it's corn writing assignment

Corn Worksheets For Kids [Free Printables]

Do you know corn is one of the most versatile crops in the world? That’s right! Corn’s not only delicious, but it’s also used in various products – including food, fuel, and biodegradable plastics.

Fall is a great time to teach kids about this wonderful crop, and our corn worksheets are the perfect addition to their learning journey!

With activities focusing on letter recognition and handwriting, your kids will have a blast while learning about this staple crop. Print these worksheets out today and kick off the fall season with some corny fun!

Don’t forget to check out our other preschool worksheets ! We’ve got lots of printables to keep your little ones engaged and learning.

Corn Theme Preschool Printables

This post may contain affiliate links. As an Amazon Associate and a participant in other affiliate programs, I earn a commission on qualifying purchases. Read our  disclosure policy .

In this set of corn worksheets, we’ve included the following printables:

• Cc is for corn handwriting practice
• Label the corn plant activity
• Cc letter maze

Corn Handwriting Practice

First up, we have our corn handwriting practice page. This worksheet will help children practice writing the upper and lowercase letter ‘C’ and identifying the word ‘corn.’

To complete this activity, your child will trace over the dotted lines to complete each writing task. They’ll work on letter formation, pencil control, and hand-eye coordination while having fun with corn!

Label Parts Of A Corn Plant Worksheet

Teach your kids where corn comes from with this fun activity! You can work together to label the different parts of a corn plant – including the stalk, leaves, husk, and roots.

Not only will this worksheet teach kids the anatomy of a corn plant, but it also encourages critical thinking and problem-solving skills!

If you want to teach your kids more about a plant’s life cycle, be sure to check out this free plant life cycle worksheet .

Cc Letter Maze Printable

Lastly, we have our ‘Cc’ letter maze! This activity reinforces letter recognition and allows kids to practice their fine motor skills. To complete the maze, your child must identify the correct path by following the letter ‘C’s’ from start to finish!

Be sure to check out our other fall crafts for kids while you’re here!

Autumn Season Ideas

Keep your kids learning this fall with fun activities to highlight the season! Whether it’s fall-time crafting or reading a book, there are plenty of ways to incorporate education into your autumn adventures.

If you’re stuck on ideas, here are some of our favorite autumn season activities to get you started!

Autumn Books For Kids

Next time you’re looking for some fun storytime activities with your little one, grab a book from your shelf and read to them! Below are some of the top fall-themed books for kids.

There Was An Old Lady Who Swallowed Some Leaves: The mischievous old lady swallowed a handful of leaves! Her tummy started to rumble. So she swallowed some more items. Then even more. But as her stomach grew full, the leaves began to poke out through her mouth… when suddenly – poofffff! – it turned into a scarecrow!

Pete The Cat Falling For Autumn: Pete is not a fan of fall. But he decides to do some detective work and finds out that there are lots of things about this season he loves, like corn mazes, hayrides, wearing scarves, and apple picking! This story helps kids learn that even though they might not love every season of the year, there are still good parts to each one.

We’re Going On A Leaf Hunt: The seasons are changing, the days getting are shorter, and children everywhere are starting to make plans for their favorite outdoor adventures – and what could be more fun than a Leaf Hunt?!

Easy Autumn Crafts

Scarecrow Dog Craft – Looking for a fun twist on a traditional scarecrow craft? Our scarecrow dog is the perfect combination of cute and silly. Kids will have a blast transforming their favorite furry friend into a helpful harvest guardian. 

Torn Paper Acorn Craft – Our torn paper acorn craft is the perfect fall activity! This craft is simple and fun, using basic materials like construction paper and glue. Your preschoolers will love tearing up pieces of paper to create their acorns! 

Owl Headband Craft – Your kiddos will have a hoot making our owl headband craft! Not only does this craft make a cute accessory, but it also incorporates nature with creativity. Our free printable template makes it easy to start, so there’s no need to ‘wing’ it!

Paper Bag Corn Craft – Our paper bag corn craft will bring the fun of a corn maze back home! This activity is simple yet entertaining, making it great for even the youngest of children. Start making some fall memories today with this easy-to-make corn puppet craft!

Pre K Fall Activities

Our fall tracing worksheets feature leaves, pumpkins, and other seasonal designs to keep your child engaged and learning.

Each activity will help them develop fine motor skills while practicing letter recognition and hand control! Print them out and make learning exciting this fall!

If you’re looking for an activity to help your preschooler improve hand-eye coordination, try these apple do a dot printables ! Your child can use dot dabbers or markers to complete each apple-themed worksheet.

They’re such a fun way to practice counting and letter recognition!

