, look for instructional words that tell you how to write the assignment.

Now, think carefully about what this means. Having two instructional words in the question probably means two parts to the essay. It’s helpful to rewrite the question in your own words to really understand it. Getting it right at this point can save a lot of pain later on. Then, you need to find all the information you need. You need to read a lot and take notes. This takes lots of time. This is why you cannot leave things to the last minute.

Read the general stuff first, and then the more specific. Reading generally is really important if you are not familiar with the topic. Start with books. Academic journal articles tend to be quite specific – these need some general understanding before you read them. Writing notes is important, too, because it helps you remember. But you need to keep your notes organised so you can easily find information and the sources they come from.

Here is a system. The left-hand margin is for scanning the page, and if you organise it like this, you can keep a record of your references. Once you have all the information you need, plan by using a mind map. Mind maps have three steps: (1) brainstorm everything you know about the topic, (2) group, prioritise, and maybe even delete some of the ideas, (3) organise all of this and show the connections between the ideas.

But the last step in planning is turning this mind map into a linear plan. Work out the structure of the body first before any other section. This can take a lot of thought. Work from big structures like sections, to finer structures like paragraphs, finding the most logical order for everything can be quite tricky, too. After all of this is done, then write your assignment.

Assignment slammer This short tutorial walks you through the process of preparing, planning and writing an assignment with quick links to the resources you can use at each stage.

Assignment planner The library has a great assignment planning tool that is easy to use and provides you with step-by-step plan, withs links to lots of resources to help you stay on task.

Understanding an assignment topic (PDF 262KB)

• Assignment slammer

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UEA Your First Assignment and Beyond

Welcome to first assignment and beyond.

UEA Library and UEA Learning Enhancement Team are here to support you at every step of preparing for and writing your University assignments. 

Bookmark this site and use the videos and guides on this page to help you as you search for the books and journal articles you need, assess them for quality, and begin writing your assignments!

Top tips from UEA students

Watch this short video for some top tips on assignmnet writing from second and third year students at UEA

How do I use this resource?

The site is split into sections to make it easy to find what you need. Access the content using the links below, or from the menu bar across the top of the page.

Finding and using information

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Ryze: Assignment support in an app!

You can now access First Assignment with ease, when you need it, using the Ryze app. Ryze mixes gamification, top quality videos and bite-sized content to make learning easy. 

Download Ryze now to use the UEA Library & LET: First Assignment collection. You can find the Ryze app for mobile or tablet via the App Stores (or go to app.ryze.org.uk for the web app version). Create an account using your university email. Then, verify your account.

Guidelines for First Assignments

Why the first paper matters.

The first paper you assign in a First-Year Writing Seminar provides a unique opportunity to capture student attention and interest; to set a tone for the class; and to help students experiment with the writing and thinking practices you hope will characterize student work throughout the semester (and beyond). The first paper can provide insights into what your students can and cannot do as writers; these insights may help you adjust your learning goals, lesson plans, and assignments. Finally, the first paper serves the larger diagnostic needs of the FWS program as we work to identify students who may need help securing tutoring or mentoring support or finding a FWS that is a more comfortable fit. The  FWS Instructor Referral  process described in  The Indispensable Reference for Teachers of First-Year Writing Seminars  works best when FWS instructors participate actively during the first 10 days of the semester.

Since writing should be the focus of every FWS, this first paper should begin when the semester begins. Preparation for this first paper can begin with in-class activities as early as the first class meeting. An integrated sequence of classwork and homework can move students through a quick cycle of drafting—and possibly revision—within the first few classes. A full-length draft should be complete no later than the end of the second week of classes—even if a further round of revisions is planned.

Logistics of a first paper

First Papers should be…

• Assigned during the first week of classes;
• Read and assessed quickly, no later than the fourth class meeting;
• Low-stakes;
• Challenging, pushing students to practice analytical thinking and writing;
• Engaged with texts and/or concepts characteristic of your course;
• Between one and three pages long;
• Small in scope;
• Intellectually engaging and also fun.

