assignment command words

Programmes & Qualifications

Understanding command words.

Command words tell you how to answer a specific exam question or complete an assessment task. Below we list the command words you will see in new and revised syllabuses published from 2019 onwards. The command words published in the syllabus will be in exam and assessment materials from 2022 onwards.

The definitions will help you understand what the words are asking you to do. Any subject-specific command words will also be listed in the syllabus. The list does not include simple instruction words like write, circle or find .

• Syllabus overview
• Past papers, examiner reports and specimen papers
• Published resources

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Understanding instruction words in academic essay titles

Posted in: essay-writing

Instruction or command words indicate what your tutor wants you to do in your written assignment. It's vital that you understand exactly what these instruction words mean so you can answer all parts of the essay question and provide a complete response.

Here's a list of some of the most common instruction/command words you'll see in essay questions (and examination questions as well), together with an explanation of what they mean.

Describe: Give a detailed account of…

Outline: Give the main features/general principles; don't include minor details.

Explain, account for, interpret: Describe the facts but also give causes and reasons for them. Depending on the context, these words may also suggest that you need to make the possible implications clear as well. For example: 'Explain X and its importance for Y'.

Comment on, criticise, evaluate, critically evaluate, assess: Judge the value of something. But first, analyse, describe and explain. Then go through the arguments for and against, laying out the arguments neutrally until the section where you make your judgement clear. Judgements should be backed by reasons and evidence.

Discuss, consider: The least specific of the instruction words. Decide, first of all, what the main issues are. Then follow the same procedures for Comment on, Criticise, Evaluate, Critically Evaluate and Assess.

Analyse: Break down into component parts. Examine critically or closely.

How far, how true, to what extent: These suggest there are various views on and various aspects to the subject. Outline some of them, evaluate their strengths and weaknesses, explore alternatives and then give your judgement.

Justify: Explain, with evidence, why something is the case, answering the main objections to your view as you go along.

Refute: Give evidence to prove why something is not the case.

Compare, contrast, distinguish, differentiate, relate: All require that you discuss how things are related to each other.  Compare suggests you concentrate on similarities, which may lead to a stated preference, the justification of which should be made clear. These words suggest that two situations or ideas can be compared in a number of different ways, or from a variety of viewpoints. Contrast suggests you concentrate on differences.

Define: Write down the precise meaning of a word or phrase. Sometimes several co-existing definitions may be used and, possibly, evaluated.

Illustrate: Make clear and explicit; usually requires the use of carefully chosen examples.

State: Give a concise, clear explanation or account of…

Summarise: Give a concise, clear explanation or account of… presenting the main factors and excluding minor detail or examples (see also Outline).

Trace: Outline or follow the development of something from its initiation or point of origin.

Devise: Think up, work out a plan, solve a problem etc.

Apply (to): Put something to use, show how something can be used in a particular situation.

Identify: Put a name to, list something.

Indicate: Point out. This does not usually involve giving too much detail.

List: Make a list of a number of things. This usually involves simply remembering or finding out a number of things and putting them down one after the other.

Plan: Think about how something is to be done, made, organised, etc.

Report on: Describe what you have seen or done.

Review: Write a report on something.

Specify: Give the details of something.

Work out: Find a solution to a problem.

Adapted from: Coles, M. (1995), A Student’s Guide to Coursework Writing,   University of Stirling, Stirling 

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Write a response

So wonderful can anyone get the information

Thanks Josphat!

This is a life saver, do you have a youtube channel where you talk about all this stuff? If so I would love to know about it 🙂 Rachelle

Thanks for your comment. We don't have a YouTube channel but stay tuned for more posts. You will also find additional self-directed learning resources in MySkills .

Quite helpful. I would definitely check this before my next essay.

Thank you, Dan.

Very helpful now I understand how construct my assignments and how to answer exam questions

I have understood it clearly;)

it is very useful for us to understand many instruction word and what we need to write down

There are some define of some words,and I find that there do have many common things for some words,but not all the same.Such as compare, contrast, distinguish, differentiate, relate,they all need people to compare but foucs on different ways.

Very helpful. Listed most of the words that might be misunderstood by foreign students. Now I know why my score of writing IELTS test is always 6, I even didn't get the point of what I was supposed to write!

I have already read all of this. And it gave me a brief instruction.

There are varied instruction words in essay questions. It's a good chance for me to have a overview of these main command words because I could response to requirements of questions precisely and without the risk of wandering off the topic.

