a special assignment meaning

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 prepare for a special assignment in 2022

By MyCG Staff

Preparations for special assignments in 2022 have begun. If you are considering a special assignment or are supporting staff applying for a special assignment, the Personnel Service Center has several resources to support the application process. 

All service members are highly encouraged to pursue at least one special assignment during their career. These career broadening assignments provide members valuable opportunities to represent their ratings, network, and learn about other operational and mission support activities, making them ideal candidates for future assignments to highly visible leadership and management positions such as the Badge Network, officer in charge, and a school chief. 

 Special assignments offer a variety of programs available to all ratings, ranking from third class petty officers to master chiefs. Information on all programs can be found at the EPM special assignment portal page (CAC required).    ELIGIBILITY 

To check your eligibility for a special assignment, review the Military Assignments and Authorized Absences manual (Article 1.E.2, and specific programs listed). 

Each program will release an announcement and information sheet to their specific portal page (CAC required) which highlights eligibility requirements, application procedures, and timelines. These messages will be published periodically on behalf of programs through the end of July 2021.     APPLICATION 

All special assignment positions require the member to submit the standard application (CAC required). Members should pay close attention to the application requirements and information.  

SUBMISSION 

Certain special assignment positions also require the member to submit a My Panel Submission in Direct Access . Members are directed to only submit their name in this process. Command endorsement and memorandum shall be submitted as part of the standard application process. 

• Incomplete and/or improperly formatted applications will be returned. 
• Deadline extensions will not be granted to correct errors. 

RELEASE FROM CURRENT RATING 

The Special Assignments authorizing official will coordinate the release from rating process after the panels convening date. Applicants should not contact their assignment officers (AO) requesting to be released. However, all members are encouraged to conduct career counseling with their rating AO, to include ideal timing on when to pursue a special assignment (SA). 

Electronic information - personnel data record (EI-PDR): Updated and accurate EI-PDRs are crucial to a members’ application and screening potential. All members are encouraged to begin the process of reviewing and updating their EI-PDR now. Detailed instructions are available in the standard  application package (CAC required).    EXTENTIONS AND RETIREMENTS 

Members desiring an extension should follow the guidance provided in their specific program's general message as well as notify their commands to include their extension request in command concerns. Members asking for retirement from SA in AY22 should submit their request Aug. 1, 2021, to ensure backfill requirements can be met. 

COMMAND 

SA command concerns (for positions appearing on personnel allowance list as petty officer) are due by Aug. 1, 2021.  A resource guide for command concerns is available on the EPM portal page (CAC required). 

TIMELINE    Tentative panel schedules are posted to the PSC portal page (CAC Required).  

CONTACT  

Points of contact: Chief Warrant Officer 3 Jaime Baldueza , special assignments officer (202) 795-6587.  

RESOURCES :  

• AY22 Special Assignments Kick-off ALCGENL 046/21
• Military Assignments and Authorized Absences, COMDTINST M1000.8A  
• Enlisted Personnel Management Assignment Year 2022 Kick Off  ALCGENL 042/21
• Enlisted Personnel Assignments – Special Assignments  (CAC required) 
• Enlisted Personnel Management - Assignment Year 2022 Command Concerns (CAC required) 
• Enlisted Personnel Management - Enlisted Panels (CAC required) 

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Protracted Cases/Special Assignment

Only a very small number of highly complex actions quality for inclusion on this track. The requests for special assignment to an individual judge must be directed to the Administrative Judge. The Administrative Judge, after review of the file and reasons asserted in support of the need for special assignment, determines if special assignment is warranted. If so, all scheduling is thereafter determined by the assigned judge.

111 N. Calvert Street Baltimore, MD 21202 Phone: (410) 396-5188 Business Hours: 8:30 a.m. to 4:30 p.m.

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Definition of assignment

task , duty , job , chore , stint , assignment mean a piece of work to be done.

task implies work imposed by a person in authority or an employer or by circumstance.

duty implies an obligation to perform or responsibility for performance.

job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

chore implies a minor routine activity necessary for maintaining a household or farm.

stint implies a carefully allotted or measured quantity of assigned work or service.

assignment implies a definite limited task assigned by one in authority.

