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Meaning of assignment in English

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• It was a plum assignment - more of a vacation 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
• short-staffed
• undertaking

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

assignment | Intermediate English

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

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a type of singing in which four, usually male, voices in close combination perform popular romantic songs, especially from the 1920s and 1930s

Alike and analogous (Talking about similarities, Part 1)

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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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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something assigned, as a particular task or duty: She completed the assignment and went on to other jobs.

a position of responsibility, post of duty, or the like, to which one is appointed: 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.

Origin of assignment

Synonym study for assignment, other words for assignment, other words from assignment.

• mis·as·sign·ment, noun
• non·as·sign·ment, noun
• re·as·sign·ment, noun

Words that may be confused with assignment

• assignment , assignation

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use assignment in a sentence

He traveled to China, India, Russia, and Africa for fashion-related assignments.

Among his previous assignments were stints in war zones like Afghanistan and the Congo.

He also had a reputation for not sticking to the brief of his assignments.

His writing assignments were filled with “a disturbing level” of mayhem, war, and death.

The first faux-Fleming assignments went to writers such as Kingsley Amis (writing as “Robert Markham”) and John Gardner.

Toward the end of the campaign his assignments increased until all his time was taken.

Assignments came to be made of one acre to a family, near the palisaded hamlet for convenience and better security.

For a short time he had no assignments that taxed his abilities in either direction.

If you make as good time as you have made on some other assignments, you can get back here before 10:30.

Not a lot of business-reporting assignments involved spending time with half-naked, sun-baked dudes in remote southern junkyards.

British Dictionary definitions for assignment

/ ( 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

the transfer to another of a right, interest, or title to property, esp personal property : 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

Australian history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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Definition of assign

 (Entry 1 of 2)

transitive verb

Definition of assign  (Entry 2 of 2)

• intrust

ascribe , attribute , assign , impute , credit mean to lay something to the account of a person or thing.

ascribe suggests an inferring or conjecturing of cause, quality, authorship.

attribute suggests less tentativeness than ascribe , less definiteness than assign .

assign implies ascribing with certainty or after deliberation.

impute suggests ascribing something that brings discredit by way of accusation or blame.

credit implies ascribing a thing or especially an action to a person or other thing as its agent, source, or explanation.

Examples of assign in a Sentence

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

Word History

Verb and Noun

Middle English, from Anglo-French assigner , from Latin assignare , from ad- + signare to mark, from signum mark, sign

13th century, in the meaning defined at sense 1

15th century, in the meaning defined above

Phrases Containing assign

• pre - assign

Dictionary Entries Near assign

Cite this entry.

“Assign.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assign. Accessed 10 Apr. 2024.

Kids Definition

Kids definition of assign, legal definition, legal definition of assign.

Legal Definition of assign  (Entry 2 of 2)

More from Merriam-Webster on assign

Nglish: Translation of assign for Spanish Speakers

Britannica English: Translation of assign for Arabic Speakers

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IR-2024-95, April 5, 2024

WASHINGTON —The Internal Revenue Service today advised taxpayers, including self-employed individuals, retirees, investors, businesses and corporations about the April 15 deadline for first quarter estimated tax payments for tax year 2024.

Since income taxes are a pay-as-you go process, the law requires individuals who do not have taxes withheld to pay taxes as income is received or earned throughout the year. Most people meet their tax obligations by having their taxes deducted from their paychecks, pension payments, Social Security benefits or certain other government payments including unemployment compensation.

Generally, taxpayers who are self-employed or in the gig economy are required to make estimated tax payments . Likewise, retirees, investors and others frequently need to make these payments because a significant portion of their income is not subject to withholding.

When estimating quarterly tax payments, taxpayers should include all forms of earned income, including part-time work, side jobs or the sale of goods or services commonly reported on Form 1099-K .

Income such as interest, dividends, capital gains, alimony and rental income is normally not subject to withholding. By making quarterly estimated tax payments, taxpayers can avoid penalties and uphold their tax responsibilities.

Certain groups of taxpayers, including farmers and fishers, recent retirees, individuals with disabilities, those receiving irregular income and victims of disasters are eligible for exceptions to penalties and special regulations .

