ib history essay command terms

Explaining Command Terms in IB History

It is Tuesday, and you enter the history classroom, prepared to write an essay – all set, notes polished, brain of a scholar. You receive your essay question, and you write, write, write until you finally finish. A week later, you get your essay back, and a dark and sorrowful mood takes away your sunshine – although equipped with plenty of examples, analysis, and interpretations, your essay did not receive a high mark as you did not answer the question fully . According to your teacher, that is because you used the wrong definition of a command term.

And yes, you may think – these are so small, tiny, minuscule words that hold such a similar meaning, and yet they are so significant. In the IB curriculum, a command term (such as analyze, identify, outline, etc.) is considered to be a key element of an essay question or a task, which serves the purpose of directing a student to some sort of understanding of how the question should be approached. They may seem daunting to tackle at first, but thankfully, it is not rocket science and this article will provide you with a detailed explanation of 6 command terms: analyze, discuss, evaluate, examine, to what extent, compare and contrast – often used in IB History essay questions.

“To break down in order to bring out the essential elements or structure.” (IBO, 2017)

Although commonly used in many social sciences subjects, this word carries a puzzling definition. To analyze means to process and evaluate material, in opposition to only providing or describing facts. In essay writing, to analyze means to come up with insights and conclusions through a certain structure of weighing and comparison; In other words, students should find “thematic points” and group information according to their understanding. In other words, this command term encourages the student to ask questions starting with “why” and “how” instead of “what”, thus, breaking down and exploring the core elements of the given situation.

For example, in the essay “Analyze the short-term causes of modern war” , one could analyze the short-term causes of the Chinese civil war by first finding the thematic points (categorizing short-term causes into ideological, social, and economic) and finding relationships between them before prioritizing them in relation to their individual roles in the conflict (e.g. one can state that the most important aspect of Chinese civil war causality was an ideological clash, as it later on lead to the political and economic implications).

“To offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.” (IBO, 2017)

It may help if one associates this with the definition of the word discussion since it is the medium in which different opinions collide and conceptual compromises take place. Similarly, this command term implies that a student must offer a balanced analysis that would consider a variety of arguments and perspectives based on applicable evidence. The counterfactual evidence to proposed arguments (for instance, in the form of contrasting perspectives, or identification of advantages and disadvantages) is at the heart of this command term, and should never be overlooked. This command term is complex, but it is all about maintaining equilibrium in one’s essay: (1) introducing contrasting perspectives, (2) supporting them with evidence, and (3) establishing a balanced conclusion.

As an example, to answer the essay question “Discuss the impact of limited mobilization on the outcome of two wars” , one may focus on conveying the perceptions of two different points of view. Let us take the Falklands/Malvinas and the First Gulf wars. On one hand, a student can state that the limited mobilization of these wars led to a similar outcome as it caused the defeat of Argentina and Iraq while enabling Great Britain and Allied forces to achieve their war objectives more effectively. On the other hand, one can claim that the impact of mobilization intensity in both conflicts differed as it inflicted large-scale civilian casualties in the First Gulf War, whereas the casualties were relatively small in the Falklands/Malvinas War. At the end of this essay, students should be able to deduce that given both perspectives, different conclusions can be made.

“To make an appraisal by weighing up the strengths and limitations.” (IBO, 2017)

Just like a film critic evaluates a movie, a student, in their essay, must come across straightforward and constructive conclusions. A student should not only provide historical evidence, names, dates, and events to base one’s decision on but also weigh the arguments based on the arguments’ strengths and limitations in supporting the overarching point. As with any other judgment, your evaluation should be based on certain criteria that you can identify on your own. For example, at the beginning of your essay you may mention that in order to come to a certain conclusion, a certain burden of proof must be proven.

For instance, to answer the question “Evaluate the success of the Conference of Berlin (1878) in terms of peace dynamics of European international relations afterward” , as a student I can claim that to conclude whether the Conference of Berlin was successful, one must prove that it built the foundation for the long-term peace in Europe. If in my essay I find that this event had more significant limitations than strengths on peacebuilding of Europe in the long run, I should conclude that it did not fulfill this criteria and thus this conference was not successful.

“To consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.” (IBO, 2017)

According to the Cambridge Dictionary, to examine means to check or study something carefully, especially to prove an idea, learn new information, or discover possible problems. It perfectly resonates with the requirements of this command term, as this, first and foremost, should be associated with the interrelation and correlation of factors. This command term is especially prominent in essays that investigate causality or the effects of particular events. To illustrate, you may consider yourself a detective, pathologist, and doctor all at once while writing the essay: you must look at all elements and see how they are connected.

