It is really important to understand the directive or task word used in your assignment.
This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.
However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.
If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification.
Analyse: Break up into parts; investigate
Comment on: Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion.
Compare: Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable.
Contrast: Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable.
Criticise: Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer.
Critically evaluate: Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable.
Define: Give the exact meaning of. Where relevant, show you understand how the definition may be problematic.
Describe: To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened.
Discuss: Investigate or examine by argument; sift and debate; give reasons for and against; examine the implications.
Evaluate: Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument.
Examine: Look closely into something
Explain: Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens.
Explore: Examine thoroughly; consider from a variety of viewpoints
Illustrate: Make something clear and explicit, give examples of evidence
Justify: Give evidence that supports and argument or idea; show why a decision or conclusions were made
Outline: Give the main points/features/general principles; show the main structure and interrelations; omit details and examples
State: Give the main features briefly and clearly
Summarise: Draw out the main points only; omit details and examples
To what extent...: Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.
How to write e.g., discuss, argue etc.
What you should be writing about.
May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)
Below are some examples of questions and tips on how you might think about answering them.
Compare - Make sure you are comparing and not just describing the two things in isolation
Acute and chronic pain - Subject matter
In terms of pathophysiology and treatment - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.
Tip: Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear.
With reference to any particular example enzyme - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding.
Outline - Factual description is needed. You must demonstrate your knowledge and understanding.
The key structural and functional properties of its active site - Subject matter
Tip: Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them.
There is - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'
Convincing - Important limiting word- there may be evidence but you need to assess whether or not it is convincing.
For the existence of life outside of our solar system - Subject matter
Tip: Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement.
Discuss - Explore the topic from different angles, in a critical way (not purely descriptive)
Nuclear power - Subject matter
Provide a solution to - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.
Environmental issues - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument.
Tip: If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion.
Discuss - Explore the topic from different angles, in a critical way (not purely descriptive)
The issue of patient autonomy - Subject matter
In relation to at least one case study - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy.
Tip: Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality).