assignment details form

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar
• Skip to footer

Legal Templates

Home Assignment Agreement

Assignment Agreement Template

Use our assignment agreement to transfer contractual obligations.

Updated February 1, 2024 Written by Josh Sainsbury | Reviewed by Brooke Davis

An assignment agreement is a legal document that transfers rights, responsibilities, and benefits from one party (the “assignor”) to another (the “assignee”). You can use it to reassign debt, real estate, intellectual property, leases, insurance policies, and government contracts.

What Is an Assignment Agreement?

What to include in an assignment agreement, how to assign a contract, how to write an assignment agreement, assignment agreement sample.

Partnership Interest

An assignment agreement effectively transfers the rights and obligations of a person or entity under an initial contract to another. The original party is the assignor, and the assignee takes on the contract’s duties and benefits.

It’s often a requirement to let the other party in the original deal know the contract is being transferred. It’s essential to create this form thoughtfully, as a poorly written assignment agreement may leave the assignor obligated to certain aspects of the deal.

The most common use of an assignment agreement occurs when the assignor no longer can or wants to continue with a contract. Instead of leaving the initial party or breaking the agreement, the assignor can transfer the contract to another individual or entity.

For example, imagine a small residential trash collection service plans to close its operations. Before it closes, the business brokers a deal to send its accounts to a curbside pickup company providing similar services. After notifying account holders, the latter company continues the service while receiving payment.

Create a thorough assignment agreement by including the following information:

• Effective Date:  The document must indicate when the transfer of rights and obligations occurs.
• Parties:  Include the full name and address of the assignor, assignee, and obligor (if required).
• Assignment:  Provide details that identify the original contract being assigned.
• Third-Party Approval: If the initial contract requires the approval of the obligor, note the date the approval was received.
• Signatures:  Both parties must sign and date the printed assignment contract template once completed. If a notary is required, wait until you are in the presence of the official and present identification before signing. Failure to do so may result in having to redo the assignment contract.

Review the Contract Terms

Carefully review the terms of the existing contract. Some contracts may have specific provisions regarding assignment. Check for any restrictions or requirements related to assigning the contract.

Check for Anti-Assignment Clauses

Some contracts include anti-assignment clauses that prohibit or restrict the ability to assign the contract without the consent of the other party. If there’s such a clause, you may need the consent of the original parties to proceed.

Determine Assignability

Ensure that the contract is assignable. Some contracts, especially those involving personal services or unique skills, may not be assignable without the other party’s agreement.

Get Consent from the Other Party (if Required)

If the contract includes an anti-assignment clause or requires consent for assignment, seek written consent from the other party. This can often be done through a formal amendment to the contract.

Prepare an Assignment Agreement

Draft an assignment agreement that clearly outlines the transfer of rights and obligations from the assignor (the party assigning the contract) to the assignee (the party receiving the assignment). Include details such as the names of the parties, the effective date of the assignment, and the specific rights and obligations being transferred.

Include Original Contract Information

Attach a copy of the original contract or reference its key terms in the assignment agreement. This helps in clearly identifying the contract being assigned.

Execution of the Assignment Agreement

Both the assignor and assignee should sign the assignment agreement. Signatures should be notarized if required by the contract or local laws.

Notice to the Other Party

Provide notice of the assignment to the non-assigning party. This can be done formally through a letter or as specified in the contract.

File the Assignment

File the assignment agreement with the appropriate parties or entities as required. This may include filing with the original contracting party or relevant government authorities.

Communicate with Third Parties

Inform any relevant third parties, such as suppliers, customers, or service providers, about the assignment to ensure a smooth transition.

Keep Copies for Records

Keep copies of the assignment agreement, original contract, and any related communications for your records.

Here’s a list of steps on how to write an assignment agreement:

Step 1 – List the Assignor’s and Assignee’s Details

List all of the pertinent information regarding the parties involved in the transfer. This information includes their full names, addresses, phone numbers, and other relevant contact information.

This step clarifies who’s transferring the initial contract and who will take on its responsibilities.

Step 2 – Provide Original Contract Information

Describing and identifying the contract that is effectively being reassigned is essential. This step avoids any confusion after the transfer has been completed.

Step 3 – State the Consideration

Provide accurate information regarding the amount the assignee pays to assume the contract. This figure should include taxes and any relevant peripheral expenses. If the assignee will pay the consideration over a period, indicate the method and installments.

Step 4 – Provide Any Terms and Conditions

The terms and conditions of any agreement are crucial to a smooth transaction. You must cover issues such as dispute resolution, governing law, obligor approval, and any relevant clauses.

Step 5 – Obtain Signatures

Both parties must sign the agreement to ensure it is legally binding and that they have read and understood the contract. If a notary is required, wait to sign off in their presence.

Related Documents

• Sales and Purchase Agreement : Outlines the terms and conditions of an item sale.
• Business Contract : An agreement in which each party agrees to an exchange, typically involving money, goods, or services.
• Lease/Rental Agreement : A lease agreement is a written document that officially recognizes a legally binding relationship between two parties -- a landlord and a tenant.
• Legal Resources
• Partner With Us
• Terms of Use
• Privacy Policy
• Cookie Policy
• Do Not Sell My Personal Information

The document above is a sample. Please note that the language you see here may change depending on your answers to the document questionnaire.

Thank you for downloading!

How would you rate your free template?

