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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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16 Self-Concept Questionnaires, Activities and Tests (+PDF)

How do you answer such a complex question? It’s tough and one that psychologists have consistently sought to help us with.

‘Self-concept’ might not be a term you’re generally familiar with, but it’s one that’s well worth knowing about. It essentially refers to the way we think about ourselves, evaluate our appearance, thoughts, and behaviors, and perceive ourselves both as individuals and in comparison to others. It’s also linked to concepts of self-awareness, self-esteem, and self-image.

The term self-concept has grown in popularity owing to the way it encompasses a more robust idea of self, rather than individual terms.

Before you read on, we thought you might like to download our three Self-Compassion Exercises for free . These detailed, science-based exercises will not only help you increase the compassion and kindness you show yourself but will also give you the tools to help your clients, students or employees show more compassion to themselves.

This Article Contains:

Popular psychology definitions of self-concept, the personal self-concept questionnaire (psq), the self-concept questionnaire (scq), 3 more ways to map beliefs about the self, 3 self-concept activities & exercises, best online self-concept test, 3 more tests and assessments, handy pdf worksheets, a take-home message.

A popular definition is provided by Baumeister (1999):

The individual’s belief about himself or herself, including the person’s attributes and who and what the self is.

Rogers (1959) suggested that self-concept has three core aspects:

• Self-Image – The view you have of yourself
• Self-Worth – How much value you have in yourself
• Ideal-Self – Who you really wish you were

Lewis (1990) also theorized that the development of individual self-concept has two key components:

• The Existential Self – The realization that you exist as separate to others.
• The Categorical Self – The realization that you exist as an individual object in the world, with distinct properties, such as your age, hair color, and gender. As we grow older, this component also begins to include psychological traits.

The Personal Self-Concept Questionnaire (PSQ) was developed by Goñi, Madariaga, Axpe & Goñi (2011) in response to the plethora of self-concept tools available. The researchers wanted to create a shorter measurement that provided an accurate representation of self-concept overall.

The questionnaire is made up of 22 statements, divided into four subcategories:

• Self-fulfillment
• Emotional self-concept

Example statements from the questionnaire include:

• To do anything, I first need other people’s approval. (Autonomy)
• I consider myself to be a very uptight and highly strung person. (Emotional Self-Concept)
• I have yet to achieve anything I consider to be important in my life. (Self-Fulfilment)
• I am a man/woman of my word. (Honesty)

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These detailed, science-based exercises will equip you to help others create a kinder and more nurturing relationship with themselves.

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Initially developed by Saraswat (1984), the Self Concept Questionnaire is one of the more popular questionnaires when it comes to measuring self-concept.

The questionnaire itself contains 48 statements that aim to measure self-concept across six different aspects:

• Temperamental
• Educational
• Intellectual

Example statements include:

• I feel different from most people and wish I was more like them. (Social)
• I only partially believe in myself. (Temperamental)
• I feel I am a person of worth. (Moral)
• I have trouble taking criticism from other people. (Temperamental)

Participants rate their answers to the statements on a scale from 1 to 5, with one being ‘very unlike me’ and five being ‘very true of me.’ A higher score indicates a high sense of self-concept, with a lower score indicating a lower sense of self-concept.

Although the PSQ and SCQ are the two most commonly used questionnaires to measure and map self-concept, there are several other questionnaires and tools that aim to explore self-belief too.

Below are three I’ve come across in my research that might be of interest to you:

1. Academic Self-Concept Scale for Adolescents (ASCS)

The Academic Self-Concept Scale for Adolescents (Minchekar, 2019) was developed in response to the idea that many self-concept questionnaires and measures are quite broad. The researchers wanted to narrow this down and focused only on measuring self-concept concerning academic skills and performance.

The scale is broken down into eight distinct sub-categories that it measures:

• Self-Concept of Academic Ability
• Self-Concept of Academic Interests
• Self-Concept of Study
• Self-Concept of Examination
• Self-Concept of Academic Interactions
• Self-Concept of Academic Efforts
• Self-Concept of Curriculum
• Self-Concept of Academic Future

The scale contains 57 statements that ask participants to rate themselves from one to five, with one being ‘Never’ and five being ‘Always.’ Higher scores indicate a higher level of Academic Self-Concept, and participants with a higher score were found to be more confident in their academic capabilities.

The ASCS is still a relatively new tool, and you can read more about its development .

2. Harrill Self-Esteem Inventory

The Harrill Self-Esteem Inventory was developed by Counselor, Susan Harrill, as a measurement for self-esteem within self-concept. It is made up of 25 statements that participants are required to respond to.

Example statements from the inventory include:

• I feel of equal value to other people, regardless of my performance, looks, IQ, achievements, or possessions (or lack of them).
• I take responsibility for my feelings, emotions, thoughts, and actions. I do not give others credit or blame for how I feel, think, or what I do.
• I learn and grow from my mistakes rather than deny them or use them to confirm my unworthiness.
• I nurture myself with kind, supportive self-talk.

Participants respond with a score between zero and four as follows:

0 = I never think, feel, or behave this way. 1 = I do less than half the time. 2 = I do 50% of the time. 3 = I do more than half the time. 4 = I always think, feel, or behave this way.

After responding to all statements, participants tally their total score, with a higher score indicating a higher level of self-esteem .

3. The Twenty Statements Test

The Twenty Statements Test (Kuhn & McPartland, 1954) was developed to specifically measure self-image as a part of self-concept, although it covers other areas of self-concept too.

