assignment the verb

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Other forms: assigned; assigns; assigning

To assign is to specify something or someone for a specific purpose. If your sisters fight over whose turn it is to sit in the front seat, your parents may have to assign turns.

The verb assign also means to transfer legal rights. You assign the deed to your house to new owners when you sell it. If you sort things into categories by characteristics, you are assigning them categories. When you make a budget, you assign each expense a category. Food and housing, for example, may be essential living expenses and medicine and doctor's visits may be health care. Chocolate gets its own category.

• verb select something or someone for a specific purpose “The teacher assigned him to lead his classmates in the exercise” synonyms: set apart , specify see more see less types: dedicate set apart to sacred uses with solemn rites, of a church detail assign to a specific task type of: choose , pick out , select , take pick out, select, or choose from a number of alternatives
• verb give an assignment to (a person) to a post, or assign a task to (a person) synonyms: delegate , depute , designate see more see less types: show 27 types... hide 27 types... mandate assign authority to cast select to play,sing, or dance a part in a play, movie, musical, opera, or ballet post assign to a post; put into a post cast assign the roles of (a movie or a play) to actors devolve pass on or delegate to another task assign a task to place place somebody in a particular situation or location regiment assign to a regiment reassign , transfer transfer somebody to a different position or location of work delegate , depute transfer power to someone mandate assign under a mandate advance , elevate , kick upstairs , promote , raise , upgrade give a promotion to or assign to a higher position break , bump , demote , kick downstairs , relegate assign to a lower position; reduce in rank place assign to (a job or a home) recast cast again, in a different role miscast cast an actor, singer, or dancer in an unsuitable role typecast cast repeatedly in the same kind of role second transfer an employee to a different, temporary assignment exchange hand over one and receive another, approximately equivalent tenure give life-time employment to bring up promote from a lower position or rank spot promote promote on the spot ennoble , entitle , gentle give a title to someone; make someone a member of the nobility sideline remove from the center of activity or attention; place into an inferior position reduce bring to humbler or weaker state or condition favor , favour , prefer promote or prefer over another brevet promote somebody by brevet, in the military type of: appoint , charge assign a duty, responsibility, or obligation to
• verb decide as to where something belongs in a scheme “The biologist assigned the mushroom to the proper class” synonyms: attribute see more see less types: classify , relegate assign to a class or kind type of: evaluate , judge , pass judgment form a critical opinion of
• verb give out “We were assigned new uniforms” synonyms: allot , portion see more see less types: show 5 types... hide 5 types... allow , appropriate , earmark , reserve , set aside give or assign a resource to a particular person or cause allocate , apportion distribute according to a plan or set apart for a special purpose reallocate , reapportion allocate, distribute, or apportion anew ration , ration out distribute in rations, as in the army award , present give, especially as an honor or reward type of: administer , allot , deal , deal out , dish out , dispense , distribute , dole , dole out , lot , mete , mete out , parcel out , shell out administer or bestow, as in small portions
• verb attribute or give synonyms: put see more see less types: repose put or confide something in a person or thing type of: apply , employ , use , utilise , utilize put into service; make work or employ for a particular purpose or for its inherent or natural purpose
• verb attribute or credit to synonyms: ascribe , attribute , impute impute attribute (responsibility or fault) to a cause or source see more see less types: show 10 types... hide 10 types... impute attribute (responsibility or fault) to a cause or source carnalise , carnalize , sensualise , sensualize ascribe to an origin in sensation credit give someone credit for something reattribute attribute to another source anthropomorphise , anthropomorphize ascribe human features to something personate , personify attribute human qualities to something accredit , credit ascribe an achievement to blame , charge attribute responsibility to externalise , externalize , project regard as objective interiorise , interiorize , internalise , internalize incorporate within oneself; make subjective or personal type of: evaluate , judge , pass judgment form a critical opinion of
• verb transfer one's right to see more see less type of: transfer cause to change ownership
• verb make undue claims to having synonyms: arrogate see more see less type of: arrogate , claim , lay claim demand as being one's due or property; assert one's right or title to

Vocabulary lists containing assign

Vocabulary from "Beowulf" (translated by by Gummere).