These fall counting worksheets are perfect for exploring numbers with a seasonal twist! From tallying up fall-themed items to grouping leaves, our printables will capture your kid’s attention and develop important math skills.

They’re going to ‘fall’ in love with these exciting activities!

Get your kids scissor-ready with these apple cutting worksheets ! These printables are a great way to develop fine motor skills and practice using scissors.

Print them out for a sweet activity that encourages independent learning and builds confidence in kids!

Share With Us

Did you make this activity with your kids or students? We’d love to feature them on our social media!

For a chance to have your child’s project featured, simply snap a picture of the completed project and post it to our Facebook page , email it to us directly by clicking here , or use #simpleeverydaymom on your social media!

Corn Worksheets

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Thursday 5th of October 2023

Thank you for the printables

Friday 6th of October 2023

Of course! So glad you can use them!

Fun Writing Ideas

Building Confidence in Young Writers

Happy Kids Love Popcorn After Writing Non-Fiction

Kids love this popcorn writing prompt because they get to watch the pops and eat them up!  Anytime I teach a lesson on popcorn I bring my Stir Crazy West Bend Popcorn Popper.  So, before I give you the popcorn writing lesson, let me tell you about this super easy and popular popper!

*This post contains affiliate links.  For more information, see my disclosures here .*

It is a HUGE hit every time and motivates the kids to write.  Moreover, it rewards them for their finished work.  My husband found this popper at a shop four years ago.  We have used it COUNTLESS TIMES.  Because it’s so easy to use, I started taking it to writing camps and workshops.

Popcorn Writing Prompts

Particularly, I bring it when I conduct the Popping President writing prompt and the non-fiction writing prompt below. .

It’s so simple.  3 Tablespoons of canola oil, 1 cup of kernels.

Plug it in and watch it pop!

Plain, Simple Ingredients

We appreciate the fact that we’re using plain, simple ingredients.  No chemicals.  No microwaves.  Just a sprinkle of salt.  During the snack break the campers gobble it up.  I let them have as many servings as they want.  I keep serving until we run out.  Then, if they want more, I we pop more!  At home, I plug it in at a ground level outlet and set the popper on the floor.  We sit around it like a camp fire, myself and my little ones.

It get’s hot!

While it’s popping, everyone knows to stay clear because it gets hot.  As soon as the pops stop, I tip the popper upside down.  The dome lid serves as a bowl.

I serve the children their individual bowls of popcorn, sprinkle a little salt, and sit right there on the floor while we eat and chat!  A favorite family memory of mine was the day my husband walked in the door as we began eating.  He grabbed a bowl and sat right there with us!  Other times, we take our bowls to the couch for a family movie.   This popper has proven to be a never fail hit among kids (and adults)!

Now let’s get to writing non-fiction about popcorn!

For this popcorn writing prompt, the students write a non-fiction piece about popcorn.  Then they watch the pops and eat them up.

Common Core State Standards

NOTE:  This lesson can address the following Common Core State Standards:  CCSS.ELA.LITERACY.W.K.2, W.1.2, W.2.2, W.3.2, W.3.2.A, W.3.2.B, W.3.2.C, W.3.2.D, W.4.2, W.4.2.A, W.4.2.B, W.4.2.C, W.4.2.D, W.4.2.E, W.5.2, W.5.2.A, W.5.2.B, W.5.2.C, W.5.2.D and W.5.2.E

Popcorn as a Reward

The first time I taught this popcorn writing prompt lesson, I only had one short hour to work with.  One of my slowest writers became even slower, distracted by the popcorn that would be coming.

When he finally wrote he got very lazy, just copying notes that I had written on the board and supporting the facts with lists of words rather than elaborating with sentences.

I gave him the popcorn, but realized, I had missed the point with this student.  The point is to guide and help the students write a good piece.

The popcorn is their reward for hard work!

Teaching the Lesson

To get a full understanding on how I conduct each writing lesson you may want to read the Writing Prompts Introduction post.

The lessons I write are designed to guide students step by step to complete a writing piece and to feel successful.  Students can do it.

Really try to hold them accountable and make sure they finish a quality piece before making the popcorn.

Bring Spices

Here’s one more thing before I go into the lesson.  A key fact about popcorn is that people can flavor it many different ways.  This idea may be relatively new for some students.

Mexico and China

When I lived in Mexico, they would put butter, chili powder and lime.  The popcorn in China was almost always sweet.  Here in America, popular toppings are cheddar and caramel.

American Options

So, to go along with this writing lesson I brought different flavors for the students to sprinkle onto their reward popcorn:  salt, sugar, cinnamon, cocoa, paprika, chili powder and garlic powder.

They LOVED this and one girl commented, “Oh I want to try this at home.  I never thought about sprinkling different flavors on my popcorn!”