Say, in the essay “Examine the role of territorial factors as a cause for war in two case studies” , I analyzed the case studies of the Falklands/Malvinas and the First Gulf War and thus deduced that in the scenario of Falklands/Malvinas dispute, the claims for territories where fatal for the outbreak of the war, while in the case of the First Gulf war, political and economic causes were of the higher importance.

To what extent

“To consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.” (IBO, 2017)

Used to initiate discussions and debates in various subjects, this common term may become the symbolic phrase of an IB student. “To what extent” indicates that the essay will be a debatable one, meaning that both proposing and opposing arguments should be present. In the simplest terms, “to what extent” questions usually ask you to provide argumentation for both agreeing and disagreeing with the statement. However, notice that in order to disagree, you must compare proposed arguments with alternative ones.

For instance, in the essay “To what extent was ideology the cause of two 20th-century wars?”, one may claim that in the Spanish Civil War, the ideological clash was only a result provoked by economic and political intricacies whereas the Chinese Civil War was purely ideology-driven, since the dispute between the leading political figures was rooted in their contrasting perceptions of how a country should be governed.

Compare and contrast

“To give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.” (IBO, 2017)

The confusion may arise from the fact that in many of the historical essays, a student has to weigh and compare historical events without the word “compare” being present in the question. However, two things must be noted. First, in such essays similarities and differences must be identified and analyzed, concerning both of the case studies. Second, once again, one must find core points of weighing and comparison.

Let’s take a look at “Compare and contrast the effects of two 20th-century wars, each chosen from a different region.” We may compare the wars of the Falklands/Malvinas and the Algerian civil war. For example, one can claim that the similarity would be an economic effect, as both Argentina and Algeria suffered huge economic damages after the war, while the difference would be political, as Argentina managed to elect a democratic government afterward, whereas Algeria had struggled with the establishment of democracy for a long time.

Comparison of command terms

Examine vs. evaluate.

Notice how these two terms differ in their purpose: while evaluating means to analyze and come to certain conclusions (identify limitations and successes), examining focuses purely on the process of investigating and finding connections (focusing on interrelations of factors).

To what extent vs. Examine

To clarify, “to what extent” focuses on prioritization by shifting focus to one particular factor, while examining breaks down, and scrutinizing connections of various aspects, in the end concluding which role (and how important) each of them were in the particular event.

Discuss vs. Evaluate

Although both command terms require consideration of different perspectives, discussing means focusing more on providing a range of opinions, thus signifying that the problem can be approached from many directions. Evaluating, on the other hand, forces one to come to clear conclusions, which means that a student should not only provide a balanced analysis but also engage with it and conclude which of the perspectives was the most valid.

Last but not least, tips .

You should not use another command term in your thesis statement besides the one mentioned in your essay question. This can help you focus your argument while not going beyond the bounds of the question.
Try to mention the command term regularly in your essay to demonstrate focus.

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Glossary of Terms
Understanding Command Terms
Marking Criteria

Below, are the command terms that are most relevant to the study of English A language and literature:

Analyse : Break down in order to show the most essential elements, parts, or structure.

Comment : Make a considered judgment of something based on available evidence.

Compare : Consider the similarities between two or more things.

Contrast : Consider the differences between two or more things.

Discuss : Present a considered and balanced argument. Include a range of arguments and perspectives. Synthesise arguments, bringing together different perspectives, and using evidence to support claims.

Evaluate : Make an assessment of something, considering a range of strengths and limitations.

Examine : Consider an argument, looking at underlying assumptions and the relationships between claims made.

Explain : Give a full account of something, including reasons, causes, and outcomes.

To what extent : Consider the strengths and limitations of arguments or claims.

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Analysing IB History Essay Question ‘Command Terms’

The examiner is very keen that students demonstrate a clear understanding of central terms when they are used in essay questions. In this activity , students work in pairs then as a class to design a clear definition of such key terms as ‘Guerilla Warfare’ and ‘Totalitarianism’. The worksheet uses the examples of Stalin and Mao but others could just as easily be used. Some teacher notes are also available.

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The Best IB History Notes and Study Guide for SL/HL

International Baccalaureate (IB)

If you want to do well on the IB History exam, you'll need to have a solid set of notes to study from. This can be difficult though if you're missing notes or feel like some of your own notes don't cover certain topics in enough depth. Luckily, we're here to help! We've assembled the best FREE online IB History notes into this complete study guide.

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What's the Format of the IB History Exam?

There are five prescribed subjects for IB History SL and HL:

Military leaders
Conquest and its impact
The move to global war
Rights and protest
Conflict and intervention

Your teacher will choose one that you'll cover, and you'll be tested on this for paper 1 (one hour in length).

