they knew the assignment

What Does Understood The Assignment Mean? – Meaning, Uses and More

What Does Understood The Assignment Mean?

The slang phrase understood the assignment is used to praise someone who goes above and beyond or consistently performs well. It can be applied in various situations, such as complimenting someone’s work, outfit, or performance. The phrase gained popularity in 2021, particularly on social media platforms like TikTok and Twitter. The origins of “understood the assignment” are unclear, but it became more widely known after American rapper Tay Money released a song titled “The Assignment” in October 2021. The phrase went viral on Twitter, with users using it to pay tribute to their favorite actors and actresses who excel in their roles. Here are some examples of how to use the phrase “understood the assignment”:

• “Your presentation was amazing! You really understood the assignment.”
• “That outfit is fire! You totally understood the assignment.”
• “I told my son to clean his room, and he really understood the assignment. It’s spotless!”
• “That new employee really understood the assignment. She’s already making a big impact on the team.”
• “I’m not sure if I understood the assignment for this project. Can you give me some more guidance?”

The phrase “understood the assignment” is a fun and playful way to praise someone for their exceptional work or effort. It can be used sincerely or sarcastically, depending on the context.

What Does Understood The Assignment Mean From a Girl?

When a girl uses the phrase “understood the assignment,” she typically means the same thing as everyone else. It is a way to praise someone for going above and beyond or consistently performing well. Girls use it in various situations, such as complimenting someone’s work, outfit, or performance.

Here are some key points to consider:

• Specific meaning from a girl : Girls use the phrase “understood the assignment” to acknowledge and praise someone’s exceptional work or effort.
• How girls use it : Girls may use the phrase in conversations with their friends, colleagues, or online communities to show appreciation for someone’s achievements.
• How to reply : If someone says “understood the assignment” to you, you can reply with a simple “thank you” or express your gratitude for their recognition.

Girls use the phrase similarly to everyone else. It is a lighthearted and positive way to acknowledge someone’s accomplishments. So, if a girl says “understood the assignment” to you, take it as a compliment and feel proud of your achievements!

• Girl A: I just finished my final project for school!
• Girl B: Nice job! You totally understood the assignment !
• Girl: I saw your artwork on Instagram. It’s amazing!
• Artist: Thank you so much! I’m glad you think I understood the assignment .
• Girl A: Check out this outfit I put together for the party tonight.
• Girl B: Wow, you look stunning! You definitely understood the assignment .
• Girl: I just aced my math test!
• Friend: That’s awesome! You really understood the assignment .
• Girl A: I finally finished writing my novel.
• Girl B: That’s incredible! You truly understood the assignment and brought your story to life.

What Does Understood The Assignment Mean From a Guy?

When a guy uses the phrase “understood the assignment,” it can have similar meanings as when a girl uses it. However, there may be some slight differences in how guys use and interpret the slang. Here’s what you need to know:

Complimenting appearance or performance : Like girls, guys may use “understood the assignment” to compliment someone’s appearance or performance. They might use it to acknowledge someone’s stylish outfit, impressive skills, or exceptional work.

Acknowledging achievements : Guys may also use “understood the assignment” to recognize someone’s achievements or efforts. Whether it’s in sports, academics, or any other area, they use it to show appreciation for someone who has gone above and beyond.

Flirting or expressing interest : In some cases, guys may use “understood the assignment” as a flirty hint or a way to express their interest in someone. It can be a playful way of showing admiration and attraction.

Different tone or delivery : While the overall meaning is similar, guys may have a different tone or delivery when using “understood the assignment.” They might use it in a more casual or laid-back manner compared to girls.

If a guy says “understood the assignment” to you, here are a few things to consider:

Context of the conversation : Pay attention to the context in which he used the phrase. Was it in response to something specific you did or said? Understanding the context can give you clues about his intentions.

Your relationship with him : Consider your relationship with this guy. Are you friends, dating, or just acquaintances? The meaning behind his use of “understood the assignment” can vary depending on your relationship dynamics.

Body language and tone : Take note of his body language and tone of voice when he says it. Does he seem serious, playful, or flirtatious? These non-verbal cues can provide additional context to help you understand his intentions.

Of course, it’s important to remember that not every guy will use “understood the assignment” in the same way. Some may use it casually without any specific meaning, while others may use it as a genuine compliment or flirtation. If you’re unsure about his intentions, don’t hesitate to ask for clarification or simply take it as a positive acknowledgment of your achievements.

• Guy 1: Dude, did you see that new video game trailer? It looks insane!
• Guy 2: Yeah, the graphics are next level. The developers really understood the assignment .
• Guy 1: Check out this painting I just finished. What do you think?
• Guy 2: Wow, man! You really understood the assignment . It’s so detailed and vibrant.
• Guy 1: I aced my math test today!
• Guy 2: Nice job, dude! You definitely understood the assignment . Math can be tough, but you nailed it.
• Guy 1: I just finished renovating my apartment. Take a look!
• Guy 2: Whoa, it looks amazing! You totally understood the assignment . The design is on point.
• Guy: I saw your dance performance last night. You killed it!
• Girl: Thanks! I practiced so hard. I’m glad it paid off.
• Guy: It definitely did. You absolutely understood the assignment on that stage!

