One of the major errors made by candidates in any examination is in interpreting the demands of the questions asked. Thorough revision is essential, but candidates can find all their hard work comes to nothing because of the lack an awareness of what is expected of them in the examination. Too often candidates attempt to answer a question they think is there – or wish was there – rather than the one the examiners have set. Answering examination questions is challenging enough as it is without the extra, self-imposed, handicap of having misread the question!

Examiners try to set questions that are clear in what they ask for, and that can be answered by everyone who has followed the course and prepared adequately for the examination. It is not in the interest of the examiner for a question to be able to be interpreted in several ways. Apart from the ‘unfairness’, it would also make marking much harder!

Correct interpretation of the command words (the instruction to do something in a question) is therefore essential. In an AS or A2 Geography paper a variety of command words is used. The rest of this document attempts to highlight the requirements of some of the major command words you will come across.

1. IDENTIFY ... STATE or NAME ...

These words ask for a brief answer to a simple task such as:

a) ‘Identify the landform from the photograph ...’

b) ‘Identify the value of ... from the graph’

c) ‘Name and example of ...’

Candidates are not advised to answer these with a single word. It is always better to incorporate the answer in a short sentence.

2. DEFINE ... or EXPLAIN THE MEANING OF ...

These words ask for a relatively short answer (check the mark allocation) – usually two or three sentences – where the precise meaning of the term is identified with a limited development in terms of illustration.

3. DESCRIBE ...

This is one of the most widely used command words. A written picture of the distinctive features of the item is required. Some examples are:

‘Describe the characteristics of ...’ means what does the feature look like, e.g. in the case of a landform its shape, its dimensions (with measurements), its composition, its location in relation to other features.

‘Describe the changes in ...’ is often used in relation to a graph or series of graphs. Accurate verbs are required, and using words like rapidly, steeply, gently. One work 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. This can best be done with individual sentences each identifying a difference. Separate paragraphs require the examiner to do some of the work; you can’t get marks for work the examiner does!

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

‘Describe the distribution of ...’ is usually used with a map or set of maps. A description of the location of high concentrations of a variable is required together with significant low concentrations or isolated ‘islands’ within a distribution. However beware ‘blow by blow’ answers – e.g. ‘There is ... at ... and at ... and at ...’ – as these will not show a pattern.

‘Describe the effects of ...’ means a factual account of what has occurred is required, after or as a result of the item referred to in the question.

4. DESCRIBE AND COMMENT ON …

This demands a higher level of response than just ‘describe…’. Usually the description is straight forward – Level 1 response – with judgements about the description reaching higher levels.

5. COMPARE …

This causes the most problems to candidates. What is required is a point by point identification of similarities and of differences (the positive term ‘compare’ includes looking at contrasts, while a command to ‘contrast’ only means looking for differences). Use comparative adjectives such as larger than, smaller, more steep, etc.

6. EXPLAIN … or SUGGEST REASONS FOR …

The difference between these is just a matter of the individual style used by the question setter. Strictly speaking ‘explain’ suggests that there is an answer; this is seldom the case in Geography but it is an easy command for candidates to respond to. These commands are asking for the candidate to show an understanding of why or how something has occurred.

7. GIVE AN EXPLANATORY (or REASONED) ACCOUNT OF …

This asks for a combination of the demands of a ‘describe’ question, and a ‘suggest reasons for’ question. The setters have recognised that the logical way to present an answer is to describe and provide an explanation for the feature. This will carry high levels of response mark allocation. A long piece of text will be needed; one approach would be to provide the reasons first and then describe the consequent feature. Remember that the response must be logical and well organised.

8. DISCUSS …

This is a very common high level command word and is most often used in a question with a large number of marks allocated. Such a question leaves a lot to the candidate. Candidates are expected to build up an argument about an issue and to present more than one side of the evidence with supporting examples. This means that the candidates are required to create a written debate identifying both positive and negative points (be careful what you choose, because some choices give you more scope and cover more of the evidence than others) and then reach a conclusion from the debate. For example, you might be asked to: ‘Choose a landform of glacial erosion and discuss the role of moving ice in its formation.’ If you choose a pyramidal peak you would have to explain all about a corrie as well as the peak. Is there time? And would you get enough extra marks to be worth it? Take care as some people would choose a drumlin, which is not an erosion feature at all – so they would get very few or no marks!

Support words in the question may give more direction; e.g. ‘Discuss the extent to which …’ requires a judgement about the validity of the evidence or outcome; ‘Discuss the varying attitudes to …’ tells the candidate that there is a variety of viewpoints (e.g. decision makers and others affected) and priorities to be included in the discussion.

9. EVALUATE … or ASSESS …

These command words require an extension to the idea of ‘discuss’. In both cases an indication of the candidate’s viewpoint, after consideration of the evidence, is required. ‘Assess’ requires a statement of the overall quality or value of the feature/issue being considered and ‘evaluate’ asks the candidate to give an overall statement of value. In both these cases the candidate’s own judgement is requested – and this cannot be marked incorrect! However credit is given only for the logic of the justification for the position the candidate has taken up.

10. DECIDE … or MAKE A DECISION …

In the early parts of any decision making exercise candidates are usually asked to compare different possible solutions to a problem. They often need to assess the strengths and weaknesses of these alternatives. At the end of the exercise you have to decide which one solution is best; or, alternatively you may be asked to suggest how alternative solutions can be combined in different parts of an area. You must make a clear decision and give that decision in clear, precise terms. It may be wise to underline or highlight your decision. This emphasises to you and the examiner that you have done what the command word said. It leaves no room for doubt, even if you have spent some time pondering more than one possibilities. Remember that your decision may not be a perfect solution to the problem – but it should be the best from amongst the alternatives.

11. JUSTIFY …

When you have made your decision you must justify why that course of action was better than the alternatives. If you have already been asked to describe the strengths and weaknesses of the alternative solutions do not go through all the strengths of your chosen course of action again. This would be a waste of time and would gain no marks. Instead explain why your chosen course is better than the options that you rejected. Also explain how your choice meets the criteria that were either set out for you in the question, or which you had to describe earlier in your answer. In real life the success of a decision is judged on how well it meets the needs that had to met by the decision. Examination decision making is judged in the same way – does the decision fulfil the criteria that were set? Make sure that you show that your decision does just that.