Click on a star to rate

Basics of Assignment Structure and Format

Some students, particularly those in their freshman years, tend to overthink things and try to go for assignment structures that are unnecessarily complicated, thinking this will help them stand out from their peers and get better grades. It doesn’t have to be that hard.

This guide will give you an overview of basic assignment structure which you can use as a checklist for your assignments. This will help make sure that you haven’t missed any critical sections which are typically expected in assignment papers.

You will have to trust us when we say that your teachers will be really grateful that you’ve stuck to the standard format as it will make their grading process easier.

If you’re pressed for time, you can also head on over to our resources page to download some free assignment paper templates with generic outlines which you can tweak further to suit your needs. However, if you do happen to use any of these, then please ensure to follow our guide on checking document metadata details to avoid being flagged incorrectly for plagiarism.

• Table of Contents

Overview of basic assignment structure

A very common advice is that any written work, which includes assignments, should have an introduction, a body, and a conclusion . This is a form of oversimplification but should you give you general idea of what is expected. In reality, academic writing requires additional subheadings under in the body or main part of your text to convey your ideas in a structured way.

So, here’s a more specific overview of the main structural parts of an assignment.

• Introduction
• Literature Review
• Methodology
• Conclusions

We explain each of these in more details in the next sections

What are the essential parts in assignment structure?

The 4 parts of an academic writing work which should be considered essential are Introduction, Body, Conclusion and References . The last one should be obvious to any of our readers, but it’s surprising to see many students overlook the introduction and conclusion sections. Teachers often expect to see a short summary that sets the background and tone for the assignment, and they most definitely want to see what conclusions the student has reached by the end of their paper based on their study and research.

To make it simple, all you need do in the introduction is to give a brief overview of the topic which your paper is about, why this topic is relevant and important. In the conclusions section, you just need to summarize your research process, what you’ve learnt about the topic along the way and any final inferences.

These aren’t sections that you would have to do separate research for – if you’ve done your paper by yourself, you should be able to easily write a conclusion for it in no less than an hour (and we’re being very liberal with that estimation).

This is an easy to way to add in some additional words, which brings you closer to the required word count and reducing the words that you need to write for the other sections too, so why wouldn’t you want to do this, right?

As we have covered in our separate guide on how to manage word count of assignments , the introduction and conclusion sections are almost always included in the word count unless explicitly mentioned otherwise. You should be able to allocate about 200 to 300 words of the word count allowance to each of sections. This would cut down the amount of fresh content you need by about 400 to 600 words right off the bat!

Another critical section to be included in nearly all assignments would be a Table of Contents section. We have a full guide on how to easily make a good table of contents section which your teachers will be grateful to have when they are checking your work!

What are the circumstantial parts in assignment structure?

Moving on to the main part of your assignment, you could have a whole variety of headings and subheadings based on the type of paper that you are writing. Typically,

For thesis and dissertations, an Abstract section is almost always expected. Even if it hasn’t been specifically requested, we would highly recommend including this section for such long format papers because its purpose is to guide the readers with a ‘hook’ and make them more interested in reading your paper.

You can think of this section as a short summary of the main points from each of the broader headings in your paper. You don’t need to have more than 200 words for this section, and it shouldn’t be that hard to write as soon as you are done with your paper since the content that you’ve written should still be fresh in your mind.

The Rationale section is also expected in papers with longer word counts, especially those which are research oriented. In this section, you just need to explain the background of your chosen topic or research problem and why it is relevant and significant. You are expected to justify the need for your research on this topic. Some other research-oriented subsections include Research Aim & Objectives and Research Question , which you may potentially need, especially for long-form writing such as theses and dissertations.

Literature Review is a heading which can be considered as almost essential for most assignments since teachers want to see what external reading you have done on existing academic theory. The reason we have included this in the circumstantial section rather than the essential section above is because there are occasionally some assignments for which teachers explicitly mention not to define or explain academic theory and instead, they expect to see your understanding through direct application to the case.

This type of scenario typically arises when the word count for the assignment is not that high, so a full-blown literature review could be seen as ‘word-padding’ and have a negative impact on your overall grade for that assignment. We go over this issue of word-padding and how you can avoid it in a separate guide on managing word count as mentioned earlier.

A couple of sections that you can include in assignments where you are focusing on a particular industry or company are External Analysis and Internal Analysis respectively. As we cover in our guide on common academic words and what they mean, these are also known as Situational Analysis and Company Analysis , or Macro-analysis and Micro-analysis respectively. For company analysis, SWOT analysis one of the most common tools that are used, while another tool called TOWS is also occasionally used to combine internal and external analysis. Here’s a guide explaining the difference between SWOT and TOWS analysis .

Conceptual Framework is another circumstantial subsection which you may want to add if your research revolves around identifying independent and dependent variables.

For papers which require some research to be done as part of the assignment, you are going to need some sections like Methodology , Findings, Discussion and Analysis .

Within Methodology, you might have other subsections like Data Collection , Sampling Method etc.

What are some additional parts in assignment structure?

A section on Ethical Consent is often expected within the Research Methodology heading if your paper involves primary research gathered from respondents. We have a guide on ethical consent here and you can also check out our resources page to get a free sample ethical consent form which you could use in your papers (but be sure to also check out our guide on how to avoid getting flagged incorrectly for plagiarism so that you do not get wrongly flagged for plagiarism by using this sample form).