Following recent disasters, eligible taxpayers in Tennessee , Connecticut , West Virginia , Michigan , California and Washington have an extended deadline for 2024 estimated tax payments until June 17, 2024. Similarly, eligible taxpayers in Alaska , Maine and Rhode Island have until July 15, 2024, and eligible taxpayers in Hawaii have until Aug. 7, 2024. For more information, visit Tax relief in disaster situations .

In addition, taxpayers who live or have a business in Israel, Gaza or the West Bank, and certain other taxpayers affected by the terrorist attacks in the State of Israel , have until Oct. 7, 2024, to make estimated tax payments.

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Taxpayers can rely on Form 1040-ES, Estimated Tax for Individuals , for comprehensive instructions on computing their estimated taxes.

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To pay electronically and for more information on other payment options, visit IRS.gov/payments . If paying by check, be sure to make the check payable to the "United States Treasury."

Publication 505, Tax Withholding and Estimated Tax , offers detailed information for individuals navigating dividend or capital gain income, alternative minimum tax or self-employment tax, or who have other special situations.

The IRS recommends taxpayers use the Tax Withholding Estimator tool to accurately determine the appropriate amount of tax withheld from paychecks.

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The IRS has also posted translated tax resources in 20 other languages on IRS.gov to communicate to taxpayers who prefer to get information in other languages. For more information, see the IRS Languages page on IRS.gov.

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The 5 stages of the 2024 total solar eclipse explained for April 8

On Monday, April 8, the 2024 total solar eclipse will sweep through the sky over North America. 

While all of North America and Central America will experience at least a partial  solar eclipse , those within a path with a width of approximately 115 miles (185 kilometers) passing over 15 U.S. States. Mexico, and Canada will also witness a totality as the moon entirely covers the disk of the sun.

You can  watch the total solar eclipse live on Space.com . You can also keep up with all the eclipse-related action with our  total solar eclipse 2024 live updates  blog.

Don't be in the dark about the 2024 total eclipse

There are three major types of solar eclipse. A total solar eclipse like that on April 8 occurs when the moon is relatively close to Earth and blocks the entire disk of the sun. 

Because the moon's orbit around our planet is an ellipse, sometimes it is further away and thus appears smaller. An eclipse at these times sees the moon only an obscure part of the solar disk, with the sun appearing as a glowing ring of fire. These events are called annular solar eclipses , and the last one seen over the U.S. occurred on Oct. 14, 2023.

Finally, a partial solar eclipse is an event that happens when the Earth, moon, and sun are not perfectly aligned, resulting in the lunar disk only covering part of our star, making the sun appear as if a bite has been taken out of it. Partial eclipses also happen at the beginning and ending stages of total and annular eclipses.

On April 8, 2024, the moon will be in its new moon phase , and it will look relatively large, meaning it is capable of covering 100% of the sun's disk as viewed from the narrow path of totality. The fraction of the diameter of the sun covered by the moon is known as the magnitude of a solar eclipse . On April 8, 2024, this value will be 1.0566,  according to EclipseWise.com , slightly more than total coverage. 

NASA has released an interactive map of the total eclipse, which space enthusiasts can use to track the totality as it drifts across the globe. However, location won't be the only factor affecting the appearance of the total solar eclipse on Monday. The eclipse will pass through 5 distinct stages, with each of these phases occurring at different times across different locations.

What are the stages of the annular solar eclipse? 

Stage 1: first contact.

In the initial stage of the eclipse, the moon will begin to pass in front of the sun, kick-starting a partial solar eclipse. During this phase, the darkened lunar disk of the moon will make the sun appear as if a bite has been taken out of its illuminated face. This "bite" will get bigger and bigger as the totality approaches.

During the first stage of the total solar eclipse, some onlookers will be able to see rapidly moving, long, dark bands called " shadow bands " on the sides of buildings or the ground. Bailey's beads , caused by light streaming through the valleys on the horizon of the moon, may also be visible at the moon's edges during this initial stage. These phenomena repeat during the second partial eclipse that occurs after totality.

On April 8, this stage of the partial eclipse will first be seen near Pu‘uali‘i, Hawaii, at  6:27 a.m. local time (12:27 p.m. EDT, 1627 GMT).

Stage 2: Second contact

First contact will last for between 70 and 80 minutes, and its conclusion will be marked by a single bright spot, or " diamond ring ," appearing at the edge of the moon. This marks the second contact stage and heralds the oncoming totality. 