What Does Understood The Assignment Mean Sexually?

No, “understood the assignment” does not have a sexual or NSFW meaning. It is a slang phrase used to praise someone who goes above and beyond or consistently performs well in various situations.

Origin of Understood The Assignment

The origins of the phrase “understood the assignment” are unclear. It gained popularity in 2021, particularly on social media platforms like TikTok and Twitter. It is possible that the phrase originated from the common understanding of assignments in school or the workplace, where individuals who excel or consistently perform well are said to have understood the assignment. However, it is also possible that the phrase emerged organically as a catchy and expressive way to praise someone’s exceptional work or effort. Without further information, it is difficult to determine if it is a derived word or a popular typo.

Frequently Asked Questions

Slangs similar to understood the assignment.

The slang phrase “understood the assignment” is similar to the words “outdated,” “trying too hard,” “conformist,” “on trend,” “generic,” and “out of touch” because they all describe someone or something that is not keeping up with trends, not standing out, or lacking originality or uniqueness. These terms are used to criticize or describe someone or something that is not meeting expectations or societal norms.

Is Understood The Assignment A Bad Word?

No, “understood the assignment” is not a bad word or vulgar word. It is a phrase used to praise someone who goes above and beyond to do a good job or who is always on point. It gained popularity in 2021 and is often used on social media platforms like TikTok and Twitter to remark about fantastic and on point things.

Is Understood The Assignment a Typo or Misspelling?

The term “dyat” could be a misspelling or typo, as it is not a recognized word and may have been mistyped due to its similarity to the word “dat” or “diet.”

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The 'I Understood The Assignment' TikTok Audio Explained

A social media trend has reached peak popularity whenever brands start participating in it; by the time junior creatives and social media interns finish pitching and explaining a trend for approval, it's probably already been seen on every platform. So, with that in mind, it should be easy to backtrack the timeline of a trend to learn more about it when a brand joins in on the fun. One glaring exception is the Duolingo Owl — that's one up-to-date bird.

McDonalds' "I understood the assignment" era on Twitter began in the second half of 2021. So did  Starbucks '. With a calculation based on conjecture, the trend can be traced back to the beginning of 2021. We looked to Know Your Meme for confirmation, and it turns out we were right. This is what high school teachers meant when they said that we'd use math after graduating.

This particular phrase has garnered extreme attention across all social media platforms. On TikTok , videos submitted under the "I understood the assignment" hashtag have received more than 600 million views; an excess of 30,000 posts wear it on Instagram . But what does it mean? And why is there an entire song dedicated to it? Read on to learn more.

The 'I understood the assignment' trend has been used by celebrities

How was the "I understood the assignment" trend created? In March 2021, a Twitter user @thering26 posted stills of Uma Thurman in numerous acting roles. "Uma Thurman will always understand the assignment," the accompanying text read. Soon, the phrase and meme format spread across Twitter like wildfire; it is used to describe someone who knows how to get the job done (via Know Your Meme ). The meme format is particularly popular for talking about actors who can pull off very different roles with top-notch acting.

A few months later, artist Tay Money put a new spin on the trend. She released a song that claimed she understood " The Assignment ." The artist herself used a part of the song that said "I understood the assignment" on TikTok. This led to a trend of people posting accomplishments and stories that proved that they knew what was expected of them and went above and beyond (via Know Your Meme ). 

Even celebrities hopped on the trend. Taylor Swift used it to promote "All Too Well" (via YouTube ) and basically immortalized the phrase. There are currently around 250 million views on the "the assignment" hashtag on TikTok . It also led to the creation of another relatable sound that remixes Tay Money's song with Reese Witherspoon in "Legally Blonde" saying, " Actually, I wasn't aware that we had an assignment ." And that's how one meme took over the internet. 

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Understood the Assignment

“Understood the assignment" is a phrase that is used to acknowledge someone who has done an exceptional job or exceeded expectations. 

What does "Understood the Assignment" mean on social media?

The phrase has become popular on social media and in popular culture and is often used to praise someone who is giving it their all whether that’s with their achievements, what they’re wearing or what they’re doing more generally. 

For example, if someone shows up to the party in a great outfit in this context, saying they “Understood the assignment” means that the person is at the top of their game and pulled up in a great look. 

The phrase can also be used sarcastically to criticize someone who has failed to meet expectations or has done a poor job. Overall, "Understood the assignment" is a phrase that is used to acknowledge someone's efforts or accomplishments and has become a popular way to express praise or criticism in slang.

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Understood the Assignment Meaning: What Does the Phrase Mean?

If you’re a regular user of social media, you might have come across the phrase “understood the assignment” in recent times. The phrase has gained a lot of popularity on Twitter, TikTok, and other social media platforms, and it is often used to acknowledge someone who has done an exceptional job or exceeded expectations. In this article, we’ll explore the understood the assignment meaning and how it has become a popular phrase on social media.

Understood the Assignment Meaning

What Does Understood the Assignment Mean?

