GCSE Exam Command Words: How to Answer Every Question Type

You know your content. You’ve revised thoroughly. But in the exam, you misinterpret what the question is asking and lose marks unnecessarily. Understanding command words – the instruction verbs in exam questions – is crucial for GCSE success. Here’s what examiners really want when they use common command words.

Why Command Words Matter

Command words tell you what type of answer is required. A perfect explanation might earn zero marks if the question asked you to describe. Similarly, a thorough description won’t score well if the question demands evaluation. Matching your answer to the command word is as important as knowing the content.

All major exam boards (AQA, Edexcel, OCR) use consistent command words, though mark allocations might vary. Learning these once helps across all your subjects.

State, Name, Give, Identify

What they mean: Provide a brief answer without explanation.

How to answer: Write the fact, term, or example requested. Nothing more.

Example: “State one cause of global warming.” Good answer: “Carbon dioxide emissions from burning fossil fuels.” Bad answer: “Carbon dioxide emissions from burning fossil fuels trap heat in the atmosphere, which causes temperatures to rise.” (Wasting time on unnecessary detail)

These are quick marks. Don’t overcomplicate them. Write your answer and move on.

Describe

What it means: Say what something is like or how something happens, step by step.

How to answer: Give a clear account of features, characteristics, or stages. Focus on what happens, not why it happens.

Example: “Describe how water enters a plant root.” Good answer: “Water moves from the soil into root hair cells. It then passes from cell to cell across the root cortex. Finally, it enters the xylem vessels in the centre of the root.” Bad answer: “Water enters by osmosis because…” (Don’t explain unless asked)

Use sequencing words (first, then, next, finally) for processes. Be systematic and thorough.

Explain

What it means: Give reasons why something happens or how something causes an effect.

How to answer: Use words like “because”, “therefore”, “so”, “which means”, or “this causes”. Make the cause-and-effect relationship clear.

Example: “Explain why enzymes denature at high temperatures.” Good answer: “High temperatures cause the enzyme’s active site to change shape because the bonds holding the protein structure together break. This means the substrate can no longer fit the active site, so the enzyme cannot catalyse the reaction.” Bad answer: “The active site changes shape at high temperatures.” (This describes what happens, not why)

Link each statement with a reason. Think in chains: X happens because Y, which means Z.

Compare

What it means: Identify similarities and differences between two or more things.

How to answer: Make direct comparisons. Use comparative language like “whereas”, “however”, “both”, “neither”, “more than”, “less than”.

Example: “Compare mitosis and meiosis.” Good answer: “Mitosis produces two daughter cells, whereas meiosis produces four. Both involve the division of nuclei, but mitosis creates genetically identical cells whilst meiosis creates genetically different cells.” Bad answer: “Mitosis produces two cells. Meiosis produces four cells.” (These are separate statements, not comparisons)

Don’t just describe each thing separately. Explicitly compare them in the same sentence where possible.

Analyse

What it means: Examine in detail, break something down into parts, and explain how they relate.

How to answer: Identify patterns, trends, or relationships. Use evidence (often from data or sources) and explain what it shows.

Example: “Analyse the results in the table.” Good answer: “The results show that as temperature increases from 20°C to 40°C, the rate of reaction increases. This is because higher temperatures give molecules more kinetic energy. However, above 40°C the rate decreases, suggesting the enzyme is denaturing.” Bad answer: “The rate goes up then down.” (Too vague, no explanation)

Quote specific data if provided. Don’t just describe the trend – explain what it means and why it might be happening.

Evaluate

What it means: Judge the importance, success, or value of something. Weigh up different sides.

How to answer: Present strengths and weaknesses, advantages and disadvantages, or evidence for and against. Reach a balanced conclusion.

Example: “Evaluate the use of nuclear power.” Good answer: “Nuclear power generates large amounts of electricity without producing greenhouse gases, which helps combat climate change. However, it produces radioactive waste that remains dangerous for thousands of years and requires secure storage. Nuclear accidents, though rare, can have catastrophic consequences. Overall, whilst nuclear power offers a low-carbon energy source, the long-term waste management challenges and safety risks are significant concerns.” Bad answer: “Nuclear power is good because it doesn’t produce CO₂.” (One-sided, no evaluation)

Use evaluative phrases like “however”, “on the other hand”, “despite this”, “overall”. Show you’ve considered multiple perspectives.

Suggest

What it means: Apply your knowledge to a new or unfamiliar situation.

How to answer: Use what you know to propose a plausible answer, even if you’re not certain. You’re being tested on application, not recall.

Example: “Suggest why this plant has thick, waxy leaves.” Good answer: “The thick, waxy leaves likely reduce water loss through evaporation. This adaptation would help the plant survive in hot, dry environments where water is scarce.” Bad answer: “To reduce water loss.” (Too brief, doesn’t show reasoning)

Show your thinking. Explain why your suggestion makes sense based on scientific principles you’ve learned.

Justify

What it means: Give evidence or reasons to support a decision, choice, or statement.

How to answer: Make your point, then back it up with reasons or evidence.

Example: “Justify why method A is better than method B.” Good answer: “Method A is better because it controls all variables except the independent variable, making it a fair test. Method B changes two variables at once, so you cannot determine which variable caused the results to change.” Bad answer: “Method A is better.” (No justification given)

Think of “justify” as “convince me”. Provide the reasoning that supports your stance.

Calculate, Determine, Work Out

What they mean: Use mathematics to find an answer.

How to answer: Show all your working clearly, step by step. Include units in your final answer.

Example: “Calculate the mean height of these plants: 12cm, 15cm, 18cm.” Good answer: “(12 + 15 + 18) ÷ 3 = 45 ÷ 3 = 15cm” Bad answer: “15” (No working shown, no unit)

Even if your final answer is wrong, you can still earn method marks if your working is correct. Never skip showing your process.

Top Tips for Command Words

Read questions twice. The first time to understand the topic, the second time to focus on the command word.

Circle or highlight command words as you read through the paper. This prevents you from answering the wrong question type.

Check the mark allocation. A 6-mark “evaluate” question needs more depth than a 2-mark one. Write enough to justify the marks available.

Practice with past papers. Notice how mark schemes reward answers that match the command word precisely.

Understanding what examiners want when they use each command word is a simple way to pick up marks across every subject. UpGrades helps you practise answering different question types with instant feedback on whether you’ve matched the command word correctly.