assignment 11

The Assignment with Audie Cornish

Every thursday on the assignment, host audie cornish explores the animating forces of this extraordinary american political moment. it’s not about the horse race, it’s about the larger cultural ideas driving the conversation: the role of online influencers on the electorate, the intersection of pop culture and politics, and discussions with primary voices and thinkers who are shaping the political conversation..

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The historically Black sororities and fraternities known as the Divine 9 have a long legacy of political activism, though it’s traditionally been nonpartisan. Now that Vice President Kamala Harris — a member of Alpha Kappa Alpha, the country’s oldest Black sorority — is at the top of the Democratic ticket, the organizations are mobilizing in a whole new way. And nowhere is that more evident or more consequential than in Georgia. Audie Cornish travels to Atlanta to sit down with two other AKA members: Democratic Congresswoman Nikema Williams and Maisha Land, creator of the viral Stroll to the Polls campaign.

© 2024 Cable News Network. A Warner Bros. Discovery Company. All Rights Reserved. CNN Audio's transcripts are made available as soon as possible. They are not fully edited for grammar or spelling and may be revised in the future. The audio record represents the final version of CNN Audio.

Watch CBS News

Baltimore Orioles designate reliever Craig Kimbrel for assignment

September 18, 2024 / 3:53 PM EDT / AP

BALTIMORE -- Craig Kimbrel's time with the Baltimore Orioles could be coming to an end after the struggling team designated its former closer for assignment Wednesday following the latest in a series of rough outings.

Kimbrel gave up six runs on three hits in 2/3 of an inning of relief in Baltimore's 10-0 home loss to the San Francisco Giants on Tuesday night. Kimbrel has a 13.94 ERA in his last 11 appearances over the past month.

This season, his first with Baltimore, Kimbrel has a 5.33 ERA with six blown saves. He lost his job as closer in May.

The Orioles have lost eight of 11 games to fall four games back of the New York Yankees for first place in the AL East. In a corresponding roster move, they recalled right-hander Bryan Baker from Triple-A Norfolk.

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Orioles designate reliever Craig Kimbrel for assignment

Baltimore Orioles relief pitcher Craig Kimbrel (46) returns to the dugout during a pitching change after he gave up six runs during the ninth inning of a baseball game against the San Francisco Giants, Tuesday, Sept. 17, 2024, in Baltimore. (AP Photo/Stephanie Scarbrough)[ASSOCIATED PRESS/Stephanie Scarbrough]

BALTIMORE (AP) — Craig Kimbrel’s time with the Baltimore Orioles is over. The Orioles designated their former closer for assignment Wednesday following the latest in a series of poor outings. Kimbrel gave up six runs on three hits in two-thirds of an inning of relief in Baltimore’s 10-0 home loss to the San Francisco Giants on Tuesday night. Kimbrel has a 13.94 ERA in his last 11 appearances over the past month. The nine-time All-Star has amassed a whopping 440 saves and pitched in 837 games. But this season, his first with Baltimore, the right-hander has a 5.33 ERA with six blown saves.

Copyright 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed without permission.

Baltimore Orioles pitcher Craig Kimbrel reacts after giving up a two-run double to Boston Red Sox's Ceddanne Rafaela during the seventh inning of a baseball game at Fenway Park, Monday, Sept. 9, 2024, in Boston. (AP Photo/Charles Krupa)

Photo: ASSOCIATED PRESS/Charles Krupa

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Orioles designate reliever Craig Kimbrel for assignment

Craig Kimbrel, who lost his job as closer in May, has a 13.94 ERA in his last 11 appearances over the past month.

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BALTIMORE — Craig Kimbrel’s time with the Baltimore Orioles is over.

The Orioles designated their former closer for assignment Wednesday following the latest in a series of rough outings.

Kimbrel gave up six runs on three hits in two-thirds of an inning of relief in Baltimore’s 10-0 home loss to the San Francisco Giants on Tuesday night. Kimbrel has a 13.94 ERA in his last 11 appearances over the past month.

A nine-time All-Star, Kimbrel has pitched in 837 games and amassed a whopping 440 saves. But this season, his first with Baltimore, the right-hander has a 5.33 ERA with six blown saves.

The last of his 23 saves with the Orioles came on July 7. Not long after that, following several poor performances, Kimbrel desperately tried to regain the form that enabled him to pitch in the back end of the bullpen since breaking into the big leagues in 2010 with Atlanta.