Based on the true story of Navajo code talkers, this novel recounts the exploits of Ned Begay, a sixteen-year-old Navajo soldier in World War II. Ned's language skills prove to be invaluable as the Americans work to send secret messages to help them in their fight.

This collection of autobiographical short stories by Francisco Jiménez explores the immigrant experience in the United States.

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Assignation or assignment

| Grammarist

An assignment is a task given to a specific person or group to complete. It can also mean the act of assigning . In some legal fields it can refer to the transferring of ownership of property.

An assignation is the act of assigning or the actual assignment. But it also means a secret rendezvous for lovers, most especially for affairs or illicit relationships. Sometimes this is used to mean a secret meeting or a regularly set meeting, but it would be confusing in this sense to those who are familiar with the standard meaning (see the example below). As a mass noun it can refer to something as being owned or belonging to something else.

Examples The choice has not been made, but it appears the team is more likely to option Orlando to Omaha, rather than designate Dyson for assignment. [ The Kansas City Star ] According to a criminal complaint, Ms Dale, 21, told a detective that Ethan refused to complete the assignment for the first time on 24 February. [ International Business Times ] I vaguely remember seeing images of Delhiites being water-hosed by police while rioting for “Nirbhaya,” an assignation that means “Fearless One,” given to Pandey by the media as authorities would not release her name. [ Huffington Post ] The rare exceptions include a scene in which Shulem follows his wife to an assignation with Félix, slapping his romantic rival to the sidewalk like a petulant schoolboy. [ The Washington Post ] Over the past few months, RPG Enterprises chairman Harsh Goenka, has been having an assignation every other Friday for a few hours. [ India Times ]

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A verb for "assignment"

These are a sequence of assignments to the context variables. They are (performed/done/executed/applied/...) when the conditions are met.

Which of the verbs above is appropriate? Sometimes I use "perform" instead of "done" to make the sentence more formal! Am I right?

The common meanings and collocations found in dictionary or google are most around task assignments, school assignments... with verbs like give , get , receive , take on, carry out, do, write, complete and less about my purpose.

• word-choice
• word-request
• collocations

• You might also use made, invoked, enacted, effected, carried out and doubtless several other verbs. Apart from "stylistic preference" there's really no reason to pick one over another, so I think this question is effectively Off Topic writing advice (Primarily Opinion-Based). –  FumbleFingers Commented Sep 10, 2016 at 16:08
• 2 The verb of assignment is obviously assign. –  curiousdannii Commented Sep 10, 2016 at 16:33
• @curiousdannii assignments are assigned? –  Ahmad Commented Sep 10, 2016 at 16:39
• 1 You obviously did think "style" was relevant, since you've suggested that performed might be more "formal" than done . Which I don't particularly endorse myself. I think idiomatically, assignments are more often made than done or performed , but I don't see this as a matter of formal/informal register (except insofar as some people might mistakenly think that longer words are by definition more formal than shorter common words). –  FumbleFingers Commented Sep 10, 2016 at 16:55
• 2 @Ahmad: Now you've raised that "job assignment / variable assignment" distinction, it does occur to me that We give these assignments to our best agents is perfectly natural English, whereas We give these assignments to integer variables sounds a bit weird (I'd be more likely to say We assign these values to integer variables ). –  FumbleFingers Commented Sep 10, 2016 at 18:31

Assignment here is an activity derived from a verb ( assign ) rather a noun like "class assignments". Such activities may take "perform" or "do", "make" or similar verbs, but another solution is to use them as a verb with their arguments. Then I rephrased the sentence as:

It is a sequence of assignments to the context variables. The variables are assigned when the conditions are met.

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Not the answer you're looking for browse other questions tagged word-choice word-request collocations ..