When i encounter with an essay title with these instruction words above,I should understand exactly what these words mean so that i could know what my tutor would like me to do in the assignments.Also,these words may help me make an outline and read academic articles with percific purposes.

These words are accurate and appropriate. It is really helpful for me to response some assignment questions and I can know the orientation of my answers . I can also use these words to make an outline of my essay. However, in my view, for some instruction words which are confusing and hard to understand, it is better to give an example to help us understand.

It's the first time for me to recognise these instruction words , some of them are really similar with each other.

it is very helpful to my future study. it will be better to have some examples with it.

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Essays: task words

Written Assignments

Explore what different task words mean and how they apply to your assignments

You'll need to understand what your assignments are asking you to do throughout your studies. Your assessments use 'task words' that explain what you need to do in your work.  

Task words are the words or phrases in a brief that tell you what to do. Common examples of task words are 'discuss', 'evaluate', 'compare and contrast', and 'critically analyse'. These words are used in assessment marking criteria and will showcase how well you've answered the question.

None of these words have a fixed meaning. Your lecturers may have specific definitions for your subject or task so you should make sure you have a good idea of what these terms mean in your field. You can check this by speaking to your lecturer, checking your course handbook and reading your marking criteria carefully.

Task words and descriptions

• Account for : Similar to ‘explain’ but with a heavier focus on reasons why something is or is not the way it is.
• Analyse : This term has the widest range of meanings according to the subject. Make a justified selection of some of the essential features of an artefact, idea or issue. Examine how these relate to each other and to other ideas, in order to help better understand the topic. See ideas and problems in different ways, and provide evidence for those ways of seeing them. 
• Assess : This has very different meanings in different disciplines. Measure or evaluate one or more aspect of something (for example, the effectiveness, significance or 'truth' of something). Show in detail the outcomes of these evaluations.
• Compare : Show how two or more things are similar.
• Compare and contrast : Show similarities and differences between two or more things.
• Contrast : Show how two or more things are different.
• Critically analyse : As with analysis, but questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make the whole essay an objective, reasoned argument for your overall case or position.
• Critically assess : As with “assess”, but emphasising your judgments made about arguments by others, and about what you are assessing from different perspectives. This often means making the whole essay a reasoned argument for your overall case, based on your judgments.
• Critically evaluate : As with 'evaluate', but showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.
• Define : Present a precise meaning. 
• Describe : Say what something is like. Give its relevant qualities. Depending on the nature of the task, descriptions may need to be brief or the may need to be very detailed.
• Discuss : Provide details about and evidence for or against two or more different views or ideas, often with reference to a statement in the title. Discussion often includes explaining which views or ideas seem stronger.
• Examine : Look closely at something. Think and write about the detail, and question it where appropriate.
• Explain : Give enough description or information to make something clear or easy to understand.
• Explore : Consider an idea or topic broadly, searching out related and/or particularly relevant, interesting or debatable points.
• Evaluate : Similar to “assess”, this often has more emphasis on an overall judgement of something, explaining the extent to which it is, for example, effective, useful, or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment.
• Identify : Show that you have recognised one or more key or significant piece of evidence, thing, idea, problem, fact, theory, or example.
• Illustrate : Give selected examples of something to help describe or explain it, or use diagrams or other visual aids to help describe or explain something.
• Justify : Explain the reasons, usually “good” reasons, for something being done or believed, considering different possible views and ideas.
• Outline : Provide the main points or ideas, normally without going into detail.
• Summarise : This is similar to 'outline'. State, or re-state, the most important parts of something so that it is represented 'in miniature'. It should be concise and precise.
• State : Express briefly and clearly. 

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Understanding your assignment questions: A short guide

• Introduction
• Breaking down the question

Directive or task words

Task works for science based essays.

• Further reading and references

It is really important to understand the directive or task word used in your assignment.

This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.

However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.

If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification. 

Analyse : Break up into parts; investigate

Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion. 

Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable. 

Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. 

Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer. 

Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. 

Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. 

Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. 

Discuss : Investigate or examine by argument; sift and  debate; give reasons for and against; examine the implications. 

Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument. 

Examine : Look closely into something

Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens. 

Explore : Examine thoroughly; consider from a variety of viewpoints

Illustrate : Make something clear and explicit, give examples of evidence

Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made

Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples

State : Give the main features briefly and clearly

Summarise : Draw out the main points only; omit details and examples

To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.

Task Words:

How to write e.g., discuss, argue etc.

Subject Matter:

What you should be writing about.

Limiting Words:

May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)

Below are some examples of questions and tips on how you might think about answering them.