The twenty questions probe participants to respond to the question ‘Who am I’ with ‘I am …’ answers. The questions are broken down into five subcategories:

• Social groups and classifications
• Ideological beliefs
• Self-evaluations

Kuhn (1960) states that the majority of responses to the questions could be divided into three groups:

• Social Roles – Responses related to external aspects of the self, for example, ‘I am a mother/daughter/teacher/doctor.’
• Personality Traits – Responses related to internal aspects of the self, for example, ‘I am funny/patient/short-tempered/kind.’
• Physical Descriptions – Responses related to image aspects of the self, for example, ‘I am tall/short/fat/thin.’

Related: 21 Self-Image Examples and Activities to Use the Theory Today

Exploring self-concept can be a great learning and growth experience for individuals of all ages. Below are three easy to do activities for individuals or groups of any age to help learn more about self-concept.

1. ‘Who Am I?’ Exercise

This is a wonderful introductory exercise that can be used with individuals or groups. The premise is straightforward to replicate, and participants can take as long as they need to complete the initial statements, with plenty of encouragement for discussion.

You will need:

To encourage participants to think more deeply about the ideas and labels they have about themselves.

Provide each participant with a list of statements – suggested amount 15-20 – that ask them to think about who they are. Some example statements include:

• My favorite food is …
• My favorite music is …
• An important person in my life is …
• Something I dislike …
• An idea for my future I have is …

Encourage participants to answer all statements. Ask them to reflect on the answers they choose and why these are important to them. Remind them there are no wrong or right answers, just the opportunity to engage with their sense of self-concept.

2. ‘My Strengths’ Exercise

This exercise is great to encourage participants to start thinking about their self-concept of their strengths in critical areas of life. Again, it is very easy to set up and will enable some great conversations with individuals or groups.

To encourage participants to reflect on their strengths in different key areas.

Provide participants with pen and paper and ask them to divide their paper into four sections with the following headings:

• Interests/Sports
• School/Work

Next, read out some statements that could relate to each of the sections and ask participants to write down the ones they feel most relate to them. Aim for 5-6 statements for each of the four categories. Example statements include:

• I always try my best at school/work.
• I am a caring friend.
• I help out around the house.
• I like to be creative.
• I enjoy team sports.

Once participants get the idea, encourage them to reflect further on the four areas, and write down some of their unique strengths.

3. ‘Three Compliments Journal’ Exercise

This exercise is great for any individual who struggles with self-concept, and who has low self-esteem or low self-image in particular. Similar to many journal exercises; it is easy to implement and consistency is key to its success.

• Journal/notebook

To increase ideas of self-concept – in particular, self-esteem and self-image .

Participants are required to spend 5-10 minutes a day reflecting on three compliments they would give themselves about how they behaved, interacted, engaged, or looked during the day. The compliments can focus on anything they like. The idea is to reflect on the positives about themselves they might otherwise dismiss.

Example compliments could include things like:

• I liked my outfit today, and the compliments I received because of it.
• Today I was kind to the lady in the store and offered to help her with her bags.
• I’m proud of my school/work presentation. My teacher/boss said I did a great job.

Ask participants to repeat this exercise daily, for as long as they need to. Remind them it’s okay if they forget some days and it might be challenging to think of three things at first, but it will get easier over time.

How to build your self image – Proctor Gallagher Institute

There are many online self-concept tests you can take – some are paid, and some are free – and it’s important to know that these tests are only snapshots. Sampling a few different tests will give you a more robust sense of your self-concept.

One of the most popular online tests is the Self-Esteem Test from Psychology Today. This test contains a variety of statements that you will need to respond to. It should take no more than 15 mins to complete.

It is free to take, and you’ll receive a ‘snapshot’ of your results at the end. You can invest in a more in-depth result by paying a small fee.

Besides the previously mentioned assessments, we share three more tests below.

1. Robson Self-Concept Questionnaire

The Robson Self-Concept Questionnaire follows a similar pattern to the previous questionnaires explored in this article. It consists of 30 statements relating to different areas of self-concept. Example statements include:

• I’m glad I am who I am.
• I am reliable.
• It would be boring if I talked about myself.
• I have a pleasant personality.

Participants rate their responses to the statements on a scale of zero to seven with zero being ‘Completely Disagree,’ and seven being ‘Completely Agree.’ A higher score means a higher sense of self-concept.

2. Self Description Questionnaire (SDQ)

The Self-Description Questionnaire was developed by Marsh (1990), and has two formats:

• The SDQI, designed for use with primary school students.
• The SDQII, designed for use with secondary school students.

The SDQ contains 43 statements that participants are required to respond to on a scale of one to five, with one being ‘False’ and five being ‘True.’

• I worry about a lot of things.
• Overall I am a failure.
• I am honest.
• I get along well with my parents.

3. Social Style Questionnaire

This questionnaire follow a slightly different format in how to assess self-concept. Instead of singular statements that ask participants to rate their response, these questionnaire provide two statements and asks participants to select the one they feel is most like them.

The Social Style Questionnaire aims to measure how participants feel they interact with others daily.

Examples of a pair of statements from this questionnaire include:

A. I tend to tell people what is on my mind. B. I tend to keep things to myself.

A. I see myself as playful and fun-loving. B. I see myself as serious and thoughtful.

17 Exercises To Foster Self-Acceptance and Compassion

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In researching this article, I came across a wealth of PDF worksheets and exercises to help you on your way to further exploring self-concept.

Below I’ve shared some of my favorite ones:

1. Therapist Aid – About Me Sentence Completion Worksheet

This is a great introductory worksheet to encourage initial thinking around self-concept. The Sentence Completion Worksheet contains a set of statements that asks participants to reflect and explore different scenarios that made them feel a certain way.

2. Therapist Aid – Strength Exploration Worksheet

This Strength Exploration Worksheet is slightly similar to the ‘My Strengths’ exercise so that it could be used as a great accompaniment. It asks participants to reflect on their strengths in three key areas of life: relationships, profession, and personal fulfillment. Additionally, it includes a more in-depth exploration of strengths under each of the specific headings.

