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 Often used with ‘compare’; look at the differences of two or more
things.
Describe…  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).
Describe in detail  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.
Describe the  Structure around key points which you compare across the two
differences… 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.

Estimate Guess or calculate approximately/give a rough idea with evidence.

Evaluate Make a judgement about how good or bad, how successful or

unsuccessful something is, usually against specific criteria. This is
an opinion based response but it may require you to provide
evidence for your points and clear explanations as to why you think
the way you do. In Maths it means – work out/ calculate!
For example, 'Evaluate the effectiveness of an urban transport
scheme(s) you have studied.

Examine Look closely at something and discuss in a balanced and detached

way in order to come to a decision and/or conclusion.

Explain Give reasons for how or why something happens; you need to give
examples. They are questions which normally carry a lot of marks
and they require you to treat the subject analytically – often using a
PEE/PEA/PEEL paragraph will help in certain subjects.
For example, 'Using Figure 12 and your own knowledge, explain how
different landforms may be created by the transport and deposition
of sediment along the coast.'

Explore Investigate/look deeply at. Often this will require you to look at
 Give reasons.
 These tend to be short, factual answers and normally they will
 Give reasons specify how many points are to be made.
 Say why or how something might happen. Normally they will
specify how many reasons to give.
For example, 'Give one condition that is needed for a tropical storm
to form.'

Express Work out or put a thought into words.

Find Identify something.

 How  Explain something.

 How far /  Requires you to explain, evaluate and make a judgement about
successfully… the effectiveness of something – depending on the subject, use
evidence and PEE/PEA/PEEL paragraphs.

Identify Pick out/select/find/highlight.

For example, 'Identify the glacial landform at grid reference 653532.'
Illustrate Give examples that make your point clear
(diagrams/figures/drawings).
Interpret Explain the meaning in your own words. How do you ‘see’, ‘read’ or
‘understand’ something?
Justify Support a case with evidence and give reasons for the validity of a
view or idea why some action should be undertaken. This might
reasonably involve discussing and discounting alternative views or
actions. Each of the views present or options available will have
positives and negatives. For the outcome(s) chosen, the positives
outweigh the negatives. Students should be able to explain all of this
review process.
For example, 'Transnational corporations (TNCs) only bring
advantages to the host country.' Do you agree with this statement?
Justify your decision.

Label Provide appropriate names on a diagram.

List Can require single words or phrases – sometimes the order will be
important. Questions with this command word do not require any
reasoning or explanation - simply select the information required and
write it down.
Match Place like things together.

Modify Change or adapt a drawing or sketch.

Name Identify using a recognised technical term.

Outline Give only the most important details, give a brief overview, give a
brief explanation – often carries fewer marks.
For example, 'Outline one way that Fairtrade helps to deal with the
problems of unequal development.'
Persuade Aim to change your reader’s mind about something using biased
points and persuasive devices.
Predict Say what you think or expect will happen – the second part of this
question may require you to explain this and justify your ideas.
Present Show or demonstrate your ideas (remember to look at how you are
meant to be presenting them).

Produce Create/make/construct/bring to life.

Recommend Put forward something with approval as being suitable for a

particular purpose or role.

Relate Give a technical term or equivalent.

Select Choose something as being the most suitable.

 Show the  Demonstrate/illustrate/explain a way of doing something or a

method process.
 Explain how…
 Show how ...

Simplify Make something simpler or easier to understand.

Sketch Draw/draft/outline using a pencil. In Maths you need to use a ruler

and a pencil.
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  You are being asked for a definition of the word.
by…

 What are the

disadvantages  A simple form of discussion.
and
advantages…

 What do you
need to  You are being asked to highlight key information appropriate to a
consider… 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  Could mean ‘Describe’ or require you to select relevant

 Write about information.
how  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 Why Outline
Calculate Which Explain
Explain Identify Convert
Compare Explain Express
Estimate Show State
Suggest Analyse Describe
Recommend Show
Evaluate
Design and Technology Drama Engineering
Evaluate Describe Describe
Explain Explain Explain
Complete
Describe
English Geography Health & Social Care
Select Study Identify
Summarise Describe Explain
Explore Outline Describe
How… Suggest Analyse
Compare Assess Evaluate
Write Complete
Describe
Evaluate
Comment
History Hospitality Maths
Describe Match Simplify
Explain Complete Estimate
Outline Explain
Discuss Work out
State Express
Suggest Find
Describe Calculate
Identify
Media Studies Modern Foreign Languages Music
Explain Translate State
Analyse Describe
Explain
Identify
Evaluate
Compare
Name
PE Religious Studies Science
Identify Explain Describe
Outline Evaluate Calculate
Name Explain
Suggest Determine
Justify
Discuss
Complete
Define
State
Plot
Analyse
Evaluate