what assignment stands for

What is the Abbreviation for Assignment?

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How do you abbreviate assignment? There is one common way to abbreviate assignment .

For example,

• English asgmt.

The plural abbreviation of assignment is asgmts.

When to Use This Abbreviation

This abbreviation is used in classrooms, note taking, business, and any time space is of concern. You might abbreviate the word assignment to asgmt . on a homework list or see such abbreviations in note taking , headlines, or newspaper columns.

Outside of note taking or headlines, the word is not abbreviated in general prose.

What Does Assignment Mean?

• Eric had only two more pages of assigned reading but was too tired to follow the words in front of him and fell sound asleep in the arm chair.
• His assignment was to follow the waitress in order to train as a waiter.

The word assignment functions as a noun in the sentence.

Outside Examples of Assignment

• Real Estate heir Robert Durst has been assigned to an Indiana prison which has a medical unit, rather than the California prison requested because he faces a murder trial in Los Angeles, attorney Dick DeGuerin said Sunday. – New York Daily News

Summary: Assignment Abbreviation

There is one common abbreviation of assignment : asgmt. If you want to pluralize the abbreviation, simply add on an “s.”

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December 3, 2016 by admin

Find out the Abbreviation for Assignment with Meaning & Definition

In this post, I will tell you assignment meaning with some interesting example sentences and I will let you know an abbreviation for the word assignment .

There are two different ways to abbreviate the word assignment . These two common ways are assg . and asgmt .

If you come across the plural of assignment , you just have to add an – s after its abbreviations to make them plural. So, the plural forms would be assgs . and asgmts .

Meaning of Assignment with Definition

This particular word is used as a noun within a sentence. According to Cambridge English Dictionary , assignment is defined as a piece of work given to someone, typically as part of their studies or job, or it can be a job that someone is sent somewhere to do.

For example,

1 . The professor gave us an assignment on the topic ‘Foreign Affairs’.

2 . The greatest failure in life is being successful in the wrong assignment . ( Myles Munroe )

Suitable Areas to use Assg. or Asgmt.

Assg . and asgmt . are the two ways to abbreviate the word assignment . It means that you cannot use these abbreviations in general prose or essays.

You can easily use these abbreviations for assignment in your classrooms while taking notes. The areas where you are not able to write the whole word assignment because of space limitations, such as in headlines, newspaper headings or any business papers, you can use an abbreviation for assignment over there.

• The next community photo assg . will be: Hoosier Holidays. ( Greensburg Daily News )

• We have been designated for an asgmt .

It is concluded that there are two common ways to abbreviate the term assignment i.e. assg . or asgmt . The plural forms can be assgs . and asgmts . (just by adding an – s ).

Look up a word, learn it forever.

/əˈsaɪnmənt/.

Other forms: assignments

Whether you’re an international spy with a new mission or a high school student with math homework — when you get an assignment , you’d better do it! An assignment is a task that someone in authority has asked you to do.

The word assignment is just the noun form of the common verb assign , which you use when you want to give someone a duty or a job. When you assign something, that something is called an assignment . The word can also refer to the act of distributing something. If you are distributing new office furniture at work, you might say, “ Assignment of the new chairs will begin tomorrow.”

• noun an undertaking that you have been assigned to do (as by an instructor) see more see less types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable effort classwork the part of a student's work that is done in the classroom homework , prep , preparation preparatory school work done outside school (especially at home) lesson a task assigned for individual study type of: labor , project , task , undertaking any piece of work that is undertaken or attempted
• noun a duty that you are assigned to perform (especially in the armed forces) “a hazardous assignment ” synonyms: duty assignment see more see less types: show 10 types... hide 10 types... guard , guard duty , sentry duty , sentry go the duty of serving as a sentry fatigue , fatigue duty labor of a nonmilitary kind done by soldiers (cleaning or digging or draining or so on) charge , commission , mission a special assignment that is given to a person or group reassignment assignment to a different duty sea-duty , service abroad , shipboard duty naval service aboard a ship at sea shore duty naval service at land bases fool's errand a fruitless mission mission impossible an extremely dangerous or difficult mission martyr operation , sacrifice operation , suicide mission killing or injuring others while annihilating yourself; usually accomplished with a bomb secondment the detachment of a person from their regular organization for temporary assignment elsewhere type of: duty work that you are obliged to perform for moral or legal reasons
• noun the act of putting a person into a non-elective position synonyms: appointment , designation , naming see more see less types: show 6 types... hide 6 types... nomination the act of officially naming a candidate co-optation , co-option the act of appointing summarily (with or without the appointee's consent) delegacy the appointment of a delegate ordinance , ordination the act of ordaining; the act of conferring (or receiving) holy orders recognition designation by the chair granting a person the right to speak in a deliberative body laying on of hands laying hands on a person's head to invoke spiritual blessing in Christian ordination type of: conclusion , decision , determination the act of making up your mind about something
• noun the act of distributing something to designated places or persons “the first task is the assignment of an address to each datum” synonyms: assigning see more see less types: allocation , storage allocation (computer science) the assignment of particular areas of a magnetic disk to particular data or instructions type of: distribution the act of distributing or spreading or apportioning
• noun (law) a transfer of property by deed of conveyance synonyms: grant see more see less types: apanage , appanage a grant (by a sovereign or a legislative body) of resources to maintain a dependent member of a ruling family land grant a grant of public land (as to a railway or college) type of: transferred possession , transferred property a possession whose ownership changes or lapses
• noun the instrument by which a claim or right or interest or property is transferred from one person to another see more see less type of: instrument , legal document , legal instrument , official document (law) a document that states some contractual relationship or grants some right