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• To Assign Conjugation

Continuous Perfect

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Meaning of assign in English

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assign verb [T] ( CHOOSE )

• Every available officer will be assigned to the investigation .
• The textbooks were assigned by the course director .
• Part of the group was assigned to clear land mines .
• Each trainee is assigned a mentor who will help them learn more about the job .
• We were assigned an interpreter for the duration of our stay .
• accommodate
• accommodate someone with something
• administration
• arm someone with something
• hand something around
• hand something back
• hand something down
• hand something in
• put something on
• re-equipment
• reassignment

You can also find related words, phrases, and synonyms in the topics:

assign verb [T] ( SEND )

• She was assigned to the Paris office .
• All the team was assigned to Poland.
• advertisement
• employment agency
• recruitment drive
• reinstatement
• relocation expenses

assign verb [T] ( COMPUTING )

• 3-D printing
• adaptive learning
• additive manufacturing
• hexadecimal
• hill climbing
• techno-solutionism
• word processing

assign verb [T] ( GIVE LEGALLY )

Phrasal verb, assign | intermediate english, assign | business english, examples of assign, translations of assign.

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a small bed for a baby or young child with high bars around the sides so that the child cannot fall out

Treasure troves and endless supplies (Words and phrases meaning ‘source’)

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• assign (CHOOSE)
• assign (SEND)
• assign (COMPUTING)
• assign (GIVE LEGALLY)
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Synonyms of assignment

• as in lesson
• as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

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.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 14 Sep. 2024.

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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Definition of assignment noun from the Oxford Advanced American Dictionary

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Common Core State Standards Related to Verbs

CCSS.ELA-Literacy.CCRA.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA Standards: Language

CCSS.ELA-Literacy.L.1.1c – Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS.ELA-Literacy.L.1.1e – Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CCSS.ELA-Literacy.L.2.1d – Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). CCSS.ELA-Literacy.L.3.1a – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA-Literacy.L.3.1d – Form and use regular and irregular verbs. CCSS.ELA-Literacy.L.3.1e – Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. CCSS.ELA-Literacy.L.3.1f – Ensure subject-verb and pronoun-antecedent agreement. CCSS.ELA-Literacy.L.4.1b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSS.ELA-Literacy.L.5.1b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. CCSS.ELA-Literacy.L.5.1c – Use verb tense to convey various times, sequences, states, and conditions. CCSS.ELA-Literacy.L.5.1d – Recognize and correct inappropriate shifts in verb tense. CCSS.ELA-Literacy.L.8.1b – Form and use verbs in the active and passive voice. CCSS.ELA-Literacy.L.8.1c – Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. CCSS.ELA-Literacy.L.8.1d – Recognize and correct inappropriate shifts in verb voice and mood. CCSS.ELA-Literacy.L.9-10.1b – Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

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Assignment verbs

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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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Verb: definition & types.

A verb is a  word or a combination of words that indicates action or a state of being or condition. A verb is the part of a  sentence that tells us what the subject performs. Verbs are the hearts of English sentences.

• Jacob walks in the morning. (A usual action)
• Mike is going to school. (A condition of action)
• Albert does not like to walk. (A negative action)
• Anna is a good girl. (A state of being)

Verbs are related to a lot of other factors like the subject, person, number, tense, mood, voice , etc.

Basic Forms of Verbs

There are six basic forms of verbs. These forms are as follows:

• Base form: Children play in the field.
• Infinitive: Tell them not to play
• Past tense: They played football yesterday.
• Past participle: I have eaten a burger.
• Present participle: I saw them playing with him today.
• Gerund: Swimming is the best exercise.

Different Types of Verbs

• Main/Base Verb
• Regular/Weak Verb
• Irregular/Strong Verb

Transitive Verb

Intransitive verb.

• Strong Verb

Finite Verbs

Non-finite verbs, action verbs, linking verb, auxiliary verbs, modal verbs, reflexive verb, ergative verb.

• Phrasal Verb

Lexical Verb

• Delexical Verb
• Stative/Being Verb

Dynamic Verb

Non-continuous verb.

The base verb is the form of a verb where it has no ending (-ing, -ed, -en) added to it. It is also called the Root Verb since it is the very root form of a verb.

• I go to school every day.
• You run a mile every morning.
• Do your homework.

Regular Verb

The Verbs that follow the most usual conjugations are considered Regular Verbs . It is regular since it abides by most if not all of the regular grammar rules there are.