Examples of assignment in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

• self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 4 Jun. 2024.

Legal Definition

Legal definition of assignment, more from merriam-webster on assignment.

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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Assignment is a legal term whereby an individual, the “assignor,” transfers rights, property, or other benefits to another known as the “ assignee .”   This concept is used in both contract and property law.  The term can refer to either the act of transfer or the rights /property/benefits being transferred.

Contract Law   

Under contract law, assignment of a contract is both: (1) an assignment of rights; and (2) a delegation of duties , in the absence of evidence otherwise.  For example, if A contracts with B to teach B guitar for $50, A can assign this contract to C.  That is, this assignment is both: (1) an assignment of A’s rights under the contract to the $50; and (2) a delegation of A’s duty to teach guitar to C.  In this example, A is both the “assignor” and the “delegee” who d elegates the duties to another (C), C is known as the “ obligor ” who must perform the obligations to the assignee , and B is the “ assignee ” who is owed duties and is liable to the “ obligor ”.

(1) Assignment of Rights/Duties Under Contract Law

There are a few notable rules regarding assignments under contract law.  First, if an individual has not yet secured the contract to perform duties to another, he/she cannot assign his/her future right to an assignee .  That is, if A has not yet contracted with B to teach B guitar, A cannot assign his/her rights to C.  Second, rights cannot be assigned when they materially change the obligor ’s duty and rights.  Third, the obligor can sue the assignee directly if the assignee does not pay him/her.  Following the previous example, this means that C ( obligor ) can sue B ( assignee ) if C teaches guitar to B, but B does not pay C $50 in return.

            (2) Delegation of Duties

If the promised performance requires a rare genius or skill, then the delegee cannot delegate it to the obligor.  It can only be delegated if the promised performance is more commonplace.  Further, an obligee can sue if the assignee does not perform.  However, the delegee is secondarily liable unless there has been an express release of the delegee.  That is, if B does want C to teach guitar but C refuses to, then B can sue C.  If C still refuses to perform, then B can compel A to fulfill the duties under secondary liability.

Lastly, a related concept is novation , which is when a new obligor substitutes and releases an old obligor.  If novation occurs, then the original obligor’s duties are wiped out. However, novation requires an original obligee’s consent .  

Property Law

Under property law, assignment typically arises in landlord-tenant situations.  For example, A might be renting from landlord B but wants to another party (C) to take over the property.   In this scenario, A might be able to choose between assigning and subleasing the property to C.  If assigning , A would be giving C the entire balance of the term, with no reversion to anyone whereas if subleasing , A would be giving C for a limited period of the remaining term.  Significantly, under assignment C would have privity of estate with the landlord while under a sublease, C would not. 

[Last updated in May of 2020 by the Wex Definitions Team ]

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special assignment

Meanings of special and assignment.

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(Definition of special and assignment from the Cambridge English Dictionary © Cambridge University Press)

• Examples of special assignment

Từ của Ngày

aerobic exercise

Aerobic exercise improves the body's ability to use oxygen.

Trang nhật ký cá nhân

Keeping up appearances (Talking about how things seem)

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Definition of assignment noun from the Oxford Advanced American Dictionary

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'Planet parade' 2024: How to view the astronomical event

Get ready skywatchers, another astronomical event will take place on June 3.

A planetary alignment, or a "planet parade" according to the internet, where we'll see six planets – Jupiter, Mercury, Uranus, Mars, Neptune and Saturn – grace our sky in the predawn hours, according to StarWalk.space , a stargazing and astronomical website.

How does the alignment happen?

The planets orbit the sun continuously in the solar system . The planets will slowly catch up to one another over time. Because they are all traveling along the same path, the ecliptic , as they pass Earth, it appears as though they are aligned, according to NASA . However, the alignment formation will be short-lived since each planet moves at different speeds, depending on its distance from the sun.

Where to look for the planet alignment

Looking in the eastern sky the planetary alignment will be visible almost everywhere in the Northern Hemisphere, weather permitting.