On April 8, the total solar eclipse will make landfall at Mazatlán, Sinaloa, Mexico, at 9:51 a.m. local time (12:51 p.m. EDT, 16:51 GMT).

Stage 3: Totality

Stage 3 and the mid-point of the total solar eclipse is the totality.  At this point, the moon completely covers the solar disk. During the totality of the outer atmosphere of the sun, the corona may become visible as white streamers at the edge of the moon. This region is usually washed out by bright light from the solar surface, the photosphere. The inner atmosphere of the sun, the chromosphere , may be visible as a wispy aura around the edge of the moon.

The totality may also make stars and planets visible in the darkened sky that are usually not visible from America during daylight hours. 

On April 8, the first location to experience totality will be Mazatlán, Sinaloa, Mexico at  11:07 a.m. local time  (2:07 p.m. EDT, 1807 GMT). The first location to experience totality in the U.S. will be Near Florentino Ramos Colonia, Texas, at 1:27 p.m. local time (2:27 p.m. EDT, 1827 GMT).

The duration of the totality depends on the path from which the eclipse is viewed. In Mexico, totality will last for 40 minutes and 43 seconds. Skywatchers in the U.S. will collectively experience totality for 67 minutes and 58 seconds. Onlookers in Canada will experience the totality of the solar eclipse for 34 minutes and 4 seconds.

Stage 4: Third contact

The fourth stage of the total solar eclipse, third contact, will see the moon start to move away from the disk of the sun, thus ending the totality and starting the second partial eclipse period. Brightening appears on the opposite side of the moon as it did during the second contact period.

At this time, skywatchers will get another chance to spot Baily's Beads along the edge of the moon and shadow bands on the buildings and ground around them, with this stage mirroring the second contact stage. 

The total solar eclipse ends on the Atlantic coast at 5:16 p.m. local time (3:46 p.m. EDT, 1946 GMT). 

Stage 5: Fourth contact

The fifth and final stage of the total solar eclipse. The moon moves away from the disk of the sun, meaning that at fourth contact, the moon is no longer even partially eclipsing the sun. At this point, 2024's total solar eclipse will be over.

On April 8, on the Atlantic coast of  Newfoundland and Labrador, the partial eclipse phase ends at 6:18 p.m. local time (4:48 p.m. EDT, 2048 GMT).

If you intend to view any of these stages, the most important thing to consider is how to safely view it. Looking at the sun without adequate protection at any time is harmful to the eyes, so eclipse watchers should take precautions on Monday. 

Sunglasses, regardless of how dark they are, can't protect the eyes from the effect of the sun, so specialized eclipse glasses made from safe solar filter materials will be needed. If skywatchers intend to watch the event with a telescope, special filters will be needed to make this a safe viewing experience.

Our how to observe the sun safely guide tells you everything you need to know about safe solar observations.

Following the 2024 total solar eclipse, skywatchers in the U.S. will next get the opportunity to see a total solar eclipse on March 30, 2033 . The totality of this eclipse, which will last 2 minutes 37 seconds, will be visible in Alaska. Following this, on Aug. 23, 2044 , a total solar eclipse will be visible from the U.S. states of Montana, South Dakota, and North Dakota, as well as from much of Canada.

Under a year later, on Aug.12, 2045 , another total solar eclipse will sweep over the U.S., visible from California, Nevada, Utah, Colorado, New Mexico, Oklahoma, Kansas, Texas, Arkansas, Missouri, Mississippi, Louisiana, Alabama, Georgia, and Florida, as well as from the Caribbean, and South America.  

Submit your photos! If you capture a photo of the April 8 total solar eclipse and would like to share it with Space.com's readers, send photos, videos, comments, and your name, location and content usage permission release to [email protected] .

Kodai Senga transferred to the 60-day IL. What does it mean for the ace and Mets rotation?

ATLANTA — The Mets made a roster move that is critical to the state of their starting rotation on Wednesday afternoon.

The team announced that it had transferred Kodai Senga to the 60-day injured list, making room for the addition of left-handed reliever Tyler Jay on the roster.

Senga's move to the long-term IL as he continues to work back from a right posterior capsule strain in his shoulder means that he will not pitch for the Mets until at least the last week of May.