There is also a list of twelve world history topics. For paper 2 (1.5 hours), you'll cover two of these:

Society and economy (750-1400)
Causes and effects of wars (750-1500)
Dynasties and rulers (750-1500)
Societies in transition (1400-1700)
Early Modern states (1450-1789)
Causes and effects of Early Modern wars (1500-1750)
Origins, development and impact of industrialization (1750-2005)
Independence movements (1800-2000)
Emergence and development of democratic states (1848-2000)
Authoritarian states (20 th century)
Causes and effects of 20 th -century wars
The Cold War: superpower tensions and rivalries (20 th century)

If you're taking IB History HL, you'll also have a final paper (Paper 3) that is 2.5 hours and will cover one of the four Depth Studies:

History of Africa and the Middle East
History of the Americas
History of Asia and Oceania
History of Europe

If you're interested in taking a look at the entire IBO IB History Guide , you can find it as a .pdf here.

How to Use This IB History Study Guide

If you're hoping for help on one subject, use Command + F to search this guide for specific IB History notes about that subject. As an example, if you want to read about the Cold War, use Command + F to cue the search function. Then type "Cold War," and it'll bring up all of the study materials for the Cold War.

The resource is separated into:

Quick reference: one-page summary of material if you just need a quick refresher.
Longer notes: notes (generally 3-10 pages) if you need more of an in-depth explanation.
Flashcards: online quizzes of key terms.

Common Study Mistakes for IB History SL/HL

Two common mistakes are:

Trying to ignore the topics you didn't comprehend from your teacher's lesson. If you didn't understand it in class, you need to find additional assistance through this IB History study guide or tutoring. You're still going to be tested over this material whether you understood it in class or not!
Only trying to learn the material a week or two before the IB papers. There is too much history to learn—one or two weeks will not be enough time to learn it (that's why IB History SL/HL is spread over a year or two). The best solution is keeping up in class and studying the material throughout the year.

Current IB History Guides

Because IB History was recently updated, there aren't that many current notes and study guides, but we've found the best available. These guides follow the syllabus of the current version of IB History. If you are studying the same topics these notes cover, they are a great resource to use because they hit all or most of the main topics you need to know to be well prepared for the IB History exam. There are guides that cover multiple topics as well as guides that cover a single topic.

Multi-Topic Guides and Overviews

IB History Duck covers similar topics. This guide focuses primarily on authoritarian leaders such as Hitler, Mao, and Stalin, as well as the Cold War, histories of China, the USSR, and Imperial Japan.

The Student Room has a plethora of resources for you. Just keep in mind that notes for the 2017 syllabus are mixed in with information from earlier exams , so make sure you're accessing and studying the correct material.

Single Topic Guides

These are notes on single topics that you'll cover on the IB syllabus.

Prescribed Topics: Military Leaders

Military leaders overview
Ghenghis Khan (c1200-1227) unit
Richard I of England (1173-1199) unit

Prescribed Topics: Conquest and Its Impacts

General overview of ideas you should know
The final stages of Muslim rule in Spain
The conquest of Mexico and Peru (1519-1551)

Prescribed Topics: Move to Global War

Move to global war Prezi notes
Move to global war longer notes
Japanese expansion in East Asia (1931-1941)
German expansion (1933-1940) unit
Italian expansion (1933-1940)

Prescribed Topics: Rights and Protest

Rights and protest US Civil Rights overview
Rights and protest Apartheid South Africa overview
Rights and protest complete unit

Prescribed Topics: Conflict and Intervention

Conflict and Intervention general overview
Conflict and Intervention workbook
Conflict and Intervention Rwanda flash cards

World History Topics: Society and Economy

Standard level economics brief
Higher level economics brief

World History Topics: Causes and Effects of Wars (750-1500)

Causes and effects of Medieval wars unit

World History Topics: Dynasties and Rulers (750-1500)

Dynasties and rulers (750-1500) unit, world history topics: societies in transition.

Societies in transition Prezi

World History Topics: Early Modern States (1450-1789)

Ferdinand/Isabella
Charles I/Phillip II
Henry VII (1485-1509)
Henry VIII (1509-1529)
Henry VIII (1529-1547)
Edward VI (1547-1553)
Mary I (1553-1558)
Elizabeth I (1558-1603)

World History Topics: Causes and Effects of Modern Wars (1500-1750)

Causes and effects of modern wars unit

World History Topics: Origins, Development and Impact of Industrialization (1750-2005)

Origins, development, and impact of industrialization notes

World History Topics: Independence Movements

Independence movements longer notes
Independence movements flashcards
Independence movements

World History Topics: Emergence and Development of Democratic States

Evolution and development of democratic states overview

World History Topics: Authoritarian States (20th Century)

Authoritarian states longer notes
Authoritarian states (20th century)

World History Topics: Causes and Effects of 20th Century Wars

Causes and effects of 20th Century wars general overview
Causes and effects of 20th Century wars unit

