Directive
Verbs Most Commonly Used in Essay Questions
The following is a short list of verbs
most commonly used in the construction of essay examinations, particularly at
the university level. A considerable part
of the difficulty that many students have when responding to essay questions can
be found in the fact that they cannot or do not recognize the directive
verbs (i.e., those that tell what is expected) that rest at the core of the
question itself. Being able to recognize and understand what these
directive verbs are asking will help you to organize your essays properly,
doing exactly what is asked for, no more and no less.
ANALYZE
Find and take apart the main ideas,
showing how they are related and why they are important. Often,
fledgling (i.e., young or inexperienced) writers in analysis will show the how but neglect or omit altogether the why of the topic that is being
discussed.
COMPARE
Look for qualities or characteristics
within two or more items that resemble one another, and emphasize the
similarities among them. (e.g., what similarities exist when discussing the
issues and concerns of the African American women in the films Waiting
to Exhale and How Stella Got Her Groove Back, if
any?) in comparing When you are asked only to compare,
you should also mention the differences among the items. Most often, you will
be asked to “compare and contrast.”
CONTRAST
Stress the dissimilarities, differences,
or unlikeness of things, qualities, events or problems (e.g., What would be the differences between John Singleton’s Boyz
N The Hood and Ice Cube’s Friday?)
DEFINE
Give concise, clear, and expert meanings
for terms and concepts. There are two types of definitions: the denotative
(i.e., the dictionary meaning of the term as in “What does the word ‘Source’
mean?”) and the connotative (i.e., the associative or social meaning of the
term as in “What does Freedom mean to
you?”) Defining entails following through on three operations: (1) Be thorough, (2) show how the term differs from other terms
in the same class, and (3) include an analogy or example.
DESCRIBE
Bring facts together to give a picture or
model of a certain concept, situation or idea. This does not include an
evaluation or personal opinion. With a great many essay examinations, writers
at the outset are asked to describe a certain incident, moment or event for the
audience to provide a setting for the discussion that is to follow.
DISCUSS
Examine, analyze carefully, and give
reasons pro (i.e., in favor of) and con (i.e., against). Be complete and give
details (i.e., evidence that support the reasons that are stated in your
response.)
ENUMERATE
Write in list or outline form, giving
points concisely one by one (e.g., As one investigates the topic under discussion,
three points must be considered: (1) the causes leading up to the issue, (2)
the issue itself, and (3) the effect of the issue on the general public.
EVALUATE
Determine the significance or worth of a
certain concept. This usually means giving a judgment based on the criteria
(i.e., standards) suggested by your instructor and the textbook and, to a
lesser degree, your personal opinion (i.e., and even in this instance, you want
to give the audience a standard of measure. If you do not like the premise
stated in a particular work, then make certain to put forward the thoughts
expressed by another author or source which leads you to take that opposing
stand. Never simply say “I don’t like” or “I don’t care for” without putting
forth specific evidence to support that position! Remember that the difference
between expressing an “opinion” and an “attitude” is that the former gives
reasons while the latter comes off the top of the head and is strictly emotion
based!)
EXPLAIN
To make a concept plain or understandable,
give reasons and causes, and show logical development and relationships. It is always
recommended that you give reasons for differences of opinion.
ILLUSTRATE
Use a concrete example, figure, picture,
or diagram to explain or clarify a concept. Draw the text under discussion, or
the film being evaluated, something the audience has read or seen so they know
precisely what it is that you are referring to. Always work to be specific in
your writing rather than vague.
LIST
As in “enumerate,” write an itemized
series of concise statements or terms (e.g., When considering the major points
in the argument, one has to take into account the time the incident took place,
those people who were present when it happened and what was going on when the
occurrence took place.)
OUTLINE
Organize a description under main points
and subordinate (i.e., lesser) points, omitting minor details and stressing or
emphasizing the arrangement or classification of things.
STATE
Present the main points in a brief, clear
sequence or order, usually omitting details, illustrations, or examples. This
usually comes as the third or final portion of the examination question when
one reflects back on what has already been asked and written (e.g., “When considering
the situation just described, state
what you see as the importance of this topic for today’s youth.”
Adapted from Learning More by
Effective Study by Bird and Bird; and Study Skills: A Student’s Guide
for Survival by Carman and Adams. Revised by Johnie Scott, September 10,
2003.