Mastering IB Command Terms: Your Ultimate Guide
Ever felt like you knew the content inside and out, but still didn't get the marks you expected? The problem might not be your knowledge, but how you're interpreting the question. IB command terms are the key instructions embedded in every exam question. They are the words that define exactly what the examiner expects, how deep you need to go, and how to structure your answer.
Nailing these isn't just a small trick, it's one of the most high-leverage skills you can develop for your exams.
By using this guide, you will learn how to:
- Decode any exam question by identifying its core instruction.
- Structure your answers perfectly for every command term, from a simple 'State' to a complex 'Evaluate'.
- Avoid losing marks by answering a different question than the one set.
Objective 1: The Foundations (Knowledge & Understanding)
These are the building blocks. They ask you to pull information directly from your memory and present it clearly. Think of these as the 'what' questions. They don't require deep analysis, just accurate recall. They are the easiest marks to get if you just give the examiner what they want.
| Command Term | What It Means / What To Do |
|---|
| Define | Give the precise, textbook meaning of a word or concept. Keep it short and sharp. |
| Describe | Give a detailed account. Paint a picture with your words, covering the key characteristics. |
| Identify | Pick out the correct piece of information from a range of possibilities. Often a one-word answer. |
| List | Provide a series of points. No explanation or elaboration is required. |
| Outline | Give the main features or a brief summary of something. Think bullet points, but in sentence form. |
| State | Give a specific name, value, or brief answer without any explanation. |
The Lanterna Tip: Don't get caught out by "Describe" vs. "Explain". "Describe" wants a detailed picture of what something is like. "Explain" wants the why or how behind it. Adding a "why" to a "describe" question won't get you extra marks and, more importantly, wastes precious time in an exam!
Objective 2: The Next Level (Application & Analysis)
Now we're moving beyond just remembering facts. These terms ask you to apply your knowledge to new scenarios, break down concepts, and show the relationships between them. This is where you start to show off your critical thinking skills and prove you actually understand the material, not just memorise it.
| Command Term | What It Means / What To Do |
|---|
| Analyze | Break a concept down into its essential parts and explain how they relate to each other to form the whole. |
| Apply | Use your knowledge in a new situation or to solve a given problem. Connect theory to a real-world example. |
| Distinguish | Make the differences between two or more concepts clear. You don't need to mention similarities. |
| Explain | Give a detailed account with reasons and causes. This is the "why" or "how" question. |
| Examine | Look at a concept or argument closely, uncovering its assumptions and underlying relationships. |
| Suggest | Propose a plausible idea, solution, or hypothesis based on relevant knowledge. |
Objective 3: The Top Tiers (Synthesis & Evaluation)
Welcome to the high-mark questions. These command terms are your ticket to a 6 or a 7. They require you to form arguments, make judgments, and weigh up different perspectives. Your own supported opinion is often the core of your answer here. Be balanced, decisive, and always, back it up with evidence.
| Command Term | What It Means / What To Do |
|---|
| Compare | Focus only on the similarities between two things, referring to both throughout your answer. |
| Compare and Contrast | Discuss both the similarities and the differences, giving balanced attention to both. |
| Contrast | Focus only on the differences between two things. |
| Discuss | Offer a balanced review covering a range of arguments, factors or perspectives. Use evidence to support your points. |
| Evaluate | Make a judgment on the value or importance of something by weighing up its strengths and limitations. |
| Justify | Provide solid reasons and evidence to support an argument or conclusion. Persuade the examiner that you're right. |
| To what extent | Consider how far a statement is true or contributes to an outcome. You must present multiple viewpoints and reach a clear conclusion. |
The Practical Stuff (Diagrams, Graphs & Calculations)
Especially for my science, maths, and geography students, these terms are your bread and butter. They're about performing a specific, practical action. Precision is key! For "Calculate" or "Show", that means showing your working. For "Draw", that means using a pencil and a ruler.
| Command Term | What It Means / What To Do |
|---|
| Annotate | Add brief notes to a diagram or graph to provide explanation. |
| Calculate | Find a numerical answer. You must show your working. |
| Construct | Create a diagram or graph. |
| Determine | Obtain the only possible answer. |
| Draw | Represent with a labeled, accurate diagram or graph. (Use a pencil!) |
| Label | Add names or titles to a diagram. |
| Measure | Find a value for a quantity using an instrument. |
| Plot | Mark points on a graph. |
Understanding IB command terms is one of the simplest ways to improve exam performance without learning any additional content. When you know exactly what a question is asking, you can focus your time and effort on answering it precisely, rather than guessing at what the examiner wants.
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