• Rehan plays cricket.
• Tam called out my name.
• You really walked all the way back?  

Irregular Verb

The Verbs that have irregularities in terms of following grammar rules are Irregular Verbs, in general.

• Do the dishes.
• I hardly ever drink enough water in a day.
• She drove all the way back. 

The Main Verb that takes a direct object sitting right after it would be a Transitive Verb. They usually construct the most straightforward of sentences.

• She went to the fair.
• We do not like being called out loud in crowds.
• I love visiting my village home.

The main Verb that does not take a direct object specified right afterward and rather there is an indirect one mentioned somewhere along the line is called an Intransitive Verb. These verbs often make the corresponding sentences incomplete.

• I laughed .
• A ghast of cold wind blew .

Verbs that end with “-d” and “-t” in their Past Indefinite and Past Participle form are Weak Verbs. There is a tendency to associate Weak Verbs with Regular Verbs but not all Weak Verbs are Regular Verbs in the English language.

  Strong Verb

Strong Verbs are those in which the vowels in the verb stem changes from “i” to “a” to “u” in the Present Indefinite to Past Indefinite to Past Participle form of Verbs.

Finite verbs are the actual verbs that are called the roots of sentences. It is a form of a verb that is performed by or refers to a subject and uses one of the twelve forms of tense and changes according to the number/person of the subject.

• Alex went to school. (Subject – Alex – performed the action in the past. This information is evident only by the verb ‘went’.)
• Robert plays hockey.
• He is playing for Australia.
• He is one of the best players. (Here, the verb ‘is’ directly refers to the subject itself.)

Non-finite Verbs are not actual verbs. They do not work as verbs in the sentence rather they work as nouns, adjectives, adverbs, etc. Non-finite verbs do not change according to the number/person of the subject because these verbs, also called verbals , do not have any direct relation to the subject. Sometimes they become the subject themselves.

The forms of non-finite verbs are – infinitive, gerund, and participle (participles become finite verbs when they take auxiliary verbs.)

• Alex went abroad to play (Infinitives)
• Playing cricket is his only job. (Present participle)
• I have a broken  bat. (Past participle)
• Walking is a good habit. (Gerund)

Action verbs indicate what the subject of a sentence performs. Action verbs can make the listener/reader feel emotions, see scenes more vividly and accurately.

Action verbs can be transitive or intransitive .

Transitive verbs must have a direct object. A transitive verb demands something/someone to be acted upon.

• I painted the car. (The verb ‘paint’ demands an object to be painted)
• She is reading the newspaper. (The verb ‘read’ asks the question “what is she reading?” – the answer is the object)

Intransitive verbs do not act upon anything. They may be followed by an adjective, adverb, preposition, or another part of speech.

• She smiled . (The verb ‘smile’ cannot have any object since the action of ‘smiling’ does not fall upon anything/anyone)
• I wake up at 6 AM. (No object is needed for this verb)

Note: {Subject + Intransitive verb} is sufficient to make a complete sentence but {Subject + Transitive verb} is not sufficient because transitive verbs demand a direct object.

A linking verb  adds details about the subject of a sentence. In its simplest form, it connects the subject and the complement — that is, the words that follow the linking verb. It creates a link between them instead of showing action.

Often, what is on each side of a linking verb is equivalent; the complement redefines or restates the subject.

Generally, linking verbs are called ‘ be’ verbs which are - am, is, are, was, were . However, there are some other verbs that can work as linking verbs. Those verbs are:

Act, feel, remain, appear, become, seem, smell, sound, grow, look, prove, stay, taste, turn.

Some verbs in this list can also be action verbs. To figure out if they are linking verbs, you should try replacing them with forms of the be verbs . If the changed sentence makes sense, that verb is a linking verb.

• She appears ready for the game. (She is ready for the game.)
• The food seemed  delicious. (The food was delicious.)
• You look  happy. (You are happy.)

Auxiliary verbs are also called helping verbs . An auxiliary verb extends the main verb by helping to show time, tense, and possibility. The auxiliary verbs are – be verbs , have , and do .

They are used in the continuous (progressive) and perfect tenses.

