HSC Verbs Unpacked and Explained

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Often when it comes to answering questions, some students may not understand what the question is asking. Below is sourced from the glossary of terms in the Board of Studies Publication “The New High School Certificate – Assessment Support Document”. These verbs explain how a question is to be answered: its level of difficulty and in how much depth. In HSC questions, the verb starts the sentence. The difficulty depends on the verb: low difficulty, medium difficulty and high difficulty.

Account - low

1. Account for: state reasons for, report on

2. Give an account of: narrate a series of events or transactions

eg Account for the loss of mass when a log is burnt.

Analyse - high

Identify components and the relationship between them; draw out and relate implications

eg Analyse the relationship between volcanoes and earthquakes

Apply – med.

Use, utilise, employ in a particular situation

eg Apply the principle of superposition to solve…….

Appreciate - high

Make a judgement about the value of

eg Appreciate effect of pesticides on aquatic organisms.

Make a judgment of value, quality, outcomes, results or size

eg Assess the impact of submarines on underwater exploration

Calculate – med/high

Ascertain/determine from given facts, figures or information

eg Calculate the location of the epicentre given the following data…..

Clarify - low Make clear or plain

eg Clarify what is meant by the term “euphotic organism”

Collate - low

Find information and place it in a set order.

eg Collate the following information into ascending order….

Compare - low

Show how things are similar or different eg Compare the adaptations of dogs and cats.

Construct - high

Make; build; put together items or arguments

eg Construct a dichotomous key to classify these minerals….

Contrast - med

Show how things are different or opposite eg Contrast these two theories….

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation)

eg Critically evaluate the use of fertilisers on Australian farms.

Deduce - high Draw conclusions

eg Deduce the relationship between cause and effect

Define - low

State meaning and identify essential qualities eg Define the term “abiotic”

Demonstrate – low/med Show by example

eg Demonstrate how this process may work.

Describe - low

Provide characteristics and features eg Describe a fish

Discuss - high

Identify issues and provide points for and/or against. eg Discuss the usefulness of seismometers to earthquake prediction.

Distinguish - med

Recognise or note/indicate as being distinct or different from; to note differences between

eg Distinguish between Darwin’s and Lamarck’s theories of evolution.

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value of

eg Evaluate the usefulness of mining to society.

Examine - high Inquire into

eg Examine the issues related to the use of open-cut mining in national parks.

Explain - med

Relate cause and effect; make the relationships between things evident;

provide why and/or how

eg Explain how a volcano erupts explosively.

Extract - med

Choose relevant and/or appropriate details

eg Extract a value for the percentage of silicon in the crust from the following table….

Extrapolate - med Infer from what is known

eg Extrapolate from this trend possible future values of….

Identify – low /med Recognise and name

eg Identify the catchment area in the following map…

Interpret - med Draw meaning from

eg Interpret the statement: “Water can be found anywhere”.

Investigate - high

Plan, inquire into and draw conclusions about eg Investigate the conditions necessary for life to evolve.

eg Justify why mining should be stopped in this situation.

Outline - low

Sketch in general terms; indicate the main features of eg Outline the reasons for using positive air pressure in submarines.

Predict - high

Suggest what may happen based on available information

eg Predict the results of this experiment…

Propose - high

Put forward (for example a point of view, idea, argument, suggestion)

for consideration or action

eg Propose an alternative site for this mine.

Recall - low

Present remembered ideas, facts or experiences eg Recall the atomic theory.

Recommend - high Provide reasons in favour

eg Recommend a suitable chemical to use in this experiment.

Recount - med

Retell a series of events using past tense and correct terms.

eg Recount the historical developments leading to our current theory of plate tectonics.

eg Select the best material from the table below to build a bridge.

eg Summarise the information below in one paragraph.

