ib history essay command terms

Explaining Command Terms in IB History

It is Tuesday, and you enter the history classroom, prepared to write an essay – all set, notes polished, brain of a scholar. You receive your essay question, and you write, write, write until you finally finish. A week later, you get your essay back, and a dark and sorrowful mood takes away your sunshine – although equipped with plenty of examples, analysis, and interpretations, your essay did not receive a high mark as you did not answer the question fully . According to your teacher, that is because you used the wrong definition of a command term. 

And yes, you may think – these are so small, tiny, minuscule words that hold such a similar meaning, and yet they are so significant. In the IB curriculum, a command term (such as analyze, identify, outline, etc.) is considered to be a key element of an essay question or a task, which serves the purpose of directing a student to some sort of understanding of how the question should be approached. They may seem daunting to tackle at first, but thankfully, it is not rocket science and this article will provide you with a detailed explanation of 6 command terms: analyze, discuss, evaluate, examine, to what extent, compare and contrast – often used in IB History essay questions. 

“To break down in order to bring out the essential elements or structure.” (IBO, 2017)

Although commonly used in many social sciences subjects, this word carries a puzzling definition. To analyze means to process and evaluate material, in opposition to only providing or describing facts. In essay writing, to analyze means to come up with insights and conclusions through a certain structure of weighing and comparison; In other words, students should find “thematic points” and group information according to their understanding. In other words, this command term encourages the student to ask questions starting with “why” and “how” instead of “what”, thus, breaking down and exploring the core elements of the given situation.

For example, in the essay “Analyze the short-term causes of modern war” , one could analyze the short-term causes of the Chinese civil war by first finding the thematic points (categorizing short-term causes into ideological, social, and economic) and finding relationships between them before prioritizing them in relation to their individual roles in the conflict (e.g. one can state that the most important aspect of Chinese civil war causality was an ideological clash, as it later on lead to the political and economic implications).

“To offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.” (IBO, 2017)

It may help if one associates this with the definition of the word discussion since it is the medium in which different opinions collide and conceptual compromises take place. Similarly, this command term implies that a student must offer a balanced analysis that would consider a variety of arguments and perspectives based on applicable evidence. The counterfactual evidence to proposed arguments (for instance, in the form of contrasting perspectives, or identification of advantages and disadvantages) is at the heart of this command term, and should never be overlooked. This command term is complex, but it is all about maintaining equilibrium in one’s essay: (1) introducing contrasting perspectives, (2) supporting them with evidence, and (3) establishing a balanced conclusion.

As an example, to answer the essay question “Discuss the impact of limited mobilization on the outcome of two wars” , one may focus on conveying the perceptions of two different points of view. Let us take the Falklands/Malvinas and the First Gulf wars. On one hand, a student can state that the limited mobilization of these wars led to a similar outcome as it caused the defeat of Argentina and Iraq while enabling Great Britain and Allied forces to achieve their war objectives more effectively. On the other hand, one can claim that the impact of mobilization intensity in both conflicts differed as it inflicted large-scale civilian casualties in the First Gulf War, whereas the casualties were relatively small in the Falklands/Malvinas War. At the end of this essay, students should be able to deduce that given both perspectives, different conclusions can be made. 

“To make an appraisal by weighing up the strengths and limitations.” (IBO, 2017)

Just like a film critic evaluates a movie, a student, in their essay, must come across straightforward and constructive conclusions. A student should not only provide historical evidence, names, dates, and events to base one’s decision on but also weigh the arguments based on the arguments’ strengths and limitations in supporting the overarching point. As with any other judgment, your evaluation should be based on certain criteria that you can identify on your own. For example, at the beginning of your essay you may mention that in order to come to a certain conclusion, a certain burden of proof must be proven.

For instance, to answer the question “Evaluate the success of the Conference of Berlin (1878) in terms of peace dynamics of European international relations afterward” , as a student I can claim that to conclude whether the Conference of Berlin was successful, one must prove that it built the foundation for the long-term peace in Europe. If in my essay I find that this event had more significant limitations than strengths on peacebuilding of Europe in the long run, I should conclude that it did not fulfill this criteria and thus this conference was not successful.

“To consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.” (IBO, 2017)

According to the Cambridge Dictionary, to examine means to check or study something carefully, especially to prove an idea, learn new information, or discover possible problems. It perfectly resonates with the requirements of this command term, as this, first and foremost, should be associated with the interrelation and correlation of factors. This command term is especially prominent in essays that investigate causality or the effects of particular events. To illustrate, you may consider yourself a detective, pathologist, and doctor all at once while writing the essay: you must look at all elements and see how they are connected. 

Say, in the essay “Examine the role of territorial factors as a cause for war in two case studies” , I analyzed the case studies of the Falklands/Malvinas and the First Gulf War and thus deduced that in the scenario of Falklands/Malvinas dispute, the claims for territories where fatal for the outbreak of the war, while in the case of the First Gulf war, political and economic causes were of the higher importance.