For research-oriented assignments, another typical expectation (although it isn’t always the case) is for a Research Timeline which illustrates the research process. This is often presented visually, and we have a separate guide on how to make good Gantt Charts easily using some of our free templates which you can find in our resources section.

Recommendations , and Limitations are also sometimes expected in some assignments, especially those that are long form, such as detailed research work.

If you have a lot of tables and figures in your work, which is usually the case for thesis and dissertations, you should also try to add a list of tables and figures (separate list for each).

Another section that you may wish to include in your assignments, especially if you have too many images or tables within your work, or if these are not to be included in the word count or in the body of the assignment, is the Appendix section. This is just a list of the additional content that is of direct relevance to your research adds to the quality and depth of your assignment. This section is typically not included in the word count allowance. Hence, it is often used to show that you have covered more ground in your research, but could not include it in main body due to word count limitation.

How to plan structure for essay assignments

Unlike standard academic reports, essays typically do not have subheadings but are instead expected to be structured in a logical way such that you transition from one idea to another by interlinking them.

However, we have come across some essay requirements in which the teachers have specifically asked for subheadings that indicate the central theme or idea which is being discussed in each section. If you are going to have subheadings in an essay though, then you should avoid numbering them as you would in other academic papers.

Taking assignment structures from the requirements files

Most teachers expect to see a standard structure in their assignments which helps them identify and assess the key learning outcomes of the module or the assignment. It is often the case that they will leave you some breadcrumbs by spelling out an assignment outline clearly within the requirements file, or in the presentations linked to the coursework, or perhaps during their lectures.

Sometimes, a structure would not have been defined clearly in the assignment requirements file, but there are ways to still get an almost explicit list of necessary headings such as by dissecting the marking guidelines which your tutors typically provide. We cover this in our guide on how to get better grades using a surefire method of drafting an outline which matches what the teachers are expecting.

Other teachers like to spice things up and give you free rein to structure your paper anyway you see it, but with this freedom of choice, you may find yourselves lost if you’re quite new to academic writing. In any of these cases, you can go over the upcoming list of standard sections and subsections that are present in academic papers to cross-check whether you have covered the relevant parts in your papers.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Privacy Overview

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

Make a Gift

Creating Your Assignment Sheets

Main navigation.

In order to help our students best engage with the writing tasks we assign them, we need as a program  to scaffold the assignments with not only effectively designed activities, but equally effectively designed assignment sheets that clearly explain the learning objectives, purpose, and logistics for the assignment.

Checklist for Assignment Sheet Design

As a program, instructors should compose assignment sheets that contain the following elements.

A  clear description of the assignment and its purpose . How does this assignment contribute to their development as writers in this class, and perhaps beyond? What is the genre of the assignment? (e.g., some students will be familiar with rhetorical analysis, some will not).

Learning objectives for the assignment .  The learning objectives for each assignment are available on the TeachingWriting website. While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric.

Due dates or timeline, including dates for drafts .  This should include specific times and procedures for turning in drafts. You should also indicate dates for process assignments and peer review if they are different from the main assignment due dates.

Details about format (including word count, documentation form) .  This might also be a good place to remind them of any technical specifications (even if you noted them on the syllabus).

Discussion of steps of the process.  These might be “suggested” to avoid the implication that there is one best way to achieve a rhetorical analysis.

Evaluation criteria / grading rubric that is in alignment with learning objectives .  While the general  PWR evaluation criteria  is a good starting place, it is best to customize your rubric to the specific purposes of your assignment, ideally incorporating some of the language from the learning goals. In keeping with PWR’s elevation of rhetoric over rules, it’s generally best to avoid rubrics that assign specific numbers of points to specific features of the text since that suggests a fairly narrow range of good choices for students’ rhetorical goals. (This is not to say that points shouldn’t be used: it’s just more in the spirit of PWR’s rhetorical commitments to use them holistically.)

Canvas Versions of Assignment Sheets

Canvas offers an "assignment" function you can use to share assignment sheet information with students.  It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader, Canvas's internal grading platform; and to sync your assigned grades with the gradebook.  While these are very helpful features, don't hesitate to reach out to the Canvas Help team or our ATS for support when you set them up for the first time. In addition, you should always provide students with access to a separate PDF assignment sheet. Don't just embed the information in the Canvas assignment field; if students have trouble accessing Canvas for any reason (Canvas outage; tech issues), they won't be able to access that information.

In addition, you might creating video mini-overviews or "talk-throughs" of your assignments.  These should serve as supplements to the assignment sheets, not as a replacement for them.

Sample Assignment Sheets

Check out some examples of Stanford instructors' assignment sheets via the links below. Note that these links will route you to our Canvas PWR Program Materials site, so you must have access to the Canvas page in order to view these files: 

See examples of rhetorical analysis assignment sheets

See examples of texts in conversation assignment sheets

See examples of research-based argument assignment sheets

Further reading on assignment sheets

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing)

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

An official website of the United States government Here’s how you know keyboard_arrow_down

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Jump to main content

Assignment Center has replaced the Electronic Patent Application System (EPAS) and Electronic Trademark Assignment System (ETAS). Assignment Center makes it easier to transfer ownership or change the name on your patent or trademark registration. 

See our how-to guides on using Assignment Center for   patents  and  trademarks . If you have questions, email  [email protected]  or call customer service at 800-972-6382.

