Conditions of qualification registration 2014



Process word activity

This activity will help you identify which words and phrases relating to the process, the assignment is expecting you to follow. It will also give you practise at understanding exactly what each word is asking you do do.

Instructions:

• Look at the meanings in the table below and think very carefully about what they're telling you do do.

• Match the process words from the list to their correct meanings.

Match process words to their meanings

| | |

|Meaning |Process word |

| | |

|give the exact meaning of a word or phrase, perhaps examine different possible or often-used definitions | |

| | |

|determine the value of, weigh up – see also Evaluate | |

| | |

|look at evidence / arguments for and against and weigh them up in terms of their value | |

| | |

|set in opposition in order to bring out the differences - you may also note that there are similarities | |

| | |

|explain the reasons for / clarify / give reasons for | |

| | |

|resolve into its component parts, examine critically or minutely | |

| | |

|look for and show the similarities and differences between examples, perhaps reach a conclusion about which | |

|is preferable and justify this | |

| | |

|give a detailed account of | |

| | |

|give details about how and why something is so | |

| | |

|look for differences between | |

| | |

|make a judgement backed by a reasoned discussion of the evidence involved, describe the merit of theories or| |

|opinions or the truth of assertions | |

| | |

|explain, then give two sides of the issue and any implications | |

| | |

|give reasons for a point of view, decisions or conclusions, and mention any main objections or arguments | |

|against | |

| | |

|give a clear, short description, explanation or account, presenting the chief factors and omitting minor | |

|details and examples - see also Outline | |

| | |

|find some points of common ground between two or more items and show where or how they are different | |

| | |

|look in detail at this line of argument | |

| | |

|give the main features or general principles of a subject, omitting minor details and emphasising structure | |

|and arrangement | |

| | |

|make an appraisal of the worth / validity / effectiveness of something (but not so that it is your personal | |

|opinion and give evidence from course materials - see also Assess | |

| | |

|present in a brief, clear way | |

| | |

|make clear and explicit, and give carefully chosen examples | |

Process words

• Analyse

• Assess

• Compare

• Compare and contrast

• Contrast

• Criticise

• Define

• Describe

• Discuss

• Distinguish / differentiate between

• Evaluate

• Examine the argument that

• Explain

• Give an account of / account for

• How far / to what extent

• Illustrate

• Justify

• Outline

• State

• Summarise

Then look at the correct answers.

Correct process words with meanings

| | |

|Meaning |Process word |

| | |

|give the exact meaning of a word or phrase, perhaps examine different possible or often-used definitions |Define |

| | |

|determine the value of, weigh up – see also Evaluate |Assess |

| | |

|look at evidence / arguments for and against and weigh them up in terms of their value |How far / to what extent |

| | |

|set in opposition in order to bring out the differences - you may also note that there are similarities |Contrast |

| | |

|explain the reasons for / clarify / give reasons for |Give an account of / account for |

| | |

|resolve into its component parts, examine critically or minutely |Analyse |

| | |

|look for and show the similarities and differences between examples, perhaps reach a conclusion about |Compare |

|which is preferable and justify this | |

| | |

|give a detailed account of |Describe |

| | |

|give details about how and why something is so |Explain |

| | |

|look for differences between |Distinguish / differentiate |

| |between |

| | |

|make a judgement backed by a reasoned discussion of the evidence involved, describe the merit of theories |Criticise |

|or opinions or the truth of assertions | |

| | |

|explain, then give two sides of the issue and any implications |Discuss |

| | |

|give reasons for a point of view, decisions or conclusions, and mention any main objections or arguments |Justify |

|against | |

| | |

|give a clear, short description, explanation or account, presenting the chief factors and omitting minor |Summarise |

|details and examples - see also Outline | |

| | |

|find some points of common ground between two or more items and show where or how they are different |Compare and contrast |

| | |

|look in detail at this line of argument |Examine the argument that |

| | |

|give the main features or general principles of a subject, omitting minor details and emphasising |Outline |

|structure and arrangement | |

| | |

|make an appraisal of the worth / validity / effectiveness of something (but not so that it is your |Evaluate |

|personal opinion and give evidence from course materials - see also Assess | |

| | |

|present in a brief, clear way |State |

| | |

|make clear and explicit, and give carefully chosen examples |Illustrate |

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