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.”