Patents Assignments: Change & search ownership

Change of owner (assignment) and change of owner name.

During examination of a patent application or after the patent is granted, the owner of the patent may:

• Transfer ownership to another entity or party through an "assignment;" or
• Retain ownership but change their name.

The original owner should record the assignment or name change with the USPTO's Assignment Recordation Branch by going to Assignment Center and filing a Recordation Cover Sheet along with a copy of the actual assignment or proof of name change.

Change Ownership - Assignment Center

Use Assignment Center to file a Patent Assignment Recordation Cover Sheet and attach the supporting legal documentation as a black-and-white TIFF or PDF file. You may email questions about filing patent assignments to [email protected] .

Patent Assignment Search

Use  Patent Assignment Search  to search the database of all recorded Patent Assignment information from 1980 to the present (Patent Assignments recorded prior to 1980 are maintained at the National Archives and Records Administration). You may email questions about searching patent assignments to [email protected] .

For further information, you may contact the Assignment Recordation Branch Customer Service Desk at 571-272-3350 from 8:30 am – 5:00 pm Eastern Time.

Additional information about this page

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

• Eviction Notice Forms
• Power of Attorney Forms Forms
• Bill of Sale (Purchase Agreement) Forms
• Lease Agreement Forms
• Rental Application Forms
• Living Will Forms Forms
• Recommendation Letters Forms
• Resignation Letters Forms
• Release of Liability Agreement Forms
• Promissory Note Forms
• LLC Operating Agreement Forms
• Deed of Sale Forms
• Consent Form Forms
• Support Affidavit Forms
• Paternity Affidavit Forms
• Marital Affidavit Forms
• Financial Affidavit Forms
• Residential Affidavit Forms
• Affidavit of Identity Forms
• Affidavit of Title Forms
• Employment Affidavit Forms
• Affidavit of Loss Forms
• Gift Affidavit Forms
• Small Estate Affidavit Forms
• Service Affidavit Forms
• Heirship Affidavit Forms
• Survivorship Affidavit Forms
• Desistance Affidavit Forms
• Discrepancy Affidavit Forms
• Guardianship Affidavit Forms
• Undertaking Affidavit Forms
• General Affidavit Forms
• Affidavit of Death Forms
• Business Forms

FREE 51+ Assignment Forms in PDF | MS Word | XLS

FREE 51+ Assignment Forms in PDF | MS Word| XLS

1. assignment form template, 2. bank assignment form, 3. assignment application form, 4. assignment form format, 5. life insurance assignment form, 6. notice of assignment form, 7. assignment form in pdf, 8. assignment form sample, 9. absolute assignment form, 10. policy assignment form, 11. absolute assignment form in pdf, 12. insurance assignment form, 13. form of absolute assignment, 14. simple assignment request form, 15. compensation assignment form, 16. assignment form of mortgage, 17. interim assignment form, 18. membership assignment form, 19. permanent advisor assignment form, 20. assignment of copyright, 21. assignment agreement form in pdf, 22. developmental assignment form, 23. copyright assignment form, 24. assignment separate from bond, 25. application for assignment form, 26. worker assignment form, 27. copyright assignment form in pdf, 28. stock assignment form, 29. simple copyright assignment form, 30. copyright assignment form template, 31. assignment application form in pdf, 32. assignment declaration form, 33. copyright assignment form sample, 34. formal copyright assignment form, 35. property assignment form, 36. certificate assignment form, 37. focal point assignment form, 38. notice of assignment form, 39. basic assignment form, 40. medical bill assignment of benefits form, 41. policy assignment form in pdf, 42. absolute assignment in pdf, 43. assignment form of compensation, 44. marked assignment form, 45. deed assignment form, 46. employee assignment form, 47. warranty assignment and transfer form, 48. trademark assignment agreement form, 49. copyright assignment agreement form, 50. assignment of copyright form template, 51. extended assignment form, 52. general assignment form, what is an assignment form, who are part of the property assignment, the elements of an assignment form, the assignor’s, the assignee’s, and the third party’s information, the original contract information (optional), a short description of the contract rights, the signatures of the parties involved, interchangeable terms: assignment vs. inheritance, how to create an assignment form, step 1: get to know the assignee and ask for his information, step 2: come to an agreement with the assignee, step 3: make use of an assignment form template, step 4: fill out all the necessary data sections in the template, do assignments only apply to physical properties, is the assignor still liable even after the assignment, can assignments be revoked.

Size: 69 KB

Size: 956 KB

Size: 62 KB

Size: 68 KB

Size: 73 KB

Size: 57 KB

Size: 458 KB

Size: 269 KB

Size: 528 KB

Size: 89 KB

Size: 86 KB

Size: 184 KB

Size: 56 KB

Size: 14 KB

Size: 30 KB

Size: 10 KB

Size: 35 KB

Size: 104 KB

Size: 12 KB

Size: 116 KB

Size: 42 KB

Size: 172 KB

Size: 122 KB

Size: 112 KB

Size: 351 KB

Size: 29 KB

Size: 76 KB

Size: 23 KB

Size: 31 KB

Size: 176 KB

Size: 218 KB

Size: 58 KB

Size: 121 KB

Size: 79 KB

Size: 113 KB

Size: 21 KB

Size: 125 KB

Size: 507 KB

Size: 578 KB

Size: 91 KB

Size: 54 KB

Size: 148 KB

Size: 19 KB

An assignment form is a legal document that aids in formally transferring ownership rights and benefits of a specified property from one party to another. But there are limits to what a person can assign or transfer to another. A person may not transfer a burden, duty, or detriment without a consenting agreement from the other party as it is not allowed by the law.