World History Topics: The Cold War — Superpower Tensions and Rivalries (20th Century)

Origins of the Cold War unit outline
Origins of the Cold War event overview
Origins of the Cold War longer notes

HL Depth Studies: History of Africa and the Middle East

Africa and the Middle East unit

HL Depth Studies: History of the Americas

History of the Americas longer notes
History of the Americas unit

HL Depth Studies: History of Asia and Oceania

History of China and Oceania longer notes
History of China and Oceania unit

HL Depth Studies: History of Europe

History of Europe longer notes
History of Europe unit

Past IB History Guides

These notes are based on the older (pre-2017) version of IB History. They won't fit the syllabus you're currently following in class, but since the two versions cover many similar concepts, they can still be useful for learning more about a specific topic. Just be sure not to use them as your main study resource because they may not focus on the exact same areas you're expected to know.

Peacemaking, Peacekeeping - International Relations 1918-36

1.1 Aims of the participants and peacemakers: Wilson and the fourteen points
1.2 Terms of the Paris Peace Treaties 1919-20: Versailles, St Germain, Trianon, Neuilly, Sevre
1.3 The geopolitical and economic impact of the treaties on Europe and the mandate system
1.4 Enforcement of the provisions of the treaties: US isolationism, the retreat from the Anglo-American Guarantee, Disarmament-Washington, London and Geneva Conferences
1.5 The League of Nations: effects of the absence of major powers, the principles of collective responsibility, and early attempts at peacekeeping (1920-25)
1.6 The Ruhr Crisis (1923), Locarno and the Locarno Spring
1.7 Depression and threats to international peace and collective security, Manchuria (1931 to 1933) and Abyssinia (1935 to 1936)
The Peace Treaties after World War One
The League of Nations in the 1920s
The Wall St. Crash / Depression
The League of Nations in the 1930s

Communism in Crisis 1976–89

2.1 The struggle for power following the death of Mao Zedong, Hua Guofeng, the reemergence of Deng Xiaoping and the defeat of the Gang of Four
2.2 China under Deng Xiaoping, economic policies and the Four Modernizations
2.3 China Under Deng Xiaoping, Political Changes And Their Limits, Culminating In The Demonstrations In Tiananmen Square
2.4 Domestic and foreign problems of the Brezhnev era, economic and political stagnation, Afghanistan
The Cold War c.1945-55
The Cold War c.1955-91
The Korean War c.1950-53

Causes, Practices and Effects of Wars

World War One
Causes of WW1
Course / Effects WW1
The Peace Treaties
German Involvement in Spanish Civil War
Causes of the Chinese Civil War
Causes of WW2

The Cold War

Democratic states—challenges and responses.

Weimar Germany

Origins and Development of Authoritarian and Single-Party States

Tsarist / Revolutionary Russia
Stalin's USSR
Additional Stalin's USSR materials
Hitler's Germany

Cold War Origins

Aspects of the History of the Americas

United States Civil War: Causes, Course and Effects 1840-1877
Emergence of the Americas in Global Affairs 1880-1929
Political Developments in the Americas after the Second World War 1945-79
The Cold War and the Americas
Civil Rights and Social Movements in America

Aspects of the History of Europe and the Middle East

#1: The French Revolution and Napoleon

Longer notes

#2: Unification and Consolidation of Germany and Italy

#3: The Ottoman Empire

#4: Western and Northern Europe 1848-1914

#5: Imperial Russia, Revolutions, Emergence of Soviet State 1853-1924

Longer notes: Tsarist and Revolutionary Russia to 1924
Longer notes: Alexander II
Longer notes: Alexander III
Longer notes: Nicholas II

#6: European Diplomacy and the First World War 1870-1923

Longer notes: Causes of WW1 , Course / Effects WW1 , the Peace Treaties

#7: War and Change in the Middle East 1914-49

Longer notes: The Peace Treaties after World War One
Longer notes: The League of Nations in the 1920s
Longer notes: The Wall St. Crash / Depression
Longer notes: The League of Nations in the 1930s
Khrushchev and Brezhnev
Causes for the Collapse of Communism in Europe

#10: The Second World War and Post-War Western Europe 1939-2000

#11: Post-War Developments in the Middle East 1945-2000

Longer notes: European Option

What's Next?

Looking for more practice material for IB History? Then you'll definitely want to delve into our complete collection of free and official past IB history papers .

Interested in brushing up on some of your historical knowledge? Read about the Platt Amendment , checks and balances in the US government (as well as how the executive branch checks the judicial branch ), and lighthouse keeper Ida Lewis .

Alternatively, boost your esoteric knowledge by learning about the history of the three-hole punch and the real story of David Ghantt and the Loomis Fargo heist .

