| Term | Detail |
|---|---|
| Account | Explain or give reasons for something happening |
| Analyse | Break down an issue or topic into its components and discuss them, showing how they interrelate |
| Apply | To use something |
| Argue | Make a case, based on appropriate evidence for or against some given point of view |
| Assess | Make a judgement of value, quality, outcomes, results or size. |
| Bibliography | A list of all the sources you take information from when researching a topic |
| Calculate | Determine from the given facts, figures or information |
| Clarify | Make the information clear or plain |
| Classify | Arrange in classes or categories |
| Comment on | Express a personal opinion based on the evidence provided |
| Compare | Show how things are similar or different |
| Construct | Make, build, put together items or arguments |
| Contrast | Point out and discuss the differences between two things/subjects |
| Critically analyse/ evaluate/examine | Analyse or evaluate a topic and add a further degree of depth, understanding and judgement to the examination of it |
| Criticise/Critique | Give your judgement on the truth, accuracy and value of the information presented |
| Debate | Argue from two or more different points of view |
| Deduce | Draw conclusions |
| Define | State the meaning of and identify fundamental qualities |
| Demonstrate | Show by using examples |
| Describe | Give a detailed account of a topic or object |
| Design | Create a plan or format for an idea or subject |
| Differentiate | Find differences between two or more ideas |
| Discuss | Talk about an issue or topic providing points for and against |
| Distinguish | Recognise how something is different or distinct. Note the differences between |
| Evaluate | Judge or consider information - including personal opinion |
| Examine | Inspect or study a subject, topic or information carefully |
| Expand | Elaborate and give a detailed explanation |
| Explain | Tell how things work or how they came to be the way they are, including perhaps some need to 'describe' and to 'analyse' |
| Extrapolate | Infer from what is known. |
| To what extent... | Explore the case for a stated proposition or explanation, like 'assess' and 'criticise', probably arguing for a less than total acceptance of the proposition |
| Format | The way the information is presented. |
| Keywords/Key phrases | Important or significant words or phrases that help you to understand the task. These words can be used in search engines, databases, catalogues or book indexes to find information about the topic |
| Identify | Recognise and name; pick out what you regard as the key features of something |
| Illustrate | Show using examples to give an explanation of the information |
| Interpret | Clarify or explain the information using your own judgement and words |
| Investigate | Plan and then inquire into, and draw conclusions. |
| Judge | Weigh up the evidence for and against the subject and form an educated opinion based on the evidence. |
| Justify | Support an argument or conclusion with evidence |
| Organise | To arrange information in a logical or effective way |
| Outcome | A result that has been produced by something |
| Outline | Indicate the main features of a topic or sequence of events in a clear framework, e.g. dot points of the most important facts; a timeline |
| Paraphrase | Re-write the question or information using your own words |
| Predict | To say what you think is going to happen |
| Perspective | A point of view on an issue or information given |
| Primary information source | Original material usually created at the time being investigated - e.g. memoirs, letters, speeches, images, official documents and scientific research |
| Propose | Put forward a viewpoint, argument or idea for consideration or action |
| Prove | Show the truth of information, using supporting facts as evidence |
| Recall | Present remembered ideas, facts or experiences |
| Recommend | Provide reasons in favour |
| Recount | Retell a series of events |
| Relate | Show how things are connected to each other. |
| Reflect | To think seriously about work that has been completed or information that has been given |
| Relevant | Information that is important or connected to the topic or task |
| Research | Investigate a topic or subject, to discover facts, gain knowledge and understanding |
| Review | To inspect or survey a topic with the emphasis on ÔassessÕ rather than ÔdescribeÕ or retell |
| Secondary information sources | Information created by examining, analysing and making judgements about primary sources |
| Select | Choose information that is relevant to the task |
| Sketch | To describe something quickly in words or to draw something |
| State | Express main point clearly and fully |
| Summarise | Express concisely the important facts of the topic |
| Synthesise | Putting together various parts in your own way |
| Trace | To find something by investigating and following where the information leads |
| Verify | Examine information and show that it is true |
References
Boardofstudies.nsw.edu.au, (2015). A Glossary of Key Words (HSC) – Board of Studies Teaching and Educational Standards NSW. [online] Available at: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html[Accessed 11 Mar.2015].
Student.unsw.edu.au.(2015). Glossary of Task Words. [online] Available at: https://student.unsw.edu.au/glossary-task-words[Accessed 11 Mar.2015]