Compare acute and chronic pain in terms of pathophysiology and treatment

Compare  - Make sure you are comparing and not just describing the two things in isolation

Acute and chronic pain  - Subject matter

In terms of pathophysiology and treatment  - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.

Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear. 

With reference to any particular example enzyme, outline the key structural and functional properties of its active site

With reference to any particular example enzyme  - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding. 

Outline  - Factual description is needed. You must demonstrate your knowledge and understanding. 

The key structural and functional properties of its active site  - Subject matter

Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them. 

There is no convincing evidence for the existence of life outside our solar systems

There is  - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'

Convincing  - Important limiting word- there may be evidence but you need to assess whether or not it is convincing. 

For the existence of life outside of our solar system  - Subject matter

Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement. 

To what extent can nuclear power provide a solution to environmental issues?

Discuss  - Explore the topic from different angles, in a critical way (not purely descriptive)

Nuclear power  - Subject matter

Provide a solution to  - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.

Environmental issues  - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument. 

Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 

Discuss the issue of patient autonomy in relation to at least one case study 

The issue of patient autonomy  - Subject matter

In relation to at least one case study  - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy. 

Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality). 

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• Last Updated: Nov 13, 2023 4:28 PM
• URL: https://libguides.bham.ac.uk/asc/understandingassignments

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Study Skills

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Command words: analyze, assess, evaluate...

A lot of students, when getting into an exam, will immediately start writing as much as they possibly can about the relevant topic. We fill the page and are saying to the examiner “Mate. Look how much information I can remember. You MUST give me top grades.”

However an examiner isn’t looking for us to just regurgitate as much information as we can, they want us to use that information in the right kind of context. Therefore students must, first of all, identify exactly what kind of a question they are going to be answering. Look for the key command words which are going to shape our answer. Below is a list of command words with definitions next to them so that when you get into the exam you will be able to differentiate between different command words and be able to give the examiner exactly what they want.

Analyze – Break something into its component parts and show how they relate to one another. 

Argue – Present a reasoned case

Assess – ‘Weigh up’ a statement, showing arguments in favor and against

Compare – Identify similarities

Contrast – Identify differences

Criticize – Explain problems, limitations or weaknesses

Define – Say what a word or phrase means

Describe – Set out features or characteristics

Discuss – Examine an issue closely, taking account of differing viewpoints

Distinguish – Describe differences

Evaluate – Make judgments based on evidence

Examine – Investigate closely

Explain – Show how something works, usually by giving a clear and detailed account of it

How Far – ‘Weigh up’ a statement, showing arguments in favor and against, usually showing the lengths to which you agree with a statement

Identify – Name or set out main features

Outline – Set out main characteristics

State – Express Clearly

Summarize – Present principal points without detail

To What Extent – Create an argument in favor or against something, using your own perspective.

These are two terms that are sometimes confused:

Features – The characteristics that define what something is

Functions – The roles that highlight what something does

Related Content

Command Words

Command words appear in an assessment task and can also be called instructional, operational or task words. They indicate what approach should be applied to the information found.

Examples of command words are as follows:

For more examples of command words, search the Library Catalogue for books about "assignment writing".

Cotterell, S 1999, The study skills handbook , MacMillan, London.

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10 tips to help students master command words

By Dan Beech 2019-03-12T12:03:00+00:00

• No comments

Teach command words like this to ensure your students get good exam results

Source: Wordclouds.com

Command words tell a student how they should be answering a question. Pupils can struggle with these words. When asked to explain, they describe. When asked to compare two things, they write about only one. If they can’t understand command words, they’ll haemorrhage marks.

These ten tips will help pupils to become familiar with what command words are actually asking them to do.

1 Provide pupils with the command words during tests

During end of unit tests or pre-public exams, give pupils a sheet of command words. This will help with scaffolding work, allowing them to access what the question wants. After a certain period of time, when you feel they are ready to complete the test without them, stop giving them the sheet.

2 Pupil-friendly definitions

Exam board definitions for command words can be hard to decipher. Instead create pupil-friendly definitions. This will help your students to grasp what a command word is asking of them. You could also challenge students to create these themselves – providing you check they are correct.

3 Identify key command words

Look at what command words your students struggle with. Describe, explain, evaluate and compare appear quite frequently in the standard demand parts of GCSE papers. Students aiming for a grade 4 or 5 need to be comfortable with these.