Synthesise - high

Putting together various elements to make a whole eg Synthesise an argument for the development of this site

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Account

Difficulty: Low

Mark Range: 1-3

Definition: 1. Account for: state reasons for, report on

2. Give an account of: narrate a series of events or transactions. Comments:

Example: 1. Account for the loss of mass when a log is burnt. 2

2. Give an account of the discoveries that led to our modern idea of the atom. 3

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Format Signal Words Comments

Topic Sentence On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually

Restate the question into the stem of the answer.

Body 1. For instance, For example 2. Next, Then, Secondly,

Thirdly, Finally

Supporting sentences

- about facts, statistics, examples - using signal words for adding

information.

- (2) Sequence the events into chronological order.

Concluding Sentence Considering, Consequently, Thus Reformulate the topic sentence or summarise the information.

Model

1. The loss of mass when a log is burnt occurs due to the combustion reaction that proceeds. The wood material is combined with oxygen from the air to produce carbon dioxide and water. These products are formed as gases and are released into the atmosphere. Since these gases are being given off, the mass of the remaining log reduces.

2. Many people contributed to our current understanding of the atom. Democritus in the fifth century B.C.E. first suggested that materials were made of small, indivisible items called atoms. In the eighteenth century, John Dalton resurrected this concept to explain many observations that had been made. J.J. Thomson experimented with cathode rays and came up with the idea of atoms like plum puddings. Ernest Rutherford did further experiments that disproved the plum pudding model and he came up with the nuclear or solar system model. Niels Bohr suggested that the electrons in atoms were in definite shells, which is basically the current model of the atom we have. This it can be seen that our idea of the atom has had contributions from many people.

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Analyse

Difficulty: High

Mark Range: 4-10

Definition: Identify components and the relationship between them; draw out and relate implications. Comments: There are four stages in this verb form:

1. Defining each component by naming it.

2. Identifying the relationships between each component 3. Explain how each component is related to another.

4. Stating the implications or consequences of these relationships.

Example: Analyse the relationship between volcanoes and earthquakes. 4

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Topic Sentences On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually

Define each component by

recognising and naming them then identifying the relationships. Body For instance, For example, One

part,

- about facts, statistics, examples

- using signal words for adding information. Concluding Sentence Considering, Consequently, Thus Reformulate the topic sentence or

summarise the information.

Model

There is an intimate relationship between volcanoes and some earthquakes. A volcano is an opening in the ground through which liquid rock called magma can escape. Generally speaking, a volcano consists of a region of magma under the earth called a magma chamber, a vent and a central mouth through which magma can escape. An

earthquake is a sudden movement of the ground. The build up of pressure inside a volcano can cause the

surrounding rocks to bulge and increase their pressure. If this pressure is suddenly released by the rocks breaking or the magma flowing to the surface, this can result in a sudden shaking of the ground causing an earthquake. For instance, earthquakes are associated with volcanoes located on the edges of continental plates on a map of the Earth. Consequently it is volcanism that can explain why some earthquakes are produced.

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Apply

Difficulty: Medium

Mark Range: 1-5

Definition: Use, utilise, employ in a particular situation

Comments: This verb is normally in conjunction with another verb of similar or lower level. Example: Apply the principle of relativity to explain why length contracts at high speeds. 2

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Topic Sentence According to, By, Using, Utilising, Employing

State the idea being used for the application.

Body For instance, For example Supporting sentences

- using signal words for adding information. Concluding Sentence Considering, Consequently, Thus Reformulate the topic sentence to

include what it is being applied to

Model

The principle of special relativity states that, as speed increases, the apparent length of a moving object appears to contract relative to a “stationary” observer. This is because the speed of light has been experimentally shown to be a constant. If a stationary observer were to measure the speed of light made by a beam of light moving with a moving observer, logic suggests that the actually speed measured would be the addition of the “stationary” speed plus the moving speed. However, the same value is measured irregardless of who does the measuring. This suggests that the measurements are different between the two observers. To compensate for the measurement, a “stationary” observer would say that a moving observer has a “shorter” metre ruler than his/her, hence length contracts as speed increases due to the theory of relativity.