3. Thought Diary for Negative Self-Evaluations Worksheet

The Thought Diary Worksheet can be used as a journal/diary insert and asks participants to reflect on negative self-evaluations they may have about themselves. The worksheet is comprehensive and laid out well to encourage a step by step process through evaluating the idea of self-concept being explored.

Additional reading material includes a selection of 27 books on self-esteem .

Self-concept is such a broad area of psychology, and yet it’s a fascinating one. It really hones in one of the deeper parts of answering that question ‘Who am I?’.

Some of the questionnaires and exercises we’ve visited in this article are more general, so I hope you’ll see these as a great starting point for further exploration and personal growth around your ideas of self-concept.

Have you tried any of these exercises, or know of others that you’ve found particularly beneficial? I’d love to hear about them! Please leave a comment below.

We hope you enjoyed reading this article. Don’t forget to download our three Self Compassion Exercises for free .

• Baumeister, R. F. (1990). The nature and structure of the self: An overview. In R. Baumeister (Ed.), The self in social psychology (pp. 1-20). Philadelphia, PA, US: Psychology Press (Taylor & Francis).
• Goñi, E., Madariaga, J. M., Axpe, I., & Goñi, A. (2011). Structure of the Personal Self-Concept (PSC) Questionnaire. Retrieved from: http://www.redalyc.org/pdf/337/33719289006.pdf
• Kuhn, M. H. & McPartland, T. S. (1954). An Empirical Investigation of Self-Attitudes.
• Kuhn, M. H. (1960). Self-attitudes by age, sex and professional training. Sociological Quarterly, 1 , 39-56.
• Lewis, M. (1990). Self-knowledge and social development in early life. In L. A. Pervin (Ed.), Handbook of personality (pp. 277-300). New York: Guilford.
• Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multi-wave, longitudinal panel analysis. Journal of Educational Psychology, 82 , 646-656.
• Minchekar, V. S. (2019). Academic Self Concept Scale for Adolescents: Development, Reliability, and Validity of ASCS. Retrieved from: https://www.researchgate.net/publication/331873419_Academic_Self_Concept_Scale_for_Adolescents_Development_Reliability_and_Validity_of_ASCS
• Rogers, C. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. In (ed.) S. Koch, Psychology: A study of science. Vol. 3: Formulations of the person and the social context. New York: McGraw Hill.
• Saraswat, R. K. (1984). Manual for Self-Concept Questionnaire. Agra, India: National Psychological Corporation.

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Hi! May I know what database is used for the automatic scoring system of Robson’s Self-concept Questionnaire? I was having a hard time understanding the manual one. Thank you!

you can use this automatic scoring system .

I hope it helps 🙂

Warm regards, Julia | Community Manager

Thank you so much for your response!

This is me again.

May I know what specifc scores the respondents should have in order to know that they have low or high self-concept?

Norms from different studies are provided for comparison. For example, a control group from Robson (1989) had a mean total score of 137.0 (SD = 20.2), while a group of patients with DSM-III Generalized Anxiety Disorder (GAD) had a mean score of 108.0 (SD = 24.8). This information can be used to interpret individual scores in relation to these norms.

I hope this helps 🙂

Hai, how are you? I would like to have some suggestions on the questions which may help my leaners to realize their characters, their weaknesses and help them to formulate their studies. can i put those questins in MS forms in which the students will be answering themself find their Strengths and Weaknesses?

I recommend the VIA Survey of Character Strengths to assess strengths and weaknesses. It is available for free on the VIA Institute on Character website .

Hope this helps! Kind regards, Julia | Community Manager

Hi Nicole. Im Aishah.. Could u plz to advise me Self Concept Questionnaire focus on Activity Physical and Nutrition for Adolescent Student? And which website that I can get for more info? TQ so much

Thanks for your question. Unfortunately I was not able to find a Self-concept questionnaire which includes all the constructs you are looking for. However, this article dives into some of the most relevant self-concept and self-esteem questionnaires.

Additionally, this article explores some of the constructs you mentioned and their relations (self-concept, dietary patterns, and nutrition in adolescents).

I hope this helps!

Kind regards, -Caroline | Community Manager

Hi Nicole, the scales on broad positive psychology themes are very impressive. I would be happy if you could specify or share with me any self-concept scale specifically for teachers. This scale will help me to adapt or to bring out a similar scale on this topic.

Hi Baldwin,

Glad this was helpful for you! Definitely take a look at the Teacher Self-Concept Evaluation Scale by Villa and Calvete (2001): https://doi.org/10.1016/S0191-491X(01)00028-1

You can download the paper with the items for free here: https://www.academia.edu/659520/Development_of_the_Teacher_Self_Concept_Evaluation_Scale_and_Its_Relation_to_Burnout

Hope this helps!

– Nicole | Community Manager

Hi Nicole Can you help me how to get permission for Robson self concept questionnaire. I am using this questionnaire for my research. I need permission. Kindly guide me

Thanks for your question. You can find the Robson Self-Concept Questionnaire here . As long as you properly reference the scale, you can use it for your research.

I hope this helps.

– Caroline | Community Manager

Do you have any on line courses which would help in building my self?

We offer a complete Masterclass series that covers themes like self-acceptance and strength development which may be of interest to you. These courses include a workbook, hours of video, and everything else you need to better understand yourself and also teach the material to others. You can find more information about these courses on our store page:

https://pro.positivepsychology.com/product/the-science-of-self-acceptance/ https://pro.positivepsychology.com/product/maximizing-strengths-masterclass/

Let me know if I can answer any questions.

Hello! Would you know if I could be given permission to use Academic Self-Concept Scale for Adolescents (ASCS)? Is there a scale intended for younger population? Can you please help me get in touch with the person/people concerned?