“Understood the Assignment” is a slang phrase that gained popularity in 2021, particularly on social media platforms like TikTok and Twitter. The phrase is used to acknowledge someone who has done an exceptional job or exceeded expectations. It is often used in the context of school assignments or work projects, where individuals are expected to complete a task or meet a certain standard.

The phrase implies that the person has not only completed the task at hand but has done so in a way that demonstrates a deep understanding of the requirements and expectations. The phrase has since become a popular hashtag and is commonly used in text messages, social media posts, and online chat rooms to express admiration or approval of someone’s work or performance.

Origin of ‘Understood the Assignment’ Phrase

If you’ve been on social media lately, you’ve probably seen the phrase “understood the assignment” being used quite frequently. But where did this phrase come from, and why has it become so popular?

The phrase “understood the assignment” originated from the American rapper Tay Money’s song “The Assignment,” which was released in 2021. In the song, Tay Money raps, “Tay, you killed this. I understood the assignment.” The phrase quickly caught on and became a popular way to express praise or criticism in slang.

Since then, the phrase has been used in various contexts, from school assignments to fashion choices. It’s often used to acknowledge someone’s efforts or accomplishments, particularly when they’ve gone above and beyond what was expected of them.

On Twitter, the phrase has also been associated with a specific meme. The meme features a picture of a woman wearing a white shirt and black pants, with the phrase “understood the assignment” written across the bottom. The meme is often used to mock people who have failed to meet expectations or who have made a mistake.

Popularity and Usage in Social Media

If you’re active on social media, you’ve probably seen the phrase “understood the assignment” being used quite frequently. It has become a popular slang expression to convey praise or criticism. The phrase has been in use since at least 2015, but it gained mainstream popularity in 2021 when it started trending on TikTok and Twitter.

The phrase is used to acknowledge someone who has done an exceptional job or exceeded expectations. It’s pretty much like giving someone an “A+” or stamping something with your seal of approval. For example, if a celebrity shows up to an event in an outfit that perfectly matches the theme, you might say they “understood the assignment.”

The phrase has become so popular that it has even been used by big brands like McDonald’s and Starbucks in their social media campaigns. McDonald’s used the phrase in a tweet to promote their BTS meal, and Starbucks used it to promote their new line of summer drinks. This shows how the phrase has become a part of popular culture and is being used by people from all walks of life.

The phrase has also become a meme, with people using it to make jokes or sarcastic comments. For example, if someone does something completely unrelated to what they were supposed to do, you might say they “didn’t understand the assignment.” This shows how the phrase has evolved and taken on a life of its own in the world of social media.

Examples of ‘Understood the Assignment’

When someone says “understood the assignment,” they are acknowledging that someone has done an exceptional job or exceeded expectations. Here are some examples of how this phrase can be used:

• A student might say, “I understood the assignment and got an A on the paper.”
• A coach might say, “The team really understood the assignment and executed the game plan perfectly.”
• A designer might say, “The client loved the final product because we really understood the assignment and delivered exactly what they wanted.”

This phrase can also be used in a more playful or humorous way. For example, someone might say, “Beyoncé really understood the assignment with that outfit she wore to the Met Gala ,” meaning that she looked amazing and perfectly captured the theme of the event.

Another example could be, “The new Netflix series really understood the assignment when it came to creating a compelling storyline and characters that viewers can’t get enough of.”

Overall, “understood the assignment” is a versatile phrase that can be used in a variety of contexts to praise someone for doing an exceptional job or meeting and exceeding expectations.

Impact on Popular Culture

Popular culture is a reflection of society’s norms, values, and beliefs. It is a dynamic entity that evolves with time and influences people’s behavior, fashion, and lifestyle. Popular culture has a significant impact on society, shaping the way people think, act, and perceive the world around them.

One of the most significant impacts of popular culture is its influence on fashion. Popular culture often sets the trends in clothing, hairstyles, and accessories. For example, the popularity of the TV show Friends in the 1990s led to the trend of “The Rachel” haircut, which was named after the character Rachel Green, played by Jennifer Aniston. Similarly, the popularity of the movie Grease in the 1970s led to the revival of 1950s fashion, with leather jackets, tight jeans, and poodle skirts becoming popular again.

Popular culture also influences people’s behavior and lifestyle choices. For example, the popularity of fitness and health-related TV shows and social media influencers has led to an increase in gym memberships and healthy eating habits. Similarly, the popularity of travel-related shows and social media accounts has led to an increase in tourism and travel-related activities.

In conclusion, popular culture has a significant impact on society, shaping the way people think, act, and perceive the world around them. It influences fashion, behavior, lifestyle choices, language, and communication. As such, it is essential to understand the impact of popular culture and how it shapes our lives.

Criticism and Controversy

While “Understood the Assignment” is generally used to praise someone’s efforts, there have been some criticisms and controversies surrounding the phrase.

One criticism is that it can be used to pressure people into conforming to certain standards or expectations. For example, if someone posts a picture or video and doesn’t receive the “Understood the Assignment” comment, they may feel like they didn’t do a good enough job or that they didn’t meet the expectations of others.