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Appreciate

Mark Range: 3-8

Definition: Make a judgement about the value of

Comments: Unlikely to be used in a question as this is an attitudinal verb and very subjective. It would normally be asked an assess verb form.

Example: Appreciate the effect of pesticides on aquatic organisms. 5

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Introductory Paragraph

On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually

Need to define the criteria used to make the judgement.

Body: broken up into separate paragraphs – one for each point.

For instance, For example, Evidence for this, A case example,

summarise the information. Make the value judgement. Model

Pesticides have many different effects on aquatic organisms. In an aquatic environment, pesticides can be quickly dispersed and reach far places in a relatively short amount of time. The main intended effect of pesticides is on the nervous system of an organism but they also have effects on the liver, immune system, excretory systems, hormonal and reproductive systems to name a few.

Pesticides spread widely in aquatic environments. Many pesticides are not designed to be water-soluble; however, they all dissolve to some extent in water. Water movements can spread and disperse the pesticide to wide areas. The breakdown products of pesticides can often be as toxic as the original material and this breakdown process could take as little as a few days to as long as a few centuries, depending on the chemical nature of the pesticide.

The main effect of pesticides is on the nervous system of an organism. They are designed to kill an organism by blocking the nervous signals being transmitted. Unfortunately most organisms, including humans, have similar nervous systems, therefore once in an aquatic environment the pesticide quickly spreads to kill or injury any animal in the vicinity. Lower level poisoning by the pesticide affects the liver as it tries to break down the pesticides, producing the toxic by-products mentioned above; some pesticides mimic sex hormones and cause infertility in survivors and any related species; normally the immune system of the affected organism is badly damaged as well. Consequently it can be seen that pesticides have many affects on all aquatic organisms and not just the intended species. Pesticides spread quickly in aquatic environment and may persist for centuries. They have many effects on the body systems of organisms that kill or maim the animal. Pesticides are not very nice at all!!

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Assess

Definition: Make a judgement of value, quality, outcomes, results or size Comments:

Example: Assess the effect of pesticides on aquatic organisms. 5

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Introductory Paragraph

On the whole, In general, Many, Always, Every, Some, Numerous, Generally speaking, Usually

Need to define the criteria used to make the judgement.

Body: broken up into separate paragraphs – one for each point.

For instance, For example, Evidence for this, A case example,

summarise the information. Make the value judgement. Model

Pesticides have many different effects on aquatic organisms. In an aquatic environment, pesticides can be quickly dispersed and reach far places in a relatively short amount of time. The main intended effect of pesticides is on the nervous system of an organism but they also have effects on the liver, immune system, excretory systems, hormonal and reproductive systems to name a few.

Pesticides spread widely in aquatic environments. Many pesticides are not designed to be water-soluble; however, they all dissolve to some extent in water. Water movements can spread and disperse the pesticide to wide areas. The breakdown products of pesticides can often be as toxic as the original material and this breakdown process could take as little as a few days to as long as a few centuries, depending on the chemical nature of the pesticide.

The main effect of pesticides is on the nervous system of an organism. They are designed to kill an organism by blocking the nervous signals being transmitted. Unfortunately most organisms, including humans, have similar nervous systems, therefore once in an aquatic environment the pesticide quickly spreads to kill or injury any animal in the vicinity. Lower level poisoning by the pesticide affects the liver as it tries to break down the pesticides, producing the toxic by-products mentioned above; some pesticides mimic sex hormones and cause infertility in survivors and any related species; normally the immune system of the affected organism is badly damaged as well. Consequently it can be seen that pesticides have many affects on all aquatic organisms and not just the intended species. Pesticides spread quickly in aquatic environment and may persist for centuries. They have many effects on the body systems of organisms that kill or maim the animal. Pesticides are not very nice at all!!