The ASCS can be used freely without permission from the author for research purposes.

If you’re looking for an alternative you can use with a younger crowd, Reynold’s (1988) scale has been used with youth 10 years and older: https://youthrex.com/wp-content/uploads/2019/10/Academic-Self-concept-Scale-1.pdf

Where can I get the range for Robson Self concept questionnaire? to know if one falls in high or low self concept? thank you

Hi Cristine,

You’ll find some population norms for the scale here: https://scales.arabpsychology.com/s/robson-self-concept-questionnaire/

I’m not aware of any published information stating cut-offs for high and low levels on this measure, but this website indicates that an average score on this measure (within a non-clinical population) is 140. Hopefully that helps a little.

Thank you so much for your reply! Do you know a way where I can contact Robson or people who arebaccountable for the scale?

You’ll find Robson’s contact here: https://www.psych.ox.ac.uk/team/phil-robson 🙂

Hii, Can I get the professional self concept scale? will be helpful..

Hi Christina,

Professional self-concept scales tend to be specific to the role type (e.g., nurse, teacher). So can you please let me know the sort of sample you will be administering it to? Then I’ll be happy to advise 🙂

Hii I am looking for theAcademic Self-Concept Scale for Adolescents (ASCS). May you help to needful?

I cannot seem to find this scale online, but you can contact the author of this scale (Vikas Minchekar) via ResearchGate to get a copy of the questionnaire items.

I hope this helps a little!

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Assignment 6: Apply, arity checking, and variable arity functions

Due: Tues, Oct 22, 11:59PM

The goal of this assignment is to (1) implement arity checking in a language with functions, (2) to implement the apply operation, a fundamental operation that allows functions to be applied to lists of arguments, and (3) to implement variable arity functions, i.e. functions that take any number of arguments.

https://classroom.github.com/a/dLXAGLLp

You are given a repository with a starter compiler similar to the Iniquity language we studied in class.

This started code is slightly different from past code in that:

It implements all of the “plus” features we’ve covered in previous assignments. It is worth studying this code to compare with the solutions you came up with. Try to formulate a technical critique of both solutions.

Parsing has been eliminated. Instead the code uses read to read in an S-Expression and syntax checking is done at the level of S-Expressions. Hopefully you’ve noticed that as the langauge gets larger and more complicated, so too does the parsing. Writing the parsing code is both tedious and easy to get wrong. Why is this? Our data representation of Expr s is a subset of S-Expression s (the stuff you can write with quote ). We’re trying to process an unstructured stream of tokens into a structured, nested datum, but also at the same time verify that datum follows the rules of Expr ness.

This design can be simplified by first processing tokens into S-Expression s, then checking whether this S-Expression is in the Expr subset. Parsing the whole S-Expression set is actually easier than parsing the Expr subset. And we can use an existing tool for doing it: read .

This was in fact our first approach to parsing. We have returned from this detour so that hopefully you can appreciate the value in it’s approach. Concrete syntax and parsing are orthogonal to the semantics of a language, which is the real focus of a compiler.

Of all the assignments so far, this one asks you to write the least amount of code, and yet, is probably the most difficult.

You are free to tackle this parts in any order you see fit, but I recommend approaching them in the order described here so that you can peicemeal work up to a full solution. Tackling everything at once will make things harder.

Apply yourself

The apply operation gives programmers the ability to apply a function to a list as though the elements of that list are the arguments of the function. In other words, it does the following: ( apply f ls ) = ( f v1 ... ) , where ls is ( list v1 ... ) .

Your task is to implement (a slightly simplified version) of the apply operation, which takes the name of a function (this assignment is based on Iniquity , which only has second-class functions) and an argument that is expected to evaluate to a list. The given function is then called with the elements of the list as its arguments.

For example, this calls the f function, which expects two arguments and adds them together, with a list containing 1 and 2 . The result is equivalent to ( f 1 2 ) , i.e. 3 :

Examples > ( begin       ( define   ( f   x   y )   ( +   x   y ) )       ( apply   f   ( cons   1   ( cons   2   ' ( ) ) ) ) ) 3

Note that the list argument to apply is an arbitrary expression, which when evaluated, should produce a list. We could have written the example as follows to emphasize that the compiler cannot simply examine the sub-expression to determine the arguments to the function being called:

Examples > ( begin       ( define   ( f   x   y )   ( +   x   y ) )       ( define   ( g   z )   ( cons   z   ( cons   2   ' ( ) ) ) )       ( apply   f   ( g   1 ) ) ) 3

This addition adds the following to Expr s:

;   type Expr = ;   ... ;   | ‘ (apply ,Variable ,Expr)

The syntax.rkt file contains code for checking the syntax of Iniquity+.

The interp.rkt file contains a reference implementation of apply .

The compile.rkt file contains the compile for Iniquity+, and has stubbed out a function for compile apply expressions:

;   Variable Expr CEnv -> Asm ( define   ( compile-apply   f   e   c )   ' ( ) )

Your job is to correctly implement this function.

The key idea here is that evaluating e should produce a list. That list is going to be represented as a linked list of pair pointers in the heap that eventually terminates in the empty list. But in order to call a function, we need to have arguments placed appropriately on the stack.

The compiler will need to emit code to check the assumption that the argumgent is a list and signal an error if it is violated, but you might first try to get this working on examples that are correct uses of apply before thinking about the error cases.

Until now, the compiler has always known how many arguments are given: you just look at the syntax of the call expression. But here we don’t know statically how many elements of the list there are.

So, the compiler will need to emit code that traverses the list and places the element at the appropriate position on the stack. After this, the function can be called as usual.