Functions of a first paper

A first paper assignment can do the following:

• Introduce students to the intellectual work of the course.
• Give students a sense of course expectations.
• Provide insights into how students will manage the substance of your course.
• Provide students with opportunities to experiment with writing practices you hope students will use in your course (and beyond). These might include textual analysis, revision, peer review, and scaffolding.
• Capture student attention in the period before exams and other high-stakes assessments begin to dominate academic life.
• Help you get to know your students. 
• Help your students get to know you. 
• Identify students who might benefit from additional support. If they struggle with the first assignment they might struggle with other aspects of the course.

Examples of Useful First Assignments 

There are many options for what a successful first paper assignment might ask students to write. Below are a few ideas that are both small in scope and challenging. If you come up with an alternative option, please share it with us, so we can highlight it in our training materials. 

• Pull a particularly interesting longer quote on your course topic, perhaps from a reading you will assign. Ask writers to first explain what the quote means and then apply it to their own experiences with the subject. 
• Pick two quotes that represent competing views that relate to your course theme. Ask writers to explain each perspective and evaluate the perspectives, being sure to provide evidence from their own experiences in their analysis. 
• Pick a photograph, a piece of art, or some other artifact that relates to your course theme. Pose a question that encourages students to analyze the image in relation to some of the key questions you hope to explore in the class. Encourage students to use the image as evidence in their answers. 
• Ask students to complete a short reading that relates to your course theme. Ask them to first explain what they think the reading means. Then you could: 1. Ask a specific question they should use the reading to help answer; 2. Use the reading the analyze their own experiences with the issue; or, 3. Pose questions or evidence that complicates specific points in the reading.

Additional Support for Student Writers: 

The Knight Institute offers support to writers through the  Cornell Writing Centers  and the  KNIGHT WRITERS Mentor Program , and accepts a small number of students each semester into  Writing 1370/1380: Elements of Academic Writing —a lower enrollment FWS that includes weekly individual teacher/student conferences. All sections of Writing 1370 and 1380 are taught by Knight Institute writing specialists. 

A first FWS assignment should help instructors identify students who might benefit from additional support: in most cases this will not include having students transfer from their current FWS into Writing 1370/80. (Enrollment capacity in Elements of Academic Writing is limited. Cornell offers more than 220 FWSs during the fall semester. Only ten of these are sections of Writing 1370).

FWS Instructor Referral Guidelines

Frequently Asked Questions about Revised Guidelines for First Assignments

The last time I taught an FWS, we were supposed to assign “diagnostic essays.” Does the paper described in these guidelines replace the “diagnostic”?

The first paper described in these guidelines should take the place of the diagnostic essay in your course plan. While the first paper retains diagnostic functions, these revised guidelines highlight some of the other teaching goals for first assignments in a writing seminar, as well as the fact that the first paper assignment should be considered an essential part of the course’s curriculum, not a task that stands apart.

Does this paper count as one of my course’s five “formal” papers?

Your first assignment can count as one of your five “formal” papers. You can also treat it as a draft that will lead to a more formal assignment. Or you can treat it is an informal assignment. Consider what will work best with plans for subsequent classes and assignments as well as your learning goals.

Are personal narratives acceptable?

If you wish to build a first assignment around a personal narrative, be sure to include some elements that push students to do the kind of thinking and writing that will be characteristic of the course. For example, you could ask students to engage with a concept articulated in an early reading assignment.

Personal narratives can help students bring an individual point of view to the subject matter. Personal narratives can also help students identify their own stake in some aspect of the course material. However, an assignment that asks students to work exclusively from personal history or personal experience will not necessarily test students’ ability to read, analyze, or interpret texts, concepts, data, or images. Thinking and writing skills like close reading, analysis, and interpretation are likely to be central to the writing you ask students to do. Your first assignment should introduce students to some aspect of the writing skills and practices you will be teaching. If you can integrate aspects of these skills and practices into a personal narrative there is no reason not to design such an assignment at this point in the semester (or later on).

Should this paper be graded?

Try to keep the stakes low for this first assignment: this may mean not assigning a letter grade. How you keep the stakes low should depend, in part, on your larger grading strategies for the course. 

