assignment spelling in english

Definition of 'assignment'

assignment in British English

Assignment in american english, examples of 'assignment' in a sentence assignment, cobuild collocations assignment, trends of assignment.

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[ uh - sahyn -m uh nt ]

She completed the assignment and went on to other jobs.

Synonyms: job , obligation

He left for his assignment in the Middle East.

• an act of assigning; appointment.
• the transference of a right, interest, or title, or the instrument of transfer.
• a transference of property to assignees for the benefit of creditors.

/ əˈsaɪnmənt /

• something that has been assigned, such as a mission or task
• a position or post to which a person is assigned
• the act of assigning or state of being assigned

assignment of a lease

• the document effecting such a transfer
• the right, interest, or property transferred
• law (formerly) the transfer, esp by an insolvent debtor, of property in trust for the benefit of his creditors
• logic a function that associates specific values with each variable in a formal expression
• history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

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Other words from.

• misas·signment noun
• nonas·signment noun
• reas·signment noun

Word History and Origins

Origin of assignment 1

Synonym Study

Example sentences.

Yariel Valdés González and I faced these challenges while on assignment in South Florida and the Deep South from July 21-Aug.

They’re putting time into decoration just as they would in their physical classroom, and students can interact with the space by, say, clicking on a bookshelf to get a reading assignment.

For now, if the district moves to in-person learning, instruction in Carlsbad will take place on campus five days per week and students may engage in additional independent practices and other assignments at home.

The assignments must also respect the relationships between the elements in the group.

It’s very hard, by the way, to do real random assignment studies of couples therapy.

His most recent assignment was the 84th Precinct, at the Brooklyn end of the Brooklyn Bridge.

When Lewis was shipped off to Vietnam, his son was just three months old, and the timing of the assignment worried Lewis.

When Vial got that first assignment, she was just beginning her photography career, and Cirque du Soleil was only a few years old.

“For our winter issue, we gave ourselves one assignment: Break The Internet,” wrote Paper.

By the 1950s the rapid assignment of gender to an ambiguously gendered infant had become standard.

Consent to an assignment may be given by the president of the company, without formal vote by the directors.

A transfer by the lessee of the whole or a part of his interest for a part of the time is a sublease and not an assignment.

An assignment to one who has an insurable interest as relative, creditor and the like, is always valid.

When an assignment of it is made, the assignee may sue in his own name for rent accruing after the assignment.

In some states statutes forbid the assignment of such policies for the benefit of creditors.

Related Words

• appointment

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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• 1.1 Etymology
• 1.2 Pronunciation
• 1.3.1 Hyponyms
• 1.3.2 Derived terms
• 1.3.3 Translations
• 1.4 References
• 2.1 Alternative forms
• 2.2 Etymology
• 2.3 Pronunciation
• 2.4.1 Synonyms
• 2.5 References

English [ edit ]

Etymology [ edit ].

From Middle English assignement , from Old French assignement .

Pronunciation [ edit ]

• Rhymes: -aɪnmənt

Noun [ edit ]

assignment ( countable and uncountable , plural assignments )

• The act of assigning ; the allocation of a job or a set of tasks . This flow chart represents the assignment of tasks in our committee.
• ( LGBT ) The categorization of persons as belonging to the male or female sex .
• An assigned task . The assignment the department gave him proved to be quite challenging.
• A position to which someone is assigned. Unbeknownst to Mr Smith, his new assignment was in fact a demotion.
• ( education ) A task given to students, such as homework or coursework . Mrs Smith gave out our assignments , and said we had to finish them by Monday.
• ( law ) A transfer of a right or benefit from one person to another. The assignment of the lease has not been finalised yet.
• ( law ) A document that effects this transfer. Once you receive the assignment in the post, be sure to sign it and send it back as soon as possible.
• ( programming ) An operation that assigns a value to a variable .

Hyponyms [ edit ]

• ( programming ) : augmented assignment

Derived terms [ edit ]

• antiassignment
• assignment operator
• frequency assignment
• misassignment
• nonassignment
• Procrustean assignment
• reassignment
• time-assignment speech interpolation
• unassignment
• understand the assignment

Translations [ edit ]

References [ edit ], chinese [ edit ], alternative forms [ edit ].

• asm ( pseudo-acronym )

From English assignment .

• Cantonese ( Jyutping ) : aa 6 saai 1 man 4
• Jyutping : aa 6 saai 1 man 4
• Yale : ah s ā ai màhn
• Cantonese Pinyin : aa 6 saai 1 man 4
• Guangdong Romanization : a 6 sai 1 men 4
• Sinological IPA ( key ) : /aː²² saːi̯ ⁵⁵ mɐn ²¹ /
• ( Hong Kong Cantonese ) assignment ; homework ; coursework ( Classifier : 份 c )

Synonyms [ edit ]

• Bauer, Robert S. ( 2021 ) ABC Cantonese-English Comprehensive Dictionary , Honolulu: University of Hawai'i Press, →ISBN , page 10
• English Loanwords in Hong Kong Cantonese