If you’re going to do this lesson and bring popcorn, I do suggest bringing flavors too!

NOW FOR THE LESSON!

Again, to get a full understanding on how I conduct each writing lesson you may want to read the Writing Prompts Introduction post.  The popcorn writing prompt lesson outlined below (and all other prompts posted) will make more sense and be easier to follow and use.  Here’s the lined paper I use for Grades K-2  and  Grades 2-7

Non-Fiction—No “I” or “My”

Remind the students that a non-fiction piece consists of facts and information.  While tempted to, they won’t be able to include their opinion.  Tell them that they can’t write “I” or “My” in this essay.

Older Students

If you are teaching an older group, you can have them do a little research on popcorn so that they can incorporate more advanced facts and information.

Click on this popcorn website to find more information.

Tell the Story Line

Begin the lesson by telling the story line: “ You’re going to write and explain facts about popcorn . This is a non-fiction piece so you will only use information and not your own opinion.  You won’t write I or my.”

Brainstorm Facts

Next, brainstorm facts about popcorn with the kids.  Ask them what they know about popcorn.  Write their responses on the board.  Here are some facts to guide them if they need it:

Popcorn can be:

-popped in several ways (stove, microwave, popcorn machine).

-flavored in many ways (butter, salt, sugar, garlic powder, cheese, caramel, chili powder,  lime etc.)

-sold in many places (cinema, sports events, concerts, fairs, carnivals etc.)

-a healthy snack (low calorie, low fat, low sugar, fiber, some protein)

-used to decorate (Christmas trees, Halloween faces etc.)

-inexpensive

Introduction Questions

Then, explain to the students that they are going to engage their readers by asking them questions about popcorn.  These questions will lead into the facts.

Have the students to think of questions that they can ask.  Here are some ideas my students came up with:

• When was the last time you ate popcorn?
• Where were you when you ate it?
• How do you like to flavor your popcorn?
• Did you know that…(write an interesting fact about popcorn)

Conclusion Questions

Lastly, brainstorm conclusion questions.  This question gives the reader something to think about when they’re done reading.  Here are some examples:

• When will you eat popcorn next?
• What new flavor will you try?
• Does this make you hungry for popcorn?

Show the 5 Sections

Introduction

As mentioned in my writing prompts introduction:   K-1 st Graders are encouraged to write 1 sentence for each section, 2 nd Graders 2 sentences, 3 rd Graders 3 sentences and so on.

NOW TO WRITE!

Guide the students through each step.  They are free to use their own words.

• First, write questions to grab the readers attention.
• State the first fact.  Explain it with examples.
• Next, write fact number 2 and explain it with examples.
• Write the 3rd fact and explain it with examples.
• Lastly, write a conclusion.  Include questions for the reader to take with them.

Print the Lesson

Here’s the lesson for you to print out and use.

EASY ART ACCENTS

As soon as students are finished they can add one of these popcorn art accents to the border or their paper.

GAMES TO PLAY!

Because we spent the rest of the time eating popcorn, we didn’t have time to play games.  But if I were to play games following this lesson, they would be:

Correct the Paragraph

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10 Tips for Writing Assignments

Writing assignments are a cornerstone of your academic journey, and honing your assignment writing skills is paramount for your success. Whether you're embarking on your first year or a seasoned academic, the art of effective assignment writing can wield significant influence over your grades and overall educational voyage. In this comprehensive guide, we'll offer you ten invaluable tips to elevate your assignment writing prowess. These strategies, along with expert guidance from our specialized assignment help website writemyessays.com/do-my-assignment.html , will empower you to enhance your writing skills and chart a course towards academic triumph.

Tip 1: Start Early

The first rule of successful assignment writing is to start early. Procrastination is the enemy of quality work. By initiating your assignments as soon as you receive them, you'll have ample time for essential steps such as research, planning, drafting, and revisions. Starting early allows you to manage your time effectively and produce well-crafted assignments.

Tip 2: Understand the Assignment

Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully.

Tip 3: Plan Your Work

Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.

Tip 4: Utilize Campus Resources

Your university offers a wealth of resources to support your writing endeavors. Take advantage of writing centers, libraries, and academic advisors who can provide guidance and feedback on your assignments. These resources are valuable assets that can significantly improve the quality of your work.

Tip 5: Research Thoroughly

High-quality assignments require thorough research. Dive deeply into your chosen topic, utilizing a variety of credible sources such as academic journals, books, and reputable websites. Ensure that you cite your sources correctly to provide evidence for your arguments and maintain academic integrity.

Tip 6: Maintain a Good Writing Style

Developing and maintaining a clear and concise writing style is essential for effective communication in your assignments. Avoid overly complex language and prioritize clarity. Ensure that your assignments have a logical structure with a clear flow of ideas. Your goal is to make your writing accessible and easy for your reader to understand.