Additionally, some people have argued that the phrase is overused and has lost its meaning. It’s become a catch-all phrase for any kind of praise, regardless of whether or not the person actually understood the assignment or put in a lot of effort.

There have also been controversies surrounding the phrase’s origins. While it’s generally accepted that the phrase originated on TikTok, there have been claims that it was actually first used in other contexts or by other people. However, there’s no definitive proof to support these claims.

Despite these criticisms and controversies, “Understood the Assignment” remains a popular phrase on social media and continues to be used as a way to praise people’s efforts and accomplishments.

Variations and Adaptations

When it comes to the “understood the assignment” trend, there are many variations and adaptations that people have come up with to express the same sentiment. Here are some of the most popular ones:

One common variation is to use the phrase in a humorous or sarcastic way. For example, someone might say “I understood the assignment” while holding up a blank piece of paper or a completely unrelated object. This type of parody is meant to poke fun at the original meaning of the phrase and show that the speaker did not actually understand the assignment.

Another popular adaptation of the trend is to turn it into a meme. This often involves taking a picture or video of someone who is clearly not “understanding the assignment” and adding the phrase as a caption. Memes like these can be found all over social media and are often used to make light of situations where someone is not living up to expectations.

Overall, the “understood the assignment” trend has taken on a life of its own and has become a popular way for people to express their dedication and hard work. While there are many variations and adaptations of the trend, the core message remains the same: that the speaker is giving it their all and doing everything they can to succeed.

Frequently Asked Questions

What are some quotes about understanding an assignment?

There are many quotes about understanding an assignment, but one of the most popular is “I understood the assignment, but I just didn’t do it.” This quote is often used humorously to express frustration with procrastination or laziness.

What are some synonyms for understanding an assignment?

Some synonyms for understanding an assignment include comprehending, grasping, and getting. These words all describe the ability to fully understand and engage with an assignment or task.

What are some examples of understanding an assignment?

Examples of understanding an assignment might include completing all of the required tasks, following all of the instructions, and producing high-quality work. Understanding an assignment also involves being able to ask questions and seek clarification when necessary.

What is the origin of the phrase ‘understood the assignment’?

The origin of the phrase ‘understood the assignment’ is unclear, but it has become a popular expression on social media and in popular culture. The phrase is often used to praise someone who is giving their all and doing their best.

What does it mean to ‘get’ an assignment?

To ‘get’ an assignment means to fully understand and comprehend what is required in order to complete the task successfully. This involves reading and following all instructions, asking questions if necessary, and producing high-quality work.

What is the meaning of explaining in an assignment?

Explaining in an assignment involves providing clear and concise explanations of concepts, ideas, or processes. This may involve using examples, diagrams, or other visual aids to help the reader understand the material. A well-written explanation should be easy to follow and understand.

Last Updated on September 29, 2023

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Earlier this year, a meme now known as the "understood the assignment" meme emerged and has quickly become Bravo fans' go-to when talking about their favorite reality TV shows or Bravolebrities. It's a way of complimenting a person for the way they handled themselves during the season that made the series even better. Without these Bravolebrities who understood their job as a reality TV star, the series wouldn't shine as brightly.

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Nene Leakes had a hard ending on  The Real Housewives of Atlanta, but her legacy lives on in every Bravo fan. While her fashion and her looks were always glamorous, it was Nene's quotes that made their way into countless memes , GIFs, and beyond. Sometimes, Nene didn't even need to say anything when drama erupted. Her facial expressions were so expressive that viewers and friends knew exactly how she felt about it.

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Mama Joyce Knows When To Turn It On

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Dorit Brings The Sass Without Realizing It

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Understood The Assignment

Did an amazing job.

When somebody understood the assignment, they did something incredible and gave it their all. For example, when a person designs a fabulous outfit and looks stunning, they understood the assignment.

Origin of Understood the Assignment

The slang phrase "understood the assignment" was popularized in 2021 by American rapper Tay Money's song "The Assignment." For example, lyrics from her song are, "Tay, you killed this. I understood the assignment."

The phrase plays off how excellent students or employees understand assignments in school or the workplace really well and subsequently produce stellar work. In the fall of 2021, the phrase grew in popularity on social sites, like TikTok and Twitter, as people used it to remark about fantastic and on point things.

For example, a fan may say, "Tiger Woods understood the assignment," when the golfer beats the rest of the field so badly that he makes them look like amateurs. Or, a musician may have stunning album art, and someone may share it on Twitter, saying, "The new Cardi B album cover understood the assignment."

Related Slang

Understood the assignment definition by slang.net.

This page explains what the slang term "Understood the assignment" means. The definition, example, and related terms listed above have been written and compiled by the Slang.net team.

We are constantly updating our database with new slang terms, acronyms, and abbreviations. If you would like to suggest a term or an update to an existing one, please let us know !

