Implied is why did they change, and what was the result - who lost, who gained? EVALUATE First, ANALYSE Question (b) requires more thought about the implications it contains. The interpretation of the question will need to be explicitly stated. There is no 'overt' instruction word, but the emphasis is on the evaluation of the contribution. DESCRIBE + ANALYSE + EVALUATE The design of the manufacturing system is the topic, Henry Ford's contribution is the focus. Essay Titles (also use for exam questions) Analyse = take apart an idea/concept/statement in order to consider the factors it consists of. Your answer needs to be methodical and logically organised Check the meaning of any instruction words. If there are no instruction words, see which ones are implied. If this is difficult, then leave this title to one side. Remember you get credit for answering the question posed (not doing something else). Remember the 4 principles of communication Honesty State only that for which you can provide evidence. Acknowledge all the sources of evidence, whether direct quotation, ideas or summaries of other work. If you think something is relevant, you need to demonstrate that it is and how it links to the main issues in a logical fashion. Make sure the reader does not have to make assumptions or is left to make their ownlinks. They may not make the same links or assumptions as you have if you have not explained adequately. They will certainly challenge you. This also breaks the principle of clarity. (Reference: http://www.sussex.ac.uk/languages/1-6-8-6-5.html)
'The confessional and client systems, 1958 - 1970' is the topic and 'change' is the focus.
(what was it? - how did it change the design of the previous system, how has it influenced the systems which came afterwards?) [N.B. no 'time' or 'place' specified.] DESCRIBE
Assess = usually refers to the importance of something: positive/negative, to what extent successful/useful unsuccessful and often refers to contribution to knowledge, events or processes
Compare = set items side by side to see similarities/differences - a balanced (objective) answer required
Contrast emphasize the differences between two items
Criticise = point out mistakes or weaknesses as well as favourable aspects - a balanced answer is required
Define = give the precise meaning of a concept - possibly its structure, the class to which the concept belongs and why it is different from other classes
Discuss = describe and explain - give supporting information, examples, points for and against (analyse) then evaluate (difficult)
Evaluate = similar to 'discuss' but the emphasis is on a judgement in the conclusion
Examine = in detail implied
Explain = give a precise and detailed explanation of an idea or principle or set of reasons for a situation or attitude (analyse implied)
Illustrate = requires concrete examples - including figures/diagrams (often added to another instruction) Interpret = explain + comment upon the subject and make a judgement (evaluation)
Justify = give reasons to support a statement. (N.B. the proposition could be negative)
List = provide an itemised series or a tabulation
Prove-Disprove = demonstrate logical arguments/evidence/reasoning connected with the proposition (often 'scientific'). prove = for; disprove = against
Relate = emphasize connections and associations (analyse implied)
Review = analyse and comment briefly, in organised sequences, on the main points
State = give the relevant points briefly - no lengthy discussion or minor details are required
Suggest = give possible reasons - analyse, interpret and evaluate
Summarize/outline = the main points are required, not details
Trace (usually historical questions) = give a brief description of the logical or chronological stages of development. e.g. theory, process, a person's life