<\/p>\nCommand terms are the single clearest signal your examiner gives you about what to write. They\u2019re not a checklist you can ignore \u2014 they are the roof, the blueprint and sometimes the scaffolding for every successful IB answer. Master those terms and you move from answering vaguely to answering precisely; you score the marks you deserve.<\/p>\n
Across the Diploma Programme, a well-interpreted command term shapes structure, depth and evidence. The same word can feel different in biology, mathematics or history; learning the subtle differences and the practical routines you can rely on under timed conditions is the quickest route to better performance. This guide walks you through why command terms matter, how to approach them in each subject family, a reusable five-step method, exam tactics, focused practice routines and short model answers so you can practise with purpose.<\/p>\n
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Command terms translate the examiner\u2019s expectations into instruction. Are you being asked to tell a story, show a mechanism, weigh evidence, or solve an equation? That difference decides how many marks you can realistically capture. A clear example: a question that says “describe” asks for accurate, organised detail; one that says “explain” expects causal links and reasoning. An “evaluate” question requires balanced judgement and criteria, not just a list of facts.<\/p>\n
Every time you see a question, pause for five seconds. Underline the command term and any qualifiers (“with reference to”, “using examples”, “to what extent”, “show that”). Restate the task in your opening sentence: this confirms to the examiner that you understood the instruction and that your entire response will be targeted.<\/p>\n
| Command Term<\/th>\n | What the examiner wants<\/th>\n | How to structure the answer<\/th>\n | Quick starters<\/th>\n<\/tr>\n<\/thead>\n |
|---|---|---|---|
| Describe<\/td>\n | Accurate, organised factual detail and characteristics<\/td>\n | List and organise features; avoid causal depth<\/td>\n | “The characteristic features are…”, “It consists of…”<\/td>\n<\/tr>\n |
| Explain<\/td>\n | Show cause, mechanism or reasoning linking facts<\/td>\n | State claim, show mechanism, link to evidence or principle<\/td>\n | “This occurs because…”, “As a result…”<\/td>\n<\/tr>\n |
| Analyse<\/td>\n | Break into parts and explore relationships<\/td>\n | Decompose, examine implications, discuss relationships<\/td>\n | “A key component is… which leads to…”<\/td>\n<\/tr>\n |
| Discuss<\/td>\n | Offer a balanced and organised examination of an issue<\/td>\n | Present different perspectives, weigh them, conclude<\/td>\n | “On the one hand… On the other hand… Therefore…”<\/td>\n<\/tr>\n |
| Evaluate<\/td>\n | Make a judgement using criteria and evidence<\/td>\n | Define criteria, assess options, make reasoned conclusion<\/td>\n | “Using X as a criterion…, it can be argued that…”<\/td>\n<\/tr>\n |
| Compare \/ Contrast<\/td>\n | Identify similarities and \/ or differences with focus<\/td>\n | Point-by-point or separate-paragraph comparison, conclude<\/td>\n | “Both X and Y share… However, X differs in…”<\/td>\n<\/tr>\n |
| Justify<\/td>\n | Provide reasons and evidence to support a claim<\/td>\n | State claim, provide evidence and reasoning, address limits<\/td>\n | “This is supported by…, because…”<\/td>\n<\/tr>\n |
| Show \/ Prove \/ Solve<\/td>\n | Mathematical or logical demonstration; steps matter<\/td>\n | State formula, apply steps clearly, box final answer<\/td>\n | “Starting with…, therefore… Hence proved.”<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nA subject-by-subject playbook<\/h2>\n |
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