Moreover, the right or benefit can be a form of a gift, or it can be a paid contractual consideration such as money. And the right or benefit may also be vested or contingent, depending on the person/s who wanted the transferral. The persons involved need to discuss the process thoroughly to avoid any confusion. But you may ask, who are the persons involved then?

As they said, two heads are always better than one. The statement can highly apply to property assigning since it does not happen with only one person on board. Just like an agreement, an assignment of property needs two or three people to discuss and converse what will happen to the property and what are the conditions for it. But before anything else, who are these people involved with the property assigning?

There are three people involved during the assignment—the assignor, the assignee, and the third party. The assignor is the person in the original contract who is transferring their rights and benefits to a new owner. An assignee is a person receiving the rights and benefits from the previous owner or the assignor. And lastly, the third party is the individual or corporation that entered into the original contract with the assignor. Still, the third party may not always be applicable or present in an assignment.

During the assignment, the assignor should not solely decide about the rights involved because the assignee or the third party may not agree to it. Although the assignor has more decision-making rights for the assignment, he or she should still consult with the other parties involved. It might be a great idea to ask for their insight and permission to avoid violating any property policies.

When assigning rights, the assignor needs to have an assignment form on hand. The document serves to legalize the transfer of ownership in the eyes of the public and the local government. But what does the paper need to have inside? Here are the following elements and information that must be present in the document for it to become valid proof of the transfer process.

We often hear the casual interchanging of the terms assignment and inheritance , as if these are identical. The two words somewhat have similar definitions, but upon closer inspection, you see the elements that separate them apart. For one, in an assignment, the assignor delegates who he deems as worthy to receive his properties. The assignor can freely select anyone, even those outside of his kin. In contrast, an inheritance gets defined as when a deceased person’s assets get instantly passed on only to their family or loved ones. No other person outside of this setup might be able to receive the inheritance unless it was specified beforehand.

Assigning of properties is no children’s game. You need to make the right decisions, read up a few property laws, and the like. The transferral of the rights process might be a bit extensive, but making the assignment form does not need to be. We’ve outlined an easy four-step guide that will assure you of a smooth and convenient way of creating the document.

A conversation is the first step in the process. Call up the assignee and the third party and schedule a meeting with them so you can ask for their information, such as their names, contact information, and many more. You need to know who you are transferring your ownership rights to so you can place it in the document for legal matters.

Once the assignee and the third party gave their personal and contact information to you, the next thing to do is to start discussing legal matters. Talk to them about the terms and conditions of the assignment and the property. And then list down the things that all three of you agree to.

The aim of this how-to guide is convenience. So instead of making an assignment form from scratch, better download a template from the Internet. Premade templates are quite convenient since you need only to select one that you like and open it. The sections and contents are customizable and compatible with any type of software.

Once you have the information and the template on hand, start filling out the model. Make sure that all the data are in the right data fields, and check for any grammatical or contextual errors from time to time. Afterward, have it signed by you, the assignee, and the third party.

Most assignment cases present only physical properties like homes and vehicles. But these are cases where transactions such as loans are subject and amenable to an assignment. The assignor may assign rights to the loan, but this would then require a third party borrower to make repayments to the assignee. For example, a mortgage loan note issued by a third party borrower.

Assigning happens because the assignor wants to transfer his right to ownership of property. And thus, the assignor relinquishes any connections or benefits from the property. And once that happens, the assignor may no longer be held liable for whatever happens to the property.

Once the assignment form gets signed, and once the assigning occurs, the assignor cannot revoke it and take back his property anymore. Once the assignor gives up his rights, it can never be regained again, unless the assignee assigns it back to the original owner. However, donation assignments can be revoked.

Life is a journey of gain and loss. With that, people bring objects with them as they move in life. However, time will come when people will have to give up their rights to some properties. They might not have the financial capability to manage or keep it anymore. And so, opting to transfer the item with the aid of legal assignment forms might just be the better solution rather than discarding it. After all, the objects or properties helped the previous owner at some point in their lives. And through the assignment, the property might become useful again to the new owner.

Related Posts

Free 51+ sample contract forms in pdf ms word, free 7+ contract proposal forms in pdf, free 8+ sample lease forms in pdf ms word, free 8+ nurse evaluation forms in pdf ms word, free 8+ sample binding contract forms in pdf ms word, free 7+ sample dj contract forms in pdf ms word, free 8+ sample advertising contract forms in pdf ms word, free 8+ sample maintenance contract forms in pdf ms word, free 9+ sample subcontractor agreement forms in ms word pdf, free 7+ sample independent contractor agreement forms in pdf ..., free 5+ general personal property bill of sale forms in pdf ms ..., free 36+ contract forms in ms word, free 8+sample behavior contracts in ms word pdf, free 9+ sample commercial lease forms in pdf ms word, free 10+ photography contract forms in pdf, free 8+ sample reaffirmation agreement forms in pdf ms word, free 7+ sample sponsor contract forms in pdf ms word, free 8+ sample patent agreement forms in pdf ms word, free 10+ sample intellectual property forms in pdf ms word.

