difference between assignment and presentation

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There are several key differences between delivering a training program, and delivering a lecture or a presentation.

Flow Of Information

A major difference between training and lecture/presenting has to do with how the interactions and information flow. In a lecture or presentation, the major flow goes from the speaker to the audience. Generally, that means that interactions between audience members is low, as is interaction starting from the audience members to the speaker.

Training, however, is far more flexible with information going in all directions -- it's far more interactive.

Different Purposes Or Outcomes Expected

The second major difference has to do with the purpose of the event, or the outcomes expected.

Presentations and lectures are informational in that the attendees are exposed to information, but the emphasis is on exposure rather than learning that can be applied in the real world. It's not that presentation information is irrelevant to real world behavior -- it's that the emphasis is different.

Training, however, is designed to alter the capabilities of attendees (learners), and to build new capabilities that can be used "out there".

One way to make the distinction is to say that presentations involve "learning about", while training involves "learning to do".

Presentations Have Wider Range Of Outcomes

While training should always be about "learning to do", presentations actually have many more possible outcomes, which need to reflected in how the presentation is planned and executed. Presentations can be of various types, depending on whether the presentation is intended to:

Lectures Often Half-Way Between Presentation and Training

It's not quite that simple, because lectures are often part of training, and are intended to result in learning, while that's not the case with all presentations. Still, lectures involve an information flow from teacher to learners that is primarily one way.

That's why, in educational and "learning to" situations, it's important to alter the flow somewhat so that lecture segments are interspersed with thinking exercises, and most important questions to audience members.

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5 – Academic Discussions and Presentations

Picture this: you sit down on the first day of the semester listening to your professor talk about the required assignments on the syllabus. Your ears perk up suddenly when the professor mentions that not only is there a final paper but also a group presentation required in front of the class during the last week of the term. You hate public speaking and dread the moment when you will have to nervously stand at the front of the classroom giving a detailed account of your research. What will you say? How will you stay calm and collected up at the front of the room?

The above-mentioned scenario is very common. Inevitably, almost all writers have to participate in some form of class discussion or presentation during the course of their time in college. You may be one of the many students looking for advice on how to prepare for that end-of-term presentation. Fear not – read on for further advice about how to participate or lead in a class discussion or presentation.

Self-Reflection: Discussions and Presentations

Becoming a strong discussion leader or presenter requires practice. Complete the following self-reflection to see where your strengths and weaknesses may be in terms of public speaking. It is okay if you have limited experience in this area or are extremely terrified at first. The purpose of this chapter is to give readers like yourself the tools needed to be effective communicators!

• Have you ever presented or led a discussion in front of a class?
• If you responded yes to the previous question, what were your past experiences like? Did you feel confident in your presentation skills? What went well and what would you like to improve? Why?
• Think of one public speaker or presenter you know that inspires you. This could be a teacher, actor, social media influencer, or friend of yours. What do they do well when presenting? What would you like to emulate about them in your own presentations?
• What strengths do you have that friends, family members, or teachers have mentioned in the past? Think of one or two strengths. How could you incorporate these strengths into a presentation or public speaking skills?

Part 1: Presentation Preparation & Techniques

Any good presenter comes prepared to lead a presentation. It is important to know what you will say and how you will say it. Just like drafting a term paper, a speaker should also practice before giving the final presentation. Below are some simple steps taken from Zachary Shore’s Grad School Essentials: A Crash Course in Scholarly Skills to prepare students for academic presentations.

Outlining the Process

1. Main Point or Thesis

Before creating any outline or notes, be clear about what your main point or thesis will be. Are you presenting research conclusions? Your opinions? Comparing two items or ideas? Your main point is the central idea that the rest of the presentation should focus on. This could also be thought of as your central argument depending on the type of presentation. The main point should be able to be stated clearly and concisely. Use a single, meaningful sentence to convey this idea to the listeners.

2. Writing It Out

Once the main idea is clear, create an outline of any content you will include in the presentation. Think about any introduction, main points, and conclusion you may have during the presentation. Remember that you likely have a time limit to present. Keep this in mind when writing an outline. It is okay if you have too much content for now as you will practice your presentation next.

3. Practice by Yourself

Next, practice what you have written in your outline. The first time practicing is your opportunity to see if there is too much content or too little. When practicing, never read the outline word-for-word. This will make the presentation sound robotic and scripted. The audience will be able to tell if you are reciting from memory; scripted presentations are more often than not boring and do not sound authentic. An outline is meant to keep the presenter on track with the presentation and allow for unscripted natural interaction with the audience. Do practice saying the presentation out loud. It may be helpful to record yourself so that you can listen back to it later and make changes.

4. Practice with Others

After practicing on your own and making any necessary changes to the presentation, get some friends or mentors to listen to it. Ask the audience to take a few notes while presenting; this will allow them to give better feedback at the end. Areas you may ask them to think about are presentation skills and understanding of the content. For presentation skills, think about the volume of the speaker, clarity of speech, any non-verbal communication or gesturing, eye contact, and any audience interaction. If the listeners are familiar with the content or subject area of the presentation, they may also be able to give feedback on specific ideas or concepts you present.

5. Review Feedback & Repeat Process

Finally, review the verbal and written feedback from your sample audience. Before you do, though, take a deep breath and get ready for both positive feedback and constructive criticism. Critiques can be hard to take for anyone. Keep in mind that your audience of friends, peers, or instructors is only trying to help you grow as a presenter. The goal is to clearly and easily communicate your ideas to the intended audience. Think about how this can be done based on the feedback. Make any necessary revisions and repeat these five steps as needed.

Activity #1: Mini Presentation

Create a 5-minute presentation on a topic of your choosing; this may be a paper you wrote before or something of interest to you. Remember that 5 minutes is a short time. Give the audience the relevant information and follow the tips above. 

Presentation Techniques

No matter what sort of discussion or presentation you have in a course, the goal is to engage your audience and keep their attention. Think about any great teacher or presenter you have heard of before. How did they engage the audience with their words and actions? They probably followed some of the below advice.

Create an Engaging Hook 

Think about any good commercial or YouTube video. What do they do well? They are all good at grabbing the watcher’s attention within the first several seconds of the video. These videos do this by having a carefully crafted hook. You are a fisherman trying to reel in a fish. By having an appealing hook, the audience will bite the hook and want to hear more information. A poor hook will mean few if any bites by the fish (or in your case the audience!)

There are several ways to create an engaging hook. One is by using an impactful quote from someone respected, famous, or an expert on the topic. The audience will be familiar with this person or, if not, at least may understand that this is someone who knows something about the topic. Second, a story or analogy may make a great hook. This could be personal to you or a story about someone else that relates closely to the presentation. Keep it concise though. Another technique commonly used is to ask a question or series of a few questions to stimulate audience interest. Well-crafted or interesting questions will create a desire in the audience to find the answers. Another technique is to use shocking or strongly worded facts to draw interest. Something like, “9 out of 10 Americans admit they don’t floss their teeth every day, according to Dental Weekly,” may catch the listeners by surprise. Think about which hook approach is best suited for your topic. Be creative!

Engage the Audience

Allowing the audience to respond in some way during the presentation creates a more welcoming and lively presentation. Presenters who simply “lecture” through the material will find that they may start to lose the audience’s attention at a certain point, especially during longer presentations. A good presenter allows interaction at times by asking questions, providing audience members space to give answers or feedback, and even sometimes allowing audience members to participate in mini-group discussions or small activities when applicable.

This will vary according to your own comfort level, but humor creates interest and draws attention. Throwing in a joke or two during the presentation can make the difference between a presentation that seems boring and one that is lively and interesting. Feel free to make fun of yourself a little if you feel comfortable doing so. Sharing a short story can help to create humor as well. Just keep the humor relevant to the presentation topic and relatable to your target audience. Remember that it should also be appropriate for an academic audience! Humor can make a presentation more memorable and even fun for your audience members.

Activity #2: Presentation Introduction

Using the above tips, prepare a one-minute presentation introduction on a topic of your choosing. Use one of the techniques in the “Create an Engaging Hook” section to draw audience interest. Feel free to add audience interaction or use humor if you feel comfortable. Practice this with a partner or small group. 

Here is a video that you might find helpful:  https://youtu.be/vMSaFUrk-FA

Part 2: class discussions.

Purpose of Discussions

In most modern American university classrooms, discussion has become a key way in which instructors have students learn content and express opinions about the material. It is important to familiarize yourself with how a discussion works and its purpose. Participating in classroom discussions is essential in many courses. Be brave. Be bold. Be okay with making mistakes or being unsure how to answer. It is okay if you do not fully know how to express yourself or know the “right” answer. Hint: Often there isn’t just one right answer or way of responding in a discussion!

Activity #3: Small Group Discussion

Your instructor has told your small group of 3-4 students to discuss the appropriate tone for writing a persuasive essay you will write later in class. Respond to the following questions. Remember that any and all contributions count!

What is “tone” in writing? How might the tone of an academic persuasive essay be different from a fictional short story or a scientific research paper? How should facts and opinions be expressed in a persuasive essay? Are there any ways of writing that should be avoided?

Post Activity Check-in:

• Were students in your group (including yourself) able to easily respond to the questions or not? If not, what would help stimulate discussion in the future?
• What kinds of responses did group members give? Their own opinions? Questions? Responses in agreement or disagreement with others? Other types of responses?