It never happened. Advertisement

“Tough day,” Manager Brandon Hyde said. “We have so much respect for Craig and his career. It’s never easy to say goodbye to someone who’s done a lot.”

The Orioles have lost 8 of 11 games to fall four back of the New York Yankees for first place in the AL East. In a corresponding roster move, they recalled right-hander Bryan Baker from Triple-A Norfolk.

Orioles GM Mike Elias signed Kimbrel to a $13 million contract in December to fill the void left by Félix Bautista, who had 48 saves last year before going on the disabled list with an elbow injury. Bautista underwent Tommy John surgery, which kept him sidelined for the entire 2024 season.

Kimbrel’s 23 saves before the All-Star Game helped the defending AL East champions hit the break atop the division.

“Heck of a first half for us. Helped us win a ton of games,” Hyde said.

Kimbrel’s decline began with a blown save on July 14 against the Yankees. He got the win in that game despite allowing three runs in the ninth inning. Advertisement

“The game here against New York, that was a struggle, and he never got rolling after that,” Hyde said.

Kimbrel blew a save on July 25 in Miami and took a loss the following day against San Diego. At that point, Hyde began using Kimbrel in no-pressure situations in the hope that the 36-year-old would regain the form that landed him in fifth place on the career saves list.

“I tried to give him low-leverage spots, and it seemed like when there were runners on base he had a tough time not allowing that run to score,” Hyde said.

Hyde knew of Kimbrel’s sensational past, but there were only a few glimpses of that pitcher recently.

“He’s a Hall of Famer to me,” Hyde said. “Craig has done some amazing things in his career. To be able to pitch in the innings he’s pitched, for that long with that type of pressure, there are only a handful of guys who have been able to do that.”

Seranthony Domínguez, obtained in a July trade with the Phillies, has taken over the closer’s role for Baltimore. Advertisement

“When we got him in the trade, it wasn’t like the next day we were saying Seranthony is going to be the closer now,” Hyde said. “It was more of need at that point because Craig was struggling a little bit.”

METS: Rookie right-hander Christian Scott is scheduled to undergo Tommy John surgery next week and is expected to miss the entire 2025 season.

Scott hasn’t pitched since July 21 due to a sprained ulnar collateral ligament in his right elbow but hoped to return this month to the Mets.

WEDNESDAY’S GAMES

ATHLETICS 5, CUBS 3: Tyler Soderstrom homered and was 2 for 4 and Zack Gelof hit a double to take the lead in the eighth as visiting Oakland beat the Cubs, leading the Milwaukee Brewers to become the first major league team to earn a spot in the playoffs.

Chicago’s loss clinches a playoff berth for the Brewers, who won the National League Central division for the third time in four years. Advertisement

DIAMONDBACKS 9, ROCKIES 4: Corbin Carroll hit two home runs for his third multihomer game of the year, Eduardo Rodriguez struck out a season-high 11 and Arizona won at Denver to avert a series sweep.

Randal Grichuk also homered and doubled, Christian Walker drove in a pair of runs with a single and a sacrifice fly, and Pavin Smith had a run-scoring double in the Diamondbacks’ three-run ninth inning.

The defending National League champion, Arizona (84-68) matched last year’s total for wins.

ANGELS 4, WHITE SOX 3: Eric Wagaman scored with one out in the 13th inning when Jordyn Adams’ grounder deflected off the glove of third baseman Miguel Vargas, and Los Angeles dealt visiting Chicago its 117th loss.

Instead of winning consecutive series for the first time in four months, the White Sox tied the 1916 Philadelphia Athletics for the third-most losses since 1900. Chicago (36-117) needs to go 7-2 in its final nine games to avoid the post-1900 record of 120 losses by the 1962 expansion New York Mets.

The 2003 Detroit Tigers hold the American League mark with 119 losses. Advertisement

PADRES 4, ASTROS 0: Dylan Cease pitched brilliantly into the ninth inning and Manny Machado, Fernando Tatis Jr. and Donovan Solano hit consecutive homers in the eighth as San Diego  won at home.

Machado homered twice for the Padres, who won 2 of 3 against the Astros and stayed two games ahead of Arizona for the first NL wild card. .

Cease (14-11), who threw his first career no-hitter on July 25 at Washington, took a one-hitter into the ninth before Mauricio Dubón beat out an infield single to shortstop. Cease struck out Jake Meyers but then shortstop Xander Bogaerts booted Jose Altuve’s grounder for an error that allowed Dubón to take third, and that was it for the right-hander after 103 pitches.