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TikTok explores what it truly means to 'understand the assignment'

You've probably seen the phrase "understood the assignment" used to death on social media. Here's why everyone is saying it. The slang term is a popular way to praise someone who is going above and beyond to do a good job. According to Urban Dictionary, "understood the assignment" means, "a phrase used when someone is giving it 110% ... Whether it’s what they’re doing, what they’re wearing, someone who is really on top of their s***" . In the Twitter trend, users pay tribute to their favorite actors and actresses who've been able to pull off a slew of eclectic roles. TikTok tends to go along with Urban Dictionary's definition, rather than focusing on celebrities

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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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Spreading scriptural holiness, christ’s assignment (luke 24:36-53; acts 1:4-9).

• by Timothy Cooley Sr
• Posted on June 7, 2019 June 7, 2019

by Timothy L. Cooley Sr.

Our Scripture reading breaks in on the scene just after the Resurrection of Christ. The disciples were still reeling from His crucifixion and death. They heard this day that a few of Jesus’ followers had seen Him  alive!  You know how hard that would be to believe!  The story is old so, of course, we think they should have believed it, but if it happened to you, even now—even though we know God has done something like this—if it happened to you, it would be just too shocking to believe!  They hardly knew what to think.

In the midst of their consternation, Jesus appeared in the room where they were, not even having opened the door to enter.  No wonder it says they were terrified, they were affrighted!  They thought they were seeing a ghost!  They were rubbing their eyes, backing off to the wall, thinking, “What’s going on here?”

He spoke comfortingly to them and began to explain the new developments. Things had certainly taken an unexpected turn.  Not because Jesus did not tell them about it!  In their minds, they had another pattern figured out, so anything that did not fit what they wanted, they just pushed it off to the side.  That’s the way we learn.  It’s the way we don’t learn sometimes.  Whenever something new comes that we don’t know how to fit in to our thinking, we push it out of our minds.  That’s what they did with Jesus’ teaching.  Everything they had thought was going to happen did not work out.  The worst thing imaginable happened!  Jesus was killed, crucified!  It was an awful, gory, bloody, gutty scene, and they were still shocked from it.  And now, all of a sudden there was talk of a Resurrection!

What was Christ trying to accomplish after His Resurrection? He wanted to prepare His disciples for the work He left for them to do.  He gave them directions.  He showed them that He was physically resurrected from the dead.  He invited them to touch Him, to handle Him, to get Him some food so He could eat it in front of them.  They could see that Jesus was there bodily.  But He was doing more than just telling them about the Resurrection.  Because of the Resurrection, there was a whole new job ahead of them.  They have got to take this story to the ends of the world, and so Jesus is preparing them for that. ​ He gave them first of all an…

Assurance for their Faith — Believe!

He encouraged them, “Believe!  Go ahead!  You want some evidence?  I’ll give you evidence!”  I love the story of Thomas.  Jesus, knew that Thomas had declared, “I will not believe unless I put my fingers in the places were the nails were and in the place where the spear pierced His side.”  Now Jesus prodded him, “Go ahead.  Do what you wanted.  Touch Me!  If you want evidence, if you want something to base your faith on, go ahead and touch Me.”  Thomas just fell on his knees and worshipped, “My Lord and My God!”

They had to know what they were testifying, what they were talking about.  Effective testimony can only come from conviction — being convinced about the facts, being convicted about the truth.  Conviction is born only out of this kind of certainty.

The disciples had seen:

CHRIST’S WONDERFUL POWER

As with most people, the disciples noticed His miracles first.  That was part of God’s strategy.  Nicodemus understood.  He came to Jesus and said, “I’ve seen Your miracles.  I realize God is doing something here.  What is Your message from God?” That’s the way these disciples had had their attention caught up because they saw His wonderful power.  They realized that God was doing something marvelous in their midst. They heard –

CHRIST’S WISDOM

His profound, yet simple teaching; easy to understand, but deep enough to daze the doctors.  He out-witted even the scribes and Pharisees, who were the professional interpreters of the Holy Writings.  These disciples had experienced all that.

They had experienced now –

CHRIST’S RESURRECTION

The shocking, the absurd Resurrection!  It’s true, and of course, it’s not absurd.  Jesus assured them that everything had gone as it was planned between Him and His Father. His death was no mistake.  God had not lost control of the world.

He “opened their minds so they could understand the Scriptures” (Lk.24:45 NIV).  I have to pray that prayer a lot!  Open my mind, that I may understand the Bible.  Open our minds that we can take it in!  There is stuff here that is too deep for our minds.  Jesus opened their minds so they could understand the Scripture, and ever afterwards when they looked back through the Old Testament, they could see Christ all over the place!  The early church fathers were very strong on that point.  They studied the Old Testament, and it is fascinating how many places the church fathers pointed and said, “That was Jesus; this was Jesus!  He was right there.  He’s all through the Scriptures.”  This is not a new God.  He is the same Jehovah-God, who has been relating to Israel for hundreds of years!

Jesus appeared to His disciples quite a number of times.  We have at least 11 showings of Christ over a period of 40 days, giving them “many convincing proofs that He was alive” (Acts 1:3) and speaking of the kingdom of God.