One mistake students often make when thinking about discussions is that they must supply their own opinions or the “right” answer to the instructor. Most of the time this could not be further from the truth. Discussions are also a chance for students to express ideas, questions, and voice any doubts. Below are some ways to contribute to a discussion. It can be a lot easier than you might think.

• Ask a question: Are you uncertain about the material covered in a class? Do you have a question to clarify some of the content?
• Voice support or disagreement: Let the class know you agree or disagree with the previous speaker. Remember to state why and be polite.
• Add detail to a previous comment: Perhaps another student mentioned something that seemed important or you have more to share. Add on to this previous idea.
• Summarize a previous comment: Is there something you did not fully understand about the last speaker’s comment? Or maybe you want to make sure you fully understand. Phrase the comment in your own words to see if it makes sense.
• Contribute your own ideas and opinions: Was there something about the content covered in class that struck you? Is there an idea you want to emphasize or an opinion to share?

Activity #4: Small Group Discussion Leader

Now that you have experienced participating in a discussion, it is time to be the leader! Leading a discussion is different in some ways than only participating. You are not lecturing or teaching content like a teacher either. A good discussion leader is a facilitator. Remember that you are simply steering the discussion like the driver of a car. The discussion participants should be talking most of the time rather than the discussion leader.

There is a class debate. Have a group of 3-4 students discuss the following:

How should students use technology like mobile phones or laptops in a university classroom? Should instructors be strict with technology use or more relaxed? Why? What are the pros and cons of unrestricted technology use during class? How about the inverse?

Post-Activity Check-in:

• How was your experience being the discussion leader? What went well and what could be improved?
• Did students stay on topic? If not, how could you steer the discussion in the right direction?
• How much did you talk and how much did group members talk? Did anyone dominate the discussion? The key to a good discussion is giving everyone opportunities to contribute.

———————————————–

Shore, Z. (2016). Grad school essentials: A crash course in scholarly skills,  (pp. 78-96). University of California Press.

Critical Reading, Writing, and Thinking Copyright © 2022 by Zhenjie Weng, Josh Burlile, Karen Macbeth is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Types of assignments

• Introduction to assignments
• Written assignments
• Group assignments

Why a presentation?

Oral presentations - using slides, poster presentations.

• Independent study or dissertation

Presentation resources

Presentations are an increasingly popular assignments in university courses. They fit in with the active learning element of most courses and highlight understanding and knowledge. It is also relevant to the workplace, as most employers will be looking for people who can present their work effectively, and is used extensively in the recruitment process.

The purpose of a presentation is to:

• Demonstrate an understanding of the topic.

Therefore you need to know:

• What is the purpose of the presentation? - is it to explain or demonstrate something? Is it to persuade the audience or make an argument for or against something. Make sure you understand what you have been asked to do before you begin. 
• Who is the audience? - what do they know on this topic? You don't want to over explain if the audience are fellow students, who have a basic understanding. Alternatively, you don't want to underexplain, if they are members of the public or students from another course who don't have a background in the topic. this will dictate the breadth and depth you cover.
• How will it be structured?  - after considering the purpose and the audience, the structure should have a clear beginning, middle and end. 

How you present this information will usually be specified in the assignment brief, but it is usually an oral presentation , like a slide show or a  visual presentation like a poster.

See our Presentation resources and guides boxes for more help.

Oral presentations require the presenter to speak in public on a prepared topic usually for a set time, usually 10-15 minutes. This normally but not always include visuals such as slides, images or photographs depending on the brief, but not always. Increasingly common are the PechaKucha style presentations with a limited number of slides for a set time, especially with students in Creative Industries.

Slide options include PowerPoint, Sway, Prezi or Google slides. 

Things to consider: As well as the points covered in the Why a presentation? , the other things to consider for this kind of assessment are:

• Location - check the venue. If you are presenting in your classroom, you will be familiar with the size and layout and equipment available, but it is worth trying out your presentation beforehand outside teaching hours to test the venue.  If you are in a new, unfamiliar location it is worth going to see it and if possible trying out your presentation in this space beforehand.
• Practice - 'Practice makes perfect' is a useful phrase to keep in mind for any presenting task. It will help with the timing of the presentation as well as helping with nerves, and will improve the fluency of the delivery.
• Delivery - even people experienced in presenting or lecturing will get nervous in a new environment or when handling unfamiliar material. The more relaxed you can appear, the more confident your delivery will be. See the short guide from USW Study Skills in the guide box, for tips on delivery.
• Dealing with questions - it is usual at the end of a presentation to field any questions that the audience have. Because of the research you have conducted to compile the presentation, you will know more than you think you do. however it is useful to prepare for some likely questions in advance.

If you have to present as a group, use information in the Group assignment to help. 

Visual presentations require the same skills as other forms of presenting, like knowing the purpose, audience and content structure, but it is the format of the presentation that you may be unfamiliar with. 

An effective poster can make a strong visual impact, so it's worth developing your poster planning skills. They can be print based or displayed digitally on screen, but whatever the medium of delivery, there can be an additional follow-up 'oral presentation' element to this assignment, where the presenter explains their findings or answers questions about the poster. 

Things to consider: As well as the points covered in the  Why a presentation? , the other things to consider for this kind of assessment are:

• Size - are there any limits on the size, is it portrait or landscape. Follow the guidelines given by your lecturer.
• Title - as this type of presentation is designed to communicate a topic concisely, a compelling title will be key in communicating the crux of the presentation to the audience quickly.
• Good design - plan your poster so that all the relevant information is included, in a clear simple way. Think about the layout, the font, the colours and use of images and data.  Also, consider the balance between text and white space, so that the information being conveyed isn't too cluttered.
• Less is more - the information you present should be clear and concise. A poster presentation is not an essay pinned to a wall, so edit your text so that only essential message is conveyed.  
• Easy navigation - there should be a clear visual path that the audience can navigate on the poster. Whether using columns or blocks of information, it should flow in an obvious direction, leading the reader through the story of the poster.
• Presenting the poster - the poster is not only part of the assessment, as you will still need to 'present' your poster to an audience. The points to consider when delivering an oral presentation (above) will apply to the poster presentation too, things like practice, delivery and dealing with questions.

If you have to present as a group, use information in the  group assignment  to help. 

• General Guidance For Poster Presentations (Queens University Belfast) - (external link)
• << Previous: Group assignments
• Next: Independent study or dissertation >>
• Last Updated: Apr 18, 2024 11:15 AM
• URL: https://libguides.southwales.ac.uk/assignments

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What It Takes to Give a Great Presentation

• Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

• Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman  (St. Martin’s Press).

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What are professional and academic presentations?

This is the first of three chapters about Presentations . To complete this reader, read each chapter carefully and then unlock and complete our materials to check your understanding.   

– Distinguish professional and academic presentations

– Explore the different types of assessed presentation

– Introduce the basic presentation skills that may be useful for EAP students and tutors

Chapter 1: What are professional and academic presentations?

Chapter 2: What are the key elements of EAP presentations?

Chapter 3: What are 10 tips for successful presentations?

Most people will have to present in front of an audience at some point during their life, and doing so can be a nervous and challenging experience. When having to simultaneously consider what you say, how you say it and who you’re saying it to, it’s no wonder that people appear anxious on stage or forget their words from time to time. Focusing particularly on academic contexts, this short, three-chapter reader aims to introduce the basics of presentations (Chapter 1), the key elements of a presentation (Chapter 2) and the top ten tips for success (Chapter 3). Anyone that wishes to learn more deeply about this topic should also visit our library of readers on presentation skills , such as body language and using visual aids .

What is a presentation?

Most commonly, a presentation  is when somebody stands in front of an audience and attempts to verbally and visually inform that audience about a particular topic. Such a presentation could be conducted in order to sell something to that audience, to convince them of something, or to educate them in some way. While most presentations are done by a single person, with a little extra practice, pair and group presentations may also be successfully delivered.

What is a professional presentation?

In the business world, there are a number of reasons that employees may be asked by their employers to create professional presentations . Such presentations are therefore quite varied and may be required to complete job interviews , to deliver sales pitches to potential clients or to present project proposals to senior management. In such presentations, the presenter will usually take their role quite seriously, and may be rewarded with financial incentives or with the opportunity to impress their bosses. 

How do academic presentations differ?

Like professional presentations , academic performances are also quite varied. Students might be asked to create a successful presentation in order to be accepted onto a course for example, and tutors might have to do the same to be hired for a job, to receive a promotion or to represent their academic institution at professional conferences. Most common, however, is that presentations are assigned to students as assessed pieces of work in which the student must research, prepare, memorise and deliver on a topic, receiving a grade on aspects such as body language , presentation language and the use of visual aids .

While most academic presentations are a formally assessed aspect of a course, sometimes this type of assignment may also be used somewhat informally by the tutor as a way of flipping the classroom. In a flipped classroom , students are encouraged to present on an aspect of that day’s seminar , taking the role of the teacher so as to guarantee better engagement with the class materials. In such informal presentations, it is uncommon for the tutor to assess the students at all but to merely encourage them to participate and practise presentation skills .

Which skills create successful presentations?

As will be explained in more detail in Chapter 2, there are a number of key skills  that presenters should master if they wish to present confidently and clearly. Whether it’s paying attention to the development of research skills , the careful use of body language and gesture or the inclusion of visual aids , the key elements of a presentation normally fall into five categories: content, display, organisation, language and delivery .

Before learning more about how to improve on these five key presentation elements in Chapter 2, students should first consider checking their progress and understanding by completing our Chapter 1 activities.