You'll need high-powered binoculars to view the majority of the planets – Mercury and Jupiter will be extremely low in the sky. Uranus will be fairly dim and Neptune will appear star-like with binoculars due to its distance from Earth. But Mars and Saturn should be visible with the naked eye.

Planet alignments aren't extremely rare, especially with two to four planets. They do occur several times each year. With five or more planets aligning, it is less common.

The last planetary alignment seen in the Northern Hemisphere was on April 8.

Profiles of the six planets on parade

With eight planets in our solar system, they all have some very interesting traits. Here's a quick look at the planets aligning on June 3:

When will the planets align again?

Here's when StarWalk.space predicts the next six- and 7-planetary alignments will happen:

◾ June 3: Six planets – Mercury, Mars, Jupiter, Saturn, Uranus and Neptune.

◾ Aug. 28: Six planets – Mercury, Mars, Jupiter, Saturn, Uranus and Neptune.

◾ Jan. 18: Six planets – Mercury, Mars, Jupiter, Saturn, Uranus and Neptune

◾ Feb. 28: Seven planets – Mercury, Venus, Mars, Jupiter, Saturn, Uranus and Neptune. (The last time all seven planets aligned was on April 8 during the total solar eclipse).

◾ Aug. 29, 2025: Six planets – Mercury, Venus, Jupiter, Saturn, Uranus and Neptune.

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Music, Meaning, and Milestones: Season 1 Finale

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I n the final episode of our first season of Music and Meaning , host Charlie Peacock reflects on his unexpected journey into podcasting despite facing a head-banger of a neurological disorder called central sensitization. He discusses the podcast’s origins and objectives, emphasizing that our aim is to offer a backstage pass to the musical and spiritual aspects of his multifaceted artistic life.

We gratefully revisit highlights from the flagship season, underscoring our commitment to the seamless integration of musical artistry and meaning. The podcast tackles diverse subjects with equally diverse special guests, including music industry insiders, academics, and award-winning musicians, producers, and artists.

This episode also features a medley of Charlie’s music and productions, showcasing the depth and width of his artistic work. We hope you’ll hear it as an analog and inspiration for the podcast’s present and future goals.

As one season ends and we prepare for the next, we encourage our listeners to catch up on all 14 episodes. Please share your support for Music and Meaning with others and help spread the word. We’ve created social media graphics so you can easily proclaim your affinity for and connection to Music and Meaning . Download and start posting your enthusiasm today.

Finally, stay tuned for Charlie’s upcoming projects, including a new memoir (Roots & Rhythm , Feb. 2025) and a full-length album. We are honored to premiere a song from the upcoming recording, which Charlie wants you to know “is not quite finished.” That’s okay. Neither are we.

Charlie Peacock is a Grammy Award–winning, Billboard chart–topping music producer, composer, and recording artist. Named by Billboard ’s The Encyclopedia of Record Producers as one of the 500 most important producers in music history, Charlie is a cofounder of the Art House, Wedgwood Circle, and founder/director emeritus of the commercial music program at Lipscomb University. Charlie has produced music for film and television, including A Walk to Remember , Chris Cornell’s “Misery Chain” from the soundtrack of 12 Years a Slave , and “Hush,” the title theme to the AMC drama Turn: Washington’s Spies . His books include the recent collaboration with his wife, writer Andi Ashworth, Why Everything That Doesn’t Matter, Matters So Much . Charlie is the senior music editor for Christianity Today and creator/host of the CT podcast Music and Meaning . Charlie and Andi have been married for nearly 50 years and have two grown, married children and four grandchildren.

“Music and Meaning” is a production of Christianity Today Executive Produced by Erik Petrik and Matt Stevens Produced and Written by Charlie Peacock and Mike Cosper Associate Produced by Leslie Thompson & McKenzie Hill Original Music by Charlie Peacock Mixed by Mark Owens Show theme, “Sound of the Room,” composed by Charlie Peacock, featuring bassist John Patitucci

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Watch CBS News

How Trump's conviction could change the dynamics of the 2024 race

By Olivia Rinaldi , Jacob Rosen , Katrina Kaufman

Updated on: May 31, 2024 / 11:57 AM EDT / CBS News

Former President Donald Trump has been found guilty of 34 felony counts of falsifying business records in his Manhattan criminal trial, adding another layer of uncertainty to an already unprecedented campaign.