4 Command word homework packs

Create exam question homework packs based on a particular command word. You can use online tools such as Exampro to generate these. This will enable students to become familiar with what that specific command word is asking of them and be comfortable with seeing the command word in different scenarios. You could link this to tip 3.

5 Create a display

Display the key command words in the corridor or classroom. You could include example questions with model answers or mark schemes underneath the command word. You’ll find some fantastic example displays on Twitter. Add an interactive element so pupils can take model questions/practice home.

6 Command word of the week

Focus on a particular command word each week. In your lesson starter activity, use that command word. This again will allow students to recognise what this particular command word wants. You could combine this with tips 3, 4 and 5.

7 Write instructions, not questions

When writing a retrieval quiz or worksheet, use instructions, not questions. For example, instead of asking ‘why do the halogens get less reactive as you go down group 7?’ use, ‘explain why the halogens get less reactive as you go down group 7.’ When you go through the answers with the class, you get another opportunity to cover what the command word is asking.

8 Get pupils to write questions/mark schemes

Task pupils with writing exam questions and mark schemes. Ask them to focus on a particular command word ensuring their mark scheme relates to it. Done well, this task will ensure your students are thinking more carefully about the command word they are using and improve their understanding.

9 Underline, highlight or circle

Tell students to highlight, underline or circle the command word in the exam. This visual reminder will prompt them as to how they should answer the question, hopefully helping them to plan their answer.

10 Same topic, different command word

Recently, a colleague shared this tip with me, and it has worked really well. In the middle of an A3 piece of paper, write a topic heading. Around the heading put four to six questions that use different command words in boxes. This shows pupils a topic in a different context.

Download further information on command words for chemistry from exam boards:  AQA ,  edexcel  and  OCR .

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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.

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Glossary of Task Words

Understanding the meaning of words, especially task words, helps you to know exactly what is being asked of you. It takes you halfway towards narrowing down your material and selecting your answer.

Task words direct you and tell you how to go about answering a question. Here is a list of such words and others that you are most likely to come across frequently in your course.

Maddox, H 1967, How to Study , 2nd ed, Pan Books, London.

Marshall, L., & Rowland, F 1998, A guide to learning independently , Addison Wesley Longman, Melbourne.

Northedge, A 1997, The good study guide , Open University, Milton Keynes, UK.

Essay and assignment writing guide

• Essay writing basics
• Essay and assignment planning
• Complex assignment questions
• Glossary of task words
• Editing checklist
• Writing a critical review
• Annotated bibliography
• Reflective writing
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Scholarly Resources 4 Students | scite.ai 21 May 2024

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• What is academic writing?
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Show AWL words on this page.

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Choose a dictionary .  Wordnet  OPTED  both

Understanding the title Know what you need to write

For another look at the writing process, check out YouTube » or Youku » , or this infographic » .

The first stage of the writing process is to understand the title. This is a key stage. Get this wrong, and your whole essay may be worthless, meaning hours of wasted time. A common complaint by course tutors is that their students do not answer the question. By taking the time to understand the title, you can be more confident that the content of your essay or report will be relevant, which will earn you a higher grade. It will also ensure that your background reading, if it is a researched assignment with references, will be more focused. The most important aspects of understanding the question are identifying the key words and the command words in the title. Both of these are considered below.

The first thing to do when looking at the title is to underline the key words. Some of these may need defining in your answer. Pay special attention to command words (see below), which give you a clear indication of how to answer the question. Read through the question several times to make sure you understand exactly what it is asking. If it is a researched assignment, rather than an exam essay, you may also want to discuss the question with your tutor to make sure you completely understand it.

Command words

Command words, also called directive words or instruction words, are words (usually verbs) in the title which tell you exactly what you need to write in your answer. Below are some of the most common command words and their meaning.

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Below is a checklist for this section.

Gillet, A. (2015) Understand the question Available from: http://www.uefap.com/writing/question/question.htm (Access date: 15 June, 2016).

University of Leicester (n.d.) Essay terms explained Available from: http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/essay-terms (Access date: 15 June, 2016).

University of Reading (n.d.) Planning and structuring your essay Available from: http://www.reading.ac.uk/internal/studyadvice/StudyResources/Essays/sta-planningessay.aspx#answering (Access date: 15 June, 2016).

Next section

Read about brainstorming for ideas in the next section.

Previous section

Go back to the previous section about the writing process .

Author: Sheldon Smith    ‖    Last modified: 02 March 2020.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

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Interpreting the assignment question

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There are usually three steps to analysing an assignment question. Some questions may involve more than one task.

