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GCSE Command words
Terms in this set (69)
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.
Separate information into components and identify their characteristics.
Add labels, brief comments or notes to a diagram, photograph or map to aid description or explanation. Often used on land form formation questions, eg 'use ONLY an annotated diagram or diagrams'.
Put into effect in a recognised way.
Present a reasoned case.
Consider the evidence presented and come to a reasoned judgement/make an informed judgement.
By how much? (did X increase)
Give the required figure/amount usually by reading data from a graph/table/figure.
Work out a numerical answer/work out the value of something.
Choose (correct word)
Select an option from one or more items.
Present an informed opinion/say what you think about an issue.
Describe the similarities AND differences of at least two things, eg by using comparative words such as 'it has similar height to', 'larger that', 'faster flowing than' or 'more vegetation than'. Identify similarities.
To fill in gaps or details in a diagram, table or cloze exercise to show understanding. Finish a task by adding to given information.
Review and respond to given information.
Contrast (one thing with another)
Point out the differences between at least two phenomena. (Does not require coverage of similaries.) Identify differences.
use evidence to support your opinion or judgement about something/assess worth against explicit expectations.
Present different perspectives on an issue.
Draw conclusions from information provided.
Give the meaning of a word, phrase or concept; sometimes framed as 'What is meant by/ what is the meaning of...?' Specific meaning.
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, eg 'what are the features of...?'
Take forward or build upon given information.
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. There should be some evidence of balance, though not necessarily of equal weighting. (Where use of a case study is expected, then specifics from the case study should be given to support the important points.) Present key points.
make clear the difference between two ideas/concepts (that perhaps can also relate to a choice, eg between hard and oft engineering.)
Draw (a sketch.sketch map, labelled diagrams, lines to link, best fit line etc)
sketch a map or diagram/add lines to link words to definitions or statements/add a best fit line to graph.
Give an approximate value/assign an approximate value.
Pick out good and bad points and make judgements/judge from available evidence.
Explain (how/why/advantages & disadvantages/difference between X & Y/reasons for a stated opinion etc)
Give reasons for why something has happened. Answers should set out the phenomenon and/or the features which influence its form/nature. This usually requires an understanding of processes. Explanation is a higher level skill than description and this is often reflected in its greater mark weighting. Set out purposes or reasons.
Investigate without preconceptions about the outcomes.
An alternative to 'Identify.Name/State' usually requiring students to supply a basic straightforward, possibly single word, response, eg 'give the 4-figure grid reference for...'
Give your views
Produce an answer from recall.
Describe/what methods are involved.
Similar to 'Give/Name/State', which require candidates to answer briefly and are usually only worth 1 mark, eg for a question asking candidates to select one item or idea from a range of information provided. Name or otherwise characterise.
Use specific examples or diagrams to clarify your points/present clarifying examples.
Translate information into recognisable form.
Give reasons for offering an opinion or reaching a conclusion/support a case with evidence.
Add to a diagram, image or graphic word(s) or phrase(s) to identify or describe features shown.
Give individual features/items (proper sentences or continuous prose not required)
Indicate or mark the position of something on a sketch, diagram or map.
Mark Position (on map)
Indicate with x or other appropriate label, the required location/feature.
Mark with an arrow & label
Draw an arrow pointing at a feature and add appropriate word identifying feature. The arrow should clearly touch the feature identified.
Link up connected items.
Work out distance using given scale.
An alternative to 'Give/Identify/State' - answers are usually expected to give a specific example of something, eg 'Name one type of sea defence'.
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.
Plot (data on graph)
Indicate as appropriate the location on a graph of specific data.
Demonstrate validity on the basis of evidence.
Give advice on the best option, based on an evaluation of their respective merits.
Demonstrate connections between items.
Add appropriate colour/shading to graph or map according to the key
Show (using an example)
Give evidence to support a staement/opinion
Provide a simple/outline drawing of the required feature/area
An alternative to 'Give/Identify/Name' usually requiring students to supply a basic straight forward, possibly single word response. Express in clear terms.
Suggest (why/give reasons for)
Similar to 'Explain' but sometimes there are varying reasons why something happens and there is not necessarily a right or wrong answer. More than one reason should be given (e.g. a farmer will grow a crop for a number of reason; 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.
Give the main points briefly/present principal points without detail.
Indicate with a tick the true or false/correct statement(s)/box(es)
To what extent
Judge the importance of/success of
Use a case study/ies, an example, evidence to describe
Answers must use specific precise material and information from the student's case study
Using Figure(s) to complete, to describe, to explain, to give evidence to support, to suggest why, to label, to suggest a link between X & Y...
Candidates should be able to score full marks using only evidence or material from the resource
Use key phrases to write a dexcription/explanation of process or phenomenon
Write a continous prose answer incorprating the words or phrases listed
Use map evidence to describe, to explain, to complete table
Answers must use specific references to features evident on map
Using Figure X and your own knowledge...
Candidates should use both evidence and material from the resource and their own knowledge
What is the meaning of (words/phrase)/ What does (word/phrase) mean...?
State the precise meaning of a term or concept. There is usually a low tariff of marks for this.
What is the relationship between X and Y?
Give example(s) of links between two resources (e.g. table and graph)/two sets of data/two figures
With the help of a diagram
The answer should consist of both prose and a diagram to address the question
With the help of Figure X/case study
Answers should explicity refers to specifics in the given figure or case study example
Set out the causes of phenomenon and/or the factors which influence its form/nature. This usually requires an understanding of processes. Explanation is a higher-level skill than description and this is often reflected in its greater mark weighting.
Write the correct (type/word/phrase) in the box
Add phrase to answer box from list provided
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