Instruction word
Analyze
Assess
Criticize
Compare
Contrast
Define
Describe
Discuss
Distinguish
Evaluate
Examine
Explain
Identify
Illustrate
Interpret
Justify
List
Prove/disprove
Recognize/ Recall
Relate
Review
State
Suggest
Summarize or outline
Trace
What you have to do
Take apart an idea, concept or statement and examine and criticize its sub-parts in detail.
Look closely at the detail; give reasons why or how something is done and the effect of this – use P.E.A.S paragraphs which help you to back up your points with evidence and explain your thoughts.
Describe a topic’s positive and negative aspects and say how useful or successful it is, or consider its contribution to knowledge, events or processes (this is usually about how important something is).
Point out a topic’s mistakes or weaknesses as well as its favorable aspects. Give a balanced answer (this will involve some analysis first).
Put items side by side to see their similarities and differences – a balanced (objective) answer is required.
Emphasize the differences between two things.
Give the meaning of an idea, either a dictionary definition or from an academic authority in your subject of study (technical definition).
Give details of processes, properties, events and so on.
Describe, explain, give examples, points for and against, then analyze and evaluate the results.
Also known as ‘ examine’ and ‘ consider’ – give the main reasons ‘for’ and ‘against’ and come to a conclusion.
Recognize or note/indicate as being distinct or different from; to note differences between
Similar to discuss , but with more emphasis on a judgment in the conclusion.
Take apart and describe a concept in great detail.
Give detailed reasons for an idea, principle or result, situation, attitude and so on. You may need to give some analysis as well.
Give reasons for how or why something happens; you need to give examples. They are questions which normally carry a lot of marks and they require you to treat the subject analytically – often using a P.E.A paragraph will help in certain subjects.
Pick out/ select/ find/ highlight.
Give concrete examples – including figures or diagrams. Illustrate is usually added on to another instruction.
Explain and comment on the subject and make a judgment (evaluation).
Give reasons to support a statement – it may be a negative statement, so be careful!
Provide an itemized series of parts, reasons or qualities, possibly in a table.
Provide evidence for or against and demonstrate logical argument and reasoning – you often have to do this for abstract or scientific subjects. identify from having encountered before; remember ideas, people, places, dates, events
Emphasize the links, connections and associations, probably with some analysis.
Analyze and comment briefly, in organized sequences – sentences, paragraphs or lists – on the main aspects of a subject.
Give the relevant points briefly – you don’t need to make a lengthy discussion or give minor details.
Give possible reasons – analyze, interpret and evaluate. (This is also the verb most commonly used to quote another author.)
Draw your key ideas and points together/ review key points in one paragraph.
Give a brief description of the logical or chronological stages of the development of a theory, process, a person’s life and so on. Often used in historical questions.

Peas Are Good for You: The PEAS Model for Body Paragraphs
The P oint E vidence A nalysis S o what (PEAS) model for body paragraphs asks you to include four parts in each body paragraph. These parts help readers follow your analysis. The parts are described below.
P = Point
Each paragraph should begin with a clear topic sentence stating the point that paragraph seeks to make.
Your point should be a claim, something that needs to be supported or illustrated with evidence. The point should be *your* idea, not an idea from another source. If you need to cite your first sentence, it is not your point.
E = Evidence
Once you state the point the paragraph intends to make, provide evidence to support that point. That evidence can take a variety of forms: examples, descriptions, quotations, paraphrases, statistics, anecdotes, etc. The amount of evidence you include will depend upon the point you make. Remember to introduce and cite any evidence you bring in from outside sources.
A = Analysis
For each piece of evidence you need to explicitly explain what you want your audience to notice about it.
Help them see what you see. Fully explain a couple pieces of evidence rather than list many pieces of evidence. After you provide and explain your evidence, you need to connect it to your thesis. Explicitly show how it supports your larger claim for the paper. This is where you share your insights about the evidence you have selected.
S = So what
Once you have shown how the evidence supports your thesis, explore the implications of this evidence.
Tell your audience why it is important to know what your analysis has revealed. Let the audience know the significance of your ideas.
Tips
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- One paragraph might have multiple “E”s and “A”s. That’s fine. But each paragraph should be centered on one “P.”
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- After the first body paragraph, use a transition at the beginning of each paragraph to signal for your readers that you have moved to a new point. Doing so helps your readers see connections between the ideas you address.
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- Body paragraphs need not be a particular length, but they need to be long enough to include all of the above components (8-10 sentences is an approximate length to shoot for). If your paragraphs are much shorter, you are likely missing one of the above elements. Label where each of the PEAS occurs in the paragraph to see what is missing. If your paragraphs are significantly longer, you might be including too many ideas in one paragraph. If you have multiple PEAS in one paragraph, split them up into separate paragraphs.