How to Write Better Essays

Using the Right Ability 59

In the next chapter

On the face of it this should be the end of a simple story: get the

instructional verbs right and we won’t make the mistake of answering

the question in the wrong way. However, although this is right, it

doesn’t go far enough. Unless we acknowledge the difference in the

assumptions about the nature of education at this level, in sharp con-

trast with what has gone before, we’re unlikely to change the way we

work. Instead, we’ll just tack a few new techniques and skills onto our

Practice exercise 5

Instructional verbs

Gather together as many past examination papers for your course as you

can, at least enough to give you a representative sample.

For each paper, list the questions in three columns: those that ask for a

descriptive and factual answer (the ‘what’, ‘how’ and ‘describe’ type of

question); those that ask for an analytical answer (the ‘outline’, ‘analyse’,

‘compare’ and ‘contrast’ type of question); and those that ask you for a

discussion of the issues (the ‘criticise’, ‘evaluate’ and ‘discuss’ type of

question).

Once you’ve done this, calculate the percentage of each type of question

on each paper.

or discussion, just the presentation of the facts or the

arguments. Equally it doesn’t call for a judgement

from you, just reportage.

Summarise Give a clear and concise account of the principal

points of a problem or an argument, omitting the

details, evidence and examples that may have been

given to support the argument or illustrate the

problem.

Trace Outline the stages in the development of a particular

issue or the history of a topic.

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