Vocabulary lists containing assignment

The Dawes Act, or General Allotment Act of 1887, was a law that allowed the U.S. government to take Native American tribal lands and divide them into 40 acre lots for individual Native Americans. The goal was to break up communal tribal lands and speed the assimilation of Native Americans into American society. The Dawes Act caused great suffering with much of the land winding up in the hands of white settlers.

Learn these words from the autobiography by David Lubar (Inside: Level B, Unit 4). Here are our links to the selections of "Every Body Is a Winner": The Human Machine; My Fabulous Footprint , The Beat Goes On; All Pumped Up , Two Left Feet, Two Left Hands , How Coach Told Me; Bionics Here are our links to the units of Level B: Unit 1 , Unit 2 , Unit 3 , Unit 4 , Unit 5 , Unit 6 , Unit 7 , Unit 8 Here are our links to the Inside books: Level A , Level B , Level C Here is our link to a list of academic vocabulary for Inside: Academic Vocabulary

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What Is the Abbreviation for “assignment”?

According to Purdue University’s website, the abbreviation for the word “assignment” is ASSG. This is listed as a standard abbreviation within the field of information technology.

According to the American Psychological Association (APA) format, the word to be abbreviated should be spelled in its entirety the first time it is used, and the abbreviation should be enclosed behind it in parentheses. When engaging in technical or academic writing, it is especially important to confirm that abbreviations are correct before using them in a document. Failure to do so may confuse the reader and cast doubt upon the credibility of the document. Purdue’s website offers a comprehensive list of standard abbreviations.

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Meaning of assignment in English

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• It was a jammy assignment - more of a holiday really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• join duty idiom

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

assignment | American Dictionary

Assignment | business english, examples of assignment, collocations with assignment.

These are words often used in combination with assignment .

Click on a collocation to see more examples of it.

Translations of assignment

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• assignment (noun)
• My assignment was to clean the equipment. = They gave me the assignment of cleaning the equipment.
• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The reporter is here on an assignment .
• The reporter is here on assignment .
• The article discusses the recent assignment of senators to some of the more powerful committees.
• her assignment to the embassy in India
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• the assignment of property
• She asked if she could change her seating assignment .

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• Dissertation

List of Abbreviations | Example, Template & Best Practices

Published on May 23, 2022 by Tegan George . Revised on July 18, 2023.

A list of abbreviations is an alphabetical list of abbreviations that you can add to your thesis or dissertation . If you choose to include it, it should appear at the beginning of your document, just after your table of contents .

Abbreviation lists improve readability, minimizing confusion about abbreviations unfamiliar to your reader. This can be a worthwhile addition to your thesis or dissertation if your dissertation topic or field of study uses a lot of abbreviations in papers.

If you only use a few abbreviations, you don’t necessarily need to include a list. However, it’s never a bad idea to add one if your abbreviations are numerous, or if you think they will not be known to your audience.

You can download our template below in the format of your choice to help you get started.

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Example list of abbreviations

Best practices for abbreviations and acronyms, additional lists to include, other interesting articles, frequently asked questions.

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There are a few rules to keep in mind about using abbreviations in academic writing. Here are a few tips.

• Acronyms are formed using the first letter of each word in a phrase. The first time you use an acronym, write the phrase in full and place the acronym in parentheses immediately after it. You can then use the acronym throughout the rest of the text.
• The same guidance goes for abbreviations: write the explanation in full the first time you use it, then proceed with the abbreviated version.
• If you’re using very common acronyms or abbreviations, such as USA, PC, or NASA, you can abbreviate them from the get-go. If you’re in doubt, just write it out in full the first time.

As well as the list of abbreviations, you can also use a list of tables and figures and a glossary for your thesis or dissertation.

Include your lists in the following order:

• List of figures and tables
• List of abbreviations

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As a rule of thumb, write the explanation in full the first time you use an acronym or abbreviation. You can then proceed with the shortened version. However, if the abbreviation is very common (like PC, USA, or DNA), then you can use the abbreviated version from the get-go.

Be sure to add each abbreviation in your list of abbreviations !

If you only used a few abbreviations in your thesis or dissertation , you don’t necessarily need to include a list of abbreviations .

If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimizing confusion about abbreviations unfamiliar to your reader.

A list of abbreviations is a list of all the abbreviations that you used in your thesis or dissertation. It should appear at the beginning of your document, with items in alphabetical order, just after your table of contents .

An abbreviation is a shortened version of an existing word, such as Dr. for Doctor. In contrast, an acronym uses the first letter of each word to create a wholly new word, such as UNESCO (an acronym for the United Nations Educational, Scientific and Cultural Organization).

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George, T. (2023, July 18). List of Abbreviations | Example, Template & Best Practices. Scribbr. Retrieved August 12, 2024, from https://www.scribbr.com/dissertation/list-of-abbreviations/

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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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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

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Editor's note: A few of our reporters in Paris were covering their first Olympics. We asked what made the biggest impression during the 17 days of the Games?

PARIS — It was an amazing experience to cover my first Olympic Games. As someone who for years has meticulously planned schedules to maximize my Olympic streaming at home, getting to be here in person was a joy and perhaps the highlight of my career.

Two memories stand out:

Prior to covering the women’s synchronized platform diving competition, I was asked by a Chinese television station for an interview. They wanted my thoughts, as an American, about China’s diving tandem of Quan Hongchan, 17, and Chen Yuxi, 18. The request was as natural as if I’d asked them about Simone Biles or LeBron James. But I politely declined, explaining how I didn’t know much beyond names and reputations.

Once the competition began, though, I understood: These two are a very big deal. Their performing in tandem from a 10-meter platform was the most beautiful and impressive thing I witnessed in these Olympics. The synchronization was flawless and stunning. Of course, they won gold in a rout, and afterward, Chinese media swarmed the two teenagers, who sheepishly answered questions best they could between embarrassed smiles. It was a lesson to me about how sports can be both universal and surprisingly disparate. That on this big planet we’ve got, something so significant in one massive country can go mostly unnoticed in another.

I’ll admit, too, feeling a twinge of Olympic envy at the national pride displayed by other countries at venues (and the boisterous French fans in particular). Just because it feels like we’re such a mess back home, with too many influential politicians and polemics spreading anger and division for their own self-interest.

I wish all Americans had been with me by the 18th green at Le Golf National, watching Scottie Scheffler, a PGA Tour star who has won millions, sob on the podium after winning a tournament worth only a tiny fraction of that amount in dollars. I can tell you that there is nothing like hearing the "Star-Spangled Banner" while in another country. Nothing. And when Scottie cried, my eyes watered up a bit, too. —  Gentry Estes

A trip to Normandy with USA Wrestling and a request for a cigarette

PARIS — My first Olympics are in the books and the best way to describe them is as an exhaustively invigorating experience.

I saw 16 different Olympic disciplines in my 19 full days on the ground, logged more miles on trains than I ever have in my life and came away grateful for the professional challenge. After more than a decade covering the Detroit Lions for the Detroit Free Press, it was an interesting change of pace to spend three weeks reporting on new sports and new people.

Touring the Olympic Village was fascinating, watching world-class athletes win and lose and handle the highs and lows of competition was enlightening, and visiting Normandy with U.S. wrestler Mason Parris, whose great-grandfather stormed the beaches there 80 years ago, was an experience I won’t soon forget.

But what I’ll remember most about these Olympics are the people.

The Spanish soccer fans singing joyously on the train on their way to a game. The Australian kayak contingent dancing proudly on the banks of Vaires-sur-Marne Lake after their flag bearer, Jessica Fox, capped her career with gold. Even the Greek reporter (I think he was a reporter, at least) who burst into the media center looking to bum a cigarette for the country’s wrestling coach.