Redirect Notice

Advice on application sections.

Find writing advice on specific narrative attachments and sections of your grant application.

While the How to Apply – Application Guide and the funding opportunity are your key references for attachment requirements, you may find the following suggestions helpful.

This page lists the Research Plan or Program Plan attachments first, then others. However, you should draft your application in the order that makes the most sense for your project and organization. 

Research or Program Plan Attachments

Your funding opportunity notice specifies which you must prepare:

• A Research Plan includes Specific Aims and a Research Strategy .
• A Research Training Program Plan includes a Program Plan . (No Specific Aims or Research Strategy.)

Many other attachments described below are common to both the Research Plan and the Program Plan. As always, check your funding opportunity and the How to Apply – Application Guide instructions to confirm which forms and attachments are required for your particular project.

Introduction to Application

Write an Introduction to Application attachment for resubmission applications, revision applications, or if the funding opportunity specifies that you need one. An introduction is not allowed for new or renewal applications.

Find guidance and requirements for Resubmission Applications and Competing Revisions , including what information to include in the introduction.

Specific Aims

Most applications need Specific Aims. (Some training funding opportunities will instruct you to complete a Program Plan instead.)

We encourage you to draft your Specific Aims early in your planning and writing process. Ask your mentors and trusted colleagues to review your draft Aims for clarity. Their feedback now can save you from extensive revisions later.

Craft your Specific Aims to encapsulate your specific hypothesis-based goals and expected outcomes.

• The ideal Aims will collectively answer your overall scientific question and address interesting and significant issues in your field.
• When possible, plan Aims where an outcome consistent with the null hypothesis will still contribute to your field and allow your project to continue.

Because the Specific Aims attachment is limited to one page in length:

• We recommend that your Aims focus on your project goals, anticipated outcomes, and the resulting overall impact on your field.
• You can mention major experiments. However, we advise against merely describing your experiments as Specific Aims. You will detail the experiments and their relation to your Aims in the Research Strategy attachment instead.

The typical research project grant (R01) applicant proposes about three related Specific Aims that can be completed during a four- or five-year grant. To choose the appropriate quantity and scope of Specific Aims for your unique project, ask yourself: How much can you reasonably achieve within the timeframe of your award? Do your Aims seem likely to break significant new ground in your field?

Research Strategy

The Research Strategy is the largest scientific narrative section of most applications. (Some training funding opportunities will instruct you to complete a Program Plan instead.)

Organize Your Research Strategy

To organize your Research Strategy, start with the instructions in the How to Apply – Application Guide and your funding opportunity notice. Typically, your Research Strategy follows this structure:

• 1. Significance
• 2. Innovation
• 3. Approach
• Preliminary Studies (for new applications) or a Progress Report (for renewals and competing revisions). You can add this information as a subsection of Approach or integrate it into the other main sections above. Either way, label it with a clear subheader or bolding.

Consider these ideas to plan and present your Research Strategy's structure:

• Create an outline to track your structure, then use it as a checklist when you draft.
• Your Research Strategy could also include an overview outline to help your peer reviewers.
• Use subheaders, bold running heads, and/or a section numbering scheme. These approaches can enhance readability and guide your peer reviewers.

Tips on Research Strategy Content

A strong Research Strategy is the heart of your application. Describe your proposed project, its significance, and how you will conduct your research.

As you draft and finalize your Research Strategy content, we advise:

• Learn what to include in your Significance, Innovation, and Approach sections and how they differ. The How to Apply – Application Guide provides extensive guidance on what to cover in each section.
• Describe how your project reflects principles of scientific rigor, reproducibility, and transparency. Find application resources and guidance on Enhancing Reproducibility through Rigor and Transparency .
• Consider including Tables, Charts, and Figures . They can help you summarize data, clarify key elements of your research, illustrate the flow of your planned experiments, and boost visual interest.
• If your project proposes Human Subjects or Clinical Trial research, do not duplicate information from the PHS Human Subjects and Clinical Trials Information form in your Research Strategy. In your Research Strategy discussions, we encourage you to refer readers to the Human Subjects and Clinical Trials Information form for further details.
• Include key images and a brief description in your Research Strategy. Do not link to or embed the video itself.
• You must also provide a Cover Letter attachment that explains your intent to submit a video after you apply.

You should also track related information as you write and revise your Strategy. For example:

• While drafting your experiments, take note of related expenses for your Budget and Budget Justification .
• When you need to cite, add the full reference to your Bibliography & References Cited attachment.

Remember that only some of your peer reviewers will be familiar with your specialized field and techniques. Your Research Strategy must be clear enough to convince all reviewers. Find more advice on this aspect at Your Reviewers Are Your Primary Audience .

For more Research Strategy advice, check the NIH All About Grants Podcast: Considerations for Developing a Research Plan .

Program Plan

Training opportunities often require a research training Program Plan. As you design your training program and draft the Program Plan attachment, consider the following:

• How will your program offer a coherent, cogent learning curriculum and training experiences for people at this level of education?
• Does your program description emphasize the strengths and advantages for trainees?
• How well does your program fit the goals described in the funding opportunity?
• Who are the mentors in your program? Do they have a commitment to mentoring future researchers, plus relevant skills to teach?
• Do you have access to a diverse pool of potential trainees? How will you recruit and match trainees with appropriate mentors?
• Does your organization have a strong commitment to the program?

