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14 Cards in this Set

  • Front
  • Back
Asks students to explain a particilar happening or outocme. Students are expected to present a reasoned case for the existence of something.
Account for
Asks students to respond with a closely argued and detailed examination of a perspective or a development. A clearly written analysis will indicate the relevant interrelationships between key bariables, any relvant assumptions involved, and also include a critical view of the significance of the accoint as presented. If this key word is augmented by "the extend to which" then studens should be clar that judgment is also sought.
Asks students to measure and judge the merits and quality of an argument or concept. Students must clearly identify and explain the evidence for the assessment they make.
Asks students to describe two situations and present the similarities and differences between them. On its own, a description of the two situations doesn not meet the requirement s of this key word.
Compare/Compare and Contrast
Asks students to give a clear and precie accoint of a given word or term.
Asks students to give a portrayal of a given situation. It is a neutral request to present a detailed picture of a given situation, event, pattern, process, or outcome, although it may be followed by a further opportunity for discussion and analysis.
Asks students to consider a statement or to offer a considered review or balanced discussion of a particular topic. If the question is presented in the form of a quotation, the specific purpose is to stimulate a discussion on each of its parts. The question is asking for students' opinions; these shoudl be preseneted clearly and supported with as much empirical evidence and sound argument as possible.
Asks students to demonstrate a clear understaind of similar terms.
Asks students to make an appraisal of the argument or concept under investigation or discussion. Students should weigh the nature of the evindence available, and identify and discuss the convincing aspects of the argument, as well as its limitations and implications.
Asks students to investigate an argument or concept and present their own analysis. Students should approach the question in a critical and detailed way that uncovers the assumptions and interrelationships of the issue.
Asks students to describe clearly, make intelligible and give reasons for a concept, process, relationship or development.
Asks students to recognize one or more component parts or processes
Asks students to write a brief summary of the major aspects of the issue, principle, approach or argument stated in the question
Asks students to evaluate the success or otherwise of one argument or concept over another. Students should present a conclusion, supported by arguments.
To what extent?