![Best ReactJS Companies in Poland for Scale-Ups [2026 Review]](https://todaynews.co.uk/wp-content/uploads/2026/04/Man-Data-Coding-360x180.jpg)
![5 Best CFD Brokers for Beginners [UK, 2026]](https://todaynews.co.uk/wp-content/uploads/2026/03/Invest-360x180.jpg)
Many students know the topic but still drop marks because they don’t do what the question asked. The problem is not knowledge, it is command words. “Describe,” “explain,” “analyse,” “evaluate,” “justify,” “compare” — each of these asks for a different type of answer. If you treat them all as “write everything you know,” you will overwrite or underwrite and lose marks. Learning command words is one of the fastest ways to raise exam scores.
What command words actually do
Command words tell you two things:
- What to do (state, define, calculate, explain)
- How far to go (identify, describe, analyse, evaluate)
Exam boards like AQA A level exam, OCR, Pearson Edexcel, WJEC and CCEA use them to make marking fair. If everyone is told to “explain,” markers know to look for reasons. If everyone is told to “evaluate,” markers know to look for a judgement. Verified: boards publish glossaries or guidance on question wording.
Common command words and what they mean
Let’s make them plain.
- State / identify / name. Give the fact. One line. No story.
- Define. Give the meaning. Use subject language.
- Describe. Say what you see or what happens. Sequence or features.
- Explain. Give a reason or “because.” Link cause and effect.
- Give / suggest. Offer a sensible point, often more than one.
- Calculate / work out. Show steps and give units.
- Analyse. Break into parts, comment on patterns, use data.
- Compare / contrast. Say similarities and/or differences. Use linking words.
- Evaluate / assess / to what extent. Weigh up, give a final judgement.
If you answer “describe” with an evaluation, you will write a good paragraph and still get 1 mark.
Match answer length to command word
A big reason students run out of time is that they write too much for low-tariff commands.
- State / identify → 1 sentence
- Define → 1 to 2 sentences
- Describe / explain → 2 to 4 sentences
- Analyse / compare → short paragraph with evidence
- Evaluate → full paragraph(s) with a clear final line
If the question says “Explain two reasons,” you write two separate explanations, not one long one.
Read the whole command, not just the verb
Boards often combine instructions:
- “Explain, using the information in the table…”
- “Analyse the data and comment on…”
- “Evaluate this policy for a business like the one described above.”
This means you must pull information from the source, not from memory. Many examiner reports say “candidates did not use the data provided.” That is a command word problem, not a knowledge problem. Verified: examiner reports often flag lack of use of stimulus.
Use the mark scheme to learn examiner language
Command words are tied to marks. In the mark scheme you will see:
- “1 mark for identification, 1 mark for explanation”
- “Up to 3 marks for a fully developed answer”
- “Level 3: clear analysis and application to context”
When you see that “explain” is 2 marks (point + because), you can train yourself to always write in that pattern. When you see that “evaluate” gives a level only if there is a judgement, you will always end with “therefore…” or “overall…”.
Turn command words into mini templates
You can write small answer frames you reuse.
- Explain → “[Point] because [reason linked to question].”
- Analyse → “The data shows… This means… This affects…”
- Compare → “Both…, however…, unlike…”
- Evaluate → “On the one hand…, on the other hand…, overall…”
These make sure you hit the right depth even under time pressure.
Practise command words by topic, not only in full papers
You can do 10 “explain” questions in 20 minutes.
- Pick a subject and topic.
- Find 10 past questions with “explain.”
- Answer in 2 to 4 sentences each.
- Mark using the scheme.
- Write down every time you didn’t link to the question.
- Redo in 2 days.
This is faster than waiting for a full mock to tell you you’re missing marks.
Using one hub to see command words in context
Command words make the most sense when you see them next to the actual syllabus topic. A platform like SimpleStudy puts syllabus-matched notes, flashcards, quizzes, past papers and mock exams for UK, Ireland, Australia and other English-speaking markets together, so you can open “GCSE Geography → Coasts” and see real “explain,” “describe,” “evaluate” questions right there. If your school or parent has accounts, the whole class can practise the same command word on the same topic, which makes it easier for teachers to correct bad habits.
Link command words to marks in your error log
Your error log should not only say “lost 2 marks.” It should say why.
- Question. AQA 2024 P1 Q5
- Command. Explain
- Mark lost. 1
- Cause. Gave fact but no reason
- Fix. Always write “because + link to question”
- Retest. In 48 hours
After a few weeks you will see patterns. Many students discover that 40–60% of their lost marks come from misreading the command, not from not knowing the topic. Unverified: percentage range — depends on class.
Teach yourself to spot level-based commands
In A level and some GCSE humanities, you will see things like:
- “Assess the view…”
- “To what extent…”
- “Evaluate the importance of…”
These are not “write everything you know” questions. They want a balanced answer and a clear judgement. A simple structure:
- Brief intro to the issue
- Argument for
- Argument against / weaker view
- Judgement linked to the context in the question
If you skip the judgement, the examiner has to keep you in a lower level.
Train for speed
Command words also tell you how long to spend.
- “State” should not take 2 minutes
- “Explain” should not take more than 3 to 4 minutes for 2–3 marks
- “Evaluate 12 marks” might need 12 to 15 minutes
When you practise past papers, say the command out loud and set a mini timer. This teaches your brain that not all questions deserve the same time.
Common mistakes with command words
- Answering “describe” with reasons (adds info but no marks)
- Answering “explain” with only a definition
- Answering “evaluate” without a conclusion
- Ignoring “using the data above”
- Not breaking “explain two reasons” into two separate points
Fixing just these can move a script from a low band to a middle band.
Final takeaway
Exams are not only about what you know. They are about doing what the question asked. Command words are the examiner’s instructions. If you learn what each one wants, practise them by topic, mark with the official scheme and record every missed command in an error log, you will stop throwing away easy marks.