To reference this reader:

Academic Marker (2022) Presentations . Available at: https://academicmarker.com/academic-guidance/assignments/presentations/ (Accessed: Date Month Year).

• Hull University Library
• Kent State University Libraries
• University of Warwick

Once you’ve completed all three chapters in this short reader about Presentations , you might then wish to download our Chapter Worksheets to check your progress or print for your students. These professional PDF worksheets can be easily accessed for only a few Academic Marks .

Chapter 1 explores the topic: What are professional and academic presentations? Our Chapter 1 Worksheet (containing guidance, activities and answer keys) can be accessed here at the click of a button. 

Chapter 2 explores the topic: What are the key elements of EAP presentations? Our Chapter 2 Worksheet (containing guidance, activities and answer keys) can be accessed here at the click of a button. 

Chapter 3 explores the topic: What are 10 tips for successful presentations? Our Chapter 3 Worksheet (containing guidance, activities and answer keys) can be accessed here at the click of a button. 

To save yourself 2 Marks , click on the button below to gain unlimited access to all of our Presentations Chapter Worksheets. This  All-in-1 Pack includes every chapter, activity and answer key related this topic in one handy and professional PDF.

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Introduction

CDHE Nomination

AUCC Requirements

Course Description

Sample Policy Statements

Syllabus Sequencing Strategies

Sample Daily Syllabi

Lesson Plans

Reading Selection Recommendations

Assignments

Response Papers and Discussion Forums

Presentations

Discusssion, Group, WTL Questions

Variations, Misc.

Curbing Plagiarism

Additional Teaching & Course Design Resources

Guide Contributors

Presentation Assignment Example

The following is an example of an individual presentation assignment and a group presentation. The individual presentation assignment explains that students will give two presentations over the semester on a topic of the student's choice. The student should submit a 1 to page paper explaining the presentation also. The group presentation provides four areas of focus: interpretive approach, important issues raised by the text, a comparison to another work, and using a scholarly source to further understand the work. A handout follows the assignment that clearly explains the criteria.

• You will each be responsible for giving two presentations this semester.  The presentations should be between five and ten minutes long, and the topics will be of your own choosing.  Along with each presentation, please submit a 1-2 page paper that summarizes your topic.  I will return these to you with comments and a grade for your efforts.  Please take these presentations seriously as we will often use them as starting point for our class discussions.
• The collaborative group presentation will require you to: 1) share your interpretive approach; i.e., explain how you accessed the text to make it “mean.”  For example, was your interpretation influenced by one of the formal features of the novel (plot, point of view, etc.), by the presence of certain ideas or beliefs you related to, or a critical approach that helped you dis-entangle the complexities of the narrative? 2) identify, for discussion, the important issues and questions raised by the text; 3) contextualize the reading by relating it to another work by the same author, another contemporary text that invites comparison in terms of shared ideas, themes and "horizons" that respond in some way to the major concerns of the core text, or by locating it in some literary or paraliterary movement; 4) summarize a scholarly response to the work and try to identify the author’s critical approach.

Guidelines for Presentations

Equal Participation Each team member should contribute equally. Teams will compile a list of major topics to be covered in their presentation, and assign one to each member to research and present. Each member should speak for approximately three to five minutes. The presentation can reflect the diversity of viewpoints of the presenters. Designate one team member as the team leader. This person will be responsible for introducing the presentation as a whole, and each presenter. The team leader will also summarize the presentation at its conclusion, and lead a class discussion.

Grading Since grading is based on the presentation as a whole, team members should notify the professor before the date of the presentation if any member does not do their share. Shyness or stumbling do not negatively affect the grade.

Prepare Handouts Team members may decide among themselves how to distribute the work of preparing the following information sheets.

• Things to Know -- One to two sheets listing major facts relevant to your topic, significant concepts, key points, terminology with definitions, and other interesting points of information_
• Quotes -- One sheet containing salient quotes from your readings, with explanations of their significance.
• References -- A compilation of references used for the presentations, including two or more for each presenter, written in MLA style, with one sentence summarizing the content of the text.

Format Many students elect to use PowerPoint. This is not absolutely required, but provision of some visual aids is helpful.

Class Presentation Talk to us, don't read. You may use notes when you make your presentation, but you may not read from a fully written out text. Here is one way to make a successful presentation:

• Do plenty of reading and research. Explore the topic as fully as possible. Make notes.
• Read over your notes, and think over the results of your reading.
• Discuss your results with your team members. Tentatively plan the presentation in its general outlines.
• On your own again, and setting notes aside, brainstorm and write down all the interesting ideas that you have come up with.
• Organize these ideas into a coherent sequence. Return to your notes and add any information relevant to your major ideas which will illustrate or explain them..
• Add an introduction, which tells what you will talk about, and a conclusion which sums up what you have discussed and learned. Cut out any irrelevant or uninteresting material.
• Meet with your team members to organize and streamline the presentation.
• Visualize yourself giving a talk to the class, going through all these ideas, in a comfortable and relaxed fashion. If you wish, practice talking about your subject to a mirror.
• Using only brief notes, give your presentation to the class and have fun!
• The team leader will also prepare a short general introduction to the presentation, lead-ins for each individual presenter, and a very brief possible conclusion, which may change according to how the presentations unfold.

Discussion Topic Prepare three possible questions with which to lead a class discussion_ Designate one team member as the discussion leader. Other team members may contribute to the discussion, but the discussion leader will be responsible for organizing and controlling the discussion. Lead a discussion utilizing your prepared questions, along with any others which have occurred to you during the presentation. Conclude your presentation by opening the floor for questions and comments from the class audience.

What is the Difference between a Presentation and a Slide?

By: Author Shrot Katewa

People often use the terms “Presentation” and “Slide” interchangeably. But, do these terms mean one and the same thing? If not, what exactly is the difference between a Presentation and a Slide?

The main difference between a presentation and a slide is that a slide is just a single page of a presentation document whereas a presentation is an actual process of sharing and presenting the information present on the slides.

There are several other similar terms that are used when referring to presentations. In this article, we’ll take a look at some of these terms and clear the confusion around it!

Difference between a Presentation and a Slide?

Hopefully, you have already understood the main difference between a presentation and a slide. Let’s look at the two in further detail, and understand the nuances.

What is a Slide?

A slide, as we may have already understood, is a single page of a presentation.

In the above image, as you may notice, all the individual pages that we get within a presentation is referred to as “ Slides “. You may even notice the numbers on the top left corner of each slide in the normal view much like the page numbers on a word document.

These numbers indicate the slide number within a particular presentation file. Even though they indicate the slide number, these are not visible when giving the presentation in the slide show mode (we’ll talk about slide show a bit later in the article).

In order to create a presentation file, you’ll be required to work on each individual slides.

However, many people tend to make this one big mistake! That is, creating slides by writing content as though they would on a page of a word document. One needs to keep in mind that creating a slide is not just about putting a bunch of words together, rather sharing it in a visually appealing and engaging manner with the audience.

Creating a beautiful slide is an art in itself, and it takes skills and an eye for design to create an aesthetically pleasing slide.

What is a Presentation?

A presentation is a means of communication. It is the process of sharing the information present on the slides! A presentation can also take the form of a demonstration of a product, design, or ideas!

A presentation differs from a slide from the fact that the person giving a presentation ideally uses the slide as a base to build upon the points he/she wants to communicate with the audience.

It is quite common to use slides while giving a presentation in today’s modern world. That said, a presentation goes beyond even having any slides! What I mean is that a presentation can be given even without having any slides.

While a single slide can also be construed as a presentation in a scenario when while giving the presentation, the presenter uses just 1 slide. Although, this is an extremely rare occurrence!

It is important to note that some people are really good at creating an aesthetically pleasing slide, while others are great at presenting or sharing the information present on a slide!

Both of the aforementioned activities require a different set of skills. It is quite common to hire or outsource the activity of creating the slides in order to deliver a successful presentation.

Difference between Slide and Slideshow?

Now that we’ve understood the difference between a slide and a presentation, let’s compare another term that people often get confused with – slide vs. slideshow

While a slide is a single page of the presentation document, a slide show is when multiple slides are put together for the purpose of supplementing the presentation to be delivered.

In a nutshell, when a series of slides, usually comprising of images, are displayed using an electronic display device such as a projector screen, it is known as a slide show.

A slide show can also have some background music (an example would be a slide show given at a friend’s wedding). A slide show may either be controlled (for example when giving a presentation), or it may run in a loop (for example in a company booth at a business conference).

Difference between a Slide and Slide Deck?

Another term that you may hear a lot is a “Slide Deck”. It may also be used in combination with other words such as “Pitch Deck” or a “Presentation Deck”. So, let’s understand what it means.

A slide deck is basically a group of slides together used for giving a presentation.

While this may feel similar in meaning to a slide show, the only major difference is its history!

The term slide deck evolved from the olden days when physical slides were used to give a presentation.

Each slide would have a particular piece of information (just as it does today), and all these slides were physically stacked together in the particular desired order to form a deck; much like a deck of cards.

This was done to ensure that the order of the slides doesn’t get changed. This made the term “Slide Deck” synonymous with a presentation.

Today, with the advent of technology, one cannot imaging using physical slides to give a presentation! Just like the technology for presentations, the terminology also changed from Slide Deck to Slide Show. However, the core principle remains the same.

Difference between PowerPoint and Presentation?

Another pair of terms that people highly used interchangeably is PowerPoint and Presentation. So far, we’ve already understood the terms slide, slide show, slide deck and presentation. So, how does the term PowerPoint fit in this?