• English terms inherited from Middle English
• English terms derived from Middle English
• English terms derived from Old French
• English terms with audio links
• Rhymes:English/aɪnmənt
• Rhymes:English/aɪnmənt/3 syllables
• English lemmas
• English nouns
• English uncountable nouns
• English countable nouns
• English terms with usage examples
• en:Education
• en:Programming
• English 3-syllable words
• en:Directives
• Cantonese terms borrowed from English
• Cantonese terms derived from English
• Chinese lemmas
• Cantonese lemmas
• Chinese nouns
• Cantonese nouns
• Chinese terms with IPA pronunciation
• Chinese terms written in foreign scripts
• Hong Kong Cantonese
• Chinese nouns classified by 份
• English entries with topic categories using raw markup
• English entries with language name categories using raw markup
• Mandarin terms with redundant transliterations
• Requests for translations into Spanish
• Japanese terms with redundant script codes
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• Requests for review of Bulgarian translations
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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 were 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 back
• hand something down
• hand something in
• hand something out
• 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 were assigned to Poland.
• advertisement
• employment agency
• equality, diversity and inclusion
• reinstatement
• relocation expenses
• testimonial

assign verb [T] ( COMPUTING )

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

assign verb [T] ( GIVE LEGALLY )

Phrasal verb, assign | american dictionary, assign | business english, examples of assign, translations of assign.

Get a quick, free translation!

Word of the Day

ride off into the sunset

to begin a new, happy life at the end of a story

Searching out and tracking down: talking about finding or discovering things

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• assign (CHOOSE)
• assign (SEND)
• assign (COMPUTING)
• assign (GIVE LEGALLY)
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Definition of assign verb from the Oxford Advanced Learner's Dictionary

• assign something (to somebody) The teacher assigned a different task to each of the children.
• The two large classrooms have been assigned to us.
• assign somebody something We have been assigned the two large classrooms.
• The teacher assigned each of the children a different task.

Take your English to the next level

The Oxford Learner’s Thesaurus explains the difference between groups of similar words. Try it for free as part of the Oxford Advanced Learner’s Dictionary app

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.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 22 May. 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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Western Governors University Selects Grammarly as AI Writing Assistance Provider

This joint effort includes the launch of grammarly’s writing score api, enabling wgu students to build critical communication skills to succeed in the modern workforce.

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SAN FRANCISCO—May 21, 2024— Grammarly , the company empowering smarter work for over 30 million people, 70,000 teams, and 3,000 educational institutions, today announced a partnership with nonprofit Western Governors University (WGU), one of the country’s largest providers of online higher education. The partnership addresses the needs of the school’s population of working adult and remote students by providing all students and faculty access to Grammarly’s real-time writing support and Grammarly’s new Writing Score API.

The Writing Score API is Grammarly’s proprietary technology that provides a real-time quality check on any document to support students in submitting their most correct, clear, and engaging writing. The Writing Score API will be available to WGU students later this summer and to the broader education market later this year.

Grammarly has been committed to strengthening everyday writing skills through the productive and responsible use of AI since its founding in 2009. By providing its best-in-class AI writing assistance to all WGU students, Grammarly will help students improve their writing while becoming AI literate, preparing them to communicate effectively and efficiently in their future careers.

“Even in the generative AI–connected workforce, writing is as essential as ever, with knowledge workers spending 19 hours per week on written communication,” said Jenny Maxwell, Head of Grammarly for Education. “To ensure students are prepared to succeed in today’s workplace, they must learn effective writing and editing skills. Grammarly’s partnership with WGU will empower students to improve their writing skills, increase the likelihood of earning a degree, and ultimately maximize their career opportunities.”

With Grammarly’s Writing Score API integrated into WGU’s learning management system, students can upload any written assignment of more than 30 words and get a writing score on a scale of 1–100. This score indicates opportunities to improve spelling, grammar, and syntax, giving students valuable insight to determine whether to make additional revisions with Grammarly or submit as is. The score is based on elements including spelling and grammar correctness, clarity of sentences, variety of word choices, and the tone of the writing.

The feature uses Grammarly’s existing writing score technology—currently only available to customers using the Grammarly Editor—and makes it available in any application. When deployed at scale in higher education, the Writing Score API can serve as a measure of baseline quality for students’ writing, ultimately giving faculty more time to engage with students’ ideas on a deeper level.

“WGU is thrilled to partner with Grammarly and pilot the Writing Score API at scale,” said Debbie Fowler, WGU Senior Vice President, Academic Delivery. “WGU makes higher education

and professional career advancement attainable for everyone by identifying system-wide barriers and investing in solutions to eliminate them. We are excited to embed this in-the-moment feedback into how we teach while our instructors remain student-centric. By incorporating this AI technology, we can provide truly personalized learning and meet students where they are.”

The strategic partnership reinforces the importance of effective communication skills in higher education and beyond. With Grammarly’s AI-powered assistance, WGU students will be better equipped to deliver clear and polished communication in their academic and professional endeavors.

Learn more about Grammarly for Education at grammarly.com/edu.

About Grammarly

Grammarly is the world’s leading AI writing assistance company, trusted by over 30 million people, 70,000 professional teams, and 3,000 educational institutions. From instantly creating a first draft to perfecting every message, Grammarly helps people at 96% of the Fortune 500 and teams at companies like Atlassian, Databricks, and Zoom get their point across—and get results—without compromising security or privacy. Grammarly’s product offerings— Grammarly for Business , Grammarly Premium , Grammarly Free , and Grammarly for Education —work where you do, delivering contextually relevant writing support across over 500,000 apps and websites. Founded in 2009, Grammarly is No. 7 on the Forbes Cloud 100, one of TIME’s 100 Most Influential Companies, one of Fast Company’s Most Innovative Companies in AI, and one of Inc.’s Best Workplaces. Learn more at grammarly.com/about .

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