Finally, you can get practice materials for other IB classes on our blog:

Every IB Biology Past Paper Available: Free and Official
Every IB Business and Management Past Paper Available: FREE and Official
Where to Find IB Chemistry Past Papers - Free and Official
Every IB Economics Past Paper Available: Free and Official
Every IB English Past Paper: Free and Official
The Complete IB Extended Essay Guide: Examples, Topics, and Ideas
Every IB Geography Past Paper Available: Free and Official
Every IB Math Past Paper: Free and Official
Where to Find IB Physics Past Papers - Free and Official

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for.... This invitation is used to seek an explanation of a particular happening or outcome. The candidate is expected to present a reasoned case for the existence of something at a point in time.

.... This is intended to be a powerful invitation requiring the candidate to offer a closely argued and detailed examination of a particular event or development. A clearly written analysis will indicate the relevant inter-relationships between key variables any relevant assumptions involved, and also include a critical view of the significance of the account as presented. If this key is augmented by "the extent to which" then the candidate should be clear that judgement is also sought.

.... This word is an invitation to weigh the available evidence and to reach a conclusion. Candidates can differ in their assessment, but they should certainly present the reasoning underpinning their conclusion.

.... This term is seen as inviting candidates to describe two situations or outcomes, to present the similarities and differences. Thus, a mere description does not meet the requirements of this key word.

... This word invites the candidate to give a portrayal of a given situation, event or outcome. The invitation is invariably one with no undertone, implying that a critical review is expected. It is a neutral request to present a detailed account of a given situation, event or outcome, though it may be followed by a further invitation seeking discussion and analysis.

.... .... .... These words are used to invite candidates to express their own opinions and to make any observations that are appropriate to the main wording of the question. If, however, the question is presented in the form of a quotation, it should be assumed that the passage has been chosen with the specific purpose of stimulating a discussion upon each of its parts. The question is asking for the candidate's opinions; these should be presented clearly and supported with as much evidence and sound argument as possible.

.... The term strictly means "enquire into". It is used to encourage candidates to reflect, to take a critical look at something, and to present their own analysis of the particular issue or topic raised in the question.

.... This word invites a candidate to make plain or intelligible a concept or development. It means "show that you have understood why things were as they were or happened as they did". The wording of each particular question will determine whether or not there is a need to explain why things happened as they did, or simply to provide a detailed account of what happened.

.... This word, like " " and " ", means the candidate should make an appraisal. To do this it is necessary to weigh the nature of the evidence available, what appear to be the convincing elements of the debate, any implications and limitations, and also the less convincing elements in someone's viewpoint.

.... On its own this is a straightforward invitation to present an account of a given situation or development.

Often a second part will be added to such an essay question to encourage analysis too.

Adding a second word such as " ", " ", " ", or " " turns a "how" question into one that requires a judgement. The candidate is now expected to provide his/her detailed reasons for that judgement.

.... This is an invitation to make clear that an exhaustive description is not required. Thus, what is sought is a brief summary of the major aspects of whatever is stated in the question.

.... The wording implies that the relevant topic under consideration is one where there is a debate of some kind. Thus, the candidate is being invited to give a judgement having weighed the strength of opposing views. The candidate's line of argument should, of course, be supported with as much evidence as she/he can provide.

.... "Trace" and "illustrate" ask for a descriptive statement, but are often followed by further wording which invites analysis. If this happens it is important to deal appropriately with both parts of the question (and not to provide a narrative account throughout or to ignore the second, more difficult, part of the question).

.... This short key word invites candidates to present reasons for the existence of something. Thus, the brevity of this command rather disguises a powerful requirement to present a detailed, reasoned argument. In effect it is similar to the invitation "account for".

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Command Terms and Definitions

Travis Dixon October 25, 2016 Assessment (IB) , Revision and Exam Preparation

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Updated Aug, 2020

The command terms are the verbs at the start of IB exam questions. While they be important, they are actually far less important than many people think.

Command terms in SAQs

Get more exam tips, example SAQs and study resources for the “additional terms” with this downloadable PDF.

Short-answer questions (SAQs) may use one of three command terms in IB Psychology exams: outline, describe and explain. However, you don’t need to worry about the differences in these terms. This video I made helps you to understand how to answer any SAQ , regardless of the command term.

Command terms in Essays

There are four possible command terms that might be used in essays: discuss, evaluate, to what extent and contrast (see definitions below). What’s far more important than knowing the command terms, however, is knowing the expectations of essay answer. All essays need to show knowledge and understanding, use of evidence (studies) and critical thinking. The links below will help students understand how to score high marks on their essays by meeting all of these requirements.

Critical Thinking: The biggest difference between essay command terms and SAQs is that they require critical thinking, which includes alternative explanations, evaluating studies, areas of uncertainty, etc.