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Calculate

Difficulty: Medium - High

Mark Range: 1-4

Definition: Ascertain / determine from given facts, figures or information. Comments: Normally used to calculate mathematical questions

Example: Calculate the distance covered by a car travelling at 60 km/hr in 5.0 seconds. 1

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State all information given as well as the unknown.

Variable = Check for assumed or implicit information

eg “at rest” means speed = 0 gravity always exists (g) Write down equations

that use these quantities

Use given or known formulas Convert units to standard units. Solve the equations to

find the unknown.

Rearrange algebraically first then substitute the values in.

Be aware of the number of significant figures.

Check that the result answers the question.

Underline the answer.

Model d = ?? v = d/t t = 5.0 seconds ∴ d = vt = 16.7 m/s X 5 s = 83.3 m v = 60 km/hr = sec 3600 60000m = 16.7 m/s

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Clarify

Difficulty: Low

Mark Range: 1-3

Definition: Make clear or plain Comments: Use simpler language

Example: Clarify what is meant by the term “photosynthesis”

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Topic Sentence Means, Is defined as,

- using signal words for adding information.

Model

Photosynthesis is a process that occurs in plants where simple materials such as carbon dioxide and water are combined using the energy from sunlight into glucose and oxygen gas. This process takes place in chloroplasts in plant cells.

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Classify

Difficulty: Low

Mark Range: 1-3

Definition: Arrange or include in classes/categories

Comments: 1. A formal classification system may have to be used.

2. If no classification system is obvious, then an arbitrary system may used - the criteria for this system must be made explicit.

Example: Classify the following organisms as aquatic or terrestrial: whales, seals, dogs, cats, gulls.

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It is often best to summarise the information into a table using the classes as headings and specifying the criteria.

Model

Environment Aquatic Terrestrial

Criteria Feeds and reproduces in water Feeds and reproduces on land. Examples Whales, seals. Dogs, cats, gulls.

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Collate

Difficulty: Low – Science Specific

Mark Range: 1-3

Definition: Find information and place it in a set order.

Comments: This is similar in form to the list verb except that the information is given.

The question should stipulate the order – if none is given, then use your discretion.

1. enumeratic – the general class or category plus a listing of parts. The listing of part can be in ascending or descending order of importance.

2. time/chronological order – listing in order of the time sequence. Example: Collate the following information into ascending order:

1857 – Jones discovers febbles. 1845 – Smith finds cocopals, 1917 – Nguyen stumbles across tyhyangs

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Collate the material in bullet or numbered list form.

Model

1845 – Smith finds cocopals 1857 – Jones discovers febbles

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Compare

Difficulty: Low

Mark Range: 1-5

Definition: Show how things are similar or different Comments: Focus on the likenesses of the two items.

Example: Compare the adaptations of dogs and cats. 2

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Topic Sentence Like, In common, Just as, Many similarities

Describe basic features of the items to be compared.

Supporting sentences Similarly, Like, Both, As, Resemble

- using signal words for adding information. Concluding Sentence Therefore, Consequently, Thus, In

conclusion

Reformulate the topic sentence or summarise the information.

Model

Dogs and cats have many characteristics in common. They are both vertebrate mammals, which means that they have hair, females have mammary glands and bear live young. Dogs and cats are warm-blooded and are

approximately the same size, although domestic dogs tend to larger in general than domestic cats. Both are carnivores and hunt large animals. Therefore, dogs and cats share many similarities.

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Construct

Definition: Make; build; put together items or arguments Comments: This verb has several meanings:

1. Build a dichotomous key, theoretical model, plan, scene (scenario) 2. Make an argument – this can be one-sided.

Example: 1. Construct a dichotomous key to classify these minerals: quartz,

emerald, olivine, diamond, ruby, topaz, beryl. 3 2. Construct an argument for the recycling of rubbish. 4 Scaffold

Introductory paragraph Some features include, Points for the case, Reasons include

State the basic arguments to be presented.

