Command Words and Their Uses in Exams and Assessments, Study Guides, Projects, Research of Design

Download Command Words and Their Uses in Exams and Assessments and more Study Guides, Projects, Research Design in PDF only on Docsity! Command Words Command words are the words and phrases used in exams and other assessment tasks that tell students how they should answer the question. Many of the ‘command’ words used in exam questions are the same across all subjects and require a similar response, even if the subject is different. Therefore, what follows is a glossary of the types of ‘command’ language you should expect to see in your GCSE exams. Those in bold all require the same sorts of analytical skill and are the types of question that require more depth and detail – more marks are awarded for these types of question. Advise Requires you to help somebody reach a decision through a mixture of facts, opinions, commands and options. Analyse Look closely at the detail; give reasons why or how something is done and the effect of this – use PEE/PEA/PEEL paragraphs, which help you to support your points with evidence and explain your thoughts. Annotate Add notation or labelling to a graph, diagram or other drawing that describe and/or explain features, rather than just identify them (which is labelling). Apply Put into effect in a recognised way. Argue Put forward a point of view in a structured and reasoned way – usually one sided but takes account of other points of view. Assess Consider several options or arguments and weigh them up so as to come to a conclusion about their effectiveness or validity. For example, ‘Assess how effective your presentation technique(s) were in representing the data collected in this enquiry.’ Calculate Work out the value of something. Marks are usually awarded for both the process and outcome. For example, 'Using Figure 7, calculate the increase in retail sales value of Fairtrade bananas between 2000 and 2012.' Combine Put together. Comment on … This requires you to analyse and evaluate in a balanced way. Give your opinions or point of view, with reasons. Compare Look closely at two or more things which have something in common in order to see how they are the same and how they are different. This is looking for an analytical response – PEE/PEA/PEEL paragraphs could be used. For example, 'Using Figure 4, compare HDI values in Africa and South America.' Complete Finish a task by adding to the information. For example, 'Complete the following sentences: The greatest number of category four tropical storms happen in the ……………………. Ocean. Apart from very strong winds, one other associated weather feature of a category four storm is…………………………' Consider Discuss from all angles/analyse. Contrast Describe… Describe in detail Describe the differences… Often used with ‘compare’; look at the differences of two or more things.  A detailed account. More simply – ‘Write down…’ Tell the examiner in your own words what/how/why something happens; must use words precisely (in scientific subjects this means using scientific terms).  Will often be linked to more marks and therefore you will be required to go into more depth in your answer and develop your key points using precise, clear language.  Structure around key points which you compare across the two points up for discussion – do not describe all the features of one and then all the features of the other – link ideas together. Critically Often occurs before ‘Assess’ or ‘Evaluate’ inviting an examination of an issue from the point of view of a critic with a particular focus on the strengths and weaknesses of the points of view being expressed. Criticise Access worth against explicit expectations. Debate Present different perspectives on an issue. Deduce Draw conclusions from information provided. Define State the precise meaning of an idea or concept. There is usually a low tariff of marks for this. Develop Go beyond and expand something; take it forward; add detail; improve upon a basic idea. Describe Give an account in words. For example, 'Using Figure 9, describe the distribution of areas with existing licenses for fracking in the UK.' Design Set out how something will be done. Determine Use given data or information to obtain an answer. Develop Take forward or build upon given information. Discuss Also known as ‘examine’ and ‘consider’ – give the main reasons ‘for’ and ‘against’ and come to a conclusion. For example, 'Discuss the effects of urban sprawl on people and the environment. Use Figure 3 and a case study of a major city in the UK.' Distinguish List the differences between different items. Draw Produce a diagram. Ensure Make sure/make certain. State Write briefly, the main point in clear terms. For example, 'State one characteristic of the course of the River Ouse in grid square 5754.' Study Look in detail at a picture, passage or drawing in order to access information necessary to answer the question. Suggest Offer ideas, put forward ideas, propose something. For example, 'Suggest how the sea defences shown in Figure 11 help to protect the coastline.' Summarise Draw your key ideas and points together. Review key points in one paragraph. To what extent . . . Judge the importance or success of (strategy, scheme, project). For example, 'To what extent do urban areas in lower income countries (LICs) or newly emerging economies (NEEs) provide social and economic opportunities for people?' Translate Express the words or text in another language. Use . . . This often means they are directing you to a specific passage, rule or drawing. For example, 'Weather in the UK is becoming more extreme.' Use evidence to support this statement.  What is meant by…  What are the disadvantages and advantages…  What do you need to consider…  You are being asked for a definition of the word.  A simple form of discussion.  You are being asked to highlight key information appropriate to a process in your response. ‘What’ questions usually carry fewer marks. Which Choose from a number of alternatives, providing the reasons for your choice. Why Involves you discussing and explaining a process, outcome or point of view using evidence to support your ideas. It will usually involve a balanced approach. Work out… Asks you to solve something – marks are usually awarded for you showing the process behind your thinking as well as the answer you come up with.  Write down  Write about how  Could mean ‘Describe’ or require you to select relevant information.  This is more detailed and requires you to explain a process and/or how something happens. Most frequent Command Words by Subject Biology Business Computer Science Describe Calculate Explain Compare Estimate Suggest Why Which Identify Explain Show Analyse Recommend Evaluate Outline Explain Convert Express State Describe Show Design and Technology Drama Engineering Evaluate Explain Complete Describe Describe Explain Describe Explain English Geography Health & Social Care Select Summarise Explore How… Compare Write Describe Evaluate Comment Study Describe Outline Suggest Assess Complete Identify Explain Describe Analyse Evaluate History Hospitality Maths Describe Explain Match Complete Outline Discuss State Suggest Describe Identify Simplify Estimate Explain Work out Express Find Calculate Media Studies Modern Foreign Languages Music Explain Analyse Translate State Describe Explain Identify Evaluate Compare Name PE Religious Studies Science Identify Outline Name Suggest Justify Discuss Complete Define State Plot Analyse Evaluate Explain Evaluate Describe Calculate Explain Determine