Mets manager Carlos Mendoza said the move was not a setback but offered an opportunity to free up roster space understanding that Senga was still a few weeks away from returning.

"From the beginning, we knew it was gonna take time and we've been slow playing itfrom the beginning," Mendoza said. "We took that extra couple of weeks before he started playing catch in spring training and there's nothing new to it, it’s more like where we’re at, where he's at."

Senga began to feel arm fatigue following his first two side sessions of the spring before an MRI revealed the strain. He received a platelet-rich plasma injection on Feb. 23 and began his throwing progression on April 1.

Issues: These two troubling trends reemerged for the Mets in incomplete loss to Braves

The Japanese sensation, who finished second in National League Rookie of the Year voting last season, has yet to throw off a mound as he continues his recovery. Mendoza would not offer whether Senga would be immediately available once his time on the IL was over.

"We still got to clear some hurdles here and then we'll see how he responds once he gets on the mound and bullpens, live BP, facing hitters and things like that, so too early to tell," Mendoza said.

The Mets starting rotation took another hit during the first series when Tylor Megill, Senga's replacement in the rotation, felt tightness in his shoulder and was diagnosed with a right shoulder strain.

After being shut down for five days, Megill has yet to be reevaluated as he dealt with an illness this week.

The Mets signed Julio Teheran to a pro-rated deal to fill in that spot in the rotation but the right-hander only lasted 2⅔ innings in his first start with the team on Monday against the Braves. He gave up four earned runs on six hits and two walks and was designated for assignment less than 24 hours later.

Megill's spot in the rotation was next scheduled to go on Saturday against the Royals before Wednesday's postponement pushed everyone's scheduled start day back one day.

Depending on whether the Mets elect to go through one turn without filling that spot or move to occupy it sooner, Jose Butto would be eligible to be called up and would appear to be the clear candidate to join the rotation in the No. 5 spot.

Butto served as the 27th man on the roster during the team' doubleheader on April 4 and turned in one of the Mets' two quality starts.

The 26-year-old right-hander held the Tigers to one earned run across six innings while striking out six and allowing three hits and three walks.

"I wouldn't say committed, but obviously he's definitely an option," Mendoza said.

Definition of 'assignment'

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Julio Teheran designated for assignment 1 day after poor results in debut with Mets

New York Mets pitcher Julio Teheran delivers to an Atlanta Braves batter in the first inning of a baseball game Monday, April 8, 2024, in Atlanta. (AP Photo/John Bazemore)

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ATLANTA (AP) — New York Mets right-hander Julio Teheran was designated for assignment on Tuesday, one day after he lasted only 2 2/3 innings in his debut with the team.

The Mets selected the contract of right-hander Dedniel Núñez from Triple-A Syracuse before Tuesday night’s game against the Atlanta Braves.

Teheran, 33, gave up four runs in Monday night’s 8-7 win over the Braves. Teheran signed with New York on Friday. He began his career with Atlanta in 2011 and was an All-Star with the Braves in 2014 and 2016.

Teheran earns $2.5 million while in the majors and $150,000 while in the minors in his contract with the Mets . The deal also includes the possibility of $400,000 in performance bonuses.

Teheran spent spring training with the Baltimore Orioles but opted out of his minor league deal in late March when he didn’t make their opening-day roster. He was 3-5 with a 4.40 ERA in 11 starts and three relief appearances last year for NL Central champion Milwaukee.

Núñez, 27, pitched 3 1/3 scoreless innings in relief for Syracuse this season. He has not pitched in the majors.

AP MLB: https://apnews.com/hub/MLB

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Someday, Earth Will Have a Final Total Solar Eclipse

The moon will drift far enough from Earth that it no longer fully obstructs the sun. But predicting when this will happen poses numerous challenges.

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By Katherine Kornei

The total solar eclipse visible on Monday over parts of Mexico, the United States and Canada was a perfect confluence of the sun and the moon in the sky. But it’s also the kind of event that comes with an expiration date: At some point in the distant future, Earth will experience its last total solar eclipse.

That’s because the moon is drifting away from Earth, so our nearest celestial neighbor will one day, millions or even billions of years in the future, appear too small in the sky to completely obscure the sun.

“We’ll only ever have annular eclipses,” said Noah Petro, a planetary scientist at NASA Goddard Space Flight Center, referring to “ring of fire” eclipses like the one that crossed the Americas in October .