- using signal words for adding information. Concluding paragraph Considering, Consequently,

Thus

Reformulate the topic sentence or summarise the information. Model

1. A. Is the mineral clear?………Yes Goto B ………. .No Goto C B. Does it scratch corundum?……….Yes - Diamond

……….. No – Quartz C. Is the mineral green?………Yes Goto D

………... No Goto E D. Does the mineral shatter easily?………Yes – Olivine

………No - Emerald E. Is the mineral red?……….Yes – Ruby

……… No Goto F F. Is the mineral yellow?………Yes – topaz

………. No - beryl

2. Rubbish should be recycled for various reasons. We may run out of raw materials, space to dump garbage or energy to process new materials. Much rubbish can be re-used effectively as fertilisers, new devices, new materials and

Disposing of rubbish locks away the material used in the garbage. There may be substances that will run out shortly and these would be contained in dumps. Landfill is becoming toxic in many areas due to the nature of industrial garbage being thrown away and many landfill sites are being filled up. Some material such as aluminium requires lots of energy to process from scratch but little energy by recycling. This saves the environment in terms of the fuels used and mining of ore.

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Contrast

Mark Range: 1-6

Definition: Show how things are different or opposite.

Comments: Focus on contrasts where there are two main ways of organising the material. Example: Contrast the theories of Newtonian or Classical physics and Relativistic physics. 3 Scaffold

Topic Sentence Differences, Even though, State the criteria that will be used to contrast the items.

Supporting Sentences Compared, Judged against, Differently, Otherwise, For instance, For example, Whereas

summarise the information. Model

Newtonian physics, also called Classical physics, is quite different to Relativistic physics in many respects even though they both attempt to explain similar observations. Classical physics works well at low speeds and low gravity whereas relativity explains observations at high speeds and high gravity values. Relativity explains

observations that classical physics cannot, such as the orbit of Mercury around the Sun. Classical physics predicts events in a systematic way and suggests that there is an absolute frame of reference compared to relativity which states that there is no absolute frame of reference. Thus it can be seen that although the two theories attempt to describe the nature of reality around them, they differ on major and fundamental issues.

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Critically Analyse / Evaluate

Definition: Add a degree or level of accuracy depth, knowledge and understanding, logic questioning, reflection and quality to (analyse / evaluate)

Comments: This is a compound verb created by combining the two forms. While the response should have all the features of analyse/evaluate, these features are extended through:

1. increasing the number of points used to support the response 2. exploring other, related issues to the main question.

3. stating any assumptions or premises made in making logical deductions.

4. leading the reader through the logic of the argument and showing how the logic is consistent.

5. increased use of technical terms and a more complex sentence structure. 6. Evaluate must conclude with a value judgement based on the criteria stated. Example: 1. Critically evaluate the use of fertilisers on Australian farms. 8

2. Critically analyse the relationship between volcanoes and earthquakes. 8 Scaffold

Introductory paragraph Define each component by recognising and naming them then identifying the relationships.

Body For instance, For example

- using signal words for adding information. - State any assumptions made or premises used. - State the logic of the arguments

Concluding paragraph Considering,

Consequently, Thus

Reformulate the topic and summarise the information. Stating a judgement if it is an evaluate question. Model

2. There is an intimate relationship between volcanoes and some earthquakes. A volcano is an opening in the ground through which liquid rock called magma can escape. Generally speaking, a volcano consists of a region of magma under the earth called a magma chamber, a vent and a central mouth through which magma can

escape. An earthquake is a sudden movement of the ground. The build up of pressure inside a volcano can cause the surrounding rocks to bulge and increase their pressure. If this pressure is suddenly released by the rocks breaking or the magma flowing to the surface, this can result in a sudden shaking of the ground causing an

earthquake. For instance, earthquakes are associated with volcanoes located on the edges of continental plates on a map of the Earth. Consequently it is volcanism that can explain why some earthquakes are produced.