Tip 7: Seek Writing Assistance

If you ever find yourself struggling with assignment writing, don't hesitate to seek writing assistance. Many universities offer writing assistance programs staffed by experienced tutors who can provide guidance and feedback on your work. These services are designed to help you refine your writing skills and produce higher-quality assignments.

Tip 8: Proofread and Edit

The importance of proofreading and editing cannot be overstated. After completing your initial draft, take the time to review and edit your work. Check for grammar and punctuation errors, ensure proper formatting, and verify that your assignment aligns with the assignment guidelines. Effective editing will polish your work and enhance its overall quality.

Tip 9: Stay Safe Online

When conducting online research for your assignments, it's essential to prioritize online safety. Use reliable sources and be cautious of plagiarism. Properly cite all your references to maintain academic integrity and avoid unintentional academic misconduct.

Tip 10: Celebrate Your Achievements

Lastly, don't forget to celebrate your achievements in assignment writing. Completing assignments is a significant accomplishment on your academic journey. Reward yourself for your hard work and dedication, and acknowledge your successes. Recognizing your achievements can motivate you to excel in future assignments.

Dos and Don'ts

To summarize, here are some dos and don'ts for successful assignment writing:

• Start early and plan your work effectively.
• Thoroughly understand the assignment instructions.
• Utilize available campus resources for support and guidance.
• Conduct in-depth research using credible sources.
• Maintain a clear and concise writing style for accessibility.
• Seek writing assistance when facing challenges.
• Commit to thorough proofreading and editing.
• Stay safe and ethical when conducting online research.
• Celebrate your achievements and milestones.
• Procrastinate on your assignments; start early instead.
• Overlook or misinterpret assignment instructions.
• Miss out on utilizing valuable campus resources.
• Skimp on research quality or rely on unreliable sources.
• Engage in overly complex writing that hinders clarity.
• Hesitate to seek assistance when facing challenges.
• Neglect the critical steps of proofreading and editing.
• Plagiarize or compromise on academic integrity.
• Forget to acknowledge and celebrate your accomplishments.

Frequently Asked Questions

Here are some common questions related to assignment writing:

1. How can I improve my writing style?

Improving your writing style is a gradual process. Consider taking writing courses, seeking feedback from professors or writing tutors, and practicing regularly to refine your skills.

2. Is it okay to use online sources for research?

Yes, it's acceptable to use online sources for research, but ensure that they are reliable and properly cited in your assignments to maintain academic credibility.

Final Thoughts

Writing assignments may seem challenging at times, but with the right approach and these ten tips, you can excel in your academic journey. Remember that assignment writing is a skill that improves with practice and dedication. By following these guidelines and continuously honing your writing skills, you'll be well-equipped to tackle assignments successfully and achieve academic excellence. Go to website

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• Designing Effective Writing Assignments

One of the best ways for students to determine what they know, think, and believe about a given subject is to write about it. To support students in their writing, it is important to provide them with a meaningful writing task, one that has an authentic purpose, clear guidelines, and engages students in their learning. In this section, you can read about key principles of assignment design, review examples of effective writing assignments, and use a checklist to guide your own designs. You can also consult with a Writing Across the Curriculum Program team member . We’re happy to think with you about your writing assignment, whether it is in the inkling stage or undergoing a few minor tweaks.

What makes an assignment effective?

A good deal of educational research points to the benefits of writing assignments that exhibit the following features:

Meaningful tasks. A task is given meaning by its relevance to and alignment with the learning aims in the course. What counts as meaningful in one course context might not be meaningful in another. As Eodice, Geller, and Lerner (2016) have shown, meaningful writing assignments do occur across all disciplines and they are typically ones that “offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities.”

Maximized learning time. As Linda Suskie argues, effectiveness is determined by the “learning payoff,” not by size of the assignment. Will students learn four times as much on an assignment that takes 20 hours outside of class than one that takes 5? Longer research-based assignments and elaborate class activities (mock conferences, debates, poster sessions, etc.) can greatly maximize learning, but there must be an appropriate level of writing and learning time built into the task. Term papers are much more effective when students have time to draft and revise stages of the assignment, rather than turning in one final product at the end.

Logical sequencing. A writing task that includes discrete stages (research, drafting, review, revising, etc.) is more likely to be an effective learning experience than one that only specifies the final product. Furthermore, these stages are more effective when they are scaffolded so simpler tasks precede more complex tasks. For example, a well-sequenced 10-12 page essay assignment might involve discrete segments where students generate a central inquiry question, draft and workshop a thesis statement, produce a first draft of the essay, give and receive feedback on drafts, and submit a revision. Read more about sequencing assignments . 