Since the list can be arbitrarily large, the emitted “copy list elements to stack” code will need to be a loop. Here’s a sketch of how the loop operates:

it has a register containing the list (either empty or a pointer to a pair).

it has a register containing a pointer to the next spot on the stack to put an argument.

if the list is empty, the loop is done.

if the list is a pair, copy the car to the stack, set the register holding the list to cdr , and advance the register holding the pointer to the stack.

Once you have this working for “good examples,” revisit the code to interleave type checking to validate that the subexpression produced a list.

Arity-check yourself, before you wreck yourself

When we started looking at functions and function applications, we wrote an interpreter that did arity checking, i.e. just before making a function call, it confirmed that the function definition had as many parameters as the call had arguments.

The compiler, however, does no such checking. This means that arguments will silently get dropped when too many are supplied and (much worse!) parameters will be bound to junk values when too few are supplied; the latter has the very unfortunate effect of possibly leaking local variable’s values to expressions out of the scope of those variables. (This has important security ramifications.)

The challenge here is that the arity needs to be checked at run-time (at least it will be with the addition of first-class functions, or... apply ). But at run-time, we don’t have access to the syntax of the function definition or the call. So in order to check the arity of a call, we must emit code to do the checking and to compute the relevant information for carrying out the check.

Here is the idea: when compiling a function definition, the arity of the function is clear from the number of parameters of the definition. If the caller of a function can communicate the number of arguments to the function, then the function can just check that this number matches the expected number.

When compiling a call, the number of arguments is obvious, so the call should communicate this number to the function (which then checks it).

How should this number be communicated? A simple solution is to pass the number as though it were the first argument of the function.

Hence, a function of n arguments will be compiled as a function of n+ 1 arguments. A call with m arguments will be compiled as a call with m+ 1 arguments, where the value of the first argument is m . The emitted code for a function should now check that the value of the first argument is equal to n and signal an error when it is not.

You will need to modify compile-call and compile-define to implement this arity checking protocol. You will also need to update compile-apply , but first try to get things working for normal calls.

Apply with arity checks

What happens now with your previously good examples of using apply ? Why is everything coming up ' err now?

The problem is that once you implement the arity checking mechanism for function definitions, this checking will also happen when you call the function via apply , but your apply code is not communicating the number of arguments, so the call is likely to fail the check. (Pop quiz: can you make an example that “works,” i.e. calls a function via apply but avoids the arity check error?)

In order to get apply working again, you’ll need to have it follow the protocol for calling the function with the number of arguments as the first argument.

But how many arguments are there? Well, there are as many arguments as there are elements in the list. Update compile-apply so the emitted code computes this quantity and passes it in the appropriate spot on the stack. After doing this, all your earlier examples should work again, it should catch arity errors where the function expects a different number of arguments from the number of elements in the list.

Variable arity functions

So far, the arity of every function is some fixed natural number. However, it’s quite useful to have functions that can take any number of arguments.

This is possible in Racket with the use of variable arity functions.

For example:

Examples > ( begin       ( define   ( f   . xs )   xs )       ( f   1   2   3 ) ) '(1 2 3)

Note the use of “ . ” in the formal parameters of the function. This syntax is indicating that f can be applied to any number of arguments (including 0). The arguments will be bundled together in a list, which is bound to the xs variable. So this application produces the list ' ( 1 2 3 ) .

We can also write a function like this:

Examples > ( begin       ( define   ( f   x   y   . zs )   zs )       ( f   1   2   3 ) ) '(3)

This function must be applied to at least 2 arguments. The first two arguments are bound to x and y . Any additional arguments are bundled in a list and bound to zs . So this expression produces a list of one element: 3 .

To accomodate this, the syntax of formal parameters in function definitions is updated from:

;   type Formals = (Listof Variable)

;   type Formals = ;   | ' () ;   | Variable ;   | (Cons Variable Formals)

Meaning the formals “list” can be an improper list and when it is, the final variable is the one that binds to a list containing all remaining arguments.

To implement variable arity functions, you’ll need to update compile-define to handle this form of function defintion. The code includes a stubbed case for matching variable arity function definitions; you just need to write the code.

The idea is inverse to that of apply : an arbitrary number of arguments are passed on the stack and the function must convert the appropriate number of stack arguments to a list.

You’ll need to implement this part of the assignment after adding the arity checking protocol. This is because the function caller needs to pass in the count of the number of arguments. Without this information, the function won’t know how many arguments to put in a list.

If the function requires at least n arguments and is called with m arguments, then m-n arguments should be placed in a list and the list should be passed in as the n+ 1 th argument. (If the function is called with less than n arguments, then it is an arity error.) So like apply , you’ll need a loop, but instead of copy from a list to a stack, you’ll need to copy from the stack to a list.

Should you find yourself having completed the assignment with time to spare, you could try adding proper tail calls to the compiler. You will have to make it work with arity checking and calling apply in tail position should make a tail call to the function.

This isn’t worth any credit, but you might learn something.

You can test your code in several ways:

Using the command line raco test . from the directory containing the repository to test everything.

Using the command line raco test <file> to test only <file> .

https://travis-ci.com/cmsc430/

(You will need to be signed in in order see results for your private repo.)

Note that only a small number of tests are given to you, so you should write additional test cases.

There is separate a repository for tests! When you push your code, Travis will automatically run your code against the tests. If you would like to run the tests locally, clone the following repository into the directory that contains your compiler and run raco test . to test everything:

https://github.com/cmsc430/assign06-test.git

This repository will evolve as the week goes on, but any time there’s a significant update it will be announced on Piazza.

Pushing your local repository to github “submits” your work. We will grade the latest submission that occurs before the deadline.

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Online Guide to Writing and Research

The writing process, explore more of umgc.

• Online Guide to Writing

Understanding Your Assignment

“What is expected of me?” Writing a strong paper requires that you fully understand your assignment, and answering this question is the first crucial step in the academic writing process. What is your professor asking of you? The suggestions below will assist you as you determine what is expected of you.