PowerPoint is a presentation design software owned and provided by Microsoft to its customers as part of its Office Suite. There are several versions of Microsoft PowerPoint. The software is usually updated with new features in its newest release version.

PowerPoint was first launched by a software company “Forethought Inc.”. The software was initially designed to work only on Macintosh computers only. However, in it’s first major acquisition, Microsoft bought PowerPoint and was first brought to the market in 1990 for Windows.

The software became so popular with the users that a presentation is often referred to as “PowerPoint” or “PPT” (which is the file extension of the PowerPoint files).

So, the key difference between PowerPoint and Presentation is that PowerPoint is basically a tool or software to create digital presentations. A presentation can be given with or without a PowerPoint file.

By the way, the screenshot that you saw earlier in the article that showcases the meaning of slides is from a PowerPoint file.

PowerPoint is not the only presentation design software available to the users. In fact, there are literally hundreds of tools to design a presentation. But, PowerPoint by far is the most commonly used and most successful presentation design software.

How many Slides should a Presentation have?

This is a question that haunts most people who need to give a presentation and create the deck. Is there a good number that you should restrict your slides in a presentation to?

While there is no fixed “one size fits all” approach when it comes to creating presentations and limiting the number of slides in a presentation, ensuring that your presentation doesn’t go beyond 20 slides on average !

In a research published in the Marketing Education Review on the topic of Optimizing Learning by Examining the Use of Presentation Slides , it was cited that blank stares were visible amongst audience members when listeners were overwhelmed with too many slides are text-heavy slides.

Thus, it is important to restrict our presentation to no more than 20 slides. Consider the time available at hand when giving a presentation. A 20-slide presentation can be delivered in about 30 minutes.

According to Guy Kawasaki, an angel investor who reviewed several hundreds of pitch presentations every day, is a strong evangelist of the 10 slide rule (now popularly known as the 10/20/30 rule of PowerPoint)

However, a 10-slide PowerPoint presentation may work well for an investor pitch, it may not suffice for most of the other purposes.

How to Create an Attractive PowerPoint Presentation?

Everyone wants their presentation to look attractive. After all, we all understand the importance of a good first impression !

But, when you don’t necessarily have the required skills, how then can you create an attractive presentation?

Fortunately, we wrote a detailed post on how anyone could make their presentation attractive even if they are a complete beginner! Be sure to check out the article!

7 EASY tips that ALWAYS make your PPT presentation attractive (even for beginners)

The tips shared in that article are absolute GOLD! I’m not sure why people are not giving these such simple tips to others.

If you are not comfortable using even the tips mentioned in the article, and you feel like you need some time to gain the skills, then I would recommend hiring a good design agency who will ensure that your presentation turns out to be an attractive one!

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Difference Between Professional And Academic Presentation: A Pocket Guide

Professional V/S Academic Presentation

Purpose of an academic presentation and a professional presentation, tips for preparing an academic and professional presentation, the never ending tussle between academic presentation and professional presentation.

• When it comes to an academic presentation, it obviously has to be more formal as compared to a professional presentation. This includes the usage of third person narrative in passive voice. On the contrary, when you give a professional presentation, you can be a little less formal, but more concise and clear. Also, you must use active voice in such presentations.
• Our assignment makers feel that when you give an academic presentation, you can make use of long sentences or paragraphs. However, when you have to present yourself professionally, you ought to be direct and use short sentences to reduce the chances of your professional presentation being too cumbersome.
• According to the experts of our assignment writing services, you can showcase your command over vocabulary while giving academic presentations. However, when you give a professional presentation, you need to be specific so that everyone can get your ideain a jiffy. For this, try restricting the use of heavy vocabulary.

Academic Presentations

Professional presentations.

• Judicious use of power-point presentation
• Separate headings such as Introduction, research question, methodology, literature review, results, analysis and conclusion.
• Focus on your individual research rather than existing researches.
• Restrict yourself within the time limit
• Rather than reading your presentation, try and applying it in various fields in order to make your points clear.

A professional presentation

• Use the problem-solution approach
• Use the classic story telling structure, beginning from the basics and going on till the complex details of the firm.
• When talking bout the history of the organisation, make use of the chronological structure
• When you need to demonstrate a product or service, make sure to answer the 5Ws (what, who, why, where, when)

• Difference Between Research Paper & Essay
• Professional Assignment Provider Vs Gumtree

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Assignment vs. Homework

What's the difference.

Assignment and homework are both tasks given to students by teachers to reinforce learning and assess understanding. However, there are some key differences between the two. Assignments are typically larger projects or tasks that require more time and effort to complete, while homework is usually smaller, daily tasks that can be completed in a shorter amount of time. Assignments often involve more critical thinking and creativity, while homework is more focused on practicing and applying concepts learned in class. Overall, both assignments and homework play an important role in the learning process and help students develop their skills and knowledge.

Further Detail

Assignments and homework are both tasks given to students by teachers to reinforce learning. Assignments are typically more formal and structured tasks that are given to students to complete outside of class. Homework, on the other hand, is a broader term that encompasses any work that students are expected to complete outside of class time.

Assignments are usually given less frequently than homework. They are often larger tasks that require more time and effort to complete. Homework, on the other hand, is typically given on a daily or weekly basis and is meant to be completed in a shorter amount of time.

Assignments tend to cover a broader scope of material than homework. They may require students to demonstrate a deeper understanding of a topic or to apply concepts in a more complex way. Homework, on the other hand, is usually more focused and may involve practicing specific skills or reviewing material covered in class.

Assignments can come in a variety of formats, including essays, research papers, projects, presentations, and more. They often require students to engage in higher-order thinking skills and to demonstrate their understanding in a creative or analytical way. Homework, on the other hand, is typically more straightforward and may involve completing worksheets, answering questions, or reading assigned material.

Assignments are usually graded more rigorously than homework. They may account for a larger portion of a student's overall grade and may be assessed based on specific criteria or rubrics. Homework, on the other hand, is often graded on completion or effort and may not carry as much weight in terms of a student's final grade.

Time Management

Assignments often require more advanced time management skills than homework. Students may need to plan ahead and break down larger tasks into smaller, manageable steps in order to complete assignments on time. Homework, on the other hand, is usually more straightforward and can be completed in a shorter amount of time, making it easier for students to fit into their daily schedules.

The purpose of assignments is to deepen students' understanding of a topic, to encourage critical thinking and problem-solving skills, and to provide opportunities for creativity and self-expression. Homework, on the other hand, is meant to reinforce learning, to practice skills, and to provide feedback to both students and teachers on the progress of learning.

Collaboration

Assignments may involve more opportunities for collaboration than homework. Students may be asked to work in groups or pairs to complete assignments, which can help them develop teamwork and communication skills. Homework, on the other hand, is usually completed independently, although students may seek help from peers or parents if needed.

Assignments often provide more detailed feedback to students than homework. Teachers may offer comments, suggestions, and grades on assignments to help students understand their strengths and areas for improvement. Homework, on the other hand, may be graded quickly and may not always include detailed feedback, although teachers may use homework completion as a way to monitor student progress.

In conclusion, assignments and homework both play important roles in the education system. While assignments tend to be more formal, structured, and in-depth tasks that require advanced skills and knowledge, homework is typically more frequent, focused, and practice-oriented. Both assignments and homework provide valuable opportunities for students to learn, practice, and demonstrate their understanding of course material.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

Comparing and Contrasting

What this handout is about.

This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Introduction

In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.

Recognizing comparison/contrast in assignments

Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:

• Compare and contrast Frye’s and Bartky’s accounts of oppression.
• Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.
• Contrast Wordsworth and Coleridge; what are the major differences in their poetry?

Notice that some topics ask only for comparison, others only for contrast, and others for both.

But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:

• Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.
• How do the different authors we have studied so far define and describe oppression?
• Compare Frye’s and Bartky’s accounts of oppression. What does each imply about women’s collusion in their own oppression? Which is more accurate?
• In the texts we’ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?

You may want to check out our handout on understanding assignments for additional tips.

Using comparison/contrast for all kinds of writing projects

Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.

Discovering similarities and differences

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very simple example, using two pizza places:

To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you’ve discovered.

Here’s an example, this time using three pizza places:

As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

Two historical periods or events

• When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant?
• What kinds of work did people do? What kinds of relationships did they have? What did they value?
• What kinds of governments were there? Who were important people involved?
• What caused events in these periods, and what consequences did they have later on?

Two ideas or theories

• What are they about?
• Did they originate at some particular time?
• Who created them? Who uses or defends them?
• What is the central focus, claim, or goal of each? What conclusions do they offer?
• How are they applied to situations/people/things/etc.?
• Which seems more plausible to you, and why? How broad is their scope?
• What kind of evidence is usually offered for them?

Two pieces of writing or art

• What are their titles? What do they describe or depict?
• What is their tone or mood? What is their form?
• Who created them? When were they created? Why do you think they were created as they were? What themes do they address?
• Do you think one is of higher quality or greater merit than the other(s)—and if so, why?
• For writing: what plot, characterization, setting, theme, tone, and type of narration are used?
• Where are they from? How old are they? What is the gender, race, class, etc. of each?
• What, if anything, are they known for? Do they have any relationship to each other?
• What are they like? What did/do they do? What do they believe? Why are they interesting?
• What stands out most about each of them?

