Command words in examination questions

Right - you’ve worked hard all year, handed in your assignments on time and revised all of the modules in the specification/syllabus. Then you go into the exam, turn over the paper and misread the questions!

• Students lose marks because they are busy trying to recall everything they know about a topic and forget to think about what the question is really asking for.
• Examiners try to set questions that are clear in what they ask for and can be answered by everyone who has followed the course and prepared properly for the exam. It shouldn’t be possible for a question to be interpreted in several ways.
• Examiners use stock words or phrases in questions known as command words - these are the instructions to do something in a question. It is important that you know what they mean.
• Pay attention to how many marks are given to a question. One short sentences can never gain 8 marks!
• Even when a question is only worth one or two marks, do answer in sentences.
• Always use specialist geographical terms wherever possible in your answers.

Using the material you’re given (data, graphs, maps, photographs)

• The most important thing is to use any stimulus material included with your exam paper. It’s there for a reason!

Maps: Quoting map evidence means giving a grid reference. If you’re asked for evidence of a vegetation type or an example of a residential area, then it can be appropriate to use a four figure reference (ie give a square or squares), but for a specific feature you will need to give a six-figure reference. Use the points of the compass (‘south west of’ or ‘in the northern half of the extract’, not top/bottom/edge of map). Use the scale on the map to describe distances (the squares on an OS map at 1:25,000 or 1:50,000 are one kilometre).

Graphs: Take care to read the scale properly (a small see-through plastic ruler can be useful). Take note of the labels on the axes and the units used (eg if a hydrograph has litres per second ‘l/s’ for discharge, don’t write about ‘cumecs’ - cubic metres per second).

Tables: Again, a ruler can be useful for accurate reading. Pay attention to labels and units of measurement used.

Newspaper cuttings: Here you have to sift out the material you need to answer the question. Ask yourself if it is a factual piece reporting events or an opinion piece commenting on events (eg an editorial). Is the source likely to be reliable or biased in some way?

Source: If the source of an article or data set is given, this could be useful information. Data from a campaigning group such as Greenpeace, the CPRE or Friends of the Earth needs to be treated differently from official government statistics. Be aware of the possibility of bias. Newspapers don’t have time to double-check research and data from opinion polls isn’t always a true reflection of people’s views and intentions (sampling issues).

Planning answers

If you’re answering a question which requires an extended piece of writing, say more than four to six marks worth, then it pays to plan your answer out.

• Planning gives your answer a sensible sequence.
• Planning focuses on the question as asked.
• Making a plan helps you to recall material and select from it.
• A plan should help you to avoid writing ‘all you know’.
• Score out your plan by putting a line through it when you’re finished with it.

Case studies and examples

Exam questions allow you to use studies you have made from the real world.

• Although you need to know the geographical models and concepts on your syllabus/specification, you also need to be able to apply them to the real world.

• Check the syllabus/specification for any that you must know.

• Always use specialist geographical terms wherever possible in your answers.

Try not to just provide a named example. You will get more marks if you really use the case studies you have studied.

• An example is not just a place name; it needs to be used to add to an answer. You won’t get marks for saying ‘for example China’. You need detail.
• It is better to start with one detailed example, than to list a lot superficially.
• You should have in-depth case studies for all of the key topics - don’t miss any out when revising.
• Hypothetical examples should be avoided.

Command words: A glossary

Account... Give reasons for.

Analyse... Break down the topic into parts and give an in-depth account. Comment.

Annotate... Add labels.

Assess... This is an evaluative question - weigh up the importance of the subject. This means there are a number of possible explanations. You need to give the main ones and then say which you tend to go for.

Briefly... Be concise and straightforward. Don’t spend much too much time on this part (but don’t list - sentences still required).

Classify... Use classification in your answer (ie divide into groups or categories).

Compare… What is wanted is a point by point identification of similarities and of differences (‘compare’ includes looking at contrasts, while a command to ‘contrast’ means only looking for differences). Use comparative adjectives eg. larger than, smaller, more steep, less densely.

Comment... Summarise the various points and give an opinion.

Contrast... on its own, means only looking for differences.

Decide … or make a decision … Here you are usually asked to compare different possible solutions to a problem. This means assessing the strengths and weaknesses of the alternatives. In the end, you have to decide which solution is best. Sometimes you may be asked to suggest how alternative solutions can be combined. It is important to make a clear decision. Your decision may not be a perfect solution – but it should be the best from amongst the alternatives.