Assignment Comprehension Tips

Click on the tabs below for tips on how to fully understand what is expected of you.

• STUDY THE DETAILS
• CREATE A TANGIBLE RESOURCE
• IMPLEMENT A TIMETABLE
• HIGHLIGHT KEY WORDS
• STAY WITHIN CLOSE PROXIMITY OF DETAILS
• RELY ON SUPPORT

Read the instructions line-by-line to familiarize yourself initially. Reading them aloud helps too.

Print out the instructions if necessary and highlight key information, such as the due date, word count, format, or citation style. Print and study the rubric, if available. The rubric reveals how you will be graded for each part of your essay and will give you clues on how exactly to structure your writing.

Plug the due date into your smartphone calendar and request a reminder notification. In addition, work backward from the due date and schedule specific weeks for planning, prewriting, researching, writing, getting feedback, and rewriting. 

Circle any key phrases that can guide your actions.

Keep your assignment instructions next to you as you work on informal prewriting exercises and planning so you avoid getting off track.

When in doubt, ask your professor. Your professors want you to succeed and welcome any remaining questions about assignment expectations.

Finding Purpose and Meaning

The purpose of the preparative steps above is to create a foundation for nuanced writing. Some additional questions can help you reach a deeper understanding of the assignment. Ask yourself the following questions:

What is the purpose of this assignment and why is it important?

Who is my audience my professor classmates professionals in my field of study, how will this contribute to my knowledge and growth as a writer, what timeline should i assign myself for the gradual development of this work.

Table 2.1 below shows you how to identify keywords and expectations from the directive wording of the assignment. These key phrases are often associated with essay questions, as well as informal and formal papers. As a note, the table is based on Benjamin Bloom’s cognitive objectives.

Table 2.1 Assignment Wording and Expectations

Once you understand your assignment and decide on what approach to take, you can move on to identifying and targeting your audience.

Key Takeaways

If you take the steps to retain, plan, and understand the meaning behind your writing assignment, you will increase your confidence and success as a writer.

Focusing on key words and phrases will provide clues on what actions to take while planning the structure and content of your essay. 

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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• C++ Data Types
• C++ Input/Output
• C++ Pointers
• C++ Interview Questions
• C++ Programs
• C++ Cheatsheet
• C++ Projects
• C++ Exception Handling
• C++ Memory Management

Self assignment check in assignment operator

• Assignment Operators In C++
• Is assignment operator inherited?
• Default Assignment Operator and References in C++
• Move Assignment Operator in C++ 11
• Copy Constructor vs Assignment Operator in C++
• How to Create Custom Assignment Operator in C++?
• bitset operator[] in C++ STL
• How to Implement Move Assignment Operator in C++?
• C++ Assignment Operator Overloading
• Augmented Assignment Operators in Python
• Assignment Operators in C
• JavaScript Assignment Operators
• Compound assignment operators in Java
• JavaScript Logical OR assignment (||=) Operator
• Right Shift Assignment(>>=) Operator in JavaScript
• Assignment Operators in Python
• JavaScript Remainder Assignment(%=) Operator
• Bitwise AND Assignment (&=) Operator in JavaScript
• Null-Coalescing Assignment Operator in C# 8.0

In C++, assignment operator should be overloaded with self assignment check.

For example, consider the following class Array and overloaded assignment operator function without self assignment check.

If we have an object say a1 of type Array and if we have a line like a1 = a1 somewhere, the program results in unpredictable behavior because there is no self assignment check in the above code. To avoid the above issue, self assignment check must be there while overloading assignment operator. For example, following code does self assignment check.

References: http://www.cs.caltech.edu/courses/cs11/material/cpp/donnie/cpp-ops.html

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Carbon emissions from the lifecycle of this product were reduced compared to similar products or previous models.

The Reducing CO2 label applies to products certified by the Carbon Trust, that are lowering their carbon emissions year after year for the full lifecycle of the product. The Carbon Trust was formed in 2001 and introduced the world’s first carbon label in 2007. It produces its certifications to global leading and independently verified standards. The Carbon Trust has a mission to accelerate the move to a sustainable, low carbon economy.

Learn more about this certification

Purchase options and add-ons

• Advanced 4K streaming - Elevate your entertainment with the next generation of our best-selling 4K stick, with improved streaming performance.
• Wi-Fi 6 support - Enjoy smooth 4K streaming, even when other devices are connected to your router.
• Cinematic experience - Watch in vibrant 4K Ultra HD with support for Dolby Vision, HDR10+, and immersive Dolby Atmos audio.
• Endless entertainment - Stream more than 1.5 million movies and TV episodes. Watch favorites from Netflix, Prime Video, Disney+, Max, and more. Subscription fees may apply.
• Stream for free - Access over 300,000 free movies and TV episodes from popular ad-supported streaming apps like Fire TV Channels, Amazon Freevee, Tubi, and Pluto TV.
• Enjoy MGM+ on us - Receive a 6-month subscription to MGM+, including access to thousands of Hollywood movies and Original series with your Fire TV purchase. Terms apply.
• Alexa Voice Remote - Quickly find, launch, and control content with your voice. Get to your favorite apps with preset buttons, and control TV power and volume with one remote.
• Do more with your smart home - Control compatible devices like cameras, lights, and more with your remote. Press and ask Alexa to check the weather or dim the lights.
• Your device

Smart home devices for you

• Smart Lighting
• Security Cameras
• Plugs and outlets
• Smart locks
• Wifi and Networking

"Alexa, turn on the lights."

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PRODUCT CERTIFICATION (1)

Reducing CO2 products reduce their carbon footprint year after year. Certified by the Carbon Trust.