You are most likely to get the course off to a good start if conversations with students about their first assignment focus on content and style rather than a grade. Students also grow as writers when they feel comfortable experimenting and taking risks. Taking risks can be hard when the grade stress gets in the way. 

Even if the paper is not graded, it should still count. You want students to take the assignment seriously. One of the challenges inherent in teaching writing is figuring out how to help students discover their own investments in the subject matter, even as teachers evaluate their work and assign letter grades for their semester’s work. A particular challenge of the first assignment is finding a way to lower the stakes enough so students feel comfortable experimenting, while still keeping the stakes high enough so students take it seriously.

Should my assignment include revision?

Teaching revision is central to the FWS curriculum. Writers get better at revising if they have multiple opportunities to practice. Some of the most productive conversations instructors and students have about writing emerge from assignments built around guided revision. If it makes sense to incorporate revision, even on a small scale, into the first paper assignment, do so. If you would rather wait until a later assignment, that is also acceptable.

Should my assignment include footnotes or other citations?

Using sources responsibly should be integrated into the learning goals for FWS teachers. If it makes sense to begin working on responsible use of sources as part of your first assignment, do so. If it makes sense to introduce it later, that is also acceptable. (The repetition creeping into the last few responses indicates that we’ve entered the realm of instructor choice).

Should we do peer review as part of this assignment?

If it makes sense to help students work in peer groups—or read one another’s work—as part of your first assignment, do so. If it makes sense to introduce these practices later, that is also acceptable.

Should I schedule a conference after this paper?

Some instructors like to schedule a round of conferences within the first two weeks to get to know their students. Others like to wait until students have produced a larger body of work to discuss. Either approach is acceptable.

The last time I taught an FWS, I had students adding and dropping during the first few classes. How can I assign a paper starting in the first class or the first week when I have students switching in and out?

We always recommend thinking of a paper assignment as a sequence of several activities. Even for a short paper, a sequence could include: in-class work; informal writing completed in or out of class; a group activity; and the “formal” final draft of a paper. (These are possibilities, not requirements).

If you design a sequence with several elements that structures the first few classes of the semester, think about entry points for students who might add the class before the second meeting, or the third, or the fourth. As students add, you can communicate which things they can do to complete the assignment alongside their classmates. For instance, if the sequence begins with an in-class, informal writing assignment, a student who joins after the first class meeting could complete this informal assignment at home. If students watch a short video during the first class and respond to a discussion question, make the video and the questions available to students who add later so they can watch it on their own and respond to questions as an informal writing assignment. (For more information on dealing with unstable enrollments in the opening weeks, see  KNIGHTLYnews  post: “ Expecting, and Accepting, Fluctuating FWS Enrollment .” 

For more on the topic of first writing assignments, follow this link to Elliot Shapiro's KNIGHTLYnews post titled  Updated Guidelines for First FWS Assignment .

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As a Deck Watch Officer, your assignment will be to learn how to safely navigate (or “conn”) the ship. You won’t steer the vessel yourself; rather, you will direct the actions of your crew.

As an Engineer in Training, you will learn how to maintain and operate shipboard engineering systems.

You will lead the men and women of the Coast Guard in conducting exciting missions, be responsible for the safety of the ship and crew and make port calls to foreign and domestic ports.

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The role of officers is to lead others and manage resources. Leadership responsibility comes fast in America’s smallest military service. Some graduates of the Coast Guard Academy have their first command as soon as two years after receiving their commission.

Imagine yourself as a Lieutenant Junior Grade two years after graduation, commanding a Marine Protector Patrol Boat in the Straits of Florida. You and your crew are ready for the call to rescue those in distress or stop smugglers in the dark of night, responding immediately to a call that can come at any time.

Imagine you are the pilot of your MH-65C helicopter in the Caribbean Sea. In the dark of night, your ship is over the horizon directing you to a go-fast headed to the U.S. coastline at 50 mph with a load of cocaine. Your crew readies the M240 machine gun and the fast rope as you prepare to stop the boat using non-lethal means.

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