The long nights and early mornings weren’t always pleasant, and getting a text from my 9-year-old asking when I was coming home so we could play catch almost broke me. But the Olympics were a reminder of the joys, big and small, we all need in life no matter who we root for or where we're from. —  Dave Birkett

15 minutes of joy watching Katie Ledecky in 1,500

PARIS — I’ve watched the fastest swimmers in the world compete for most of my life, but never in person until the Paris Olympics. 

Professionally, covering the Olympics, and specifically Olympic swimming, wasn’t just a goal; it was the  goal. And it wasn’t until the first night of swimming – watching Katie Ledecky, Ariarne Titmus and Summer McIntosh face off in the women’s 400 freestyle – that it hit me. I was finally there, watching it with my own eyes and able to ask my own questions. 

And it was exhilarating, better than I imagined, in large part thanks to the raucous fans creating the wildest atmosphere I’ve ever seen at a swim meet. Léon Marchand, Sarah Sjöström, Torri Huske and so many more stars made it the most incredible nine-day stretch of my professional life. 

Among the many moments I’ll never forget was Ledecky dominating the 1,500 free like she does. But it was about more than watching her crush it. 

When I was a kid, I remember being so perplexed that women couldn’t swim the 1,500 — only men — in the Olympics. The longest distance for women in the pool was the 800. I swam my first mile when I was 10; why couldn’t the fastest women in the world do it at the Games? Finally in 2021 in Tokyo, it was added to the lineup. 

Ledecky is the one and only women’s 1,500 Olympic champion, and that won’t be the case forever. But seeing her race in an event women were once thought to be too fragile for — following a correction of an antiquated mentality — was incredible.

I got chills many times throughout Olympic swimming, but I think they were with me for all 15 1/2 minutes of the women’s 1,500. And my kid self was overjoyed seeing it in person. —  Michelle Martinelli

A gold medal for a dedicated volunteer at cycling

Give Kalani Kayser a gold medal.

There were some 45,000 Paris Olympics volunteers, after all, more than four times the number of athletes. Surely the best of the best deserve a medal ceremony, and this judge is scoring Kayser's performance as a perfect 10.

When the Games began, the first venue I was assigned to was the Grand Palais, which served as the media center for road cycling events. It's a massive, 56-floor Parisian landmark of 775,000 square feet, and it had to be navigated in one direction to reach the mixed zone, where reporters speak to athletes post-event, and an entirely different direction (and floor) to reach the press conference.

One wrong turn, and you're lost. So imagine the stress when I arrived to cover road cycling only to realize that A) My laptop Wi-Fi was failing, and B) poor signage and the sheer size of the Grand Palais gave me zero chance of finding the mixed zone and press conference on my own. Keep in mind, this trip was not only my first Olympics, but my first trip to Europe as well, and I arrived understanding about six words in French.

Kayser to the rescue.

With a warm smile and perfect English, the Colorado native not only helped me through the Wi-Fi snag, but also walked me − not pointing or spouting directions, but actually taking me − to the key locations I needed to be familiar with. All told, he probably spent an hour with me, and there were maybe eight volunteers trying to serve well over 100 media.

He was so helpful, I took note of his name. Told him I wouldn't forget him if I received an exit survey on volunteer help. I haven't gotten a survey.

But I've got this. Thanks, Kalani. —  Chase Goodbread

The smallest Olympic fans in Paris and the athletes I'll remember

PARIS — I get asked frequently what the best part of my job is. My answer remains the same, no matter the assignment or the venue: It’s the people. 

Whether we’re talking about athletes, coaches, colleagues or fans, it’s always the people — and often, their kindness — who leave the biggest impression. That’s definitely been the case for me in covering my first Olympics. 

It started before Paris, when I was chatting with Jordan Larson, one of the best volleyball players in the history of the U.S. She asked if Paris would be my first Olympics. When I said yes, she responded with enthusiasm, telling me she couldn’t wait to hear what I thought, gushing about how much fun I would have because there’s nothing quite like watching people from all over the globe come together to celebrate sport. 

I’ve found her to be more than accurate. 

I’ll remember people like Ashleigh Johnson, the best water polo goalie in the world, talking about her sport’s weird, wonderful new relationship with rapper Flavor Flav and her passionate insistence that he would help bring new eyeballs to water polo.

From track, I’ll remember Gabby Thomas’ joy at the finish line and Sam Kendricks’ smirk. 