Deciding what to focus on

By now you have probably generated a huge list of similarities and differences—congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper. Ask yourself these questions:

• What’s relevant to the assignment?
• What’s relevant to the course?
• What’s interesting and informative?
• What matters to the argument you are going to make?
• What’s basic or central (and needs to be mentioned even if obvious)?
• Overall, what’s more important—the similarities or the differences?

Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Caslon type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer’s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.

Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth’s “Tintern Abbey” and Coleridge’s “Frost at Midnight,” pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets’ fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.

Your thesis

The thesis of your comparison/contrast paper is very important: it can help you create a focused argument and give your reader a road map so they don’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, “This paper will compare and contrast two pizza places,” or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s and Amante are similar in many ways, but they have one major difference”) with something more detailed and specific. For example, you might say, “Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”

Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Pepper’s and Amante are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier:

Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture.

You may find our handout on constructing thesis statements useful at this stage.

Organizing your paper

There are many different ways to organize a comparison/contrast essay. Here are two:

Subject-by-subject

Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you’re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it’s more likely that you’d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper’s, a paragraph about its location, and a paragraph about its ambience. Then you’d have three similar paragraphs about Amante, followed by your conclusion.

The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.

A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a “lens” comparison, in which you use one subject or item (which isn’t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you’ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the “lens”), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.

Point-by-point

Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper’s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.

If I had a bit more to say about the items I was comparing/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper’s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison/contrast—like the ingredients available at each restaurant.

There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.

Our handout on organization can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.

Cue words and other tips

To help your reader keep track of where you are in the comparison/contrast, you’ll want to be sure that your transitions and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you’ll be making and the organization you’ll be using, but you can help them out with some extra cues. The following words may be helpful to you in signaling your intentions:

• like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.

For example, you might have a topic sentence like one of these:

• Compared to Pepper’s, Amante is quiet.
• Like Amante, Pepper’s offers fresh garlic as a topping.
• Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper’s and Amante are both fairly easy to get to.

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

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Home » Education » What is the Difference Between Assignment and Assessment

What is the Difference Between Assignment and Assessment

The main difference between assignment and assessment is that assignments refer to the allocation of a task or set of tasks that are marked and graded while a ssessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective.  

Assignments and assessment are two important concepts in modern education. Although these two words are similar, they have different meanings. Assignments are the pieces of coursework or homework students are expected to complete. Assessment, on the other hand, refer to the method of assessing the progress of students. Sometimes, assignments can act as tools of assessment.

Key Areas Covered

1. What is an Assignment       – Definition, Goals, Characteristics 2. What is an Assessment      – Definition, Characteristics 3. Difference Between Assignment and Assessment      – Comparison of Key Differences

What is an Assignment

Assignments are the pieces of coursework or homework given to the students by teachers at school or professors at university. In other words, assignments refer to the allocation of a task or set of tasks that are marked and graded. Assignments are essential components in primary, secondary and tertiary education.

Assignments have several goals, as described below:

– gives students a better understanding of the topic being studied

– develops learning and understanding skills of students

– helps students in self-study

– develops research and analytical skills

– teaches students time management and organization

– clear students’ problems or ambiguities regarding any subject

– enhance the creativity of students

Generally, educators assign such tasks to complete at home and submit to school after a certain period of time. The time period assigned may depend on the nature of the task. Essays, posters, presentation, annotated bibliography, review of a book, summary, charts and graphs are some examples of assignments. Writing assignments develop the writing skills of students while creative assignments like creating posters, graphs and charts and making presentation enhance the creativity of students. Ultimately, assignments help to assess the knowledge and skills, as well as the students’ understanding of the topic.

What is an Assessment

Assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. In other words, it is the method of assessing the progress of students. Assessment helps the educators to determine what students are learning and how well they are learning it, especially in relation to the expected learning outcomes of a lesson. Therefore, it helps the educator to understand how the students understand the lesson, and to determine what changes need to be made to the teaching process. Moreover, assessment focuses on both learning as well as teaching and can be termed as an interactive process. Sometimes, assignments can act as tools of assessment.

There are two main types of assessment as formative and summative assessment . Formative assessments occur during the learning process, whereas summative assessments occur at the end of a learning unit. Quizzes, discussions, and making students write summaries of the lesson are examples of formative assessment while end of unit tests, term tests and final projects are examples of summative assessment. Moreover, formative assessments aim to monitor student learning while summative assessments aim to evaluate student learning.

Difference Between Assignment and Assessment

Assignments refer to the allocation of a task or set of tasks that are marked and graded while assessment refers to methods for establishing if students have achieved a learning outcome, or are on their way toward a learning objective. 

Assignments are the pieces of coursework or homework students have to complete while assessment is the method of assessing the progress of students

Goal                

Moreover, assignments aim to give students a more comprehensive understanding of the topic being studied and develop learning and understanding skills of students. However, the main goal of assessment is monitoring and evaluating student learning and progress.

Assignments are the pieces of coursework or homework students have to complete while assessment refers to the method of assessing the progress of students. This is the main difference between assignment and assessment. Sometimes, assignments can also act as tools of assessment.

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1. “Focused schoolgirl doing homework and sitting at table” (CC0) via Pexels 2. “Assessment” By Nick Youngson (CC BY-SA 3.0) Alpha Stock Images

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Hasanthi is a seasoned content writer and editor with over 8 years of experience. Armed with a BA degree in English and a knack for digital marketing, she explores her passions for literature, history, culture, and food through her engaging and informative writing.

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Teaching excellence & educational innovation, what is the difference between formative and summative assessment, formative assessment.

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes , which means that they have low or no point value. Examples of formative assessments include asking students to:

• draw a concept map in class to represent their understanding of a topic
• submit one or two sentences identifying the main point of a lecture
• turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes , which means that they have a high point value. Examples of summative assessments include:

• a midterm exam
• a final project
• a senior recital

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

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• Difference Between Project and Assignment

Difference between Project and Assignment | Assignment vs Project

It is paramount that we use good English grammar, regardless of whether it is for academics or business. Inaccurate grammar usage could lead to misinterpretation of concepts and in some cases, it can be considered a lack of professionalism.

What is the Difference between Project and Assignment?

Project and assignment are two words that are often used interchangeably. However, they have their differences.

Table of Content

• Table Summarising the Difference between Project and Assignment
• The Meanings of Assignment and Project
• Examples for Project and Assignment
• Assignment vs. Project – Conclusion

Mastering English grammar is not easy. One of the biggest reasons is that there are many rules in English grammar as well as countless exceptions in the way that words are used. Moreover, the English language has a vocabulary of over 170,000 words, and therefore, learning English grammar can quickly become daunting. Regardless, adding a few words to your vocabulary each day can make a big difference. In this article, we shall explore the difference between project and assignment, their meanings and usage.

Table Summarising the Difference between Project and Assignment:

The Meanings of Project and Assignment

As already summarised above, the meanings of ‘project’ and ‘assignment’ are quite different, and they vary according to their usage.

• ‘Project’ meaning – The word project can be used either as a verb or a noun. Its meaning varies accordingly.
• Give an estimate or a projection based on current data

A specific plan or design

• Assignment meaning – The word assignment can only be used as a noun, and it refers to allocation of work or individuals.

Examples for Assignment and Project:

We shall explore some examples:

• Global average temperatures are projected to reach 25 degrees celsius by the year 2030.
• I noticed scaly growths projecting from his skin after exposure to the chemical.
• The image was projected on the wall.

She was captivated by the findings of the project .

• Assignment – The deadline for the assignment is next week.

Project vs. Assignment – Conclusion

As a verb, the word assignment refers to something that you are given to do by someone else. Alternatively, it could also refer to the assignment of individuals to work. A project, on the other hand, can be used as a verb as well as a noun and its meaning varies accordingly. As a verb, the word refers to the process of giving an estimate or a projection. Alternatively, it can also mean ‘to protrude’. As a noun, the word ‘project’ refers to a specific plan or design. To explore more differences between ‘project’ and ‘assignment’, register at BYJU’S. You can also find other important concepts in grammar, as well as resources for your studies here.

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The Difference between an Essay and an Assignment

While most essays are assigned, not all assignments are essays. Your math homework may include word problems, but you aren't likely to write an essay your math teacher will be interested in reading. The differences lie in the what is included under the individual definitions and who will be doing the assigning.

What is an Essay?

An essay is a written piece of work that analyzes or describes a particular topic. Essays traditionally include an introductory paragraph, three or more body paragraphs, and a conclusion. The purpose of an essay is to inform readers on a chosen subject, and that information can be written as a description, a narrative story, a well-reasoned argument, or just a presentation of facts. No matter what type of essay you write, you'll need to do at least some research and organize your thoughts before putting pen to paper or fingers to keyboard.

What is an Assignment?

An assignment is any work you're asked to do and usually comes with a required structure and questions to answer. For a math assignment, those questions will usually be written in numbers and symbols in equation form that need to be solved. For an assignment in a science class, experiments and reports may be required. For an assignment that requires writing, you may need to write an essay, a thesis, a book report, or even a poem.

Who's Assigning This?

It is almost always a teacher or professor who assigns an essay, but you may be given an assignment at work, too. Work assignments will not usually include essays unless you're a writer by trade.

For example, a journalist is assigned news stories to research and write, although they usually won't submit their writing in essay form. A lawmaker may be assigned to specific committees and required to do certain types of work for those committees. A nurse working in a hospital is assigned patients and a teacher is assigned students to teach. Any work can be assigned, and only some of those assignments require essay writing.