GIANTS 5, ORIOLES 3: Mike Yastrzemski homered on the game’s first pitch, Michael Conforto also hit a solo shot and San Francisco won at Baltimore .

Baltimore has lost 8 of 10.

BRAVES 7, REDS 1: Marcell Ozuna homered, Gio Urshela drove in three runs and Spencer Schwellenbach pitched six innings of one-run ball as Atlanta won at Cincinnati.

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Course info, instructors.

• William Aulet
• Howard Anderson
• Prof. Matt Marx

Departments

• Sloan School of Management

As Taught In

• Entrepreneurship

Learning Resource Types

New enterprises, assignment 11, assignment 11: take an entrepreneur to dinner.

This assignment has several purposes. We want you to start to learn what it takes to be an entrepreneur.

• What makes an entrepreneur tick?
• How did this person come up with the idea behind his or her business?
• What was this person’s background?
• Do you think you would want to start your own company?

We also want you to learn to network better, which is a big determinant of your success (or failure) as a businessperson. If you can’t find an entrepreneur, call one of the portfolio companies of a successful VC firm in the Boston area. Some good VCs:

• Atlas Venture
• Battery Ventures
• Bessemer Venture Partners
• Charles River Ventures
• Flagship Ventures
• Flybridge Ventures
• Greylock Highland Capital
• Matrix Partners
• Polaris Ventures
• And there are others …

We do not want you to interview VCs; we want you to interview individuals who have started companies (extra credit if you can find a failure who can articulate why he/she failed).

The deliverable for the assignment is a 2-page double-spaced memo. The content of the memo should answer a few or all of the questions listed above. Remember that this is an individual, not a team, assignment!

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 111,983 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

• For example, you might research areas of a report that you find most interesting before moving on to other areas.
• If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
• You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

• Promise yourself that you will meet your goal of working for five minutes on the assignment.
• Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

• Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
• You may or may not wish to continue working after your time limit has gone by.
• Have a realistic understanding of how fast you can write and plan your schedule accordingly.

• It can help to read the assignment as soon as you get it and then ask any questions you might have.
• If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
• You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
• Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
• Keep your audience in mind and write a paper that would best deliver information to them.

• Goals that are too big or not well defined can be difficult to start working towards.
• Smaller and well defined goals can seem easier to achieve than larger ones.
• For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

• You might want to go for a quick walk after working for a set amount of time.
• Try reading a website or book that you enjoy for a few minutes after working.
• Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

• Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
• Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

• Avoid moving your workspace constantly.
• Don't get lost on tangential research.
• Don't take constant breaks to get a snack.

• For every hour you waste procrastinating, you can limit how much television you watch that night.
• If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

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• ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
• ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
• ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
• ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
• ↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

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Mathematical Literacy Grade 11 Term 2 Assignments Memos

Mathematical Literacy Grade 11 Term 2 Assignments Memos:

Welcome to the treasure trove of Mathematical Literacy Grade 11 Term 2 Assignments Memos spanning the years 2022, 2023, and 2024! Here, we’ve compiled a comprehensive collection of assignment memos tailored specifically to aid Grade 11 students in their term 2 academic journey.

Navigating through the complexities of Mathematical Literacy can be challenging, but fear not! These meticulously crafted memos serve as invaluable resources to empower students to excel in their upcoming assignments. Whether you’re revisiting concepts from previous years or seeking guidance for the current academic term, you’ll find a wealth of knowledge at your fingertips.

By perusing these memos, students can gain a deeper understanding of mathematical principles, sharpen their problem-solving skills, and enhance their overall performance in the subject. Each memo offers detailed explanations, insightful tips, and illustrative examples to facilitate comprehension and mastery of key concepts.

So, dive in and harness the wisdom contained within these memos to unlock your full potential in Mathematical Literacy. Let this repository be your guiding light as you embark on your academic endeavors, propelling you towards success and academic excellence.

2024 Term 2 Assignments and Memos

2023 term 2 assignments and memos, 2022 term 2 assignments and memos, looking for something specific, did you see these.

• Grade 11 Mathematics November Term 4 Past Papers and Memos
• Grade 11 Maths Exam Papers and Memos pdf Term 3
• Euclidean Geometry Grade 11 Proof of Theorems Notes pdf

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