Human, Clinical, Animal, and Select Agent Research

For certain areas of science, you must include additional related information in your application. Find advice and guidance:

• Human subjects. Go to Human Subjects Research for NIH’s definition of human subjects, how assurances and institutional review boards (IRBs) work, certificates of confidentiality, inclusion, and more.
• Clinical trials. The Clinical Trial Requirements website covers NIH’s definition of clinical trials, review criteria, registration and reporting requirements, good clinical practices, the Human Subjects and Clinical Trial Information Form, informed consent, protocol templates, and other related information.
• Human embryonic stem cells or human fetal tissue. Refer to NIH Stem Cell Information , the Guidelines for Human Stem Cell Research , and NIH Grants Policy Statement 4.1.14 Human Fetal Tissue Research .
• Vertebrate animals. If your research will involve animals, go to the NIH Office of Laboratory Animal Welfare (OLAW) for policy guidance, advice, examples, tutorials, a Worksheet for Applications Involving Animals , and more resources.
• Select agents. A select agent is a biological agent or toxin that has the potential to pose a severe threat to public health and safety, animal or plant health, or animal or plant products. Go to NIH Select Agent Information for guidance and resources.

Team Attachments

If your application includes multiple PD/PIs or any consortium/contractual arrangements, finalize your agreements and plans with those individuals and organizations.

For applications with Multiple Principal Investigators , write and attach a Multiple PD/PI Leadership Plan.

• We encourage you to provide a strong scientific rationale to justify the multiple PD/PI approach.
• Describe your leadership team’s organizational structure and procedures for conflict resolution.
• You could also describe how you will share data among PD/PIs, collaborate on publications, and allocate resources.

If relevant, write an attachment that summarizes your Consortium/Contractual Arrangements. Include associated costs or rates. If another organization will execute a significant proportion of the project activities, we strongly advise you to provide a solid explanation of why your organization should be the grant recipient.

Find more advice in the NIH All About Grants Podcast: Assembling the Right Team . Now that your agreements are final, the PD/PIs and involved organizations can complete their Letters of Support.

Letters of Support, Reference Letters, and Other Letters

Arrange for any letters required for your funding opportunity and as stated in the official instructions.

Letters of Support are typically required:

• Your organization, team, and any consortium/contractual individuals or organizations write these to document their role and commitment to your project. Include the rate or price for any contracted services.
• Include the letters of support in your application.
• Make sure the letter details align with what you state elsewhere, e.g., in your Research Strategy and Budget.

Reference Letters are required for fellowships, mentored career development awards, and a few other programs.

• Do not include these letters in your application. Your referees must provide these reference letters directly to NIH by the due date.
• Follow instructions on the main Reference Letters page and in your funding opportunity notice.
• Learn more in the September 2019 Extramural Nexus article “ Reference Letters vs. Letters of Support: What’s the Difference ?”

An optional Letter of Intent is requested in some funding opportunity notices.

• This letter is not required, binding, or considered during peer review.
• A letter of intent helps NIH staff estimate the potential review workload and recruit reviewers with the expertise needed to review your application.

A Cover Letter is typically optional. You must include a cover letter in scenarios specified in the application instructions or your funding opportunity notice. Learn more in the Cover Letter and PHS Assignment Request Form section below.

You may need to provide additional letters in your application or Just-in-Time before award. Some possible examples:

• A certification letter to state your eligibility or qualifications for the award.
• For institutional training grants, a letter that describes the organization's commitment to ensuring that proper policies, procedures, and oversight are in place to prevent discriminatory harassment and other discriminatory practices.
• For small business, additional certification letter(s).

Resource Sharing and Other Plans

Figure out Which Sharing Policies Apply to My Research , then summarize your sharing plans in the following attachments.

In the Resource Sharing Plans attachment, describe how you plan to share model organisms and/or research tools.

• If you are not providing a plan for an organism that would normally require sharing, include a justification.
• Find guidance and sample plans for sharing Model Organisms and Research Tools .

In the Other Plans attachment, describe your Data Management and Sharing (DMS) Plan for scientific data and/or Genomic Data .

• Find guidance on Writing a DMS Plan , including sample DMS plans, an optional format page, recommended elements to include, and more.
• You may request funds in your budget to prepare, document, and archive data. Learn more in the DMS Frequently Asked Questions .

For full details and additional resources, go to the main Scientific Data Sharing website. You should also follow NIH Institute and Center Data Sharing Policies and any related requirements in your funding opportunity.

Very few items are allowed as appendix material. We strongly advise you to check your opportunity and the application instructions to confirm what is—and is not—allowed. If you add disallowed materials to the Appendix, NIH must withdraw your application as non-compliant.

Budget and Budget Justification

Crafting your budget can be time consuming. We advise:

• Check your funding opportunity to confirm what type of budget is required.
• Understand the various components of the budget, working with your organization’s Office of Sponsored Research and department administrator.
• Contact the financial/grants management contacts listed in your funding opportunity if you have questions on allowability and other budget topics.

For some NIH policies (e.g., Data Management and Sharing ), you may need to explain associated costs in your Budget Justification.