An ultra-cinematic 4K experience

From playoffs to premieres, experience it all like you're there with support for cinematic 4K Ultra HD. Experience vivid color and brightness with support for Dolby Vision and HDR10+, immersive sound with Dolby Atmos, and smooth streaming with Wi-Fi 6. Add compatible Echo speakers for a complete Alexa Home Theater.

The next generation of our most popular 4K streaming stick

Upgrade your 4K streaming experience with Fire TV Stick 4K—now powered by a quad-core 1.7 GHz processor for faster app starts, and more fluid navigation. It makes getting to the good stuff even easier—all for an affordable price.

Wi-Fi 6 support

Dolby Vision.Atmos

Press and Ask Alexa

Enjoy smooth 4K streaming in your home

Our most popular streaming stick now supports Wi-Fi 6 for smooth 4K streaming, with less interference from other connected devices. To use Wi-Fi 6, you’ll need a compatible router like the eero Pro 6. If you have a Wi-Fi 6E router, we recommend Fire TV Stick 4K Max. Fire TV Stick 4K works with earlier wifi routers, too.

Reduces network congestion for smoother video streaming across multiple devices.

Fast speeds

Enjoy fast speeds and low latency when streaming 4K content or playing games in the cloud.

Supports 2.4 GHz and 5 GHz bands, so you can connect to the least-crowded frequency.

Over 1.5 million movies and TV episodes

Enjoy favorites from Netflix, Prime Video, Disney+, Max, Apple TV+, Peacock, STARZ, Paramount+, and others. Stream live TV, news, and sports, and even watch for free with Pluto TV, Amazon Freevee, YouTube, and more. Plus, play millions of songs through services like Amazon Music, and Spotify.

Subscription fees may apply.

Stream free movies, shows, and clips

Power on and start watching a world of free entertainment through ad-supported streaming apps like YouTube, Amazon Freevee, Tubi, and Pluto TV. You can access over 300,000 movies and TV episodes without paying for subscriptions. And, the new Fire TV Channels hub brings you free news clips, sports highlights, music videos, movie trailers, cooking tips, comedy bits, gaming videos, and more.

From smart home control to smart living

Control compatible smart home devices right from your TV. You can press and ask Alexa to do things like show Live View Picture-in-Picture camera feeds without interrupting your show, check the weather, order a pizza, and stream music. And Fire TV is always getting smarter with new Alexa Skills and voice functionality. Learn more about compatible smart home devices.

“Alexa, show my nursery camera.”

Smart Camera

Alexa Voice Remote with TV controls

Just press and ask Alexa to find, launch, and control content, or even switch to cable. Quickly get to favorite apps with preset buttons, and go beyond streaming to check sports scores and play music. Dedicated power and volume buttons control your compatible TV, soundbar, and receiver.

Simple to set up and use

Plug Fire TV Stick 4K directly into your HDMI input.

Attach power cable, and plug into wall outlet.

Pair remote with TV, connect to internet, and enjoy.

Designed for Sustainability

We measure this device's carbon footprint and look for opportunities to reduce its emissions at every stage of its life cycle. Figures are for FTV Stick 4K 2nd gen, not including any other versions or any bundled accessories or devices. We update the carbon footprint when we discover new information that changes the estimated carbon footprint of a device by more than 5%.

See Fire TV Stick 4K fact sheet

Carbon Footprint

33kg CO 2 e total carbon emissions

Fire TV Stick and remote made from 22% recycled materials. 100% recyclable packaging (shipping packaging not included).

Low Power Mode reduces energy consumption when idle, except in certain situations . We also invest in renewable energy that, by 2025, will be equivalent to this device's electricity usage.

Trade-in and Recycle

Built to last. But when you're ready, you can trade-in or recycle your devices. Explore Amazon Second Chance .

Compare Fire TV Streaming Devices

Technical details, fire tv stick 4k (2nd gen), alexa voice remote (3rd gen).

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Should You Buy? Fire TV Stick 4K vs 4K Max with WiFi 6E #thisorthat

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First impressions of the Amazon Fire TV Stick 4K

Honest Review of Amazon Fire TV Stick 4K w/ USB Power Cable

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Customer reviews.

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

Customers say

Customers like the value, speed, picture quality and streaming capabilities of the digital device. They mention that it provides a good value for money, the responsiveness is quick and efficient, and the apps load quickly. They are also happy with performance, and ease of installation. However, some customers disagree on quality and connectivity.

AI-generated from the text of customer reviews

Customers like the performance of the digital device. They mention that it performs satisfactorily, is pleased with the functionality it provides, and has amazing performance. Some appreciate the enhanced performance and stability that Wi-Fi 6 provides. They also mention that the device is easy to set up and operate.

"...Value for Money: Considering the quality, performance , and access to a vast library of content, the Fire TV Stick 4K offers incredible value for..." Read more

"...It’s easier to use. The app for fioptics works fine exactly like my TiVo co box. Can’t save on it. I did not see a record button...." Read more

"...any happier, this past Sunday, it started right up but could not get anything to work after that...." Read more

"...Went to use my old one and got an error message. This one works great . Easy to install and set up. Easy to navigate...." Read more

Customers find the installation of the digital device to be easy. They mention that it's very easy to set up, use, and program the remote. They also say that it easily connects to the screen and does exactly as it should. Customers also say it'll navigate through movies and shows than the previous version.

"...It's intuitive and user-friendly, making it easy to navigate through the vast content library. The voice remote with Alexa is a game-changer...." Read more

"...But Amazon really makes it easy to set up among its products. By the way, Samsung tv’s in 2017 did not allow fioptics app on their tvs...." Read more

"...Contains all my favorite streaming apps. Easy to apply the remote control features following the instructions on the screen...." Read more

"...fire stick makes it easy to find what you’re looking for with its easy to use menu and voice search feature. The voice feature is awesome...." Read more

Customers like the speed of the digital device. They say it's much faster, responsive, and efficient. They also say the apps load quickly and switching between content is seamless. Some mention that it boots at least twice as fast and works well. Overall, customers are happy with the performance and say it solves all of the loading issues they were having.