Clear criteria will help students connect an assignment’s relevance to larger scale course outcomes. The literature on assignment design strongly encourages instructors to make the grading criteria explicit to students before the assignment is collected and assessed. A grading scheme or rubric that is handed out along with the assignment can provide students with a clear understanding of the weighted expectations and, thus help them decide what to focus on in the assignment. It becomes a teaching tool, not just an assessment tool.

Forward-thinking activities more than backward-thinking activities. Forward-thinking activities and assignments ask students to apply their learning rather than simply repeat it. The orientation of many writing prompts is often backward, asking students to show they learned X, Y, and Z. As L. Dee Fink (2013) points out, forward-thinking assignments and activities look ahead to what students will be able to do in the future having learned about X, Y, and Z. Such assignments often utilize real-world and scenario-based problems, requiring students to apply their learning to a new situation. For Grant Wiggins (1998) , questions, problems, tests, and assignments that are forward-thinking often:

• Require judgment and innovation. Students have to use knowledge and skills to solve unstructured problems, not just plug in a routine.
• Ask students to do the subject. Beyond recitation and replication, these tasks require students to carry out explorations, inquiry, and work within specific disciplines.
• Replicate workplace and civic contexts. These tasks provide specific constraints, purposes, and audiences that students will face in work and societal contexts.
• Involve a repertoire of skills and abilities rather than the isolation of individual skills. 

Feel free to use this assignment checklist , which draws on the principles and research described on this page.

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Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

Module 4: Writing in College

Writing assignments, learning objectives.

• Describe common types and expectations of writing tasks given in a college class

Figure 1 . All college classes require some form of writing. Investing some time in refining your writing skills so that you are a more confident, skilled, and efficient writer will pay dividends in the long run.

What to Do With Writing Assignments

Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you’ll need to do, in what order, and how it will be graded. Others are more open-ended, leaving you to determine the best path toward completing the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It’s important to remember that your first resource for getting clarification about an assignment is your instructor—they will be very willing to talk out ideas with you, to be sure you’re prepared at each step to do well with the writing.

Writing in college is usually a response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories: summary assignments, defined-topic assignments, and undefined-topic assignments.

Link to Learning

Empire State College offers an  Assignment Calculator  to help you plan ahead for your writing assignment. Just plug in the date you plan to get started and the date it is due, and the calculator will help break it down into manageable chunks.

Summary Assignments

Being asked to summarize a source is a common task in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.

An effective summary does the following:

• reflects your accurate understanding of a source’s thesis or purpose
• differentiates between major and minor ideas in a source
• demonstrates your ability to identify key phrases to quote
• shows your ability to effectively paraphrase most of the source’s ideas
• captures the tone, style, and distinguishing features of a source
• does not reflect your personal opinion about the source

That last point is often the most challenging: we are opinionated creatures, by nature, and it can be very difficult to keep our opinions from creeping into a summary. A summary is meant to be completely neutral.

In college-level writing, assignments that are only summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology report that explains what happened during a chemical process, to an analysis essay that requires you to explain what several prominent positions about gun control are, as a component of comparing them against one another.

Writing Effective Summaries

Start with a clear identification of the work.

This automatically lets your readers know your intentions and that you’re covering the work of another author.

• In the featured article “Five Kinds of Learning,” the author, Holland Oates, justifies his opinion on the hot topic of learning styles — and adds a few himself.

Summarize the Piece as a Whole

Omit nothing important and strive for overall coherence through appropriate transitions. Write using “summarizing language.” Your reader needs to be reminded that this is not your own work. Use phrases like the article claims, the author suggests, etc.

• Present the material in a neutral fashion. Your opinions, ideas, and interpretations should be left in your brain — don’t put them into your summary. Be conscious of choosing your words. Only include what was in the original work.
• Be concise. This is a summary — it should be much shorter than the original piece. If you’re working on an article, give yourself a target length of 1/4 the original article.

Conclude with a Final Statement

This is not a statement of your own point of view, however; it should reflect the significance of the book or article from the author’s standpoint.

• Without rewriting the article, summarize what the author wanted to get across. Be careful not to evaluate in the conclusion or insert any of your own assumptions or opinions.

Understanding the Assignment and Getting Started

Figure 2 . Many writing assignments will have a specific prompt that sends you first to your textbook, and then to outside resources to gather information.

Often, the handout or other written text explaining the assignment—what professors call the assignment prompt —will explain the purpose of the assignment and the required parameters (length, number and type of sources, referencing style, etc.).

Also, don’t forget to check the rubric, if there is one, to understand how your writing will be assessed. After analyzing the prompt and the rubric, you should have a better sense of what kind of writing you are expected to produce.

Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment! In a situation like that, consider the following tips:

• Focus on the verbs . Look for verbs like compare, explain, justify, reflect , or the all-purpose analyze . You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
• Put the assignment in context . Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. If the assignment isn’t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material.
• Try a free-write . A free-write is when you just write, without stopping, for a set period of time. That doesn’t sound very “free”; it actually sounds kind of coerced, right? The “free” part is what you write—it can be whatever comes to mind.  Professional writers use free-writing to get started on a challenging (or distasteful) writing task or to overcome writer’s block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is…,” and—booyah!—you’re off and running.
• Ask for clarification . Even the most carefully crafted assignments may need some verbal clarification, especially if you’re new to a course or field. Professors generally love questions, so don’t be afraid to ask. Try to convey to your instructor that you want to learn and you’re ready to work, and not just looking for advice on how to get an A.

Defined-Topic Assignments

Many writing tasks will ask you to address a particular topic or a narrow set of topic options. Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. (Discuss the use of dialect in  Their Eyes Were Watching God , for example.)

Remember, even when you’re asked to “show how” or “illustrate,” you’re still being asked to make an argument. You must shape and focus your discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports. 

Undefined-Topic Assignments

Another writing assignment you’ll potentially encounter is one in which the topic may be only broadly identified (“water conservation” in an ecology course, for instance, or “the Dust Bowl” in a U.S. History course), or even completely open (“compose an argumentative research essay on a subject of your choice”).

Figure 3 . For open-ended assignments, it’s best to pick something that interests you personally.

Where defined-topic essays demonstrate your knowledge of the content , undefined-topic assignments are used to demonstrate your skills— your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.

The first hurdle with this type of task is to find a focus that interests you. Don’t just pick something you feel will be “easy to write about” or that you think you already know a lot about —those almost always turn out to be false assumptions. Instead, you’ll get the most value out of, and find it easier to work on, a topic that intrigues you personally or a topic about which you have a genuine curiosity.

The same getting-started ideas described for defined-topic assignments will help with these kinds of projects, too. You can also try talking with your instructor or a writing tutor (at your college’s writing center) to help brainstorm ideas and make sure you’re on track.

Getting Started in the Writing Process

Writing is not a linear process, so writing your essay, researching, rewriting, and adjusting are all part of the process. Below are some tips to keep in mind as you approach and manage your assignment.

Figure 4 . Writing is a recursive process that begins with examining the topic and prewriting.

Write down topic ideas. If you have been assigned a particular topic or focus, it still might be possible to narrow it down or personalize it to your own interests. 

If you have been given an open-ended essay assignment,  the topic should be something that allows you to enjoy working with the writing process. Select a topic that you’ll want to think about, read about, and write about for several weeks, without getting bored. 

Figure 5 . Just getting started is sometimes the most difficult part of writing. Freewriting and planning to write multiple drafts can help you dive in.

If you’re writing about a subject you’re not an expert on and want to make sure you are presenting the topic or information realistically, look up the information or seek out an expert to ask questions.

• Note: Be cautious about information you retrieve online, especially if you are writing a research paper or an article that relies on factual information. A quick Google search may turn up unreliable, misleading sources. Be sure you consider the credibility of the sources you consult (we’ll talk more about that later in the course). And keep in mind that published books and works found in scholarly journals have to undergo a thorough vetting process before they reach publication and are therefore safer to use as sources.
• Check out a library. Yes, believe it or not, there is still information to be found in a library that hasn’t made its way to the Web. For an even greater breadth of resources, try a college or university library. Even better, research librarians can often be consulted in person, by phone, or even by email. And they love helping students. Don’t be afraid to reach out with questions!

Write a Rough Draft

It doesn’t matter how many spelling errors or weak adjectives you have in it. Your draft can be very rough! Jot down those random uncategorized thoughts. Write down anything you think of that you want included in your writing and worry about organizing and polishing everything later.

If You’re Having Trouble, Try F reewriting

Set a timer and write continuously until that time is up. Don’t worry about what you write, just keeping moving your pencil on the page or typing something (anything!) into the computer.

• Outcome: Writing in College. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : http://textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of man writing. Authored by : Matt Zhang. Located at : https://flic.kr/p/pAg6t9 . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
• Writing Strategies. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/lumencollegesuccess/chapter/writing-strategies/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of woman reading. Authored by : Aaron Osborne. Located at : https://flic.kr/p/dPLmVV . License : CC BY: Attribution
• Image of sketches of magnifying glass. Authored by : Matt Cornock. Located at : https://flic.kr/p/eBSLmg . License : CC BY-NC: Attribution-NonCommercial
• How to Write a Summary. Authored by : WikiHow. Located at : http://www.wikihow.com/Write-a-Summary . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• How to Write. Provided by : WikiHow. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of typing. Authored by : Kiran Foster. Located at : https://flic.kr/p/9M2WW4 . License : CC BY: Attribution

• The Screenplay Outline Workbook
• Logline Shortcuts
• Idea to Outline
• Finish Your Screenplay
• guest speaker info

What is an Open Writing Assignment?

