You’ve possible heard the cliche that “There at all times a proper instrument for the job”. Nicely, the identical holds true for the HSC the place “there’s at all times a proper phrase for the job!” Even if you’re not finding out English, realizing the phrases utilized in your numerous topics will enable you to perceive what is anticipated of you.
Need to discover ways to reply to NESA Key Phrases?
When answering HSC questions, it’s important you perceive how you might be anticipated to reply. NESA has offered a glossary of key phrases for college students to seek advice from. As a pupil, you need to learn via this glossary to familiarise themselves with NESA’s definitions of those phrases so you know the way to reply to questions and directions.
| Account for | State causes for, report on. Give an account of: narrate a sequence of occasions or transactions |
| Analyse | Determine elements and the connection between them; draw out and relate implications |
| Apply | Use, utilise, make use of in a specific scenario |
| Recognize | Make a judgement in regards to the worth of |
| Assess | Make a judgement of worth, high quality, outcomes, outcomes or measurement |
| Calculate | Verify/decide from given information, figures or data |
| Make clear | Clarify or plain |
| Classify | Organize or embrace in lessons/classes |
| Evaluate | Present how issues are related or totally different |
| Assemble | Make; construct; put collectively gadgets or arguments |
| Distinction | Present how issues are totally different or reverse |
| Critically (analyse/consider) | Add a level or degree of accuracy depth, information and understanding, logic, questioning, reflection and high quality to (analyse/consider) |
| Deduce | Draw conclusions |
| Outline | State that means and establish important qualities |
| Show | Present by instance |
| Describe | Present traits and options |
| Focus on | Determine points and supply factors for and/or towards |
| Distinguish | Recognise or notice/point out as being distinct or totally different from; to notice variations between |
| Consider | Make a judgement primarily based on standards; decide the worth of |
| Look at | Inquire into |
| Clarify | Relate trigger and impact; make the relationships between issues evident; present why and/or how |
| Extract | Select related and/or applicable particulars |
| Extrapolate | Infer from what is thought |
| Determine | Recognise and title |
| Interpret | Draw that means from |
| Examine | Plan, inquire into and draw conclusions about |
| Justify | Help an argument or conclusion |
| Define | Sketch basically phrases; point out the primary options of |
| Predict | Counsel what might occur primarily based on accessible data |
| Suggest | Put ahead (for instance a standpoint, concept, argument, suggestion) for consideration or motion |
| Recall | Current remembered concepts, information or experiences |
| Advocate | Present causes in favour |
| Recount | Retell a sequence of occasions |
| Summarise | Specific, concisely, the related particulars |
| Synthesise | Placing collectively numerous components to make a complete |