To what extent

“To consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.” (IBO, 2017)

Used to initiate discussions and debates in various subjects, this common term may become the symbolic phrase of an IB student. “To what extent” indicates that the essay will be a debatable one, meaning that both proposing and opposing arguments should be present. In the simplest terms, “to what extent” questions usually ask you to provide argumentation for both agreeing and disagreeing with the statement. However, notice that in order to disagree, you must compare proposed arguments with alternative ones.  

For instance, in the essay “To what extent was ideology the cause of two 20th-century wars?”, one may claim that in the Spanish Civil War, the ideological clash was only a result provoked by economic and political intricacies whereas the Chinese Civil War was purely ideology-driven, since the dispute between the leading political figures was rooted in their contrasting perceptions of how a country should be governed.

Compare and contrast

“To give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.” (IBO, 2017)

The confusion may arise from the fact that in many of the historical essays, a student has to weigh and compare historical events without the word “compare” being present in the question. However, two things must be noted. First, in such essays similarities and differences must be identified and analyzed, concerning both of the case studies. Second, once again, one must find core points of weighing and comparison.  

Let’s take a look at “Compare and contrast the effects of two 20th-century wars, each chosen from a different region.” We may compare the wars of the Falklands/Malvinas and the Algerian civil war. For example, one can claim that the similarity would be an economic effect, as both Argentina and Algeria suffered huge economic damages after the war, while the difference would be political, as Argentina managed to elect a democratic government afterward, whereas Algeria had struggled with the establishment of democracy for a long time. 

Comparison of command terms

Examine vs. evaluate.

Notice how these two terms differ in their purpose: while evaluating means to analyze and come to certain conclusions (identify limitations and successes), examining focuses purely on the process of investigating and finding connections (focusing on interrelations of factors). 

To what extent vs. Examine

To clarify, “to what extent” focuses on prioritization by shifting focus to one particular factor, while examining breaks down, and scrutinizing connections of various aspects, in the end concluding which role (and how important) each of them were in the particular event. 

Discuss vs. Evaluate

Although both command terms require consideration of different perspectives, discussing means focusing more on providing a range of opinions, thus signifying that the problem can be approached from many directions. Evaluating, on the other hand, forces one to come to clear conclusions, which means that a student should not only provide a balanced analysis but also engage with it and conclude which of the perspectives was the most valid. 

Last but not least, tips .

• You should not use another command term in your thesis statement besides the one mentioned in your essay question. This can help you focus your argument while not going beyond the bounds of the question. 
• Try to mention the command term regularly in your essay to demonstrate focus.

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Command Terms

( Link to handout )

14 words or catchphrases IB puts into their History questions

And in many other subject’s questions, too (Science, English, Psych, Geography, etc.)

Historical Processes

3 big ideas about how history happens

Why Understand Command Terms?

DP/IB History Test

• Need to understand words IB uses in order to understand what each question is asking you to say

College Bound

• Same types of words used on college tests - ACT, for example
• FACT! The more words you understand the better you do on college entrance tests
• These words are things you do in your daily life, without even realizing it

Command Term Practice

- You will be doing this at the end

Practice Choice 1

Write three (3) questions/prompts* that use at least one command term in each question/prompt.

*Question : Asks you to do something.

*Prompt : Tell you to do something.

Question : To what extent was Japanese expansion in Asia justified ?

Prompt : Analyze the causes of Japanese aggression between 1931-37.

Practice Choice 2

Write definitions for three (3) of the command terms in your own words so that people your own age can better understand the meanings

Share your practice questions/prompts/definitions here for your classmates to see and comment on

Break down in order to bring out the essential elements or structure.

Give the precise meaning of a word, phrase, concept or physical quantity.

The meaning of life is...

Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Sweet/sugary

Made in a kitchen

Cut with a knife

Go well with iced cream

Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Tastes better

More wholesome

Sign of community

“As American as apple pie”

Frosting too sweet

Sign of selfishness

Birthday cake, retirement cake, etc.

Compare & Contrast

Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Give a detailed account.

• Cut at approximately 60 degree angle
• Think crumbly crust
• Approximately 2 inches deep
• Much better than cake

Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Pie is a far superior desert due to its feeling of community...

I disagree. While pie can be tasty, it is far inferior to cake...

While overall, pie is better, cake frosting is better than crust...

Distinguish

Make clear the differences between two or more concepts or items.

Evaluate/Assess

Make an appraisal by weighing up the strengths and limitations.

Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Give a detailed account including reasons or causes.

Provide an answer from a number of possibilities.

Give valid reasons or evidence to support an answer or conclusion.

The fascist flag?

Based on the evidence we have seen, the human is guilty because..

To what extent

How much is one opinion better than another opinion and why? Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

To no extent...

To some extent...

To a great extent...