As a c onvicted felon , Trump is not prevented from continuing to campaign for president , since the Constitution does not prohibit candidates from running for president even if they are convicted of a crime. In fact, there is precedent for a candidate running from behind bars: In 1920, Socialist Party candidate Eugene V. Debs ran for president from a federal penitentiary in Atlanta.

Trump is the first former U.S. president to be found guilty of felonies, and the first major party candidate to run for office after being found guilty of a crime. Here's how his conviction could change the 2024 campaign:

How Trump can campaign after his conviction

Now that he's convicted, Trump is all but certain to appeal the decision handed down by the jury, and he is likely to be able to return to the campaign trail as the process plays out. 

The next development in the case will come at sentencing, currently scheduled for July 11. Justice Juan Merchan has wide discretion over when sentencing occurs and what the punishment looks like. Trump faces a maximum of up to four years in prison and a $5,000 fine for each of the 34 felony charges of falsification of business records. The sentencing options available to Merchan include prison, probation, conditional discharge, fines or house arrest.

The judge could put limitations on his travel, such as restricting Trump from leaving the state and taking his passport, but Merchan has said he doesn't want to interfere with his ability to campaign.

"I would think that the judge wouldn't dare interfere with his right to speak to the American public because it's the right of the voters to be informed as well," said John Coffee, a professor at Columbia Law School and an expert on corporate governance and white collar crime.

In a recent survey of dozens of cases brought by Manhattan District Attorney's Office in which falsifying business records was the most serious charge at arraignment, attorney and author Norm Eisen found that roughly one in 10 of those cases resulted in a sentence of incarceration.

"I think that is fascinating," said Caroline Polisi, a criminal defense attorney and professor at Columbia Law School. "A lot of commentators say the reason he won't be incarcerated is because the logistics of it with respect to the Secret Service would be too much. On the other hand, if you're saying he should be treated like any other defendant, we have a lot of data saying that 90% of other defendants would not get jail time in this situation."

The impact of the conviction on Trump's ability to campaign could largely hinge on what sentence Merchan ultimately hands down, and when Trump would serve it.

"In the context in which he is found guilty and then sentenced to no jail time, I don't think it's going to cause a bit of difference," added Polisi. "There might be some minor issues. He might not be able to vote for himself. But other than that, I don't think it's going to cause any problems."

When determining Trump's sentence, the judge could take into account his numerous gag order violations — which led Merchan to threaten him with jail time if the violations continued — and his lack of demonstrated remorse or respect for the legal system. Throughout the trial, Trump referred to Merchan as "conflicted" and "corrupt" and to the case itself as a "sham." 

"In New York, a 78-year-old defendant, who's a first time offender, committed a non-violent offense, and has an otherwise, well, distinguished record — in some regards being an ex-president is distinguished. In that kind of world, there'd be no chance of an incarceration sentence," said Coffee. Trump turns 78 on June 14. "They can use probation, they can use fines. But there may be a view of many judges that you have to show that no one's above the law, and even the future president should have a taste of prison."

Even if Merchan does order Trump to serve time behind bars, the sentence could be deferred until his appeal has run its course.

"In other cases, when you don't have someone running for the White House, it would be more or acceptable to put him immediately into incarceration," said Coffee. "You certainly could put special conditions on what he could do or put him under house arrest, but I think until we get to the actual election, we're going to have to let Donald Trump run around and campaign."

The conviction's possible impact on Trump's poll numbers and support

Trump has predicted that a conviction in this trial could boost his poll numbers. 

"Even if convicted, I think that it has absolutely no impact. It may drive the numbers up, but we don't want that. We want to have a fair verdict," Trump told CBS Pittsburgh in an interview earlier this month.

Trump's support among his Republican base has been remarkably resilient in the face of his various criminal cases. In the months following his four indictments last year, Trump maintained his commanding lead in the Republican primary, capturing the nomination despite the dozens of criminal charges he faced.