The assignments you'll be given throughout both your academic and employment career should always be clarified by reviewing the specific requirements involved and asking questions of the assigner to ensure that you're meeting their expectations. Successfully completing any assignment takes some amount of work, but that work will be even more successful when you know what is expected of you.

Assignment vs Assignation - What's the difference?

As nouns the difference between assignment and assignation, assignation, usage notes.

• Open access
• Published: 12 August 2024

Micropapillary breast carcinoma in comparison with invasive duct carcinoma. Does it have an aggressive clinical presentation and an unfavorable prognosis?

• Yasmine Hany Abdel Moamen Elzohery 1 , 5 ,
• Amira H. Radwan 2 , 5 ,
• Sherihan W. Y. Gareer 2 , 5 ,
• Mona M. Mamdouh 3 , 5 ,
• Inas Moaz 4 , 5 ,
• Abdelrahman Mohammad Khalifa 5 ,
• Osama Abdel Mohen 5 ,
• Mohamed Fathy Abdelfattah Abdelrahman Elithy 5   nAff6 &
• Mahmoud Hassaan 5   nAff7  

BMC Cancer volume  24 , Article number:  992 ( 2024 ) Cite this article

336 Accesses

Metrics details

Invasive micropapillary carcinoma (IMPC) was first proposed as an entity by Fisher et al. In the 2003 World Health Organization (WHO) guidelines for histologic classification of the breast tumors. IMPC was recognized as a distinct, rare histological subtype of breast cancer.

IMPC is emerging as a surgical and oncological challenge due to its tendency to manifest as a palpable mass, larger in size and higher in grade than IDC with more rate of lymphovascular invasion (LVI) and lymph node (LN) involvement, which changes the surgical and adjuvant management plans to more aggressive, with comparative prognosis still being a point of ongoing debate.

Aim of the study

In this study, we compared the clinicopathological characteristics, survival and surgical management of breast cancer patients having invasive micropapillary carcinoma pathological subtype in comparison to those having invasive duct carcinoma.

This is a comparative study on female patients presented to Baheya center for early detection and treatment of breast cancer, in the period from 2015 to 2022 diagnosed with breast cancer of IMPC subtype in one group compared with another group of invasive duct carcinoma. we analyzed 138 cases of IMPC and 500 cases of IDC.

The incidence of LVI in the IMPC group was 88.3% in comparison to 47.0% in the IDC group (p < 0.001). IMPC had a higher incidence of lymph node involvement than the IDC group (68.8% and 56% respectively). IMPC had a lower rate of breast conserving surgery (26% vs.37.8%) compared with IDC.

The survival analysis indicated that IMPC patients had no significant difference in overall survival compared with IDC patients and no differences were noted in locoregional recurrence rate and distant metastasis rate comparing IMPCs with IDCs.

The results from our PSM analysis suggested that there was no statistically significant difference in prognosis between IMPC and IDC patients after matching them with similar clinical characteristics. However, IMPC was found to be more aggressive, had larger tumor size, greater lymph node metastasis rate and an advanced tumor stage.

Peer Review reports

Introduction

Breast cancer is the most common cancer in women. In the 2012 World Health Organization (WHO) classification of breast cancer. Breast Cancer is classified into up to 21 different histological types depending on cell growth, morphology and architecture patterns [ 1 ]. The invasive carcinoma of no special type (IBC-NST), which is known as invasive ductal carcinoma (IDC), is the most frequently occurring histological type, which constitutes around 75% of invasive breast carcinoma [ 2 ].

Invasive micropapillary carcinoma (IMPC) was first proposed as an entity by Fisher et al. in 1980 [ 3 ] and first described as the term “invasive micropapillary carcinoma” by Siriaunkgul et al. [ 4 ] in 1993.

In the 2003 World Health Organization (WHO) guidelines for histologic classification of the breast tumors [ 5 ]. IMPC was recognized as a distinct, rare histological subtype of breast cancer. While micropapillary histological architecture is present in 2–8% of breast carcinomas, pure micropapillary carcinoma is uncommon and accounts for 0.9–2% of all breast cancers [ 6 ].

IMPC exhibits more distinct morphologic architecture than the IDC, characterized by pseudopapillary and tubuloalveolar arrangements of tumor cell clusters in clear empty sponge-like spaces that resemble extensive lymphatic invasion [ 7 ]. The neoplastic cell exhibits an “inside-out” pattern, known as the reverse polarity pattern [ 2 ].

Most studies demonstrate that the radiological findings of IMPC are irregular-shaped masses with an angular or spiculated margin on ultrasound, mammography and MRI with heterogeneous enhancement and washout kinetics on MRI [ 8 ].

IMPC had tendency to manifest as a palpable mass, larger in size and higher in grade than IDC with more rate of lymphovascular invasion (LVI) and lymph node (LN) involvement, which changes the surgical and adjuvant management plans to more aggressive, with comparative prognosis still being a point of ongoing debate [ 9 ].

In this study, we compared the clinicopathological characteristics, survival and surgical management of breast cancer patients having invasive micropapillary carcinoma pathological subtype in comparison to those having invasive ductal carcinoma.

Patient and method

This is a comparative study on female patients presented to Baheya center for early detection and treatment of breast cancer, in the period from 2015 to 2022 diagnosed with breast cancer of IMPC subtype in one group compared with another group of invasive duct carcinoma.

This retrospective study analyzed 138 cases of IMPC and 500 cases of IDC. Informed consent was obtained from all patients. Ethical approval is obtained from Baheya center for early detection and treatment of breast cancer and National research center ethics committee. Baheya IRB protocol number:202305150022.

The following clinical-pathological features were analyzed for each case: patient age at diagnosis, clinical presentation, laterality, imaging findings, histopathological examination, treatment plan with either primary surgical intervention or other treatment protocol according to tumor stage and biological subtypes.

A breast pathologist evaluated the tumor size, type, grade, lymphovascular invasion, estrogen receptor (ER), progesterone receptor (PR), human epidermal growth factor receptor 2 (HER2) receptor and the axillary lymph node involvement.

According to the ASCO/CAP guideline update, 2019: Samples with 1% to 100% of tumor nuclei positive for ER or progesterone receptor (PgR) are interpreted as positive. If ER (not PgR), 1% to 10% of tumor cell nuclei are immunoreactive, the sample are reported as ER Low Positive. There are limited data on the overall benefit of endocrine therapies for patients with low level (1%-10%) ER expression, but they currently suggest possible benefit, so patients are considered eligible for endocrine treatment. A sample is considered negative for ER or PgR if < 1% or 0% of tumor cell nuclei are immunoreactive [ 10 ]. An Allred score between 0 and 8. This scoring system looks at what percentage of cells test positive for hormone receptors, along with how well the receptors show up after staining, called intensity: proportion of cells staining (0, no staining; 1, < 1%; 2, between 1 and 10%; 3, between 11 and 33%; 4, between 34 and 66% and 5, between 67%–100% of the cells staining). Intensity of positive tumor cells (0, none; 1, weak, 2, intermediate; and 3, strong) [ 11 ].

HER2 Test Guideline IHC Recommendations, 2018. IHC 0: as defined by no staining observed or membrane staining that is incomplete and is faint/barely perceptible and within <  = 10% of the invasive tumor cells. IHC 1 + : as defined by incomplete membrane staining that is faint/barely perceptible and within > 10% of the invasive tumor cells. IHC 2 + : The revised definition of IHC 2 + (equivocal) is weak to moderate complete membrane staining observed in > 10% of tumor cells. IHC 3 + : based on circumferential membrane staining that is complete, intense in > 10% of tumor cells. [ 12 ].

ASCO–CAP HER2 SISH Test Guideline Recommendations,2018 Twenty nuclei (each containing red (Chr17) and black (HER2) signals) should be enumerated. The final results for the HER2 status are reported based on the ratio formed by dividing the sum of HER2 signals for all 20 nuclei divided by the sum of Chromosome 17 signals for all 20 nuclei. The amplification status is defined as Amplified if the HER2/Chromosome 17 ratio > / = 2.0 and the average Her2 gene copy number is > / = 4.0. It is non-Amplified if the HER2/Chromosome 17 ratio < 2.0 with the Her2 gene copy number is < 4.0. If the HER2/Chr17 ratio is < 2 and the Her2 gene copy number is between 4.0 and 6.0, or, HER2/Chr17 ratio is > / = 2 and the Her2 gene copy number is < 4, or HER2/Chr17 ratio is < 2 and the Her2 gene copy number is > / = 6.0, an additional work should be done. [ 12 ].

Follow-up duration was calculated from the date of diagnosis to the date of the last follow-up. Patients still alive at the last follow-up censored or to the date of occurrence of any event or death.

Disease-free survival was defined as the duration (months) from the initial diagnosis of breast cancer to first any type of recurrence (invasive ipsilateral breast tumor recurrence, local invasive recurrence, regional invasive recurrence, invasive contra lateral breast cancer, distant metastasis.

Overall survival (OS) is defined as the time from diagnosis of breast cancer to death from any cause.

Data were statistically analyzed using an IBM-compatible personal computer with Statistical Package for the Social Sciences (SPSS) version 23. Quantitative data were expressed as mean, standard deviation (SD) and range (minimum–maximum). Qualitative data were expressed as Number (N) and percentage (%), while A P value of < 0.05 was statistically significant. For comparison of unmatched data, chi-square tests were used for categorical variables and t-tests or Mann–Whitney tests for continuous variables.

In this study, we analyzed 138 cases of IMPC which presented to our center in the period from 2015 to 2022.We included a total number of 500 cases of IDC as controls with a ratio of controls to cases 4:1.