- It is great to mention these things in the introduction and conclusion of essays

Historical Context

Refers to the moods, attitudes, and conditions that existed in a certain time. Context is the "setting" for an event that occurs

Cause & Effect

How one event or choice leads to the occurrence of another event or choice

Son of a….!!!

Continuity & Change

The way things change and the way things stay the same throughout time

Choose Your Test

Sat / act prep online guides and tips, the best ib history notes and study guide for sl/hl.

International Baccalaureate (IB)

If you want to do well on the IB History exam, you'll need to have a solid set of notes to study from. This can be difficult though if you're missing notes or feel like some of your own notes don't cover certain topics in enough depth. Luckily, we're here to help! We've assembled the best FREE online IB History notes into this complete study guide.

feature image source: Mount Rushmore Monument America /Pixabay

What's the Format of the IB History Exam?

There are five prescribed subjects for IB History SL and HL:

• Military leaders
• Conquest and its impact
• The move to global war
• Rights and protest
• Conflict and intervention

Your teacher will choose one that you'll cover, and you'll be tested on this for paper 1 (one hour in length).

There is also a list of twelve world history topics. For paper 2 (1.5 hours), you'll cover two of these:

• Society and economy (750-1400)
• Causes and effects of wars (750-1500)
• Dynasties and rulers (750-1500)
• Societies in transition (1400-1700)
• Early Modern states (1450-1789)
• Causes and effects of Early Modern wars (1500-1750)
• Origins, development and impact of industrialization (1750-2005)
• Independence movements (1800-2000)
• Emergence and development of democratic states (1848-2000)
• Authoritarian states (20 th century)
• Causes and effects of 20 th -century wars
• The Cold War: superpower tensions and rivalries (20 th century)

If you're taking IB History HL, you'll also have a final paper (Paper 3) that is 2.5 hours and will cover one of the four Depth Studies:

• History of Africa and the Middle East
• History of the Americas
• History of Asia and Oceania
• History of Europe

If you're interested in taking a look at the entire IBO IB History Guide , you can find it as a .pdf here.

How to Use This IB History Study Guide

If you're hoping for help on one subject, use Command + F to search this guide for specific IB History notes about that subject. As an example, if you want to read about the Cold War, use Command + F to cue the search function. Then type "Cold War," and it'll bring up all of the study materials for the Cold War.

The resource is separated into:

• Quick reference: one-page summary of material if you just need a quick refresher.
• Longer notes: notes (generally 3-10 pages) if you need more of an in-depth explanation.
• Flashcards: online quizzes of key terms.

Common Study Mistakes for IB History SL/HL

Two common mistakes are:

• Trying to ignore the topics you didn't comprehend from your teacher's lesson. If you didn't understand it in class, you need to find additional assistance through this IB History study guide or tutoring. You're still going to be tested over this material whether you understood it in class or not!
• Only trying to learn the material a week or two before the IB papers. There is too much history to learn—one or two weeks will not be enough time to learn it (that's why IB History SL/HL is spread over a year or two). The best solution is keeping up in class and studying the material throughout the year.

Current IB History Guides

Because IB History was recently updated, there aren't that many current notes and study guides, but we've found the best available. These guides follow the syllabus of the current version of IB History. If you are studying the same topics these notes cover, they are a great resource to use because they hit all or most of the main topics you need to know to be well prepared for the IB History exam. There are guides that cover multiple topics as well as guides that cover a single topic.

Multi-Topic Guides and Overviews

IB History Duck covers similar topics. This guide focuses primarily on authoritarian leaders such as Hitler, Mao, and Stalin, as well as the Cold War, histories of China, the USSR, and Imperial Japan.

The Student Room has a plethora of resources for you. Just keep in mind that notes for the 2017 syllabus are mixed in with information from earlier exams , so make sure you're accessing and studying the correct material.

Single Topic Guides

These are notes on single topics that you'll cover on the IB syllabus.

Prescribed Topics: Military Leaders

• Military leaders overview
• Ghenghis Khan (c1200-1227) unit
• Richard I of England (1173-1199) unit

Prescribed Topics: Conquest and Its Impacts

• General overview of ideas you should know
• The final stages of Muslim rule in Spain 
• The conquest of Mexico and Peru (1519-1551)

  Prescribed Topics: Move to Global War

• Move to global war Prezi notes
• Move to global war longer notes
• Japanese expansion in East Asia (1931-1941)  
• German expansion (1933-1940) unit
• Italian expansion (1933-1940)

Prescribed Topics: Rights and Protest

• Rights and protest US Civil Rights overview
• Rights and protest Apartheid South Africa overview
• Rights and protest complete unit

Prescribed Topics: Conflict and Intervention

• Conflict and Intervention general overview
• Conflict and Intervention workbook
• Conflict and Intervention Rwanda flash cards

World History Topics: Society and Economy

• Standard level economics brief
• Higher level economics brief

World History Topics: Causes and Effects of Wars (750-1500)

• Causes and effects of Medieval wars unit

World History Topics: Dynasties and Rulers (750-1500)

Dynasties and rulers (750-1500) unit, world history topics: societies in transition.