Many Trump supporters who CBS News has interviewed since the trial began have said a guilty conviction will not change how they vote in November, adopting the former president's grievances as their own.

"Stormy Daniels has already been reviewed and stuff. It's kind of coincidental," Michigan resident Lori Beyer said at a recent rally in Freeland, Michigan, adding she would vote for Trump regardless of the conviction. "I don't think it's going to impact it, as far as I'm concerned."

Whether a conviction changes the minds of voters who are not committed to the former president remains to be seen. A recent CBS News poll found that the majority of Americans believed Trump is "definitely or probably" guilty of the charges he faced in New York. The overwhelming majority of Democrats — 93% — believed Trump was guilty, while 78% Republicans said he was not. Independents were split, with 53% believing he was guilty and 47% saying he wasn't. 

Opinions about whether Trump was guilty or not were already highly partisan, according to Kabir Khanna, deputy director of elections and data analytics for CBS News. Most people who believed Trump was guilty also thought the jury would convict him, and vice versa. 

Additionally, Khanna said people who followed the trial closely were the most polarized in their views.

"Together, these factors could blunt the impact of the verdict on the views of an already divided public," Khanna said. "Some voters may be swayed by the news, but I wouldn't expect a sea change." 

Other polling supports that notion. A NPR/PBS NewsHour/Marist survey released Thursday found that 67% of registered voters nationwide said a Trump conviction would not make a difference in how they vote. Among independents, just 11% said a guilty verdict would make them less likely to vote for Trump.

The conviction also gives the Biden campaign a potentially potent new weapon in their arsenal: the ability to label Trump a convicted felon. Mr. Biden remained largely silent about the Trump trial while it was ongoing, but NBC News reported last week that he planned to become more aggressive about Trump's legal woes after the trial concluded, while acknowledging that Trump would be on the ballot regardless of how his legal cases played out.

Trump has used the trial to help boost his fundraising, and will likely look to capitalize on the conviction. The Trump campaign and Republican National Committee saw an influx of donations after jury selection began, with the two entities raising $76 million in April. His campaign had about $50 million cash on hand at the beginning of May as he prepared to get back out on the campaign trail after the trial.

The former president repeatedly used the developments in the trial to raise money, including when he was held in contempt for violating the gag order against him.

"I'd get arrested ONE MILLION TIMES before I'd let those filthy dogs get their hands on you," one typical fundraising appeal read. 

Trump's other criminal cases

The New York case might be the only one of Trump's four criminal prosecutions to reach a conclusion before voters cast their ballots in the fall, giving the guilty verdict added weight.

The two federal cases brought by special counsel Jack Smith remain in limbo. 

In Washington, D.C., Trump faces charges related to his actions to remain in power after the 2016 election. Trump has argued that he is immune from prosecution, and the Supreme Court is currently weighing his claim.

The high court heard arguments in the immunity dispute on April 26 and is expected to issue a decision on the matter before the end of the court's term, likely in June. If the case is allowed to move forward, there is a slim possibility that the district court could schedule the trial before November. If the justices side with Trump and find him immune from prosecution, the charges would be dropped.

In Florida, Trump faces federal charges stemming from his retention of classified documents after he left the White House. Judge Aileen Cannon, who was appointed by Trump, has indefinitely postponed the trial. She ruled in early May that picking a trial date would be "imprudent and inconsistent with the court's duty to fully and fairly consider" numerous unresolved pre-trial motions. Those motions include Trump's efforts to dismiss the case altogether, as well as issues related to what classified information can be revealed at trial.

In the third case that remains outstanding, Trump faces state charges related to the 2020 election in Fulton County, Georgia. The trial in that matter is also on hold as Trump seeks to have District Attorney Fani Willis removed from the case. Georgia's Court of Appeals recently granted Trump's appeal of a decision that had allowed her to remain, bringing the trial to a temporary halt.

Trump's two federal cases could largely be in voters' hands if they are not resolved by November, a fact that raises his personal stake in the outcome. If he wins and returns to the White House in January 2025, Trump could order the Justice Department to seek to drop the charges altogether.

Trump has pleaded not guilty in all of the criminal cases against him.

• Donald Trump

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