Propensity score matching (PSM) is a method for filtrating experimental and control cases of similar characteristics, which are called the matching variables, from existing data to make them comparable in a retrospective analysis. PSM reduce the effect of selection bias. So, the comparison of outcomes between two groups can be fair.

The variables for propensity score matching were selected as follows: age (years), tumour size (cm), nodal status, HR status and HER2 status.

To diminish the effects of baseline differences and potential confounds in clinical characteristics and patients across histology subtypes for outcome differences (disease-free survival and overall survival), PSM method was applied with each micropapillary patient matched to one IDC patient who showed similar baseline characteristics in terms of: menopausal status, comorbidities, multiplicity, histologic grade, tumor size, stage, nodal status, ER /PR status. Differences in prognosis were assessed by Kaplan–Meier analysis.

Most of the patients were postmenopausal, the mean age of patients in IMPC group was 57.36 ± 11.321 years while the mean age of the IDC group was 56.63 ± 9.719 years ( p  = 0.45) (Table 1 ).

The most common presentation of IMPC on breast mammography was an irregular shaped mass with a non-circumscribed spiculated margin. while, the most common sonographic finding of IMPC was hypoechoic mass with irregular shapes and spiculated margins. Associated microcalcifications were found in 49 patients (35.5%) of IMPC group. Figs. ( 1 , 2 ): Radiological characteristics of IMPC.

A , B 37-years-old female patient presented with Left breast UOQ extensive fine pleomorphic and amorphous calcifications of segmental distribution, with UOQ multiple indistinct irregular masses. C ultrasound showed left breast UOQ multiple irregular hypoechoic masses with calcific echogenic foci, the largest is seen at 1 o’clock measuring 13 × 15mm. Intraductal echogenic lesions are noted

A , B , C 40-years-old female patient presented with left UOQ extensive pleomorphic microcalcifications of segmental distribution reaching the areola, with multiple well-circumscribed small obscured masses. D , E complementary Ultrasound showed left 2 o’clock multiple ill-defined and well-defined hypoechoic masses (BIRADS 5)

All patients underwent axillary sonography where 77 patients (55.8%) of the IMPC group exhibited pathological lymph nodes and 18 patients (13%) had indeterminate lymph nodes demonstrating preserved hila and associated with either a symmetrical increase of their cortical thickness reaching 3mm or with a focal increase in the cortical thickness.

Multiple lesions were detected in 30% of IMPC patients in comparison to 7% of IDC patients. Intra-ductal extension with nipple involvement was found in 44 patients (31.9%) of the IMPC group (Table 2 ).

MRI was done for 5 cases (3.6%), while CESM was performed for 18 cases (13%) of the IMPC group, the commonest presentation of IMPC in contrast study was irregular shaped enhanced mass in 21 patients and non-mass enhancement was found in 5 patients. Figs. ( 3 , 4 ).

Further imaging modalities. A , B , C 60-years-old female patient had right breast irregular hypoechoic solid mass by ultrasound (BIRADS 5). D , E CESM showed a right breast irregular heterogeneously enhancing solid mass

Role of CESM in diagnosis of IMPC patients. A , B 42-years-old patient presented with a left LIQ irregular spiculated mass with suspicious microcalcifications, other similar lesions were seen anterior and posterior at the same line. C Ultrasound showed a heterogeneously hypoechoic irregular mass with a spiculated outline with multiple similar satellite lesions were seen anterior and posterior to the main lesions

The average tumor size in the IMPC and IDC groups was 3.37 ± 2.04 cm and 2.72 ± 1.39 cm, respectively ( P  < 0.001).

The percentage of tumors larger than 5cm, was reported 9.5% in IMPC and 7.4% in IDC.

The pure form of IMPC was the most common type and found in 90 cases (65%) and 47 cases (34%) were mixed type where IDC was the commonest associated type.

There are 6 cases in the IMPC group diagnosed as invasive mucinous carcinoma on biopsy, then in the specimen was mixed invasive micropapillary, IBC-NST and invasive mucinous carcinoma.

On core biopsy, 28 cases were diagnosed as IMPC with focal IDC component, but in corresponding specimens 10 cases were only approved to be mixed invasive micropapillary and invasive duct carcinoma, while others diagnosed as pure invasive micropapillary carcinoma without IDC component.

On the other hand, 48 of our cases were diagnosed as IDC on core biopsy, but in the final specimen examination, 17 of these cases were diagnosed as pure invasive micropapillary carcinoma without invasive ductal component.

The explanation of controversy in proper histologic subtyping of carcinoma on core biopsy and the definite subtype on the corresponding specimen was that the ductal component which only represented in the biopsy is a very minor component of the tumor or the limited sampling, tissue fragmentation and architecture distortion in core biopsy may cause diagnostic pitfalls as regard precise subtyping of the tumor.

The incidence of LVI in the IMPC group was 88.3% in comparison to 47.0% in the IDC group ( p  < 0.001).

IMPC had a higher incidence of lymph node involvement than the IDC group (68.8% and 56% respectively) with N3 stage reported in 12.4% of IMPC patients.

IMPC had a higher nuclear grade than the IDC group (25.1% and 15.2% respectively).

The percentage of ER-positive patients was 97.8% in the IMPC group and 87.6% in the IDC group ( p  < 0.001), while PR-positive cases were 98.6% in the IMPC group and 88.8% in the IDC group ( p  < 0.001). HER2 status was positive in 4.3% of IMPCs and 8% of IDCs ( p  = 0.23) (Table 3 ) (Figs. 5 ,  6 ).

A case of invasive micropapillary carcinoma. A case of invasive micropapillary carcinoma, grade II. A Tissue core biopsy, × 100, B MRM specimen × 100 with Positive metastatic L. nodes 2/15, C ER is positive in > 90% of tumor cells, × 100, D PR is positive in > 90% of tumor cells, × 400, E HER2/neu is negative, × 400 and F) Ki-67 labelling index is high, × 200. This case was considered as luminal type pure invasive micropapillary carcinoma. (100 micron 20__ 50 micron 40)

A case of invasive duct carcinoma. A case of invasive duct carcinoma, grade II. A Tissue core biopsy, × 100, B MRM specimen, × 200 with negative L. nodes 0/16, C ER is positive in > 90% of tumor cells, × 200, D PR is positive in > 90% of tumor cells, × 100, E HER2/neu is negative, × 400. This case was considered as luminal type pure invasive duct carcinoma

Regarding definitive surgical management, IMPC had a lower rate of breast conserving surgery (26% vs.37.8%) compared with IDC. While, 49.3% of IMPC patients underwent modified radical mastectomy in comparison to 46% of the IDC patients. Such high incidence of mastectomy was due to the advanced stage at presentation, presence of multiple lesions and presence of intra-ductal extension with nipple involvement.

The incidence of re-surgery in the IMPC group was only in 3 cases, two of them underwent completion mastectomy after the initial conservative breast surgery and axillary clearance. While one patient underwent wider margin excision as positive margin for an invasive residual disease was found.

Two patients in the IMPC group had distant metastasis at the initial diagnosis, they had multiple metastatic lesions and received systemic treatment but one of them underwent palliative mastectomy.

Systemic chemotherapy was administered to 107 patients (77.5%) in the IMPC group and to 207 patients (41%) in the IDC group. Hormonal therapy was administered to all IMPC patients and 76% patients in the IDC group (Table 4 ).

The overall median follow-up duration was 21 months (range 6 – 88 months) with mean follow up duration = 29.8months.

Among the 138 IMPC patients, local recurrence developed in 3 cases, they developed a recurrence at 6,18 and 48 months postoperative. Distant metastasis developed in 5 patients in the form of bone, lung, hepatic and mediastinal lymph node metastasis.

The survival analysis indicated that IMPC patients had no significant difference in overall survival compared with IDC patients and no differences were noted in locoregional recurrence rate comparing IMPCs with IDCs (2.2% and 0.4% respectively). P value for local recurrence = 0.12 (yates corrected chi square).

Distant metastasis rate comparing IMPCs with IDCs was (3.7% and 5.4% respectively). P value for distant metastasis = 0.53 (Table 5 ).

Comparison of OS between IDC and micropapillary cases (Matched by propensity score matching -PSM).

Case Processing Summary

Overall Comparisons

• Test of equality of survival distributions for the different levels type

Disease free survival

• Test of equality of survival distributions for the different levels of type

IMPC is a highly invasive type of breast cancer. Hashmi A.A. et al. [ 13 ] found that the incidence of IMPC is very low accounting for 0.76–3.8% of breast carcinomas.

Shi WB et al.; [ 7 ] in a study comparing 188 IMPC cases and 1,289 invasive ductal carcinoma (IDC) cases from China showed that IMPC can occur either alone or mixed with other histological types, such as ductal carcinoma in situ, mucinous carcinoma and IDC. Furthermore, the majority of patients had mixed IMPC.

Fakhry et al. [ 14 ] reported that 64.7% of IMPC patients were pure type. In our study, we found that the pure form of IMPC was the commonest type and presented in 90 patients (65%) and 47 cases (34%) were mixed type which was similar to that reported by Nassar et al. [ 15 ], and Guo et al. [ 16 ] in their studies.

In our study, the commonest finding of IMPC on breast mammography was an irregular shaped mass with a non-circumscribed spiculated margin. While, the commonest sonographic finding of IMPC was hypoechoic mass with irregular shapes and spiculated margins.