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Deduce

Mark Range: 2-8

Definition: Draw conclusions

Comments: The information used to make the deductions may either be supplied in the statement or from your own memory.

Example: Deduce the relationship between cause and effect.

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Topic Sentence State the logical process used to make the deduction.

Body For instance, For example, Next Supporting sentences

- about facts, statistics, examples that support the deduction.

- using signal words for adding information.

Concluding Sentence Considering, Consequently, Thus State the result of the deduction.

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Define

Difficulty: Low

Mark Range: 1-3

Definition: State meaning and identify essential qualities

Comments: 1. Formal definitions are a direct quote of a term’s definition.

2. Stipulated definitions are when the writer has to explain a term for a particular purpose or give his/her particular interpretation of the term.

Example: 1. Define the term “abiotic” 1

2. Define what is meant by the term “Simpson’s donkey”. 2

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Topic Sentence Term to be defined. Includes model definition - use term or item - class

- main distinguishing features

Body For instance, For example Elaboration on the definition. Pronouns, if used, refer back to main term or item.

Concluding Sentence Considering, Consequently, Thus Not normally required.

Model

1. Abiotic means any material or factor that does not include living components. For example, a rock and the weather are abiotic factors.

2. Simpson’s donkey is an expression coined in world war I to convey the idea of being carried, perhaps to safety. It came into being when a bloke named Simpson used a donkey to ferry injured soldiers from the battlegrounds of Gallipoli to medical units.

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Demonstrate

Difficulty: Low - Medium

Mark Range: 1-5

Definition: Show by example Comments:

Example: Demonstrate how this process may work.

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Topic Sentence

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Describe

Difficulty: Low

Mark Range: 1-5

Definition: Provide characteristics and features.

Comments: This verb often applies to experimental investigations. See below for details. Example: 1. Describe an investigation you performed to

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Design

Difficulty: High – Science Specific

Mark Range: 2-8

Definition: Use available resources and materials to create Comments:

Example: Design an experiment to investigate…

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Determine

Difficulty: Medium – Science Specific

Mark Range: 1-6

Definition: To find out; use information to discover Comments:

Example: Determine the value of gold ore to industry.

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Discuss

Definition: Identify issues and provide points for and/or against. Comments:

Example: Discuss the usefulness of seismometers to earthquake prediction.

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Distinguish

Mark Range: 2-6

Definition: Recognise or note / indicate as being distinct or different from; to note differences between Comments:

Example: Distinguish between Darwin’s and Lamarck’s theories of evolution.

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Evaluate

Definition: Make a judgement based on criteria; determine the value of Comments:

Example: Evaluate the usefulness of mining to society.

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Examine

Mark Range: 3-8

Definition: Inquiry into Comments:

Example: Examine the issues related to the use of open-cut mining in national parks.

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Explain

Difficulty: Low- Medium

Mark Range: 1-8

Definition: Relate cause and effect; make the relationships between things evident Comments:

Example: Explain how a volcano erupts explosively.

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Extract

Mark Range: 1-5

Definition: Choose relevant and/or appropriate details. Comments:

Example: Extract a value for the percentage of silicon in the crust from the following table.

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Extrapolate

Mark Range: 1-5

Definition: Infer from what is known Comments:

Example: Extrapolate from this trend possible future values of …

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Identify

Difficulty: Low - Medium

Mark Range: 1-5

Definition: Recognise and name Comments:

Example: Identify the catchment area in the following map…

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Illustrate

Difficulty: Medium – Science Specific

Mark Range: 1-3

Definition: 1. Draw a diagram to explain

2. Show, using examples, (either given or made up) Comments:

Example: Illustrate the following point with an example..

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Interpolate

Mark Range: 1-5

Definition: Find values or information in between other values or information. Comments:

Example: Interpolate between the points of the graph to obtain a value for…

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Interpret

Mark Range: 1-6

Definition: Draw meaning from Comments:

Example: Interpret the statement: “water can be found anywhere”.