Now He was getting ready to leave.  He told them in John 14, 15, and 16, “It is expedient for you that I go away.  If I do not go away, you’ll never grow up.  If I do not go away, you’ll never have the full ministry of the Spirit.  If I do not go away, you will always be limited.  But if I go away, it will be better for you, because then the Holy Spirit will be with you.”  We think, “No, I’d rather have Jesus right here so I can ask Him all these questions that I don’t have answers to and that did not make it into His book!”  But He said, “It is better for you to have the ministry of the Holy Spirit.”

CHRIST’S PERSON

As they had witnessed Christ’s Person, His supernatural Person, as they had put all of this together, they were increasingly and deeply convinced that Jesus is the Son of God.  And now they had just come through a really difficult time, and Jesus gave them Assurance for their Faith.

He did something more, He gave them –

Adjustment of their Focus — Look on Christ!

He directed them to look at Himself!  Not like He is egotistical, but He instructed them where their attention needed to be.  He clearly defined their –

“This is what is written: The Christ will suffer and rise from the dead on the third day, and repentance and forgiveness of sins will be preached in His name to all nations beginning at Jerusalem” (Lk.24:46-47, NIV).

They had read the Scriptures before, but they could never see that the Messiah was to be killed.  It’s there, once you go back into the Old Testament, understanding what happened to Jesus.  Even today, there are Jews, who when you read Isaiah 53 to them, will declare, “You’re not reading out of my Bible.  You are reading out of the Christian’s Bible.  That’s not in my Bible!”  But it is in their Bible!  The prediction of the suffering and crucifixion of Christ in Psalm 22 is a detailed description of crucifixion, written long before the horrible way to execute people was invented.  God was working all through those centuries to bring about His salvation, and Christ said, “There is no mistake here.  I am the fulfillment of all those prophecies.  Everything is right on track.  Now, let me Adjust your Focus!  Come to realize that God is willing to forgive people all over the world!”

He turned their attention away from the temple sacrifices, away from the nation of Israel, away from the ceremonial covenant with Abraham and his physical descendants.  He focused their eyes on the spiritual realities He had brought — repentance from sin, forgiveness of sins, the true inward and spiritual significance of the Old Testament covenant.

He turned the lights on, helped them to understand, and put responsibility on them.

RESPONSIBILITY

He taught them their responsibility to carry on the work He had begun. “You are witnesses of these things — You know it first hand, now go spread this message everywhere!”

What is awesome is that the writing of the New Testament is the recording of their witnessing in such precise documentation that we have solid ground to stand on to this day!  The Bible is the Word of God preserving that witness of what His Son did.

Jesus laid on them the responsibility of getting the Word out!

Someone raised the question of a literal kingdom and Jesus’ Second Coming. “Lord, is this the time when You will restore the Kingdom to Israel?  Is this the time for the end of the world?”  They had their prophecy calendar together.  Funny thing about it was, Jesus did not fit their prophecy calendar.  That’s why some of the people refused to believe in Jesus.  The disciples realized they had been mistaken about what was going to happen, but now they knew what had transpired and they chose to believe!  He redirected their attention to what was on His mind, and He gave them an –

Appointment for their Fulness — Seek!

“I am going to send you what My Father has promised; but stay in the city until you have been clothed with power from on high” (Lk.24:48-49, NIV).

Christ makes no reference in this scene to their failure in forsaking Him during His suffering.  He has already taken care of that in other conversations.  We have at least one where Jesus dealt with Peter about his failure.  But they could not bear a scolding now.  The time for that was past.  They need to have an Appointment for their Fulness, so He urges them to seek.

“Tarry in the city!”  Stay in the city –

“Until ye be endued with power from on high”!  He sends them back to the city to seek and to wait, but God does the filling.

Power for service and power for purity!

In this passage, Jesus speaks of being “clothed” with Power, but elsewhere Scripture also speaks of our being “cleansed,” in reference to Purity. We need to emphasize both aspects of what God does for us in that second, further work.  People tend to major on one or the other. Those who major on power often grow careless about the purity.  They are focused on the more exciting shows of power.  The more exciting the events they can achieve, the better it proves they’ve got the power!  But others say, “No, we don’t want to go off on this power stuff and the strange things that can happen there.”  They focus on purity and some of them tend to sink into a small-souled pessimism that sees little accomplished for God.  Jesus intended that we keep both in balance — Power for Service and Power for Purity!

Later, Peter, looking back, explained what happened on the day of Pentecost, he testified, “Here is what happened. The Holy Spirit purified our hearts by faith” (Acts 15:8-9). It was the same experience with a slightly different emphasis — endued with power and purified by faith!

This power is Can-Do power, ( dunamis — ability, strength, capacity) to live in such a way that both word and deed glorify God before our fellowman. Power to deliver the message.  But the power is not for a show.  The world is always out to see a show, and sometimes God does spectacular things, but at other times He works in quieter ways.  Either way, He is still at work.  Throughout His own ministry, Jesus steadfastly resisted the temptation to make His miracles just a show, just to attract people to see something exciting. The power is for the glory of God on our lives so that others will come to know and love the same Savior we worship.