These findings were similar to the results demonstrated by Jones et al., [ 17 ] which found that the commonest morphologic finding of IMPC was an irregular high-density lesion (50% of patients) with spiculated margin (42% of patients). However, Günhan-Bilgen et al. [ 18 ] reported that an ovoid or round lesion was found in 53.8% of patients.

Alsharif et al., [ 19 ] reported that the commonest sonographic finding of IMPC was hypoechoic masse (39/41, 95%) with irregular shape (30/41, 73.2%) and angular or spiculated margin (26/41, 63.4%).

In our study, MRI was done for 5 cases (3.6%), while CESM was performed for 18 cases (13%) of the IMPC group, the commonest presentation of IMPC in contrast study was irregular shaped enhanced lesion in 21 cases and non-mass enhancement was presented in 5 cases.

Nangogn et al. [ 20 ] and yoon et al. [ 8 ] recorded that the commonest finding of IMPCs in MRI was spiculated irregular mass with early rapid initial heterogenous enhancement, indicating that the MRI findings correlated with the invasiveness of IMPC.

Fakhry et al. [ 14 ] conducted a study on 68 cases, out of which 17 cases underwent CEM. In all of these cases, the masses showed pathological enhancement, which was either in the form of mass enhancement (12/17 patients, 70.6%) or non-mass enhancement (4/17 patients, 23.5%). The majority of the enhanced masses were irregular in shape (11/12 patients, 91.7%).

All patients underwent axillary sonography and 77 patients (55.8%) of the IMPC group exhibited pathological lymph nodes; this percentage was similar to that recorded by Nangong et al. [ 20 ] which was 54.8% and lower than that recorded by Jones et al. [ 17 ] but higher than that of Günhan et al. [ 18 ] which were 67% and 38% respectively.

Günhan et al. [ 18 ] reported microcalcification in about 66.7% of the cases. In our study, associated microcalcifications were found in 49 patients (35.5%) of the IMPC group. Yun et al. [ 21 ] and Adrada et al. [ 22 ] showed a fine pleomorphic appearance (66.7% and 68%).

Hao et al. [ 23 ] compared the rate of tumors larger than 5cm, reporting 3% in IDC and 4.3% in IMPC. In our study, the rate of tumors larger than 5cm, was reported 7.4% in the IDC patients and 9.5% in the IMPC patients.

Yu et al., et al. [ 24 ] documented in a study comparing 72 cases of IMPC and 144 cases of IDC of the breast that IMPC had a higher nuclear grade than IDC (52.8% vs. 37.5% respectively). In our study, IMPC had a higher nuclear grade than the IDC group (25.1% and 15.2% respectively).

Verras GI et al.; [ 9 ] demonstrated that IMPC was an aggressive breast cancer subtype with a great tendency to lymphovascular invasion and lymph node metastasis. In our study, the incidence of LVI in the IMPC patients was 88.3% in comparison to 47.0% in the IDC patients ( p  < 0.001). Tang et al., [ 25 ] also reported that lymphovascular involvement was more common among the IIMPC group than IDC group, with a percentage of 14.7% compared to only 0.1% in the IDC group.

Also, Shi et al. [ 7 ] reported that LVI was detected in 74.5% of cases. Furthermore, the frequency of LVI was found to be greater in IMPC cases when compared to IDC cases. Jones et al., [ 17 ] recorded angiolymphatic invasion in 69% of cases.

Hashmi et al. [ 13 ] reported in his comparative study that nodal involvement was present in 49.5% of IDC patients and N3 stage was only 15.6% in IDC patients compared to 33% in IMPC patients. In our study, the percentage of lymph node involvement of IMPC and IDC patients were 68.8% and 56% respectively with N3 stage reported in 12.4% of IMPC patients.

Guan et al. [ 26 ], Lewis et al., [ 27 ], Pettinato et al., [ 28 ] and De La Cruz et al., [ 29 ] recorded a higher percentage of lymph node metastasis in IMPC patients, reaching 90%, 92.9%,55.2% and 60.9% respectively.

The management of IMPC remains controversial, particularly among breast surgeons. Modified radical mastectomy was the preferred surgical procedure for the majority of IMPC case reports, as found in a study conducted by Yu et al., [ 24 ] where 99% of IMPC cases underwent modified radical mastectomy. Fakhry et al. [ 14 ] reported that 76.5% of the patients underwent modified radical mastectomy. In our study, 49.3% of IMPC patients received modified radical mastectomy.

IMPC patients were also prone to accept BCS rather than mastectomy in the previous series conducted by Lewis GD,et al. [ 27 ] and Vingiani, A. et al. [ 30 ]. However, the precise prognosis value of BCS for patients with IMPC remained unknowable. In our study, IMPC had a lower rate of breast conserving surgery (26% vs.37.8%) compared with IDC.

IMPC was characterized by a high incidence of ER and PR positivity. Our study recorded a high percentage of ER (97.8%) and PR (98.6%) expression. Our findings are similar to those found by Walsh et al., [ 31 ] who reported ER and PR expression of 90% and 70%, respectively. Zekioglu et al. [ 32 ] demonstrated a rate of ER and PR expression of 68% and 61%respectively.

In this study, we reported a relatively lower percentage of HER-2 positivity (4.3%). Also, Nangong et al. [ 20 ] showed HER 2 overexpression in 26.4% of cases.

However, Cui et al. [ 33 ] reported a much higher incidence of HER 2 positivity and Perron et al., [ 34 ] reported that 65% of IMPCs were HER-2 positive.

Chen, A et al. [ 35 ] reported that that the percentage of radiation therapy for IMPC patients was similar to those seen in IDC patients and demonstrates a similar benefit of radiation treatment in both groups. In our study,77.5% patients received radiotherapy in IMPC group in compared to 59.4% patients in IDC group.

Shi et al. [ 7 ] found that patients with IMPC had worse recurrence-free survival (RFS) and overall survival (OS) rates as compared to those with IDC. However, because IMPC is relatively rare, most studies had reported on small sample sizes with limited follow-ups.

Yu et al., [ 24 ] conducted a comparison between IMPC and IDC patients, and the results showed that the IMPC group had a greater tendency for LRR compared to the IDC group ( P  = 0.03), but the distant metastasis rate ( P  = 0.52) and OS rate ( P  = 0.67) of the IMPC showed no statistical differences from the IDC group.

Nevertheless, several recent studies documented that IMPC had better or similar prognosis in comparison to IDC.

Hao et al. [ 23 ] and Vingiani et al. [ 30 ] documented that there was no statistically significant difference in OS and disease-free survival between IMPC patients and IDC patients which was similar to our results. locoregional recurrence rate comparing IMPCs with IDCs was (2.2% and 0.4% respectively). P value for local recurrence = 0.12 (yates corrected chi square). Distant metastasis rate comparing IMPCs with IDCs was (3.7% and 5.4% respectively). P value for distant metastasis = 0.53.

Chen H et al. [ 36 ], compared the overall survival in patient groups with similar nodal involvement and found that IMPC group had better breast cancer–specific survival and overall survival than IDC group.

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No datasets were generated or analysed during the current study.

Abbreviations

Invasive micropapillary carcinoma

Invasive duct carcinoma

Modified radical mastectomy

Conserving breast surgery

Estrogen receptor

Progesterone receptor

Lymphovascular invasion

Contrast enhanced spectral mammography

Overall survival

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Mohamed Fathy Abdelfattah Abdelrahman Elithy

Present address: Department of Surgical Oncology, Faculty of Medicine, Al Azhar University, Cairo, Egypt

Mahmoud Hassaan

Present address: Departement of Surgical Oncology, National Cancer Institute, Cairo University, Giza, Egypt

Authors and Affiliations

Department of General Surgery, Faculty of Medicine, Ain Shams University, Cairo, Egypt

Yasmine Hany Abdel Moamen Elzohery

Department of Radiodiagnosis, NCI, Cairo University, Giza, Egypt

Amira H. Radwan & Sherihan W. Y. Gareer

Department of Pathology, National Cancer Institute, Cairo University, Giza, Egypt

Mona M. Mamdouh

Department of Epidemiology and Preventive Medicine, National Liver Institute, Menoufia, Egypt

Baheya Center for Early Detection and Treatment of Breast Cancer, Giza, Egypt

Yasmine Hany Abdel Moamen Elzohery, Amira H. Radwan, Sherihan W. Y. Gareer, Mona M. Mamdouh, Inas Moaz, Abdelrahman Mohammad Khalifa, Osama Abdel Mohen, Mohamed Fathy Abdelfattah Abdelrahman Elithy & Mahmoud Hassaan

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Mohamed fathy participated in the sequence alignment and Yasmine hany drafted the manuscript. Mahmoud Hassan participated in the design of the study. Inas Moaz and Abdelrahman Mohammad performed the statistical analysis. Amira H. Radwan and Sherihan WY Gareer conceived the study. Mona M Mamdouh and Osama abdel Mohen participated in its design and coordination and helped to draft the manuscript. All authors read and approved the final manuscript.

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Elzohery, Y.H.A.M., Radwan, A.H., Gareer, S.W.Y. et al. Micropapillary breast carcinoma in comparison with invasive duct carcinoma. Does it have an aggressive clinical presentation and an unfavorable prognosis?. BMC Cancer 24 , 992 (2024). https://doi.org/10.1186/s12885-024-12673-0

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Received : 05 April 2024

Accepted : 23 July 2024

Published : 12 August 2024

DOI : https://doi.org/10.1186/s12885-024-12673-0

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