But putting an exact date on Earth’s final total solar eclipse is a serious computational challenge involving a variety of scientific disciplines.

Ever since the moon formed over four billion years ago, it has been spiraling away from Earth. The moon’s retreat results from its gravitational interactions with our planet. Tides raised by that gravity send the water in our planet’s oceans sliding over the seafloor and along the edges of continents. That creates friction that causes Earth to spin more slowly on its axis, said Mattias Green, an ocean scientist at Bangor University in Wales.

The moon moves outward in its orbit in response to the slowing of the Earth. Imagine a figure skater extending her arms and slowing down, Dr. Green said. “It’s the same physical principle but backwards.”

One of the first people to predict the expanding orbit of the moon was George Darwin, one of Charles Darwin’s sons. But his hypothesis, published in 1879 , would not be verified until American astronauts and Soviet robotic rovers left devices known as retroreflectors on the moon’s surface . Researchers could fire laser pulses at mirrors on those suitcase-size instruments and time how long it took the light to make a round trip. That gave scientists a way of precisely measuring the distance to the moon. By the early 1970s, researchers had discovered that the moon was receding from Earth by about 1.5 inches each year.

That’s about the rate at which human fingernails grow. “We’re dealing with extremely small changes,” said Robert Tyler, a planetary scientist at NASA Goddard Space Flight Center.

But over hundreds of millions of years, the moon will become perceptibly smaller in the sky as it grows more distant. At some point, it will appear too small to completely blot out the sun, and total solar eclipses will become a thing of the past.

To calculate the date of the last total solar eclipse, it is important to remember that both the moon’s orbit around the Earth and Earth’s orbit around the sun are elliptical. That means that the distances between Earth and the moon and between Earth and the Sun are not constant. The apparent sizes of the moon and the sun as seen from Earth vary accordingly; the largest- and smallest-looking moons differ in size by about 14 percent, while the corresponding difference for the sun is about 3 percent.

The last total solar eclipse will occur when the largest-looking moon just barely covers the smallest-looking sun. A bit of math involving the diameter of the moon and the apparent sizes of the moon and the sun yields an estimate for that eventuality of approximately 620 million years.

But there is uncertainty in that number, researchers caution. It assumes, for starters, that the moon will recede from Earth at its current rate. And that almost certainly won’t happen, Dr. Green said.

The moon’s recession rate is affected by a slew of parameters, he said, including the length of a day on Earth, the depth of the ocean basins and the arrangement of our continents. Those things change over time, Dr. Green said, so it is too simplistic to presume that the moon will always retreat at the same pace.

Most researchers agree that the moon’s recession rate will probably decrease. “If I had to guess, the tides of the future will probably get weaker,” said Brian Arbic, a physical oceanographer at the University of Michigan. Weaker tides translate into slower lunar retreat, which would buy our planet more opportunities to bask in the moon’s umbral shadow.

There’s good evidence that the moon retreated more slowly in the past as well. Margriet Lantink, a geologist at the University of Wisconsin-Madison, has analyzed sedimentary rocks in Australia that record climatic changes caused by fluctuations in the Earth-moon distance. “I read the fingerprints of those astronomical variations,” Dr. Lantink said.

Her team’s findings , and those of other researchers, have been used in simulations that suggest the moon receded by about 0.4 to 1.2 inches per year for much of its history. Those simulations also reveal that during some periods lasting a few tens of millions of years, the moon hurtled away from Earth at more than four inches per year.

Dr. Tyler’s models take on the daunting task of forecasting the future lunar recession rate. They suggest that the moon will drift away at around 0.3 inches per year on average for the next several billion years. And the moon’s retreat in the future won’t be nearly as variable as it was in the ancient past, he said. “Most of the interesting stuff happened already.”

If Dr. Tyler’s simulations are correct, total eclipses will remain visible for about three billion years. He cautioned that there is significant uncertainty in that estimate.

And though we likely have eons left to experience total eclipses, that’s no excuse for not seeking out their splendor, Dr. Petro said. After all, they’re a celestial phenomenon that’s unique to our Earthly existence.

“No other planet in our solar system has total solar eclipses,” Dr. Petro said. “We have this wonderful opportunity.”

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

assignation

• rumours about his secret assignations with a mystery woman

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