| Essay
Test Terms |
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Here are
some terms that frequently appear on essay tests. It is
important that you understand what they are asking of you in
order to do well on your exam.
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| Analyze |
Break down the subject at hand and talk about each point. |
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| Comment |
Talk about the subject in an organized way. |
| Compare |
Show similarities. Examine
qualities or characteristics in order to discover resemblance. The
term implies that you are to emphasize similarities, although
differences may be mentioned. |
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| Contrast |
Show differences. Dissimilarities, or how associated things, events, or problems are not alike should
be emphasized. |
| Criticize |
Express your judgment with
respect to the correctness or merit of the factors under
consideration. You are expected to present the results of your own
analysis and to discuss the limitations and strengths of the plan or
work in question. |
| Define |
Tell what this word or phrase means. Supply concise, clear,
authoritative meanings. In such statements details are not required
but boundaries and limitations of the definition should be briefly
cited. You must keep in mind the class to which a thing belongs and
whatever differentiates the particular object from all others in the
class. |
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| Demonstrate |
Support an opinion with facts, experience, citations, or theories. |
| Describe |
Help the reader understand something, or 'see it' by
'showing'. Recount, characterize, or
sketch, or relate in a narrative form. |
| Diagram |
Present a drawing, chart, or
plan, or relate in narrative form. |
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| Discuss |
Examine, analyze carefully, and
present considerations pro and con regarding the topics involved.
Provide a complete and detailed answer. |
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| Enumerate |
Concisely recount one
by one the points required, either in a list or outline form.
See also LIST.
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| Evaluate |
Make conclusions about the value of something. Present a careful appraisal of
the problem, stressing both advantages and limitations. Evaluation
implies authoritative and, to a lesser degree, personal appraisal of
both contributions and limitations. |
| Explain |
Tell about the issue and give reasons why it is the way it is.
Clarify and interpret the
material you present. State the "how" or "why",
reconcile any differences in opinion or experimental results, and,
where possible, state causes.
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| Give
examples |
Provide specific instances, places where this has occurred or is
discussed, people who have said the same thing, etc. See also ILLUSTRATE. |
| Identify |
Name.
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| Illustrate |
Explain or clarify your
answer to the problem by presenting a figure, picture, diagram, or
concrete example. See also GIVE EXAMPLES. |
| Interpret |
Translate, exemplify, solve,
or comment upon the subject and usually give your judgment or
reaction to the problem or topic.
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| Justify |
Give strong, compelling reasons or evidence to explain and support
an opinion. Prove or show grounds for
decisions, opinions, or conclusions in a convincing form. See
also PROVE.
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| List |
Just what it says. Make a list of whatever is being asked
for. See also ENUMERATE. |
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| Outline |
An organized description. Give
the main points and essential supplementary materials and present
the information in a systematic way.
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| Prove |
Establish something with certainty
by logical reasoning or by evaluation and citing experimental
evidence. See also JUSTIFY. |
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| Relate |
Show the relationship of or
analyze and comment briefly in organized sequence upon major points
of the problem. |
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| Review |
Provide a critical examination.
In an organized sequence, analyze and comment briefly upon the major
points of the topic. |
| State |
Express the important and
significant points in brief, clear narrative form. Details,
illustrations, and examples usually may be left out. |
| State the significance of |
Place the item
in context, possibly historically, chronologically, or within
another framework discussed in class. Tell why the item is
important, to the content of the class, to the present day, or to
the other items with which it interacts or is in relationship. |
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| Summarize |
In condensed form, give the
main points or facts. All details, illustrations, and elaboration
are to be left out. |
| Trace |
Give a description of progress,
historical sequence, or development from the point of origin. |
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