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Investigate

Definition: Plan, inquire into and draw conclusions about Comments:

Example: Investigate the conditions necessary for life to evolve.

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Justify

Definition: Support an argument or conclusion. Comments:

Example: Justify why mining should be stopped in this situation.

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List

Difficulty: Low

Mark Range: 1-3

Definition: Write down phrases only without further explanation.

Comments: 1. enumeratic – the general class or category plus a listing of parts. The listing of part can be in ascending or descending order of importance.

2. process – describing the steps or stages.

3. time/chronological order – listing in order of the time sequence. Example: List the variables used in this experiment: Measuring the speed of a train.

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List the material one item underneath another.

Model Distance Time

Air resistance Wind Velocity

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Locate

Difficulty: Low

Mark Range: 1-3

Definition: Find a particular item in a range. Comments:

Example: Locate the position of the ore deposit on this map.

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Outline

Difficulty: Low

Mark Range: 1-5

Definition: Sketch in general terms; indicate the main features of Comments:

Example: Outline the reasons for using positive air pressure in submarines.

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Predict

Definition: Suggest what may happen based on available information. Comments:

Example: Predict the results of this experiment…

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Propose

Definition: Put forward (for example a point of view, idea, argument, suggestion) Comments:

Example: Propose an alternative site for this mine.

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Recall

Difficulty: Low

Mark Range: 1-3

Definition: Present remembered ideas, facts or experiences Comments:

Example: Recall the atomic theory.

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Recommend

Difficulty: High – Science Specific

Definition: Provide reasons in favour. Comments:

Example: Recommend a suitable chemical to use in this experiment.

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Recount

Mark Range: 1-6

Definition: Retell a series of events using past tense and correct terms. Comments:

Example: Recount the historical developments leading to our current theory of plate tectonics.

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Relate

Mark Range: 2-6

Definition: To discuss one object by comparison to another. Comments:

Example: Relate the developments in electronics to the improvements in geosensing technology.

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Select

Difficulty: Low - Medium – Science Specific

Mark Range: 1-4

Definition: Given a variety of information, choose the best. No reason needed. Comments:

Example: Select the best material from the table below to build a bridge.

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Summarise

Difficulty: Low

Mark Range: 1-3

Definition: Express, concisely, the relevant details. Comments:

Example: Summarise the information below in one paragraph…

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Synthesise

Definition: Putting together various elements to make a whole Comments:

Example: Synthesise an argument for the development of this site.

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Stage

Elementary

Satisfactory

Good

Substantial

Excellent

4

States, Defines, Demonstrates, Identifies, Outlines, Recalls, Collates, Selects Describes, Extracts (information), Explains, Compares, Summarises Applies, Interprets, Recounts, Classifies Compares, Accounts, Clarifies, Constructs, Contrasts, Deduces, Examines Discusses, Extrapolates, Investigates

5

States, Defines, Demonstrates, Identifies, Explains, Outlines, Recalls, Collates, Selects

Applies, Describes, Extracts (information), Compares, Distinguishes, Interprets, Recounts, Summarises Classifies, Compares, Accounts, Clarifies, Constructs, Contrasts, Deduces, Examines, Determines, Illustrates Analyses, Calculate, Discusses, Extrapolates, Investigates, Predicts, Designs Assesses, Justifies, Proposes, Recommends

6

States, Defines, Demonstrates, Identifies, Explains, Outlines, Recalls, Collates, Selects

Applies, Describes, Extracts (information), Compares, Distinguishes, Interprets, Recounts, Summarises Classifies, Compares, Accounts, Clarifies, Constructs, Contrasts, Deduces, Examines, Determines, Illustrates Uses mathematical models, Analyses, Calculate, Discusses, Extrapolates, Investigates, Predicts, Designs Evaluates, Synthesises, Critically (analyse/evaluate), Appreciates, Assesses, Justifies, Proposes, Recommends