• Societies in transition Prezi

World History Topics: Early Modern States (1450-1789)

• Ferdinand/Isabella
• Charles I/Phillip II
• Henry VII (1485-1509)
• Henry VIII (1509-1529)
• Henry VIII (1529-1547)
• Edward VI (1547-1553)
• Mary I (1553-1558)
• Elizabeth I (1558-1603)

World History Topics: Causes and Effects of Modern Wars (1500-1750)

• Causes and effects of modern wars unit

World History Topics: Origins, Development and Impact of Industrialization (1750-2005)

• Origins, development, and impact of industrialization notes

World History Topics: Independence Movements   

• Independence movements longer notes
• Independence movements flashcards
• Independence movements  

World History Topics: Emergence and Development of Democratic States

• Evolution and development of democratic states overview

World History Topics: Authoritarian States (20th Century)

• Authoritarian states longer notes
• Authoritarian states (20th century)

World History Topics: Causes and Effects of 20th Century Wars

• Causes and effects of 20th Century wars general overview
• Causes and effects of 20th Century wars unit

World History Topics: The Cold War — Superpower Tensions and Rivalries (20th Century)

• Origins of the Cold War unit outline
• Origins of the Cold War event overview
• Origins of the Cold War longer notes

HL Depth Studies: History of Africa and the Middle East

• Africa and the Middle East unit

HL Depth Studies: History of the Americas

• History of the Americas longer notes
• History of the Americas unit

HL Depth Studies: History of Asia and Oceania

• History of China and Oceania longer notes
• History of China and Oceania unit

HL Depth Studies: History of Europe

• History of Europe longer notes
• History of Europe unit

Past IB History Guides

These notes are based on the older (pre-2017) version of IB History. They won't fit the syllabus you're currently following in class, but since the two versions cover many similar concepts, they can still be useful for learning more about a specific topic. Just be sure not to use them as your main study resource because they may not focus on the exact same areas you're expected to know.

Peacemaking, Peacekeeping - International Relations 1918-36

• 1.1 Aims of the participants and peacemakers: Wilson and the fourteen points
• 1.2 Terms of the Paris Peace Treaties 1919-20: Versailles, St Germain, Trianon, Neuilly, Sevre
• 1.3 The geopolitical and economic impact of the treaties on Europe and the mandate system
• 1.4 Enforcement of the provisions of the treaties: US isolationism, the retreat from the Anglo-American Guarantee, Disarmament-Washington, London and Geneva Conferences
• 1.5 The League of Nations: effects of the absence of major powers, the principles of collective responsibility, and early attempts at peacekeeping (1920-25)
• 1.6 The Ruhr Crisis (1923), Locarno and the Locarno Spring
• 1.7 Depression and threats to international peace and collective security, Manchuria (1931 to 1933) and Abyssinia (1935 to 1936)
• The Peace Treaties after World War One
• The League of Nations in the 1920s
• The Wall St. Crash / Depression
• The League of Nations in the 1930s

Communism in Crisis 1976–89

• 2.1 The struggle for power following the death of Mao Zedong, Hua Guofeng, the reemergence of Deng Xiaoping and the defeat of the Gang of Four
• 2.2 China under Deng Xiaoping, economic policies and the Four Modernizations
• 2.3 China Under Deng Xiaoping, Political Changes And Their Limits, Culminating In The Demonstrations In Tiananmen Square
• 2.4 Domestic and foreign problems of the Brezhnev era, economic and political stagnation, Afghanistan
• The Cold War c.1945-55
• The Cold War c.1955-91
• The Korean War c.1950-53

Causes, Practices and Effects of Wars

• World War One
• Causes of WW1
• Course / Effects WW1
• The Peace Treaties
• German Involvement in Spanish Civil War
• Causes of the Chinese Civil War
• Causes of WW2

The Cold War

Democratic states—challenges and responses.

• Weimar Germany

Origins and Development of Authoritarian and Single-Party States

• Tsarist / Revolutionary Russia
• Stalin's USSR
• Additional Stalin's USSR materials
• Hitler's Germany

• Cold War Origins 

Aspects of the History of the Americas

• United States Civil War: Causes, Course and Effects 1840-1877
• Emergence of the Americas in Global Affairs 1880-1929
• Political Developments in the Americas after the Second World War 1945-79
• The Cold War and the Americas
• Civil Rights and Social Movements in America

Aspects of the History of Europe and the Middle East

#1: The French Revolution and Napoleon

• Longer notes

#2: Unification and Consolidation of Germany and Italy

#3: The Ottoman Empire

#4: Western and Northern Europe 1848-1914

#5: Imperial Russia, Revolutions, Emergence of Soviet State 1853-1924

• Longer notes: Tsarist and Revolutionary Russia to 1924
• Longer notes: Alexander II
• Longer notes: Alexander III
• Longer notes: Nicholas II

#6: European Diplomacy and the First World War 1870-1923

• Longer notes: Causes of WW1 , Course / Effects WW1 , the Peace Treaties

#7: War and Change in the Middle East 1914-49

• Longer notes: The Peace Treaties after World War One
• Longer notes: The League of Nations in the 1920s
• Longer notes: The Wall St. Crash / Depression
• Longer notes: The League of Nations in the 1930s
• Khrushchev and Brezhnev
• Causes for the Collapse of Communism in Europe

#10: The Second World War and Post-War Western Europe 1939-2000

#11: Post-War Developments in the Middle East 1945-2000

• Longer notes: European Option

What's Next?