Write screenplays that get noticed and open doors.

Start with my 3-part email series: "The 3 Essential, Fundamental, Don't-Mess-These-Up Screenwriting Rules." After that, you'll get a weekly dose of pro screenwriting tips and industry insights that'll help you get an edge over the competition.

Open Writing Assignments (OWAs) are one of the more common ways screenwriters can get paid. You can sell a pitch, you can option or sell a spec, but those ways of making money from your screenwriting are less frequently occurring than getting paid to write what someone else wants you to write, e.g. the OWA.

An OWA is a project someone ( usually a studio or production company ) is looking to hire a writer to work on. OWAs can take a lot of different shapes and sizes, including but not limited to: adaptations of other forms of IP , rewrites of screenplays they’ve already commissioned or bought, and reboots of existing properties.

To be hired for an OWA, generally you’d be up against several other writers, pitching your ideas for what new direction to take the project in, how to fix what’s not working, and how to get it to place where it ( hopefully ) can and will be made.

If you want to be a ( paid ) working screenwriter, understanding how to evaluate material and pitch your take on it is a skill to hone.

What’s your take?

Just as you write screenplays and develop your craft along the way, you can set yourself up for later success by practicing how you’d pitch on OWAs.

With any OWA opportunity, your job is to think about what you’ll pitch to get yourself hired.

• What are the issues you want to fix?
• But also, what do you love about the project, or what does it have the potential to be?
• What version of this movie would you want to write and see?
• What’s your unique spin or “take” on the project?

While you may not actually pitch your take to anyone right now, even considering how you’d approach an assignment is good practice to be a writer for hire. It’ll get you thinking about the art of collaboration and how you might write something you don’t have complete control over.

A quick aside: if you want to get a feel for development meetings, check out  this send-up . 

And even if you’re not quite at that place in your career ( or even want to go in that direction ) working through how to fix a story is always useful practice.

I encourage you to take the time to analyze the scripts you read and to think about what’s working, what’s not, and how you would address any issues. And for the advanced writers and overachievers, also think about your unique take on the project. What new or different spin would you put on it? What would you bring to the project that no one else would? What fresh version of the project do you envision?

Like it? Share it!

I am so grateful I hired Naomi to review my screenplay.  Her notes are constructive, clear and encouraging . She honed in on plot, character and theme. She found a big flaw in my script and  presented a tactical approach on how to solve the problem . And she also delivered her feedback in prompt fashion. Yes, Naomi knows the science of story, and  I would recommend her to any storyteller who wants to take their material to a higher level.

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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

OpenAI says it’s taking a ‘deliberate approach’ to releasing tools that can detect writing from ChatGPT

OpenAI has built a tool that could potentially catch students who cheat by asking ChatGPT to write their assignments — but according to The Wall Street Journal , the company is debating whether to actually release it.

In a statement provided to TechCrunch, an OpenAI spokesperson confirmed that the company is researching the text watermarking method described in the Journal’s story, but said it’s taking a “deliberate approach” due to “the complexities involved and its likely impact on the broader ecosystem beyond OpenAI.”

“The text watermarking method we’re developing is technically promising, but has important risks we’re weighing while we research alternatives, including susceptibility to circumvention by bad actors and the potential to disproportionately impact groups like non-English speakers,” the spokesperson said.

This would be a different approach from most previous efforts to detect AI-generated text, which have been largely ineffective . Even OpenAI itself shut down its previous AI text detector last year due to its “low rate of accuracy.”

With text watermarking, OpenAI would focus solely on detecting writing from ChatGPT, not from other companies’ models. It would do so by making small changes to how ChatGPT selects words, essentially creating an invisible watermark in the writing that could later be detected by a separate tool.

Following the publication of the Journal’s story, OpenAI also updated a May blog post about its research around detecting AI-generated content. The update says text watermarking has proven “highly accurate and even effective against localized tampering, such as paraphrasing,” but has proven “less robust against globalized tampering; like using translation systems, rewording with another generative model, or asking the model to insert a special character in between every word and then deleting that character.”

As a result, OpenAI writes that this method is “trivial to circumvention by bad actors.” OpenAI’s update also echoes the spokesperson’s point about non-English speakers, writing that text watermarking could “stigmatize use of AI as a useful writing tool for non-native English speakers.”

