A command word tells you what kind of response a question requires. Knowing the topic is only part of the task. You also need to recognise whether the examiner is asking you to identify something, describe a pattern, explain a relationship or make a supported judgement. A relevant paragraph can still fall short if it performs a different task from the one set.
Cambridge command words should be read alongside the subject syllabus, the full question and the marking guidance. Exact expectations can vary with context. This article provides practical distinctions and original examples for study. It is not a universal replacement glossary. Use the official command-word information for your own subject and examination year, and ask a teacher when a particular question's expected depth is unclear.
Read beyond the first verb
Start by identifying the command word, but continue reading. What topic or relationship does it apply to? Does the question restrict your answer to a particular period, group or source? Does it ask for two reasons, a calculation, evidence from a figure or a conclusion about a named business? These details shape the response just as much as the command itself.
For example, “describe the trend” and “describe two differences between the groups” both involve description, but their required content differs. One needs a pattern across values; the other needs explicit comparisons. Turn the whole question into a short task statement before writing. That helps you avoid producing a memorised answer that fits the chapter heading while overlooking the specific request.
State or identify: give the requested information directly
When a question asks for a name, quantity or feature, a direct answer may be appropriate. Read carefully to see whether an explanation is also requested. Do not assume that every short answer becomes stronger when you add several sentences. Extra claims can introduce contradictions or distract from information that was already accurate.
Consider a fictional table in which the largest value occurs in April. If the task is to identify the month with the largest value, “April” directly answers it. If the task asks you to explain why April differs, the month alone is insufficient. The same source can support several kinds of question, so use the command and the full wording to decide what your response needs to demonstrate.
Define: make the meaning precise
A definition should distinguish the concept from related ideas. An example may illustrate the meaning, but an example alone may not establish it. If you define a term using another unfamiliar word, check whether your sentence actually clarifies anything. Practise explaining the essential meaning accurately before adding optional detail.
For instance, a student may describe revenue as “the money a business gets”. That wording can be too broad because businesses can receive cash through borrowing or other transactions. A more precise study explanation connects revenue to income earned from sales of goods or services. Check the wording expected by your subject and context. The important revision question is whether your definition identifies the concept's essential feature without confusing it with a neighbouring term.
Describe: report what is there
Description usually focuses on characteristics, observations or patterns. In a data question, state what changes, in which direction and over what interval. Include appropriate figures when they support the task. Avoid replacing the description with an unsupported reason for the pattern. A cause is a different kind of claim from an observation.
Suppose a fictional measurement rises from 12 units to 20 units between the first and third observations, then remains at 20 in the fourth. A useful description identifies the rise and later plateau. “It increases throughout” misses the final unchanged value. “It rises because the temperature increased” adds a cause that the information may not support. Read the values first, then choose words that accurately represent them.
Explain: connect a reason with an outcome
An explanation develops how or why something happens. It should show the connection between the relevant idea and the result. A statement that merely repeats the question in different words does not provide that connection. Ask what changes, what that change affects and how the effect produces the outcome under discussion.
In a fictional science question about a larger surface area increasing a process rate, simply writing “because the surface area is bigger” repeats the starting condition. The explanation needs the relevant mechanism for that process, expressed accurately at the required level. Avoid importing a mechanism from a different topic just because the words sound familiar. Learn the relationship in context, then practise explaining it in a fresh example.
Compare: make the relationship explicit
A comparison should connect the items you are discussing. Separate descriptions can leave the reader to infer the relationship. Use the dimensions the question requires, and check whether similarities, differences or both are relevant. Where data are supplied, use matched measures rather than comparing unrelated figures.
For example, “Group A scored 18 and Group B scored 12 on the same task” provides a basis for comparison. You can state that A's score is six points higher, if that calculation is relevant. Do not compare one group's total with another group's average without recognising the difference. The important habit is to make the comparison valid and visible, rather than assuming that mentioning both groups automatically completes the task.
Calculate: show a suitable route to the quantity
A calculation requires the appropriate relationship and accurate use of the information. Read whether working, units or a specified level of accuracy is required. Keep intermediate values suitably precise and avoid rounding so early that it changes the final result. The exact expectations still depend on the question and marking guidance.