Looking for more practice material for IB History? Then you'll definitely want to delve into our complete collection of free and official past IB history papers .

Interested in brushing up on some of your historical knowledge? Read about the Platt Amendment , checks and balances in the US government (as well as how the executive branch checks the judicial branch ), and lighthouse keeper Ida Lewis .

Alternatively, boost your esoteric knowledge by learning about the history of the three-hole punch and the real story of David Ghantt and the Loomis Fargo heist .

Finally, you can get practice materials for other IB classes on our blog:

• Every IB Biology Past Paper Available: Free and Official
• Every IB Business and Management Past Paper Available: FREE and Official
• Where to Find IB Chemistry Past Papers - Free and Official
• Every IB Economics Past Paper Available: Free and Official
• Every IB English Past Paper: Free and Official
• The Complete IB Extended Essay Guide: Examples, Topics, and Ideas
• Every IB Geography Past Paper Available: Free and Official
• Every IB Math Past Paper: Free and Official
• Where to Find IB Physics Past Papers - Free and Official

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

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IB History: Writing Effective Paper 3 Essays

In the International Baccalaureate (IB) History course, Paper 3 assesses the "Aspects of the History of the Americas" for HL students. Writing effective essays for Paper 3 requires a combination of historical knowledge, critical analysis, and strong essay-writing skills. Here's a guide on how to write compelling Paper 3 essays:

 1. Understanding the Assessment Criteria:

1. command terms:.

   - Analyze, evaluate, and compare historical events.

   - Clearly understand the meaning of each command term and tailor your response accordingly.

2. Historical Concepts:

   - Demonstrate an understanding of key historical concepts such as causation, consequence, continuity, and change.

3. Synthesis:

   - Integrate information from different sources and demonstrate the ability to synthesize knowledge.

 2. Essay Structure:

1. introduction:.

   - Provide a clear thesis statement that outlines the main argument of your essay.

   - Offer a brief overview of the historical context.

2. Body Paragraphs:

   - Start each paragraph with a topic sentence that relates to your thesis.

   - Provide evidence, examples, and historical facts to support your arguments.

   - Analyze and interpret the significance of the evidence.

3. Counterarguments:

   - Address potential counterarguments to your thesis.

   - Either refute counterarguments or incorporate them into your analysis to show a nuanced understanding.

4. Use of Historical Perspectives:

   - Integrate different historical perspectives into your analysis.

   - Discuss how the perspectives of different groups or individuals shape historical events.

5. Conclusion:

   - Summarize your main arguments and restate your thesis.

   - Provide a brief reflection on the broader historical significance of your analysis.

 3. Historical Context and Background:

1. demonstrate contextual knowledge:.

   - Begin your essay by providing the necessary historical context.

   - Show an understanding of the broader historical forces at play during the period in question.

2. Chronological Organization:

   - Organize your essay chronologically if it makes sense for the topic.

   - Chronological organization helps demonstrate an understanding of the temporal development of events.

 4. Analysis and Evaluation:

1. cause-and-effect relationships:.

   - Analyze the cause-and-effect relationships between historical events.

   - Examine the short-term and long-term consequences of key actions.

2. Historical Significance:

   - Evaluate the historical significance of events, individuals, or developments.

   - Discuss the impact of the chosen topic on the broader course of history.

3. Causal Links and Comparisons:

   - Establish clear causal links between events.

   - Make effective comparisons to highlight similarities and differences.

 5. Use of Evidence:

1. primary and secondary sources:.

   - Integrate evidence from both primary and secondary sources.

   - Critically evaluate the reliability and bias of your sources.

2. Quantitative Data:

   - Incorporate relevant quantitative data when applicable.

   - Use statistics and figures to strengthen your arguments.

 6. Writing Style:

1. clarity and cohesion:.

   - Write in a clear and concise manner.

   - Ensure that your essay flows logically from one point to the next.

2. Avoid Repetition:

   - Avoid unnecessary repetition of ideas.

   - Use varied sentence structures to maintain reader engagement.

3. Historical Terminology:

   - Demonstrate a command of historical terminology.

   - Use specific terms and concepts relevant to the time period.

 7. Revision and Proofreading:

1. review your essay:.

   - Take time to review and revise your essay.

   - Check for coherence, consistency, and clarity.