A mouth that proclaims holy truth, but that is not backed by a holy life is the mouth of a hypocrite! God requires no less a standard than “Be ye holy; for I am holy” (I Pet.1:16). Out of a pure heart comes a powerful witness.

The power could only come as they were filled with the Holy Spirit. That fulness can also be described as a fulness or perfection in love.

Christ’s will is that we preach this message with a heart all aflame with Divine Love.  He gave them an Appointment for their Fulness.  He also gave them an –

Assignment for their Future — Go!

“You shall be witnesses unto Me … Jerusalem Judea Samaria Uttermost parts of the earth”

“Go ye into all the world….”  There is an imploring Go in Gospel!  Jesus thrust them into the work for Him.  It was far bigger than anything they had ever imagined.  Yes, the psalmist had sung about letting the heathen know, but Israel had never gotten into really big, powerful moves, with people getting converted or coming to God.  Now something new was going to happen!  It was so new it shocked the church.  Throughout the book of Acts, you usually do not see them planning and strategizing missions.  They were trying to keep up with what God was already doing.  They were shocked!  “You know what?  God is saving people without making Jews out of them!”  It was a shocking development to them!  “We know they are saved!  How do we explain that?  What shall we do?”  They ran to the Scriptures.  They recalled the teachings of Jesus.  They argued and debated.  They tried to figure out, “What is God doing?”

There is this Go in the Gospel!

As Jesus approached the time of leaving His earthly ministry, Jesus repeatedly stressed that He wanted His disciples to carry the message to the entire world. On four different occasions He inculcated His passion.  In Luke 24:36-53, Luke recorded two separate occasions — one on the day of his Resurrection, the other on the day of His Ascension.  As Jesus prepared to leave, some of the last words that He spoke to them were about their being a witness.  He urged the Great Commission time after time!  I wonder if He actually talked with them about it more than four times, but we have at least four occasions recorded where Jesus presses them,  “Go Tell Everyone!”  Jesus’ last Commission should be our first concern.

Jesus concentrated on preparing His disciples for the job ahead. He had to give…

Assurance for their Faith – He knew they needed help for their faith.  If you are struggling in your faith, come back to Jesus because He will give you strength and reason to believe.

Adjustment for their Focus – They wanted to construct a prophecy chart.  Who would know more about the future and what God was going to do than Jesus Himself?  We’d better ask Him before He leaves.  But He shut down the conversation.  “It is not for you to know.”  Every time big world events take place, especially when they concern Israel, people adjust their prophecy chart so they can explain it and let people know what will be next.  The big deal is to get people saved, to let them know about Jesus, to tell them He already knows what will happen, and to assure them that Jesus has all the power necessary to give them victory over sin and take them all the way to heaven!

Appointment for their Fulness – I want you to tarry until ye be endued with power from on high!

Assignment for their Future – What He spoke to the disciples is just as appropriate for us today.  He wants us to find every person who doesn’t know and tell him or her about Jesus!  His will has never changed!  We are to be ever at the job of getting people reached because that Go is still on the heart of God!

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Liza Wiemer

Award-winning author, educator, and public speaker, the story behind the assignment.