Checking the meaning

Check the meaning of any words or terms within the assignment question by looking up your course notes, study guide, textbook, or dictionary.

If the assignment question includes a direct quote from a particular author, then you could try to locate a copy of the source (article or paper or text). This will enable you to identify the context of the writer's statement. This can lead you to supporting evidence for the author's position that you may need to consider when writing your assignment.

Identify the three main parts of the question

Normally, there are three main parts to assignment questions:

• Command/s : These are command or directing words that tell you what to do, such as "Discuss", "Analyse", "Compare and contrast", "Critique", or "Evaluate". Sometimes there is more than one command in a question. For more on this see the section on assignment command words .
• Topic/s : This is the general area(s) for your discussion. The topic/s can be determined by taking the command word/s and asking "what?" after each command word. For example, Discuss what? Compare and contrast what with what?
• Focus : The specific area of the topic that you need to concentrate on. Sometimes there is more than one focus in a question. This can usually be identified by extending the strategy above: Discuss - what? - in relation to what?

Forming a thesis statement

Many types of assignment (such as essays ) require you to form a thesis statement - a single sentence outlining your answer to the question. See the section on thesis statements for more.

Complex questions

Some assignments are more complex and may require you to perform more than one task to complete the assignment. This is not always clear, as some tasks are implied rather than explicitly stated. It may be necessary to break the question into small chunks to find all the different sections that you will need to cover in order to answer a question fully.

For example:

Define Maslow's hierarchy of needs. Describe how they apply to an online marketing environment.

First Chunk: Define Maslow's hierarchy of needs

• Understand the chunk: Define Maslow's Hierarchy.
• Brainstorm about the topic; ask yourself questions about the topic.
• Note down in your own words your next action.

Second Chunk: Describe online marketing

• Understand the chunk: Describe online marketing
• Brainstorm about the topic: What is online marketing?
• Note down in your own words your next action: What research do you need to do?

Third Chunk: Describe how Maslow relates to the different facets of the online marketing environment

Page authorised by Director - Centre for Learner Success Last updated on 18 February, 2019

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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.

The following command words are taken from Ofqual’s official list. Their meanings are relevant to this subject. We’ve added our own command words and their meanings to complement Ofqual’s list.

Separate information into components and identify their characteristics.

Add notation or labelling to a graph, diagram or other drawing.

Put into effect in a recognised way.

Present a reasoned case.

Make an informed judgement.

Work out the value of something.

Present an informed opinion.

Identify similarities and/ or differences.

Finish a task by adding to given information.

Review and respond to given information.

Identify differences.

Access worth against explicit expectations.

Present different perspectives on an issue.

Draw conclusions from information provided.

Specify meaning.

Give an account of.

Set out how something will be done.

Use given data or information to obtain and answer.

Take forward or build upon given information.

Present key points.

Distinguish

List the differences between different items.

Produce a diagram.

Assign an approximate value.

Judge from available evidence.

Give reasons.

Investigate without preconceptions about the outcome.

Produce an answer from recall or from given information.

Name or otherwise characterise.

Support a case with evidence.

Provide appropriate names on a diagram.

List a number of features or points without further elaboration.

Identify using a recognised technical term.

Set out main characteristics.

Give a plausible outcome.

Give a technical term or its equivalent.

Provide structured evidence to reach a conclusion.

Draw approximately.

Express in clear terms.

Present a possible case.

Document URL https://www.aqa.org.uk/resources/science/applied-general/teach/command-words

Last updated 31 Oct 2023

Exam techniques - Eduqas Exam terminology - command verbs and terms

An exam is designed to find out how much you understand about a subject. There are some key techniques that you can learn to help you do as well as possible for each type of exam question.

Part of Physical Education Exam skills

Exam question terminology - command verbs and terms

Command verbs.

Each question will start with a 'command' verb which gives you an idea of what level of detail you need to go into in order to achieve marks.

Identify – this type of question usually tests your skill of remembering information. It can mean that you need to select from a list of options, point something out or give a list of main features.

Describe – this can be seen as the 'what is it?' command verb. For this you will need to provide a series of points, which usually need to be linked, that includes all the main features.

Explain – this is the 'how does something work/do?' command. For this you will need to provide an explanation with reasoning. You will need to use words such as 'because' or 'therefore' to help you to provide explanations.

Discuss – you will need to provide a response that explores the issue or situation that is being targeted in the question. You should consider different viewpoints and contrasting ideas such as 'advantages v disadvantages' or 'strengths v weaknesses.