2. Seek Feedback:

   - Share your essay with peers or teachers for feedback.

   - Consider their suggestions for improvement.

By following these guidelines, you can craft well-structured, insightful, and historically grounded essays for the IB History Paper 3. Remember to practice regularly and engage with a variety of historical sources to enhance your analytical and writing skills.

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Analysing IB History Essay Question ‘Command Terms’

The examiner is very keen that students demonstrate a clear understanding of central terms when they are used in essay questions. In this activity , students work in pairs then as a class to design a clear definition of such key terms as ‘Guerilla Warfare’ and ‘Totalitarianism’. The worksheet uses the examples of Stalin and Mao but others could just as easily be used. Some teacher notes are also available.

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Understanding Command Terms in IB Exam Questions

Understanding command terms and knowing exactly what exam questions want from you is crucial. It’s key to getting as many marks in the bag from your examiner! So, in this week’s blog, I’m going to break down some common command words in exam questions.

I hope this will help those of you who are about to tackle the revision period!

Compare and Contrast

Starting off with the basics, what do these terms actually mean?

– Compare: Look for similarities  – Contrast: Look for differences  

Whether you’re taking Language and Literature, or simply Literature for your Group 1 subject, you’ll probably have to tackle a compare and contrast style question. Let’s take two past paper questions for analysis. Here’s one from the May 2018 English A Language and Literature HL Paper 1:

“Analyse, compare and contrast the following two texts. Include comments on the similarities and differences between the texts and the significance of context, audience, purpose and formal and stylistic features.”

Now let’s take a different past exam question. This one is from the November 2017 English A Literature HL Paper 2:

“Some poems use repetition of language and/or content in order to reinforce and shape possible meanings. In what ways has this technique been employed in the work of at least two poets you have studied?”

Can you spot the difference between this question and the former? Well, this one does not explicitly tell you to compare and contrast. But this is exactly what you need to do! You want to compare and contrast poems by at least two different authors which demonstrate repetition of language and/or content in order to reinforce and shape possible meanings. Again, you want to evaluate how these similarities and differences impact the interpretation of these ‘possible meanings’.

Let’s firstly look at a definition to understand this command term:

– Describe: Give a detailed, factual account in words

So think of describing as giving details of a process. It’s almost like writing instructions as to why something might occur.

Let’s take a look at a past Chemistry HL Paper 3 question:

“Pepsin is a protein which functions as an enzyme in human stomachs. Describe the mechanism of the catalytic activity of an enzyme.”

With this question, you simply want to focus on the second sentence. Give details regarding the mechanism/process of the catalytic activity of an enzyme. Remember, you might not be expected to reach an ‘overall conclusion’ with this type of question. You just want to outline a process, to demonstrate how it works.

Here’s a quick definition of this command term:

– Explain: Provide details and give reasons to support what you’re describing

Let’s take a look at an old Biology HL Paper 2 question to see this command term in action:

“Explain how skeletal muscle contracts.”

So as I said, here you want to describe how skeletal muscle contracts, providing details and reasons as to why certain elements within this process occur. Remember to think about the marks on offer. Often this can be a clue as to how much detail is expected in your explanation. Sometimes, depending on the marks, a bit of analysis within your answer might enhance your response.

Of all the command terms, I feel that ‘evaluate’ is the trickiest to decipher. But it does crop up quite a bit in exam questions. Therefore it’s good to know exactly how to tackle this kind of question.

Here’s a definition of this command term:

Now let’s take an old question from an Environmental Systems & Societies Paper 2:

“Pollution management strategies may be aimed at either preventing the production of pollutants or limiting their release into ecosystems.

With reference to either acid deposition or eutrophication, evaluate the relative efficiency of these two approaches to management.”.

Firstly, the question only wants you to evaluate one of either acid disposition or eutrophication. So, you want to explain the ways in which one of these strategies prevents the production of pollutants, and/or limits their release into ecosystems. You then need to look at the strengths and weaknesses of each approach. Once you’ve stated the pros and cons, from there you can review your points to form a conclusion on the method’s efficiency and success. Do the strengths outweigh the weaknesses? This is a good question to initially consider for your conclusion!

Let’s take another question. Here’s one from an old Economics Paper 1 (HL):

“Evaluate the view that monopolies, despite their inefficiencies, may often be considered desirable.”

As I said with the previous ESS question, evaluation is a case of looking at strengths and weaknesses and then forming an overall judgement. You want to identify the advantages and disadvantages (inefficiencies) of monopolies. Then comes the evaluation part. You want to explain why some take the view that the strengths of monopolies outweigh the inefficiencies. What is it about these weaknesses that means monopolies are still desirable? Don’t forget to consider who might take this viewpoint.

And there we have it! I hope this blog will help you with understanding command terms and what they really want from you. Don’t forget, if you need more support with your revision, let Lanterna help you! Our Spring Exam Preparation Courses are coming up in April. They’re the perfect way to consolidate your revision and boost your confidence! Additionally, definitely check out our old blog for advice on how to build your study stamina – very important as you start your final revision!