READ MORE: Three rules of three for essay writing ( Blog Post Link ) Essay writing tips ( Video Link ) Essay writing advice – counter arguments ( Blog Post Link ) Three things all essays should have ( Blog Post Link )

Discuss/Evaluate: What’s the difference between “discuss” and “evaluate?” In this blog post, I argue that there is no actual difference between discuss and evaluate and this can be demonstrated quite easily.

To what extent: This is most commonly asked about a variable (e.g. hormone/gene/emotion) affecting a behaviour. For example, “to what extent do pheromones influence human behaviour?”

Contrast: This is asking for an explanation of differences between two things. For example, contrasting two explanations for a psychological disorder or two models of memory.

Fun Fact: The command term “comment” was originally in the IB Psychology guide but it was taken out because it never actually appeared in any assessments – this just goes to show how irrelevant the command terms are to IB assessments.

Command terms in Paper 3 (HL Only)

The command terms used in Paper 3 are identity, outline, describe, explain and discuss. However, like SAQs and essays, what’s far more important than knowing command terms is understanding the requirements of the question. Our textbooks (available here) have all the tips and advice you need to know for Paper 3 questions. There are also lots of videos and blog posts for Paper Three.

READ MORE: PAPER THREE Questions 1a,b,c ( Blog Post Link) Paper Three – Quick Intro ( Video Link ) Paper Three – Exam Tip – Experiments ( Video Link )

Command Term Definitions

( From the IB Psychology Guide)

Contrast Give an account of the differences between two (or more) items or situations,referring to both (all) of them throughout.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Describe Give a detailed account.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account including reasons or causes.

Outline Give a brief account or summary.

State Give a specific name, value or other brief answer without explanation or calculation.

To what extent Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

Suggest: Propose a solution, hypothesis or other possible answer.

Identify : Provide an answer from a number of possibilities.

Got questions or comments? Leave them below.

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.

Command terms

Command terms for global politics.

Students should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.

Task: can you sort the list into which command terms are used for which questions?

Paper 1: question 1, 2, 3, 4 Paper 2: any question

Command term -- Assessment objective level (this will tell you which type of question will use the command term) -- Definition

Analyse AO2 Break down in order to bring out the essential elements or structure.

Compare AO3 Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrast AO3 Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Contrast AO3 Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Define AO1 Give the precise meaning of a word, phrase, concept or physical quantity.

Describe AO1 Give a detailed account.

Discuss AO3 Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Distinguish AO2 Make clear the differences between two or more concepts or items.

Evaluate AO3 Make an appraisal by weighing up the strengths and limitations.

Examine AO3 Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain AO2 Give a detailed account including reasons or causes.

Identify AO1 Provide an answer from a number of possibilities.

Justify AO3 Give valid reasons or evidence to support an answer or conclusion.

Outline AO1 Give a brief account or summary.

Suggest AO2 Propose a solution, hypothesis or other possible answer.

To what extent AO3 Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

Resources for IB Coordinators

Command Terms Glossary

This Command Terms glossary can be used with both students and staff.

The glossary can be given to students as an aid throughout the course. It clearly explains how the command terms are used in their exams and defines each one, based on the definition given in the DP subject guides.

The glossary also shows students the different subjects where each command term is used. This is aimed to help the students see the connections between their subjects and to focus on the skills the subjects are asking of them. It can come as a surprise to students that when they are being asked to analyse in English A: Language and Literature, they are being asked to do exactly the same thing in Japanese A: Literature, History, Environmental Systems and Societies, Biology, Chemistry, Physics and Visual Arts too.

The glossary can be used to support student understanding in lessons and as a check against their knowledge of the terms. The glossary can also be used when students are attempting formative assessment, to allow them to get used to using the command terms in the correct way. This can be checked with students by giving them the Command Terms glossary quiz, which can be found here.

The glossary also provides a good opportunity for staff training, which is shown in the “collaborative planning folder in this website here and here . The glossary can be used to highlight the links between the different subjects across the programme, leading to staff discussing the different Approaches to Teaching they use to teach each of the command terms. This results in teachers working with colleagues from other departments who teach the same command term and allows them to share their knowledge and understanding as well as learning new ways to teach the command term. This training can lead to different groups presenting how they teach the command terms `analyse`, `annotate` and `apply`, for example, giving all staff a better understanding of the terms..

I have introduced the glossary to parents at a parent workshop, explaining the importance of the students knowing exactly what the exam is asking them to go and discussing the common errors the students have made when trying to state what each command term is asking them to do.

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IB Bio: Command Terms Cheat Sheet [Essay Edition]

Ever had the experience of looking at a question in an exam and answering it in confidence thinking you delivered well, only to get your paper back and realized you'd missed out on half the relevant points needed?

'If only I'd known what they were REALLY asking for...'