I’ll remember the fans, too, particularly the home crowd’s volume. I think I’m going home to Portland, Oregon, having permanently lost my hearing thanks to hundreds of thousands of French residents. Will it be like that in Los Angeles in 2028 with Americans screaming themselves hoarse? I hope so. 

My biggest takeaway from the Games – other than the fact that you will climb more stairs than you ever have in your life – is that there’s no party like a Brazilian crowd party.

I’ll remember the littlest Olympic fans too, from the toddlers hanging around USA Basketball to the young kids able to spend time with their parents in the first-ever nursery in the Athlete Village (provided, fittingly, by super mom and super Olympian Allyson Felix). 

Mostly I’ll remember the 4-year-old boy on one of the many trains I took, visiting from Spain and going to every Olympic event his parents could get tickets to. “I’m going to weightlifting!” He told me, doing his best Hulk flex. 

Will he be an Olympian some day? I hope I get to cover more Games and find out. — Lindsay Schnell

Getting comfortable on the red carpet and interviewing US stars

I tucked my hair behind my ears, took a deep breath and stepped onto the red carpet. Well, technically it wasn’t an actual  carpet but instead a chic track that twisted around the egg-shaped Louis Vuitton Foundation. I was waiting with my colleague Sandy Hooper for some of the biggest celebrities and athletes in the world to arrive, and she could sense my nerves.

"Relax," she said. "They’re just people." 

This is a mantra I frequently repeated to myself throughout my first Olympics as Paris reminded the world what a Games is supposed to be – a glamorous intersection between celebrities, the best athletes in the world and normal people like you or me. 

Throughout my experience reporting on the ground in Paris I’ve been floored by the way that the city made these Games a spectacle that all attendees could experience, not just the VIPs. From purple and pink arenas, to the utilization of famous architecture like the Grand Palais, to hosting the opening ceremony on the Seine, there’s a special energy and awe felt by all spectators.

By the end of the Games, I was interviewing gold medalists with ease, making jokes about the weight of their medals and chatting with their parents. I talked to Simone Biles about the boot on her foot and got told I was nosey. I asked Stephen Nedoroscik about what it’s like to become an internet sensation. And when I asked Tara Davis-Woodhall what kind of summer she was having, she smiled and responded with "a golden one." 

And I think that sums it up better than I ever could. This summer was golden for the USA, for athletes, for celebrities, for fans, and for our mighty team of journalists here in Paris. — Sydney Bergan

The USA TODAY app gets you to the heart of the news — fast. Download for award-winning coverage, crosswords, audio storytelling, the eNewspaper and more .

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ASSHTO - ASSI - ASSIA - ASSIC - ASSIGN - ASSIST - ASSIT - ASSK - ASSL - ASSM

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19 Facts About Tim Walz, Harris’s Pick for Vice President

Mr. Walz, the governor of Minnesota, worked as a high school social studies teacher and football coach, served in the Army National Guard and chooses Diet Mountain Dew over alcohol.

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By Simon J. Levien and Maggie Astor

• Published Aug. 6, 2024 Updated Aug. 9, 2024

Until recently, Gov. Tim Walz of Minnesota was a virtual unknown outside of the Midwest, even among Democrats. But his stock rose fast in the days after President Biden withdrew from the race, clearing a path for Ms. Harris to replace him and pick Mr. Walz as her No. 2.

Here’s a closer look at the Democrats’ new choice for vice president.

1. He is a (very recent) social media darling . Mr. Walz has enjoyed a groundswell of support online from users commenting on his Midwestern “dad vibes” and appealing ordinariness.

2. He started the whole “weird” thing. It was Mr. Walz who labeled former President Donald J. Trump and his running mate, Senator JD Vance of Ohio, “weird” on cable television just a couple of weeks ago. The description soon became a Democratic talking point.

3. He named a highway after Prince and signed the bill in purple ink. “I think we can lay to rest that this is the coolest bill signing we’ll ever do,” he said as he put his name on legislation declaring a stretch of Highway 5 the “Prince Rogers Nelson Memorial Highway” after the musician who had lived in Minnesota.

4. He reminds you of your high school history teacher for a reason. Mr. Walz taught high school social studies and geography — first in Alliance, Neb., and then in Mankato, Minn. — before entering politics.

5. He taught in China in 1989 and speaks some Mandarin. He went to China for a year after graduating from college and taught English there through a program affiliated with Harvard University.

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