If you wish to budget $500,000 or more in direct costs for any year of your project:

• You must request prior approval from NIH institute, center, or office (ICO) program staff at least six weeks before your anticipated due date. Provide the ICO’s approval information in the Cover Letter attachment of your application.
• Find details in NIH Grants Policy Statement (GPS) 2.3.7.2 Requirements for Submitting Unsolicited Applications Requesting $500,000 or More in Direct Costs .

Biographical Sketches

You must include eRA Commons credentials and biographical sketches for the project directors/principal investigators (PD/PIs) and all other individuals named on the R&R Senior/Key Person Profile Form.

Refer to the main Biosketch Format Pages, Instructions, and Samples website for guidance.

We also advise you to create a SciENcv: Science Experts Network Curriculum Vitae professional profile to help complete your Biographical Sketch.

Do not include current and pending support (other support) information in your application unless otherwise specified in the funding opportunity. Instead, you will submit this information when NIH staff request it Just-in-Time before award. Refer to Other Support Format Pages, Instructions, and Samples for more detail.

Project Summary/Abstract and Project Narrative

If your award is funded, NIH will share your Project Summary/Abstract and Project Narrative through RePORTER . Do not include any information that is proprietary, confidential, or a description of past accomplishments in these sections.

Write each attachment to reflect its distinct purpose:

• Your Project Summary/Abstract helps the public understand the value of NIH-funded research. We advise you to write this attachment at a level that would be informative to others working in the same or related fields and understandable to a science-literate reader.
• Your Project Narrative communicates your project’s public health relevance. We advise you to use plain language that would be understandable by a general audience.

For plain language advice and examples, check Communicating Research Intent and Value in NIH Applications .

Bibliography & References Cited

Create a bibliography that captures any references you cite in the Research Plan, Human Subjects and Clinical Trials Information Form, Career Development Award Supplemental Form, Research Training Program Form, and Fellowship Supplemental Form.

When you create your bibliography, we advise:

• List the names of authors in the same sequence in which they appear in the publication. You may use the “et al.” convention.
• Follow scholarly practices, providing citations for the source materials you use when preparing the plans and forms listed above.
• Do not use hyperlinks in this section unless specified in the funding opportunity.

Consider creating an account in the NIH National Center for Biotechnology Information (NCBI) My NCBI system:

• Save your article searches and PubMed citations.
• Use SciENcv to create a professional profile and populate your application’s Biographical Sketch section.
• My Bibliography manages article compliance with the NIH Public Access Policy.

Facilities & Other Resources

NIH staff and peer reviewers use the Facilities & Other Resources information to assess the capability of the organizational resources and scientific environment available for your project.

• Identify the facilities and resources to be used (e.g., laboratory, animal, computer, office, and clinical).
• As appropriate, indicate the facility or resource capacities, pertinent capabilities, relative proximity, and extent of availability to the project.
• Describe how the scientific environment contributes to the probability of success (e.g., institutional support, physical resources, and intellectual rapport).
• Describe only those facilities and resources that are directly applicable to your proposed work.

Plan for Enhancing Diverse Perspectives (PEDP) 

Some funding opportunity notices require you to include a Plan for Enhancing Diverse Perspectives (PEDP) attachment in the Other Project Information form. 

When applicable, the PEDP is a summary of actionable strategies to advance the scientific merit of the proposed project through diverse perspectives. Find example strategies and learn how the PEDP will be reviewed on the Plan for Enhancing Diverse Perspectives (PEDP) page.

Cover Letter and PHS Assignment Request Form

The Cover Letter and the PHS Assignment Request Form both allow you to convey information to the Division of Receipt and Referral (DRR) in NIH’s Center for Scientific Review. Only NIH staff with a need to know will have access to these documents; your peer reviewers will not.

The Cover Letter is optional in most cases.

• You must include a cover letter for a late application, to document NIH preapprovals, if you plan to submit a Video after you apply, and other scenarios listed in the How to Apply – Application Guide instructions.
• Your funding opportunity notice may include special instructions for a cover letter.
• For advice, check the NIH All About Grants Podcast – Cover Letters and Their Appropriate Use .

Use the optional PHS Assignment Request Form to:

• Choose from most relevant participating ICOs listed in your funding opportunity notice.
• Find advice on how to Find a Fit for Your Research: NIH ICOs .
• Use the NIH Scientific Review Group (SRG) Roster Index and the list of Study Sections .
• Take advantage of the Assisted Referral Tool (ART) and Matchmaker .
• List potential peer reviewers who may have a conflict of interest. Explain why NIH should not consider them to review your application.

If you use the Assignment Request Form, NIH DRR staff will consider your requests. They may still assign your application differently based on NIH’s referral guidelines or funding opportunity specifics.

Once you are sure that your application is ready, complete any other final steps that your organization requires. Let the appropriate staff in your organization’s Office of Sponsored Programs know it is time to finalize and Submit .

Upcoming Events

• Format Attachments
• Page Limits  
• Annotated Form Sets
• General Grant Writing Tips

Check online guidance and direct your questions to staff in your organization's sponsored programs office. If you still need assistance, find NIH contacts at Need Help?

• Member directory
• Basket 0 item(s) in basket

*New* Document A3 - Assignment Details Form (umbrella company)

January 2022

The Conduct of Employment Agencies and Employment Businesses Regulations 2003 require you to collect certain information from clients about an assignment and share this with your temporary worker and to also share information that you have collected about your temporary worker and share this with your client. 

Use this form where you engage temporary workers via an umbrella company.