The way forward is to get well-acquainted with the command terms. Unfortunately, there is a whole host of different terms in the IB Biology paper, so for now, let's just focus on the most common ones you'll encounter in Section B of Paper 2.

Let's start with the simplest one.

What do I need to give?

'Outline' questions do not require a lot from the student, and you just need to provide a summary of events. Basically, what is needed is 'Event A happens, then Event B'. How or why the event happens is not of importance here.

In this example, a simple recounting of the events of meiosis I is enough to be awarded marks. Sentences do not need to be long or give additional details. You can think of it as a touch-and-go, or marking checks off a list.

Even though 'Outline' questions are a no-frills description of events, sequence is important here. For the example above, your answer should follow the actual timeline of meiosis (prophase, metaphase, anaphase, telophase), rather than jump around. This keeps your answer coherent, easy to read, and most importantly, easy to mark!

2. Describe

A 'Describe' answer is like a fleshed out 'Outline'. The sequence of events is still important, but now, students are expected to talk about how things happen as well.

Using the previous example of prophase I in meiosis, we can look at how 'Outline' and 'Describe' answers differ.

Outline: 'Crossing-over may occur.'

Describe: 'Crossing-over may occur, where bivalents break and exchange sections of DNA with each other at regions called chiasmata.'

Once again, sentences do not need to be overly-long, but details are important here.

One stumbling point for students is to over-describe in their answer. Remember that Biology is mainly graded according to a mark scheme, so padding with fluff is not going to do either you or the examiner any favors.

A good thing to keep in mind is to always ask: does this sentence introduce a keyword or key point? If not, leave it out.

The big boss of the trio, 'Explain' answers require all the information that you'll need to give for 'Outline' and 'Describe'. In addition, you now need to include the reason for why an event occurs or why a result is observed.

In this example, we see the definition of a proteome (Outline, in yellow), details on how a proteome is made (Describe, in orange), and finally, an explanation of why different cells have different proteomes (Explain, in green).

'Explain' questions are very specific, so make sure you answer directly to the question. In the example above, it is not enough to explain why a cell creates its proteome. What is required is why cells with the same genome can generate different proteomes.

'Draw' questions are either a student's godsend (no need to write a lengthy response!) or curse (I can't draw to save my life!). Fortunately, drawing skills and artistry are not too important an aspect of biological drawings.

In fact, simple and clear drawings save the day here. What examiners want to see most are easy, representative symbols of important parts, all clearly labeled. As long as your drawings can accomplish that, then you're good to go.

Follow the rules for scientific drawings as usual: use clean bold lines, no sketching or coloring, and keep label lines simple without arrows.

The rare but intimidating unicorn of Section B. 'Discuss' questions are daunting because the answer they require is a discussion a.k.a two sides of an argument.

When answering such questions, it helps to play devil's advocate. Explain your points for one side, then jump over the fence to argue against yourself.

In the example above, methods to prevent HIV transmission are first discussed (side 1). After that, arguments about why these methods may fail are talked about as well (side 2). This way, both viewpoints are included to give a full answer.

'Discuss' also appears in the data-based question in Section A. It is not required to present both sides of the argument there, but only because the questions are worth less marks (usually 2m compared to 6-7m for an essay).

Armed with knowledge of these 5 common command terms, you can say goodbye to writing off-point essays in the future! Good luck with your studies!

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IMAGES

Command Terms For the IB History Test
IB History Revision
A Crucial Week: IB MYP Command Terms Posters
IB History Essay Writing Structure by History Toolbox
IB Command Terms by Teacher Forest Resources
How to write an IB History Paper 2