Linking verbs work as main verbs in the sentence, but auxiliary verbs help main verbs.

Do is an auxiliary verb that is used to ask questions, to express negation, to provide emphasis, and more.

• Alex is going to school.
• They are walking in the park.
• I have seen a movie.
• Do you drink tea?
• Don’t waste your time.
• Please, do submit your assignments.

A modal verb is a kind of auxiliary verb. It assists the main verb to indicate possibility, potentiality, ability, permission, expectation, and obligation.

The modal verbs are can, could, must, may, might, ought to, shall, should, will, would.

  Example:

• I may want to talk to you again.
• They must play their best game to win.
• She should call him.
• I will go there.

When the Subject and the Object are the same and the Verb reflects on the Subject, that is the Reflexive Verb. These Verbs are often used with Reflexive Pronouns like - myself, himself, herself, itself etc.

Examples: 

• He has done it himself.
• I'll watch it myself. 

Ergative Verbs can be used as Transitive and Intransitive Verb. They are also called Labile Verb in English.

  Phrasal Verb

An idiomatic phrase consisting of a Verb and another element, most likely an  Adverb or a  Preposition is called a Phrasal Verb.

• She broke down in tears.
• Don't look down upon the poor.
• I'll see to it.  

Lexical Verb is the main or principal verb of a sentence which typically takes the major responsibility of a Verb that represents the action of the Noun or Pronoun.

• He ran to his father.
• I laughed out loud.
• Rina tried her best.  

DE-Lexical Verb

Delexical Verbs lack importance when it comes to meaning since these Verbs hardly have meanings of their own when used individually. The meaning is taken out of the Verbs and put into the Noun. Take, have, make, give etc. are Delexical Verbs.

• He took a shower.
• I had a cold drink.
• She made some arrangements.  

Stative Verb

The Verbs that describe the state of being are called Stative or Being Verbs.

• I need some boxes.
• You belong to the pomp and power.
• He smells danger.
• They remember what happened that day.  

The Verbs that entail continuous or progressive action of the Subject are called Dynamic or Fientive Verbs. They express the Subject’s state of being on the move.

• He’s running fast.
• Keep hitting the ball hard.
• The dog goes for a walk every afternoon.

The Verbs that are usually never used in their continuous forms are called Non-continuous Verbs.

  Intensive Verb

The Verbs that focus intensely on just the Subject are called Intensive Verbs. Intensive Verbs are also called Linking or Copular Verbs.

• You seem happy.
• It appears to be just perfect.
• She looks stunning.
• He's become rather irritable.  

Extensive Verb

All the Verbs that do not focus intensively on just the Subject (as the Intensive Verbs) of the sentence are Extensive Verbs.

• He loves her.
• She runs too fast.
• Ron sells fish.  

A participle is a Verb form where they retain some of the characteristics and functions of both Verbs and adopt those of the Adjectives .

Present Participle (Verb + -ing)

• Have I become a laughing stock?
• Cycling is a well-rounded exercise.

Past Participle

• I have taken a hint.
• Have you given it enough thought?

Perfect Participle (Having + Past Participle)

• Having said that, I was quite worried.
• Having stepped out of my comfort zone, I saw a whole new world.

The Verbs having -ing endings that function like Nouns in sentences are called Gerunds.

• Smoking is injurious to health.
• Walking is good for health.
• I love swimming .

The 'to + Verb' forms where the Verbs are at their base or stem forms while they function as Nouns, Adjectives or Adverbs instead of Verbs.

• I wanted to help you out.
• Are you trying to go there?
• I just love to flaunt my new Ferarri.

Types of Questions: Open-ended and Closed-ended

Infinitive: Definition and Types

Irreversible Binomials: Definition, Types with examples

Complex Sentence: Definition, Formation and More

Past participle : definition, usages and examples.