"... Apps load quickly , and switching between content is seamless. The device has handled everything I’ve thrown at it without any lag...." Read more

"...Found my cable provider to download and it works fast . Have all my paid apps and free apps. Amazon even provides a live tv. But mostly fix stuff...." Read more

"...The responsiveness is quick and efficient ...." Read more

"...That’s me!The performance is great . The picture quality is awesome, and I haven't experienced any lag or buffering issues...." Read more

Customers appreciate the value of the digital device. They mention it provides a good value for money, is worth the buy, and saves them a lot of money. They also say it's easy to install and use, and is cheap to replace. Customers say it is a great purchase for their home and allows access to all the streaming apps. They say the free content is the best part.

"...to a vast library of content, the Fire TV Stick 4K offers incredible value for money ...." Read more

"...it just might be the Altafiber fiber optics company. But the product is good ...." Read more

"...I would be spending and chose accordingly so this one provided a good value for money while meeting my needs." Read more

"...This was a great purchase for my home and it allows access to all the streaming apps I use. The price can’t be beat.So long, cable TV!" Read more

Customers are satisfied with the picture quality of the digital device. They mention that it has stunning picture quality, clear, bright, and rich in color. They are also impressed with the video quality, saying that it's crisp and clear.

"...of the essence with streaming devices, and the Fire TV Stick 4K doesn’t disappoint . Apps load quickly, and switching between content is seamless...." Read more

"...That’s me!The performance is great. The picture quality is awesome , and I haven't experienced any lag or buffering issues...." Read more

"...With support for 4K Ultra HD , HDR, and Dolby Atmos audio, you'll feel like you're right in the middle of the action from the comfort of your own..." Read more

"...It has a good picture on ordinary rental TVs . It was easy to set up at home before we took it on its first trip...." Read more

Customers are satisfied with the streaming capabilities of the digital device. They mention that it has impressive streaming capabilities, and the features are the very best for streaming. They say that the streaming is seamless, easy to navigate, and able to enjoy streaming live TV, latest movies, and TV shows. They also appreciate the great streaming quality, and say that switching between menus and different streaming options is nearly instantaneous.

"...to the all-new Amazon Fire TV Stick 4K, and it has completely transformed my streaming experience ...." Read more

"...movies and TV episodes, support for Wi-Fi 6, and the ability to watch free and live TV , this powerful device offers endless entertainment options in..." Read more

"...The streaming and video quality is excellent ...However:The bad thing is that the audio/ sound quality is horrible...." Read more

Customers are mixed about the quality of the digital device. Some mention that the quality, performance, and access to a clear internet is excellent. They also say that the hardware is great, but the software and screen can be annoying. However, others say that they order a new remote often, they don't last long, and that there are occasional streaming glitches.

"...Value for Money: Considering the quality , performance, and access to a vast library of content, the Fire TV Stick 4K offers incredible value for..." Read more

"...So one stick in one tv and two remotes working it. One stick dead ...." Read more

"...The available content is surprising ...." Read more

"...It was pitiful with the original Fire Stick ...." Read more

Customers have mixed opinions about the connectivity of the digital device. Some mention that the Bluetooth connects immediately, it is capable of connecting to 5G Wi-Fi, and it connects to their TV without much of a hassle. However, others say that they had issues pairing with their TV and having issues with the remote connectivity.

"...Now no connectivity on the new stick and the new remote works on the older stick in my bedroom. So one stick in one tv and two remotes working it...." Read more

"...Extras: One of my favorite features is the ability to use Bluetooth headphones for private listening ...." Read more

"...This new one is fast, fast, fast. The remote didn't "attach" very smoothly , so I mostly just use the old remote, but I can pretty much use either..." Read more

"...They will start buffering and losing internet connectivity . Not a huge deal if you know what to expect and they are cheap to replace...." Read more

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Dogs steal the show with adorable Pet Gala looks. See the Met Gala-inspired photos here

Anthony rubio decked the dogs out in looks from the 2024 met gala, by staff reports published may 22, 2024 • updated on may 22, 2024 at 4:14 pm.

The Met Gala is a tough act to follow, but the Pet Gala may have just stolen the show.

Fashion designer Anthony Rubio threw the now-annual event Monday night at New York’s American Kennel Club Museum of the Dog. Eighteen dogs took to the red carpet to give their spin on the top fashion statements from the 2024 Met Gala and its "Garden of Time" theme.

From Nicki Minaj to J-Lo and Chris Hemsworth, the dogs really met the moment with their copycat looks.

Check out some of the doggie doppelgängers for yourself.

LaLa, a Pomeranian as Nicki Minaj

Ted Gram, a Poodle as Bad Bunny

Miley-Jo, a Chorkie as Cardi B

Saya, a Pocket Pitbull as Shakira

Layla, a Shichon as Sarah Jessica Parker

Fritz, a Pomeranian as Ed Sheeran

Daffodil, a Pomeranian as Jennifer Lopez

Livie, a Morkie as Gigi Hidid

Gizmo, a Shih Tzu as Chris Hemsworth

Like the Met Gala, the Pet Gala serves as a benefit event for the host museum. Tickets into the Pet Gala were $300.

“I want people to understand that we’re not making fun of the Met Gala. We’re not mimicking the Met Gala,” Rubio said . “We’re elevating and appraising and appreciating the wonderful designs that were presented at the Met Gala by the most talented designers of the world.”

Safe to say everyone involved had a ball!