Build your study stamina now!

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Extended Essay: Step 5. Draft a Research Question

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
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• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
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RQ Resources

On this page you can find help with developing your preliminary research question.  See: 

Steps to Developing a Research Question

Sample research questions.

Practice Exercise:  Formulating Well-Focused Research Questions

IB Command Terms and Glossaries

• Research Question Formats for History Extended Essays

You've chosen a subject and topic that interests you, and carried out some preliminary reading.  What are the next steps ?

Evaluate the question.   Once you have posed possible research questions you should evaluate them.  This evaluation should be based on whether the question is clear , focused , and arguable .

• Clear  - Will the reader understand the nature of my research?  Will it direct the research being undertaken?
• Focused - Will the research question be specific enough to allow for exploration within the scope of the task (that is, the number of words and time available)?
• Arguable - Does the research question allow for analysis, evaluation and the development of a reasoned argument?

Consider research outcomes.   Once you have decided on a provisional research question you should start thinking about the direction your research might take.  You could do this by:

• suggesting possible outcomes of your research
• outlining the kind of argument you might make and how your research might support this
• considering options if the research available is not sufficient to support a sustained argument

The table below gives some examples showing the difference between unclear and unfocused research questions and those that are appropriately clear and focused, lending themselves to in-depth research.  

Practice exercise: Formulating well-focused research questions

Twelve-step plan for researching the extended essay - step 5.

5.  Formulate a preliminary research question.  Try to incorporate an IB command term in the research question if possible.

IB Command Terms & Glossaries

Command terms are the key terms and phrases used in examination questions for IB classes.  The lists below give the terms, and definitions, for specific IB subjects.

  These lists are glossaries of terms used in film and dance.

Students writing History Extended Essays can use these formats to help write research questions on their topics.

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What are “Command Terms” in the IB?

Sep 30, 2021 | Intro to IB

1. What are “Command Terms”?

You may have seen some of these words in the problem statement of an IB Past Paper.

It’s very important in the IB exam to understand what exactly you are being asked. “Command Terms” like the above, are very helpful words that indicate “what the Examiner wants” in answering a question, and can help you get all the points that you deserve!

About Assessment Objective

Have you ever heard of the term Assessment Objective (AO)? This is an evaluation index attached to the command term, and consists of four stages from AO1 to AO4.

From AO1 to AO3, the level of answers required increases and the score increases as the level goes up, while AO4 has a unique answer method for each. subject.

Reasons to study Command Terms

Knowing the meaning of the command term and being able to answer it exactly is essential not only t o be able to answer quickly in the exam, but also for getting a high score .

For example, answering AO3’s command term with a short AO1 level is not enough, and it’s also a waste of time to answer an AO1 command with a lengthy elaborate answer. Therefore, knowing which Command term is in which AO is also important in answering correctly and efficiently.

2. What kind of Command Terms are there in the IB?

So what are the Command terms? Let’s take a look at each AO to understand more in detail.

Please note that although the meaning of Command terms are the same in all subjects of IB, some Command terms may not appear in some of your subjects, and AO also has different classification of Command term for each subject group.

Here, in order to capture the overall trend, we will introduce the subjects of Group 3 where AO standards are particularly important.

AO1: IB Command Terms that require you to answer the meaning of a term or concept

In AO1, the IB tests you on whether you have a solid and accurate knowledge about the topic. Therefore, in order to evaluate knowledge and understanding, there are many basic questions asking the meaning of terms and what a certain concept is.

For example, the following verbs are common.

*In Group 4, Describe and Outline are under AO2

In order to get a perfect score, you still need to remember the meaning of the term and make an answer that includes all the necessary elements for the answer. It’s just about memorizing, but it’s surprisingly difficult to make a perfect answer. On the contrary, it is a waste to lose points on these problems, so we recommend you to study and memorize so that you can give a perfect answer.

AO2: IB Command Terms which mainly refer to explanatory problems

At AO2, the IB wants to see whether you can apply and analyze your knowledge and understanding. Therefore, it is required to apply knowledge to a certain situation and describe it. There will be questions asking to explain using frameworks, concepts and formulas for why A is B .

*n Group 4, Explain and Analyze are under AO3

At first glance, AO2 seems to be a simple question, but as you can see from the Command terms, there are detailed specifications in the answer. If this is omitted, it will lead to point deductions , so be sure to remember some key hints like “ Distinguish requires two or more differences” and “ Explain requires reasons and factors”.

For questions that use frameworks, the key point is to apply them to the correct situation without forgetting, so practice solving these problems repeatedly and train yourself. Also, as a matter of course, knowledge and understanding are a prerequisite for answering AO2 questions, so be sure to study basic knowledge as well.