• Parts of Speech
• Preposition
• Conjunction
• Interjection
• Conditionals
• How to Use "Therefore" in Sentences Avoiding Common Mistakes
• How to Use "Whereas" with Examples and Avoid Common Mistakes
• When and How to Use "Thus" Correctly Without Common Mistakes
• How to Use "On the Contrary" Properly with Meaning and Examples
• When and How to Use "Either/Or" with Examples and Common Mistakes to Avoid
• How to Use "On the Other Hand" Effectively without Mistakes
• How to Use "Respectively" with Example and Common Errors to Avoid
• How and When to Use "Moreover" Without Mistakes
• How to Use "Likewise" in Sentences Based on Context & When not to Use
• When & How to Use "Although" in Sentences to Avoid Mistake

English causative verbs: What are they and how to use them?

Causative verbs in English are a type of verb that we use when someone or something causes another event or situation. The most common causative verbs in English are let , make , have , and get :

The teacher let the students go to recess early.

I made my friend switch seats.

We’ll have the manager review the report.

I got my brother to share his fries with me.

These aren’t the only causative verbs in English, though! In this post, we’ll look at what’s special about causative verbs, how to use causative verbs, which causatives are followed by a base form of a verb, an infinitive, or a combination, and what each causative verb means.

Read on to learn all about causative verbs in English!

Table of Contents

What are causative verbs in english.

Causative verbs (sometimes called causal verbs , or just causatives ) are a specific type of verbs where a person or thing causes something to happen.

Here are some of the most common causative verbs that we use in written and spoken English:

Here is the most basic format for using a causative verb:

causative verb (completed by the subject)

verb (completed by the object)

I will have the doctor call you back.

Lochland made his dog wait for her dinner.

Ethan got Maggie and Sally to buy the tickets.

There are two cases where you do not need to include the second verb in a causative:

When the causative verb is make (or sometimes have or get ) and the second verb is be . Here we almost always drop the verb:

❌ The traffic made me be late for work.

✅ The traffic made me late for work.

When the verb is clear from context, you can drop repeated words:

🆗 The toddler didn’t want to go to bed, but his mother made him go to bed .

✅ The toddler didn’t want to go to bed, but his mother made him.

Look at the second verb in each of the examples above. Do you notice something? The form of the verb that follows the causative verb is not always the same! The causative verb you use will determine the form of the second verb. Keep reading to learn more!

How to use different English causative verbs?

As we saw above, a causative verb in English will be followed by an object and then by a second verb.

The chart below shows the form of the verb that can be used after the causative verb. Notice that most causative verbs are either followed by the root No definition set for root Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. form or the infinitive No definition set for infinitive Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. form , but a few can be followed by a participle as well.

Let’s have a closer look at exactly how and when you will use each of these verbs in English.

‘Make,’ ‘force,’ and ‘require’

We use make , force , and require when the object only does the action because the subject acted.

Make is one of the most common causative verbs in English. It is used with an action that the object was not planning to do the action before the subject acted. It is always followed by the root form of the verb.

The bride and groom made everyone turn off their phones before the wedding.

She always makes the children clean their own plates.

The bad traffic made me miss the appointment.

Remember to drop the verb be after make !

❌ She made him be mad. → ✅ She made him mad.

Force has the same meaning but it is stronger and it makes the situation sound more negative. Here, the object actively does not want to do the action. Force is always followed by the infinitive form of the verb:

My parents forced me to drive my little brother to soccer practice.

Flight attendants will force passengers to put their phone in airplane mode.

The weather forced all airplanes to stay grounded.

Require has the same meaning as make , but we use it when the reason the object must do the action is because of a rule, law, or policy. This sounds more formal and official. Require is always followed by the infinitive form of the verb:

The state requires all new drivers to take a test.

The university requires freshmen to live in the dorms.

My job required me to buy a uniform.

The verbs have and get are similar in meaning to make , but their grammar is a little more complicated. Read on to find out more!

‘Let,’ ‘allow,’ and ‘permit’

We use let , allow , and permit , when the object wants to do the action or does the action naturally, and the subject does not stop the action.

Let is one of the most common causative verbs in English. It is always followed by the root form of the verb.

The cat let us pet it.

I don’t let my children watch scary movies.

Our reservation was at 6 p.m., but the restaurant let us sit early.

Allow is just a more formal version of let . It is always followed by the infinitive form of the verb:

My parents allowed me to go to the concert.