Define ... Or explain the meaning of ... These words ask for a relatively short answer (check the marks given) – usually two or three sentences – where the precise meaning of the term is identified (usually doesn’t need an example/case study).

Describe ... This is one of the most widely used command words. Unless the question says ‘describe and explain’, don’t be tempted to explain (just avoid writing ‘because’ in your answer).

‘Describe the characteristics of ...’ means what does the feature look like, eg in the case of a landform - shape, dimensions, composition, location in relation to other features; for a population pyramid shape, dimensions, composition of cohorts, relation to other examples of pyramids.

‘Describe the changes in ...’ is often used with a graph or series of graphs (eg DTM). Accurate verbs are required, and using words like rapidly, steeply, gently, gradually. (One word to avoid is ‘steadily’ as any graph shape can be ‘steady’.)

‘Describe the trends in...’ means more of an overall picture is required – not a ‘blow by blow’ account of what the graph shows. Major exceptions to the trend should be included.

‘Describe the differences between ...’ means only differences are required – no credit is given for similarities or for descriptions of one of the items. Might best be done with individual sentences each identifying a difference.

‘Describe the relationship between ...’ means only the links between the two items are required You must identify and establish the link clearly.

‘Describe the distribution of ...’ mostly used with a map or set of maps. Describe the location of high concentrations of a variable together with significant low concentrations or isolated ‘islands’ within the distribution. Remember the idea is to describe the overall pattern.

‘Describe the effects of ...’ means a factual account of what has occurred, after or as a result of whatever the question has identified.

Describe and comment on … This demands a higher level of response than just ‘describe…’. Usually the description is straightforward, with judgements about the description getting most of the marks.

Discuss … Usually you are expected to build up an argument about an issue and to present more than one side of the evidence with supporting examples. This creates a written debate identifying both positive and negative points and then you must reach a conclusion from the debate. You should both describe and explain. Try to create a balanced answer.

‘Discuss the extent to which …’ requires a judgement about the validity of the evidence or outcome.

‘Discuss varying attitudes to …’ there is a variety of viewpoints (eg decision makers and others affected) and priorities to be included in the answer.

Evaluate … or assess … This is similar to the idea of ‘discuss’.

Assess requires a statement of the overall quality or value of the feature/issue being considered. Evaluate asks the candidate to give an overall statement of value.

In both cases you need to state a viewpoint, after consideration of the evidence. In both cases your own judgement/opinion is wanted. Although an opinion cannot be marked incorrect, credit is given for the justification of the position you’ve taken up. It usually best not to adopt an extreme viewpoint (a balanced answer is best).

Examine... Look closely.

Explain … Give reasons or causes. Description is not enough (and may not be needed at all). Show an understanding of why or how something has occurred.

Give an explanatory (or reasoned) account of … or describe and explain... This is a combination of a ‘describe’ question, and a ‘suggest reasons for’ question. The logical way to answer is to describe first and then provide an explanation for the feature, but sometimes it is possible to provide the reasons first and then describe the consequent feature.

How... Describe. What methods are involved?

Identify... State or name... Point out and name. These words ask for a short answer to a simple task such as: a) ‘Identify the landform from the photograph ...’ b) ‘Identify the value of ... from the graph’ c) ‘Name an example of ...’ Don’t just answer with a single word - it is always better to put the answer in a brief sentence.

Interpret... Bring out the meaning of...

In what ways... Describe. Identify a pattern.

Justify… Usually applies to decision-making questions. When you have made your decision you must justify why that course of action was better than the alternatives. Explain why your chosen course is better than the options that you rejected. Also explain how your choice meets the criteria set out for you in the question (or which you had to describe earlier in your answer).

Locate... State where it is.

Outline... Note the main features.

Quote map evidence... Give examples, including grid references, from map provided. Use compass points. Use scale.

Rank... Put in order of size.

Select... Choose.

Study figure 1... If you’re asked to look at a diagram, then you must use that to help you answer the question which follows.

Suggest... Put forward an idea or reason.

To what extent... Agree and disagree (for and against). There are a number of possible explanations - give these. Then say which you tend to favour.

With reference to specific examples/cases... You must refer to a specific place, preferably a case study you know in some detail. Don’t just say something vague like ‘for example Brazil’; much better to say ‘the Tucuruí dam scheme in Amazonia, Brazil, where...’ .