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• Author Visits
• Curriculum Guides
• On July 25, 2016, I received a message on Facebook from librarian Wendy Watts Scalfaro asking if I would be interested in coming to her Syracuse-area high school to conduct workshops about my YA novel, Hello? . It’s important that I mention that Wendy and I had never met in person. We were Twitter friends and she was taking a “Teacher’s Write” class that was a part of
• In September 2016, Wendy contacted River’s End Bookstore to arrange for a book signing and I finalized the event on December 7, 2016. We set the date for Tuesday, April 4, 2017
• I traveled to the Syracuse area on Sunday, April 2, 2017. I had a full-day school visit on the 3rd. On the 4th, I decided to leave extra early for Oswego. It was pouring and my windshield wipers could barely keep up. I was concerned about driving in those conditions, especially since River’s End Bookstore was quite a distance away. At one point, I wondered why Wendy had contacted this bookstore when there were at least a half-dozen bookstores within the Syracuse area. I was truly baffled. It took me nearly an hour to get to Oswego. At this point, I was desperate for caffeine and ended up stopping at this grocery store.
• It’s hard to tell from the photo, but this parking lot is slightly bowl-shaped. I had pulled into a spot on the right side of the photo, but because of the amount of rain, the lot was flooded. I didn’t want to get out of my car because I was wearing knit Ugg boots and my feet would have been soaked through immediately. So, I did something I normally wouldn’t do to pass the time: I went on Facebook.
• That’s when I saw this article posted by my aunt.
• I clicked on the link. To my shock, I discovered that this antisemitic school assignment debating the Holocaust took place in Oswego. I contacted my aunt. I contacted writer friends, attaching the link to my text message, saying, “Can you believe I’m in this town?” I spoke to fellow author, Gayle Rosengren, and told her and my aunt that I needed to figure out a way to get in touch with Archer Shurtliff and Jordan April, the two teens courageous teens who refused to do the assignment. Although they and one other student did an alternative, that left over 70 students who created a memorandum from the Nazis’ point-of-view. Even though the assignment had been completed, Archer and Jordan were determined to never have anyone else be in a position of having to do this assignment. I was impressed by their conviction and very much wanted to let them know that I thought that they were brave and their actions heroic. The problem, however, was that I had no idea how to get in touch with them. It’s not like I was speaking at a local high school. Finally, I made the decision to ask the bookstore owner for his help. I planned to purchase copies of my YA novel Hello? and ask him to send them to the teens along with a personal note. I was nervous. What if the owner disagreed with the teens’ stance and advocated in favor of the assignment?
• I decided the risk was worth it. At this point, my expectations for the evening were low. It was still raining and I wasn’t sure how many people would come out in the rain to hear me speak. I arrived a half-hour early, and once again rehearsed how I would approach the owner about my special request.
• In a blink of an eye, everything changed. I took four steps into the bookstore and immediately recognized Jordan. I stopped in my tracks and said, “Oh my goodness! It’s the world-famous Jordan!” Her face morphed from confused to surprised. “How do you know who I am?” she asked. I showed her my phone. It turned out that Jordan worked at the bookstore.
• I did purchase my book for both teens and inscribed it with a message of gratitude. That night, I had a three-way call with Jordan and Archer. I was amazed by their strength, courage, and determination. I was in awe of their decisiveness: the assignment was wrong. No one should advocate for genocide.
• That evening, I could barely sleep so I wrote about the experience. Those thoughts turned into an article that was published on several sites. Here’s one of them: Opinion: No justification for high school assignment debating genocide . When I returned home, author Clara Kensie said to me, “You have to write a YA novel about this.”
• It might seem like it was an easy decision, but it wasn’t. The day before had been one of the most challenging I’d had as an educator and speaker and I admit that I wondered, Is this what I’m supposed to be doing with my life? It was a bad moment. And then it got worse. That evening, I received the sixtieth + rejection for a YA novel that I had worked on for over six years: “Thank you for your query. Sorry it’s taken me an embarrassingly long time to get back to you. I’m afraid XXXXX is a pass for me. I’m just not connecting in the “must have” way that I’d need to offer representation. Best of luck,” ____Agent Z
• I was done. Clearly, writing was not what I was supposed to do with my life. So, I called my elder son Justin and told him that I’d reached my end and that maybe I should attend UW-Milwaukee and get a master’s degree in psychology. Justin, oh-son-of-mine, said what I’ve said to him on many occasions. “This will pass. It was one bad moment. Don’t give up.”
• Obviously, I didn’t. But that’s because I couldn’t turn my back on all the amazing series of events that lead up to what transpired the very next day. I believe in miracles. I believe in Divine Providence. For me, writing this novel has been an experience of that faith.
• Early on in my research, I connected with Syracuse University Professor Emeritus, Alan Goldberg, Coordinator Spector/Warren Fellowship and Director Regional Holocaust & Genocide Initiative, School of Education. Professor Goldberg was one of the individuals who spoke out against the real assignment and was involved in creating new curriculum to be used in New York Schools. For me, what was remarkable is that Professor Alan Goldberg shares the same name as my father, Alan Goldberg. It was the first time in my life I’d ever met someone who had the same name as my dad.
• On November 3, 2017, an author friend of mine, Debbi Lakritz, told me about the Jewish Children’s Book Writers & Illustrators’ Seminar, which was to take place on Sunday, November 12th in New York City. At this point, I had finished several drafts of my new novel and was ready to find an agent. This seminar sounded like a fantastic opportunity. There were several issues, however. The cost of the conference and buying a plane ticket. Money was extremely tight. My husband had been freelancing for several years and we were definitely struggling. I talked to my husband about the event and my concerns. Without any hesitation, he encouraged me to go. I contacted Evie Saphire-Bernstein, the program manager at the Jewish Book Council. Despite missing the deadline, she welcomed and encouraged me to be a part of the event. Her kindness was the open door I needed. So I signed up and bought my plane ticket.
• At the seminar, I met some fantastic people, many have become friends. I also reconnected with Lizzy Mason, a publicist from Bloomsbury (now Page Street), who spoke at the event. We’d met on several occasions at Book Expo America events and so seeing her made this event even more special. We discussed this novel, and from that conversation Lizzy became one of my biggest cheerleaders. I also received valuable feedback from two agents: “This is an important topic, but you need to rewrite your novel from third-person omniscient to first person. I got the message and promised myself that I would start again. But the most incredible thing that transpired at the seminar was a meeting Random House publicist Josh Redlich. I introduced myself right after his panel discussion, shared the elevator pitch for The Assignment. He said, “I know who would love this book. Send it to Beverly Horowitz. I sent myself a email with her name…and…
• Many rewrites later, I was ready to send my manuscript out to agents again. This time, I received requests for the entire novel almost instantly. One of those agents was Steven Chudney, who turned out to be my dream agent. When it was time to submit to editors at publishing houses, I asked Steven to include Beverly. He put her on the top of the list.
• Within a few weeks we had an offer from Beverly. So, there you have it. What a journey! Thank YOU, dear reader, for being a part of it.