Suppose a vehicle covers 150 kilometres in 3 hours at an average speed calculated as distance divided by time. The result is 50 kilometres per hour. If time were given in minutes, you would need a consistent conversion before reporting the unit. The maths answer-checking guide offers related ways to inspect units, magnitude and substitution rather than accepting any calculator display as a finished answer.
Suggest: make a defensible proposal from the context
A question asking you to suggest something may require you to apply knowledge to an unfamiliar situation. This does not mean any guess is equally useful. Read the evidence, identify a relevant principle and explain the proposal where the task requires it. Keep the response plausible within the information provided.
For a fictional investigation with inconsistent measurements, you might consider whether the method controls relevant variables or whether readings are taken consistently. Do not automatically write “human error” without identifying a specific source of uncertainty. A useful suggestion names the action or explanation and shows why it fits this situation. Check the scheme or ask a teacher when several plausible suggestions are possible.
Evaluate: support a judgement with relevant reasoning
Evaluation requires more than attaching “however” to a paragraph. Consider the significance of the evidence, strengths, limitations or conditions relevant to the decision. Then make a judgement that follows from the reasoning. The exact structure depends on the subject and question, so avoid treating one memorised paragraph pattern as universally appropriate.
Imagine a fictional business choosing between a cheaper supplier and a more reliable supplier. Price matters, but the consequences of late delivery may change the decision. A useful judgement considers those consequences and the business context. “Both have advantages and disadvantages” does not state which considerations matter most. Explain what the decision depends on and, where possible, why a particular factor carries greater weight in this case.
Use marks and answer space as context, not a rigid formula
The mark allocation can indicate the scale of the task, but it does not establish a universal number of sentences per mark. Some questions require a short precise statement. Others need a developed chain of reasoning or an integrated response. Read the command and question first, then use the guidance to understand the expected depth.
If you repeatedly write too much or too little, compare actual responses with teacher feedback. Identify whether the issue is missing development, repetition or irrelevant detail. Counting sentences alone will not resolve those problems. The mark-scheme review guide explains how to compare visible evidence with the requirements while keeping uncertain judgements separate.
Practise changing the task while keeping the topic
Take one small table or short scenario and write several questions about it. Ask yourself to identify a value, describe a pattern, explain a possible relationship and evaluate a conclusion. Notice how the answer changes even though the underlying material stays the same. This isolates the effect of the command word without requiring a new chapter of content each time.
Then return to fresh examination-style practice. Before answering, write a brief task statement in your planning space where appropriate. After marking, check whether the response performs that task. The topical and yearly paper guide explains how focused practice can lead into mixed conditions in which you must recognise the task without a helpful topic label.
Build command-word review into ordinary revision
Keep a small record of recurring mismatches. Examples include “described instead of explained”, “gave an example instead of a definition” and “listed two items without comparing them”. Pair each entry with a corrected response and a fresh attempt. This makes command-word study part of subject practice rather than a separate list memorised without application.
For broader planning, use the O Levels Pakistan guide or AS and A2 study plan. Students seeking feedback can explore Abeel Eschool courses and the admissions FAQ. Bring an actual question and answer to a teacher so the discussion can focus on the reasoning the task requires.
Frequently asked questions
Do command words mean exactly the same thing in every subject?
Use the official guidance for your own subject and examination year. General distinctions are helpful, but the expected response also depends on the full question, context and assessment. Do not transfer a memorised formula automatically between subjects.
Is a longer answer always better for an explain question?
Length alone does not establish explanation. Your answer needs a relevant connection between a reason and an outcome. Extra sentences that repeat the same idea or introduce unrelated facts may add little useful development.
How can I tell whether I am describing or explaining?
Description reports features or patterns. Explanation develops how or why they occur. Check whether your response provides a relevant mechanism or cause-and-effect connection, rather than restating the observation in different words.
Should I always give both sides in an evaluation?
Follow the question and subject guidance. Consider the relevant evidence and limitations, then make a supported judgement. A mechanical pair of advantages and disadvantages may not address which factor matters most in the specific context.
What is the best way to revise command words?
Apply them to actual subject questions and compare the results with feedback. Practise several different tasks using the same source, then attempt fresh mixed questions. Record recurring mismatches so your next session targets the particular response skill.
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