Exam question skills
IGCSE command words: how to shape the answer
Knowing a topic is only part of answering an exam question. The command word tells you what to do with that knowledge. These examples show how the task changes.
Read the instruction before planning the response
Cambridge International publishes definitions of command words and advises learners to check their subject syllabus for subject-specific terms. Use that official guidance alongside current papers and marking materials for the qualification being taken. The explanations below are practical paraphrases, with original examples. They are not an official mark scheme or a promise that a particular sentence will earn a mark.
Circle the command word when practising if that helps you notice it. Then identify the topic, the information you must use and any limits in the question. 'Describe the pattern shown in the table' asks for a response grounded in the table. An explanation of the entire topic may be accurate but still fail to address that particular task. Relevance comes before length.
Describe: say what the information shows
For an original practice example, imagine a table recording a plant's height: 8 centimetres on Monday, 11 on Wednesday and 13 on Friday. A description could state that the plant became taller across the three observations, increasing by 5 centimetres overall. It might also note that the recorded increase was larger in the first interval than in the second.
That answer reports a pattern. It does not need to explain the biological processes behind growth unless the question asks for them. Include relevant figures and units when the data support the description, and avoid claiming a perfectly steady rate when the observations do not show one. Check whether the question asks for a trend, a feature, a sequence or a physical appearance; the appropriate detail will differ.
Explain: connect a reason to what happens
An explanation needs a relationship, not merely another description. In a simple practice question about why a shaded object may heat less in sunlight than an otherwise comparable object in direct sun, the response should connect reduced direct solar radiation to reduced energy transfer from that source. Saying only that the shaded object is cooler repeats the observation without supplying the reason.
The required explanation depends on the subject and syllabus. In history it may involve causes and consequences; in science it may require a mechanism. A word such as because can prompt a useful connection, but it does not make an answer explanatory by itself. Check that the clause after it supplies a relevant reason rather than restating the same idea using different words.
Compare: organise the answer around both things
Suppose an original practice table shows that Plant A grows from 8 to 13 centimetres while Plant B grows from 10 to 14 over the same period. A comparison can state that both plants increase in height, Plant B remains taller at the final observation, and Plant A has the larger overall increase: 5 centimetres compared with 4. Each point relates the two sets of information.
Avoid writing two isolated descriptions and leaving the reader to make the comparison. Organising by a shared feature makes the relationship clearer. Check whether the question requests similarities, differences or both. Include units and meaningful numerical contrasts where appropriate. Do not assume that a taller final plant must also have grown more; the starting values matter, which is why comparing like with like is essential.
Evaluate: reach a judgement using evidence
An evaluation considers the value or quality of something and supports a judgement. Imagine a proposed study compares two watering routines using just one plant for each routine. A useful evaluation might recognise that the study compares an intended variable, while also noting that individual differences between the two plants could influence the result. Repetition with more suitable samples would help assess consistency.
The conclusion should follow from the evidence and limitations discussed. 'It is a bad experiment' is too broad to explain the problem. Equally, listing a strength and a weakness does not automatically create a reasoned judgement. State what the evidence can support, what remains uncertain and why that matters for the claim being made. The exact requirements still depend on the question, the subject and the available information.
Use marks and answer space as context, not a formula
The mark allocation can help you judge the expected scope of an answer, but one mark does not always correspond to one sentence or one memorised fact. Some questions assess a sequence of reasoning, a calculation or a judgement across an extended response. Follow the published guidance for the paper instead of applying a single answer-length rule to every subject.
During practice, compare your response with the official marking material only after attempting the task. Identify whether a missed point arose from knowledge, interpretation, evidence selection or expression. Our guide to using past papers covers that wider routine. This article concentrates on the instruction within an individual question, so it should sit alongside topic revision rather than replacing it.
Practise changing the task without changing the topic
Choose a small table, passage or diagram from legitimate practice materials. Write one describe question and one explain or compare question about it. Notice how the evidence may stay the same while the response changes. If you are unsure whether your invented question fits the syllabus, ask a teacher or tutor to review it before treating it as exam preparation.
Bring an attempted answer, the question and the relevant paper details to a discussion about Cambridge IGCSE support. Families in Bali should confirm the board, subject code and examination year because the qualification name alone is not enough. Our exam preparation page explains how to discuss the broader plan, including topic gaps, practice and the timing of support.
Frequently asked questions
Are command words identical across exam boards?
There is overlap, but you should use the definitions and subject guidance issued for your own qualification. Similar wording does not guarantee identical assessment expectations. Confirm the board, syllabus and examination year, then consult current official materials. A tutor should connect any general explanation to the papers the student will actually sit.
Does 'suggest' mean I can write any possible answer?
A suggestion still needs to be plausible and relevant to the information and subject knowledge available. It may require applying knowledge to an unfamiliar situation. Check the syllabus definition and the context of the question. Do not introduce an unsupported story simply because the question does not ask for a recalled fact.
Should I memorise model answers for every command word?
Learn what the instruction requires and practise applying it to different material. Memorising a response can hide whether you understand why it fits one question but not another. After practising, explain what the command word changed about your answer. Use model responses to examine reasoning and relevance, while keeping assessed work your own.
Related
WhatsApp +62 858 6969 6869 · info@privatetutoringbali.com · We reply within one working day.
Sources and further reading
Published by Private Tutoring Bali. Sources and corrections.