AO3: IB Command Terms indicating the answers should be essay format

Regarding AO3, the IB evaluates whether you can use your knowledge to make comparisons and decide whether a method is appropriate in that situation. Therefore, it is important to use frameworks as a basis for your argument. For example, in Business Management, a question such as “Discuss whether company A should do X” is asked. The answer box is quite big and you are expected to answer with a short essay.

In AO3, there are problems which require you to consider the strengths and weaknesses of certain frameworks or concepts, but as you can in the table above, it is important to cover both sides of the argument.

As long as you pick up and remember key points covered in class such as “there are 3 characteristics” or “In this method, there is 1 strength and 1 weakness”, you shouldn’t have any difficulties on the exam.

However, it takes some getting used to answering this perfectly, other than memorizing the frameworks and concepts, you also need practice a lot of questions, and get used to the type of questions being asked, and understand the depth in which you are expected to answer.

AO4: IB Command Terms that require calculation and drawing

In AO4, you will be tested on whether you can properly select and apply the skills specific to that subject. Group 4 doesn’t have any A04 Command Terms, but Group 3 has problems such as calculation and drawing which correspond to this. Therefore, it is crucial to remember how to use graphs and formulas in Group 3 .

*In Group 4, “Label” is under AO1 **In Group 4, “Annotate” and “Calculate” is under AO2 ***IN Group 4, “Determine” is under AO3

In Group 3 exams, Formula booklets are distributed for calculation problems and you can also use a calculator, so it is easy to score points. However, you wouldn’t be able to calculate without knowing which number to apply to where in the formula, so you should make sure to practice with many questions and remember how to use them.

It takes time to solve drawings but once you get used to it, it is easier to solve than the writing problem, and it is also easier to score points, so practice these type of questions repeatedly.

3. Conclusion

In summary, practice makes perfect! So we recommend you to practice a lot of past papers in order to get familiar with these command terms. If you’d like to read more about the Command terms in detail, you can take a look at the last page of the Curriculum Guide available for each subject.

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Command Terms and Definitions

Travis Dixon October 25, 2016 Assessment (IB) , Revision and Exam Preparation

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Updated Aug, 2020

The command terms are the verbs at the start of IB exam questions. While they be important, they are actually far less important than many people think. 

Command terms in SAQs

Get more exam tips, example SAQs and study resources for the “additional terms” with this downloadable PDF.

Short-answer questions (SAQs) may use one of three command terms in IB Psychology exams: outline, describe and explain. However, you don’t need to worry about the differences in these terms. This video I made helps you to understand how to answer any SAQ , regardless of the command term.

Command terms in Essays

There are four possible command terms that might be used in essays: discuss, evaluate, to what extent and contrast (see definitions below). What’s far more important than knowing the command terms, however, is knowing the expectations of essay answer. All essays need to show knowledge and understanding, use of evidence (studies) and critical thinking. The links below will help students understand how to score high marks on their essays by meeting all of these requirements.

Critical Thinking:  The biggest difference between essay command terms and SAQs is that they require critical thinking, which includes alternative explanations, evaluating studies, areas of uncertainty, etc.

READ MORE: Three rules of three for essay writing ( Blog Post Link ) Essay writing tips ( Video Link ) Essay writing advice – counter arguments ( Blog Post Link ) Three things all essays should have ( Blog Post Link )

Discuss/Evaluate:  What’s the difference between “discuss” and “evaluate?” In this blog post, I argue that there is no actual difference between discuss and evaluate and this can be demonstrated quite easily.

To what extent:  This is most commonly asked about a variable (e.g. hormone/gene/emotion) affecting a behaviour. For example, “to what extent do pheromones influence human behaviour?”

Contrast:  This is asking for an explanation of differences between two things. For example, contrasting two explanations for a psychological disorder or two models of memory.

Fun Fact:  The command term “comment” was originally in the IB Psychology guide but it was taken out because it never actually appeared in any assessments – this just goes to show how irrelevant the command terms are to IB assessments. 

Command terms in Paper 3 (HL Only)

The command terms used in Paper 3 are identity, outline, describe, explain and discuss. However, like SAQs and essays, what’s  far  more important than knowing command terms is understanding the requirements of the question. Our textbooks (available here) have all the tips and advice you need to know for Paper 3 questions. There are also lots of videos and blog posts for Paper Three.

READ MORE: PAPER THREE Questions 1a,b,c ( Blog Post Link) Paper Three – Quick Intro ( Video Link ) Paper Three – Exam Tip – Experiments ( Video Link )

Command Term Definitions

( From the IB Psychology Guide)

Contrast Give an account of the differences between two (or more) items or situations,referring to both (all) of them throughout.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Describe Give a detailed account.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account including reasons or causes.

Outline Give a brief account or summary.

State Give a specific name, value or other brief answer without explanation or calculation.

To what extent Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

Suggest:  Propose a solution, hypothesis or other possible answer.

Identify : Provide an answer from a number of possibilities.

Got questions or comments? Leave them below.

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.