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Waymo plans to start testing its fully autonomous vehicles with no human safety driver on freeways in the San Francisco Bay Area this week. Its employees will be the first…

Anduril reaches milestone with major defense hardware contract

Anduril and Palantir delivered the first Tactical Intelligence Targeting Access Node (TITAN) — the first major milestone in its $178 million contract.

Google begins shipping locally made Pixel 8 in India ahead of Pixel 9 launch

Google Pixel 8 devices made in India start rolling off the production lines just ahead of the Pixel 9 launch.

Apple says Patreon must switch to its billing system or risk removal from App Store

Apple has threatened to remove creator platform Patreon from the App Store if creators use unsupported third-party billing options or disable transactions on iOS, instead of using Apple’s own in-app…

Enhance your brand: Host a Side Event at TechCrunch Disrupt 2024

Elevate your brand’s presence at TechCrunch Disrupt 2024 in San Francisco by hosting a custom Side Event during “Disrupt Week,” taking place October 26 through November 1. Engage face-to-face with…

Meta, Universal Music Group address AI music in new licensing agreement

Meta and Universal Music Group (UMG) announced on Monday the expansion of their multi-year music licensing agreement, which enables users to share songs from UMG’s music library across Meta’s platforms…

China’s autonomous vehicle startup WeRide seeks US IPO at $5B valuation

WeRide, a Chinese autonomous vehicle company, is officially gearing up for a U.S. public debut, over a year after China started easing its effective ban of foreign IPOs. The company is…

Prediction marketplace Polymarket partners with Perplexity to show news summaries

When users click on an event on Polymarket, they will now see a summary of news related to the event based on search results from Perplexity.

Synopsys’ plans to buy Ansys for $35B falls on UK regulatory radar

The U.K. antitrust regulator has confirmed that it’s carrying out an early-stage inquiry into Synopsys‘ plans to buy Ansys. The Competition and Markets Authority (CMA) has opened an “invitation to…

The best hacks and security research from Black Hat and Def Con 2024

Here is a look back at the top security research from the annual hacker conferences, Black Hat and Def Con 2024.

Conduit’s cross-border payments expand from LatAm into Africa with $6M round

Cross-border payments for businesses in emerging markets remain significantly untapped, despite small to large businesses using banks and legacy fintechs to transact trillions of dollars in transaction volume annually.  A…

Bharti will become BT’s biggest shareholder after buying a 25%, $4B stake from Altice

BT, the U.K.’s former incumbent telecoms carrier, is picking up a major new investor today as telecoms companies look for stronger footing in the rapidly shifting technology and communications market.…

Elon Musk’s X targeted with nine privacy complaints after grabbing EU users’ data for training Grok

X, the social media platform owned by Elon Musk, has been targeted with a series of privacy complaints after it helped itself to the data of users in the European…

India’s Kazam powers up to roll out EV charging in Southeast Asia

Kazam, an Indian EV charging solution provider, has raised $8 million to expand its footprint in the country and enter Southeast Asian markets.

Why Scott Painter is selling a beach house to start a new vehicle software company

Autonomy founder Scott Painter is spinning out a new company called Autonomy Data Services, or ADS, he tells TechCrunch in an exclusive interview. 

How CNH’s ‘black belt’ M&A head makes deals

Heavy equipment manufacturer CNH Industrial has a long history of mergers and acquisitions, at times supervising legendary brands like Ferrari. But five years ago, as agtech was booming, the global…

CrowdStrike accepts award for ‘most epic fail’ after global IT outage

CrowdStrike’s president said he’ll take the trophy back to headquarters as a reminder that “our goal is to protect people, and we got this wrong.”

Open source tools to boost your productivity

TechCrunch has pulled together some open-source alternatives to popular productivity apps that might appeal to prosumers, freelancers, or small businesses looking to escape the clutches of Big Tech.

Oyo valuation crashes over 75% in new funding

The valuation of Oyo, once India’s second-most valuable startup at $10 billion, has dipped to $2.4 billion in a new funding round, multiple sources told TechCrunch. The Gurugram-headquartered startup, which…

The tech world mourns Susan Wojcicki

Susan Wojcicki, a longtime Googler who spent nearly a decade as the CEO of YouTube, died Friday after a two-year battle with non-small cell lung cancer. Wojcicki, who was 56,…

As Alexa turns 10, Amazon looks to generative AI

While Amazon has continued releasing Echo devices, including an upgraded Spot announced last month, the company has taken its foot off the gas.

Redfin CEO promises to ‘drink our own urine’ if mortgage rates don’t fall

He really said that: When asked about the company’s “Plan B” if mortgage rates don’t fall, Redfin CEO Glenn Kelman responded, “Plan B is to drink our own urine or…