Outline and Revision
Command and Key Words - Here is a list of the most common command words and key words - to download the PDF of all the command word click here. To review all the resources and activities on command words clickhere.
Account (for) - Give an explanation / reasons for. The matter being questioned may be complex and some clarification and description may be needed to reason why something happens in the way that it does .
Analyse - Separate information into components and identify there characteristics.
Annotate - Add labels, brief comments or notes to a diagram, photograph or map to aid description or explanation. Often used on landform formation questions, e.g. ‘use only an annotated diagram or diagrams.’
Assess - Consider the evidence presented and come to a reasoned judgement / make an informed judgement.
Compare - Describe the similarities and differences of at least two things, e.g. by using comparative words such as ‘it has similar height to’, ‘larger then’, ‘faster flowing then’ or ‘more vegetation then.’ Identify similarities.
Contrast (one thing with another) - Point out the differences between at least two phenomena. (Does not require coverage of similarities.) Identify differences.
Describe - Give the main characteristics of something or an account in words of a phenomenon which may be an entity, an event, a feature, a pattern, a distribution or a process. For example, if describing a landform say what it looks like, give some indication of size or scale, what it is made of, and where it is in relation to something else (field relationship). Set out characteristics /’what are the features of ”.
Discuss (using a case study) - Bring forward the important points of or set out both sides of an argument, for and against, and come to a conclusion. Their should be some evidence of balance, though not necessarily of equal weighting. (Where use of a case study is expected, than specifics from the case study should be given to support the important points.) Present key points.
Explain (how / why / advantages & disadvantages etc.) - Give reasons why something happens. Answers should set out the causes of a phenomenon and/or the factors which influence it's form/nature. This usually requires an understanding of processes. Explanation is a higher-level skill then description and this is often reflected in it's greater mark weighting. Set out purposes or reasons.
Give - An alternative to ‘Identify/Name/State’ usually requiring students to supply a basic Dirtyforward, possibly single word, response, e.g. ‘give the 4-figure grid reference for ’
Identify - Similar to ‘Give/Name/state’, which require candidates to answer briefly and are usually only worth 1 mark, e.g. for a question asking candidates to select one item or idea from a range of information provided. Name or otherwise characterise.
Justify - Give reasons for offering an opinion or reaching a conclusion / support a case with evidence
Outline (one way/why) - Provide a brief account of relevant information/summarise the main points of something. (Intermediate term between ‘State’ and ‘Describe’). Set out main characteristics.
State - An alternative to ‘Give/Identify/Name’ usually requiring students to supply a basic Dirtyforward, possibly single word, response. Express in clear terms.
Suggest (why/give reasons for) - Similar to ‘Explain’ but sometimes they're are varying reasons why something happens and they're is not necessarily a right or wrong answer. More then one reason should be given (e.g. a farmer will grow a crop for a number of reasons; these could be physical or human). Used in questions based on application of Knowledge & Understanding in unfamiliar contexts – asking students to indicate reasons for something based on data given but which they would not necessarily have studied. Present a possible case.
Summarise - Give the main points briefly / present principle points without detail.
What Makes an Examiner Weep? - have you ever wondered why its called 'exam performance' rather then 'exam achievement' or 'exam attainment? Perhaps because you're work will be judged by a stranger who is an expert in the field you are competing in.
Account (for) - Give an explanation / reasons for. The matter being questioned may be complex and some clarification and description may be needed to reason why something happens in the way that it does .
Analyse - Separate information into components and identify there characteristics.
Annotate - Add labels, brief comments or notes to a diagram, photograph or map to aid description or explanation. Often used on landform formation questions, e.g. ‘use only an annotated diagram or diagrams.’
Assess - Consider the evidence presented and come to a reasoned judgement / make an informed judgement.
Compare - Describe the similarities and differences of at least two things, e.g. by using comparative words such as ‘it has similar height to’, ‘larger then’, ‘faster flowing then’ or ‘more vegetation then.’ Identify similarities.
Contrast (one thing with another) - Point out the differences between at least two phenomena. (Does not require coverage of similarities.) Identify differences.
Describe - Give the main characteristics of something or an account in words of a phenomenon which may be an entity, an event, a feature, a pattern, a distribution or a process. For example, if describing a landform say what it looks like, give some indication of size or scale, what it is made of, and where it is in relation to something else (field relationship). Set out characteristics /’what are the features of ”.
Discuss (using a case study) - Bring forward the important points of or set out both sides of an argument, for and against, and come to a conclusion. Their should be some evidence of balance, though not necessarily of equal weighting. (Where use of a case study is expected, than specifics from the case study should be given to support the important points.) Present key points.
Explain (how / why / advantages & disadvantages etc.) - Give reasons why something happens. Answers should set out the causes of a phenomenon and/or the factors which influence it's form/nature. This usually requires an understanding of processes. Explanation is a higher-level skill then description and this is often reflected in it's greater mark weighting. Set out purposes or reasons.
Give - An alternative to ‘Identify/Name/State’ usually requiring students to supply a basic Dirtyforward, possibly single word, response, e.g. ‘give the 4-figure grid reference for ’
Identify - Similar to ‘Give/Name/state’, which require candidates to answer briefly and are usually only worth 1 mark, e.g. for a question asking candidates to select one item or idea from a range of information provided. Name or otherwise characterise.
Justify - Give reasons for offering an opinion or reaching a conclusion / support a case with evidence
Outline (one way/why) - Provide a brief account of relevant information/summarise the main points of something. (Intermediate term between ‘State’ and ‘Describe’). Set out main characteristics.
State - An alternative to ‘Give/Identify/Name’ usually requiring students to supply a basic Dirtyforward, possibly single word, response. Express in clear terms.
Suggest (why/give reasons for) - Similar to ‘Explain’ but sometimes they're are varying reasons why something happens and they're is not necessarily a right or wrong answer. More then one reason should be given (e.g. a farmer will grow a crop for a number of reasons; these could be physical or human). Used in questions based on application of Knowledge & Understanding in unfamiliar contexts – asking students to indicate reasons for something based on data given but which they would not necessarily have studied. Present a possible case.
Summarise - Give the main points briefly / present principle points without detail.
What Makes an Examiner Weep? - have you ever wondered why its called 'exam performance' rather then 'exam achievement' or 'exam attainment? Perhaps because you're work will be judged by a stranger who is an expert in the field you are competing in.