During the meeting, they allowed everyone to eat lunch.

The open door allowed my dog to escape .

Permit is a little bit more formal and is more common when we are discussing formal rules, policies, or regulations:

That park does not permit dogs to be off-leash.

That private school permits students to wear jeans on Fridays.

I permitted my children’s friends to sleep over.

Cause is a neutral causative verb. All that it means is that the subject was responsible for the object’s action. This verb is not used very often, but it is always followed by the infinitive form of a verb.

The late report caused the project to stop .

The high temperatures caused the teams to cancel the baseball game.

My brother always causes us to be late to events.

We use help when you cause an action and provide your assistance, so the subject and the object are both involved in the action.

Help can be followed by the root form :

She helped me write an email.

I often help my neighbors mow their lawn.

The teacher is helping the students find the correct answers.

Help can be followed by an infinitive verb . This sounds a little more formal, but there is no difference in meaning.

I helped her to find the perfect dress.

My dad is helping me to move across the country.

Craig always helps his grandmother to cross the road.

‘Have’ and ‘get’

When they are used as causative verbs, have and get imply that you paid someone or persuaded someone. In general have is a little more formal.

In their most basic uses, have is followed by the root form and get is followed by the infinitive form .

I had the doctor look at my sinuses.

Elsa had her coworker lead the meeting.

Peter always has his mom cut his hair.

I got my mom to cut my hair.

We got the kids to put away their toys.

They got their manager to extend the deadline.

Using have in this way can be a little confusing, because the same sentence can mean two different things:

I had someone help me find a new job.

There is usually more context to help you figure out which meaning is being used, but you can always ask for clarification!

You can also use have and get before the past participle (root + -ed / irregular) of a verb.

Yesterday I had my hair cut .

I had the house cleaned .

Mary got her car washed last week.

I will get my lawn mown by a landscaping company.

Notice that in this type of sentence the object undergoes the caused action: it does not perform the action! This type of sentence comes about when the subject causes a passive verb . After the verbs have and get we drop the auxiliary verb No definition set for auxiliary verb Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. be .

❌ We had the car be towed (by the mechanic).

✅ We had the car towed (by the mechanic).

❌ We got the lawn to be mown (by a landscaping company).

✅ We got the lawn mown (by a landscaping company).

We can also use have (or, rarely, get ) before the present participle (root + -ing ), but only when describing someone’s reaction to something:

✅ The movie had the audience crying by the end.

✅ That TV show always gets us laughing .

✅ My mom is baking cookies and the smell has everyone drooling .

❌ I had my son cleaning his room.

Sometimes you can use get before a preposition No definition set for preposition Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. or a prepositional phrase No definition set for prepositional phrase Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. , when the preposition is the second part of a phrasal verb No definition set for phrasal verb Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. with get . For example.

get up = to waken:

I got him to get up . (rare)

I got him up . (common)

get into = become interested in:

I got her to get into Pickleball. (rare)

I got her into Pickleball. (common)

Have and get are not always causative verbs! If you want to learn all about these verbs, check out our post on to have or check out this list of all the uses of get in English to learn more about get .

Other causative verbs

There are many other verbs in English that can be used as causative verbs. For example:

Verbs for hiring or paying someone for work: pay , hire , employ , enlist , …

Verbs for commanding or requesting: ask , tell , order , command , ...

Verbs for persuasion: persuade , convince , advise , coax , …

In general, these other verbs are followed by the infinitive form , but you can read more about how to report commands, requests, and other acts of speech from our post on reported speech in English !

In this post we learned all about causative verbs in English and what makes them special! Let’s do a quick review:

Causative verbs are always followed by an object, and usually by a second verb that describes an action the object completes.

Some causative verbs are followed by the base form of a verb, and these include let , make , help , and have .

Some causative verbs are followed by the infinitive form of a verb, and these include require , permit , allow , force , cause , help , and get .

Have and get can be followed by past participles and a few other phrases.

Now that you know all that, you’re ready to get some practice using causative verbs. Check out these causative verb activities to help you become an expert at using causative verbs!

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