Analyse – here an idea or information needs to be examined and each part explored. Provide good detail in your answer with justified reasons for any conclusions you reach. Analysing requires the writer to break something down into components.

Evaluate - this is when you are required to provide a reasoned argument. Much like 'discuss' you are expected to give both points of view, consider 'strengths v weaknesses' or 'advantages v disadvantages'. However you must then provide a conclusion in which you make a decision on the most appropriate option and justify your choice.

Other command terms include:

• assess – reasoned arguments of the factors with a conclusion
• calculate – computation of fitness data
• classify – group, place or scale a number of characteristics
• complete – add information to a table or a graph until it is final
• define – give the meaning of a word or phrase
• examine – justify a concept by fully evaluating an example
• give – recalling a fact
• identify – select the right answer from a range of answers (multiple choice)
• justify – give reasons for your answer
• label – add names to a diagram
• select – choose the most relevant answer from a range
• state – recalling a fact but often in relation to some data or graphical information
• using an example – add a sporting or health example to justify the point
• which – used in multiple choice questions

More guides on this topic

• Sample exam questions - Eduqas

Related links

• Personalise your Bitesize!
• Jobs that use PE
• BBC: Get Inspired
• BBC News: Fitness
• Seneca Learning
• Youth Sport Trust
• NHS: The Eatwell Guide

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Command words: "analyse" "assess" "evaluate"...

A lot of students, when getting into an exam, will immediately start writing as much as they possibly can about the relevant topic. We fill the page and are saying to the examiner “Mate. Look how much information I can remember. You MUST give me top marks.”

However an examiner isn’t looking for us to just regurgitate as much information as we can, they want us to use that information in the right kind of context. Therefore students must, first of all, identify exactly what kind of a question they are going to be answering. Look for the key command words which are going to shape our answer. Below is a list of command words with definitions next to them so that when you get into the exam you will be able to differentiate between different command words and be able to give the examiner exactly what they want.

  Analyse – Break something into its component parts and show how they relate to one another.   Argue – Present a reasoned case   Assess – ‘Weigh up’ a statement, showing arguments in favour and against   Compare – Identify similarities   Contrast – Identify differences   Criticise – Explain problems, limitations or weaknesses   Define – Say what a word or phrase means   Describe – Set out features or characteristics   Discuss – Examine an issue closely, taking account of differing viewpoints   Distinguish – Describe differences   Evaluate – Make judgements based on evidence   Examine – Investigate closely   Explain – Show how something works, usually by giving a clear and detailed account of it   How Far – ‘Weigh up’ a statement, showing arguments in favour and against, usually showing the lengths to which you agree with a statement   Identify – Name or set out main features   Outline – Set out main characteristics   State – Express Clearly   Summarise – Present principal points without detail   To What Extent – Create an argument in favour or against something, using your own perspective.   These are two terms that are sometimes confused: Features – The characteristics that define what something is   Functions – The roles that highlight what something does

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2.1  Command words

Understanding the assessment will enable you to plan your teaching more effectively.  

Most examination questions do not end with a question mark but instead use a word that tells the learner what they need to do. For example, ‘Explain’, Describe’, ‘Compare’ and ‘Discuss’. These words, often called command words, need to be read carefully by the learner. Learners need to become familiar with exactly what they mean.

It is important that your students understand the command words used in examination questions. This gives them guidance in how to answer the question. 

In this lesson we will look at the command words and how you can help your students to better understand them.

This is the first time that you will be collaborating with your colleagues in your group. Group work is helpful  because sharing suggestions and ideas with your colleagues can stimulate you to think of new ways to improve and develop your teaching. 

Remember, your colleagues may be in different countries and time zones, so try to keep to the timings on the timetable. I will be monitoring your discussions and will join your group on Friday to give my feedback.

• Read through the list of the command words in the IGCSE Geography syllabus.
• On your own, choose five command words. 
• Write a short description of an activity that will help your learners to understand each of the command words.
• What is a learner friendly definition of the word?
• What examples will you use?
• What problems do you think your learners will have understanding the command words?
• Share your activities with your group in the 2.1 Command words discussion .
• Read your colleagues' ideas.
• Give two positive comments about each colleagues' post.
• Make one suggestion or offer a piece of advice.
• Ask a question to find out more or clarify their idea(s).
• Update your activities based on your colleagues’ feedback.
• Post your completed activities to the 2.1 Explaining command words group discussion .

If you have any questions or observations about any of the information in this lesson, please come and share them in the Week 2 class discussion .