COMMENTS

PDF IB History Command Terms
IB History Command Terms Analyze Break down in order to bring out the essential elements or structure. Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout. Compare and contrast Give an account of similarities and differences between two (or more) items or situations, referring to both
Explaining Command Terms in IB History
In the IB curriculum, a command term (such as analyze, identify, outline, etc.) is considered to be a key element of an essay question or a task, which serves the purpose of directing a student to some sort of understanding of how the question should be approached. They may seem daunting to tackle at first, but thankfully, it is not rocket ...
PDF IB History Guide
Glossary of command terms 97 Bibliography 98 Contents. History guide 1 Introduction ... world studies essay, two subjects, and acquaints them with the independent research and writing skills ... The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi-perspective approach to history. It involves ...
IB #1
Processes. ( Link to handout) Command Terms. 14 words or catchphrases IB puts into their History questions. And in many other subject's questions, too (Science, English, Psych, Geography, etc.) Historical Processes. 3 big ideas about how history happens.
Understanding Command Terms
The IB uses a range of command terms in all subjects. Command terms are the key words that are used in the construction of questions and prompts. ... (HL) Essay has no questions or prompts, and thus command terms are irrelevant. However, this is not really the case. That is, the HL Essay should be inquiry based, and inquiry normally involves ...
IB history command terms Flashcards
IB history command terms. - avoid a descriptive approach-to avoid a descriptive approach,and ensure that you analyse rather than describe or write a narrative event, you should focus on finding thematic points around which to organize your information.- example question: "analyse the reasons for the outbreak of WW1" -> organize your essay ...
PDF I.B. Command Terms Primer
I.B. Command Terms Primer This reference sheet will help you plan your answers to IB essay questions. Try to internalize these steps by May. ANALYZE "Break down in order to bring out the essential elements or structure." COMPARE "Highlight the similarities between two sources or concepts." CONTRAST
IB History Command Terms Flashcards
Asks the student to respond with a closely argued and detailed examination of a perspective or a development. A clearly written analysis will indicate the relevant interrelationships between key variables; any relevant assumptions involved and also include a critical view of the significance of the account as presented.
PDF Command Terms Deﬁned
Command Term. DefinitionsAnalyzeBreak down in order to bring out the essential. elements or structure. To identify parts and relationships, and to interpret informati. Annotate. agram or graphApplyUse knowledge and understanding in response to a given situation. or real circumstances. Use an idea, equation, principle, theory or law in relation ...
Analysing IB History Essay Question 'Command Terms'
The examiner is very keen that students demonstrate a clear understanding of central terms when they are used in essay questions. In this activity, students work in pairs then as a class to design a clear definition of such key terms as 'Guerilla Warfare' and 'Totalitarianism'.The worksheet uses the examples of Stalin and Mao but others could just as easily be used.
The Best IB History Notes and Study Guide for SL, HL
The Cold War: superpower tensions and rivalries (20 th century) If you're taking IB History HL, you'll also have a final paper (Paper 3) that is 2.5 hours and will cover one of the four Depth Studies: History of Africa and the Middle East. History of the Americas. History of Asia and Oceania. History of Europe.
IB History
Hypertext curriculum for History, Geography and Humanities subjects. Home: ... Term 5: Forum: TOK: Skills: Exams: Coursework: Results. Syllabus: Shop: IB History Skills: Essay Writing - The Official IB Guide to Command Terms: Available also in print-friendly Word document
IB History Command Terms Flashcards
define. give the precise meaning of a word, phrase, concept or physical quantity. describe. give a detailed account. discuss. offer a considered and balanced review that includes a range of arguments, factors or hypotheses; opinions or conclusions should be presented clearly and supported by appropriate evidence. distinguish.
PDF History guide
Glossary of command terms 95 Bibliography 96 Contents. History guide 1 ... The extended essay, including the world studies extended essay, offers the opportunity for IB students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. ... History is a dynamic, contested, evidence-based discipline ...
Ib essay command terms
A world history command terms. Section b history topics. Com. B history command terms indicate the longer ib history essay command terms for the command terms. Documents similar to the ib history topics. Ib business management questions. These flashcards on the essay command terms at aisz. Example: opportunities for your essay, on the command ...
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Use an idea, equation, principle, theory or law in relation to a given problem or issue. Obtain a numerical answer showing the relevant stages in the working. Arrange or order by class or category. Give a judgment based on a given statement or result of a calculation.
Command Terms and Definitions
There are four possible command terms that might be used in essays: discuss, evaluate, to what extent and contrast (see definitions below). What's far more important than knowing the command terms, however, is knowing the expectations of essay answer. All essays need to show knowledge and understanding, use of evidence (studies) and critical ...
GloPoPolis
Command terms for global politics. Students should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.
Command Terms Glossary
The glossary can be given to students as an aid throughout the course. It clearly explains how the command terms are used in their exams and defines each one, based on the definition given in the DP subject guides. The glossary also shows students the different subjects where each command term is used. This is aimed to help the students see the ...
Does anyone know how to do history command terms for paper 2
Mention the strengths and limitations of each argument and the examiners will eat it up. examine: you get an argument/assumption and have to write your essay about how valid it is. discuss: review a range of arguments. this is from the paper 2 guide that's in my history textbook. Tbh discuss doesn't make a lot of sense to me either, but for any ...
Ib Glossary Command Terms Explanation
Ib Glossary Command Terms Explanation - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document provides definitions for key command terms used in examination questions to ask candidates to structure their responses.
PDF Command terms for language and literature
Command terms with definitions. Students should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.
IB Bio: Command Terms Cheat Sheet [Essay Edition]
'Discuss' also appears in the data-based question in Section A. It is not required to present both sides of the argument there, but only because the questions are worth less marks (usually 2m compared to 6-7m for an essay). Armed with knowledge of these 5 common command terms, you can say goodbye to writing off-point essays in the future!