Top 100 PSLE Vocabulary List resources should teach students the academic verbs, command words, question words, instruction verbs and task vocabulary that tell Grade 6 and Primary 6 learners what an answer must actually do. Words such as identify, infer, explain, compare, justify, summarise, evaluate, revise and verify are not decorative vocabulary. They are operating instructions.
Grade 6 academic vocabulary lists increasingly include high-utility verbs because students meet them across reading, writing, mathematics, science and project work. A learner can know the content yet answer the wrong question if describe is treated like explain, compare like contrast, or identify like justify. This article therefore teaches the response job behind each command, not merely a dictionary definition.
This page owns the narrow search job PSLE academic verbs / Grade 6 command words / Primary 6 question words. It complements the Author’s Purpose, Tone and Attitude list, where verbs describe what writers are doing, and the Context Clues and Comprehension Cloze list, where students recover meaning from evidence. The wider system remains in the Vocabulary Learning Hub.
Command Words Are Hidden Mark Schemes
A command word tells the student what kind of cognitive product is required. Identify may need one precise detail. Explain needs a relationship or reason. Justify needs a claim plus evidence plus the link between them. Evaluate needs criteria and judgement. If the student does a harder but different job, effort does not guarantee relevance.
Alicia, Tricia and Kai Kai use a simple routine: circle the command verb, translate it into a response pattern, answer only that job, then check whether every sentence contributes to it. This converts vague question-reading into an explicit procedure.
Reading
1. identify
Meaning: name or point out the exact person, detail, idea or feature required. Example command: Identify the phrase that shows the character is worried. Common mistake: Give the exact item, not a long explanation unless asked.
Response-shape test: Before answering, translate identify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare identify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using identify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use identify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define identify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
2. locate
Meaning: find where information appears. Example command: Locate the sentence that explains why the event was delayed. Common mistake: Finding the evidence is the job; interpretation may come next.
Response-shape test: Before answering, translate locate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare locate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using locate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use locate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define locate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
3. select
Meaning: choose the most appropriate item from available options. Example command: Select the detail that best supports the answer. Common mistake: Choice should be based on criteria, not preference.
Response-shape test: Before answering, translate select into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare select with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using select. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use select in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define select, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
4. recognise
Meaning: notice and correctly understand a known feature. Example command: Recognise the contrast signalled by the word however. Common mistake: Recognition is noticing; explanation requires another step.
Response-shape test: Before answering, translate recognise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare recognise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using recognise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use recognise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define recognise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
5. retrieve
Meaning: bring known information back from memory or text. Example command: Retrieve the definition from the previous paragraph. Common mistake: Do not confuse retrieval with inference.
Response-shape test: Before answering, translate retrieve into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare retrieve with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using retrieve. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use retrieve in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define retrieve, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
6. quote
Meaning: repeat the exact words from a source. Example command: Quote the phrase that reveals the narrator’s attitude. Common mistake: Use only the necessary words and copy accurately.
Response-shape test: Before answering, translate quote into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare quote with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using quote. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use quote in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define quote, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
7. cite
Meaning: refer to evidence or a source in support of a claim. Example command: Cite two details from the passage. Common mistake: Evidence must be relevant to the claim.
Response-shape test: Before answering, translate cite into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare cite with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using cite. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use cite in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define cite, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
8. refer
Meaning: direct attention to a particular part of a text. Example command: Refer to paragraph three in your answer. Common mistake: Reference alone is not explanation.
Response-shape test: Before answering, translate refer into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare refer with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using refer. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use refer in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define refer, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
9. highlight
Meaning: draw attention to an important feature. Example command: Highlight the words that create a sense of urgency. Common mistake: The highlighted material should have a clear purpose.
Response-shape test: Before answering, translate highlight into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare highlight with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using highlight. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use highlight in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define highlight, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
10. extract
Meaning: take specific information from a larger text. Example command: Extract two facts about the habitat. Common mistake: Do not add information that the passage does not provide.
Response-shape test: Before answering, translate extract into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare extract with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using extract. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use extract in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define extract, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Reasoning
11. infer
Meaning: reach an unstated conclusion from clues. Example command: Infer why Alicia hesitated before entering the room. Common mistake: State the conclusion and support it with evidence.
Response-shape test: Before answering, translate infer into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare infer with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using infer. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use infer in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define infer, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
12. deduce
Meaning: reach a conclusion through logical reasoning from known facts. Example command: Deduce where the missing object was likely placed. Common mistake: A deduction should follow from linked clues.
Response-shape test: Before answering, translate deduce into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare deduce with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using deduce. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use deduce in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define deduce, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
13. conclude
Meaning: decide what is most reasonable after considering evidence. Example command: Conclude what the writer thinks about the proposal. Common mistake: A conclusion needs evidence, not guesswork.
Response-shape test: Before answering, translate conclude into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare conclude with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using conclude. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use conclude in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define conclude, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
14. predict
Meaning: state what is likely to happen next based on evidence. Example command: Predict what Kai Kai will do after reading the message. Common mistake: Use existing clues; do not invent an unrelated event.
Response-shape test: Before answering, translate predict into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare predict with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using predict. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use predict in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define predict, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
15. interpret
Meaning: explain the meaning or significance of something. Example command: Interpret the repeated reference to darkness. Common mistake: Move from detail to meaning.
Response-shape test: Before answering, translate interpret into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare interpret with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using interpret. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use interpret in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define interpret, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
16. analyse
Meaning: break an idea into parts and explain how they work together. Example command: Analyse how the writer builds tension in the scene. Common mistake: Naming techniques without explaining effects is incomplete.
Response-shape test: Before answering, translate analyse into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare analyse with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using analyse. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use analyse in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define analyse, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
17. evaluate
Meaning: judge quality, strength or effectiveness using criteria. Example command: Evaluate whether the plan is practical. Common mistake: State the criteria and weigh evidence.
Response-shape test: Before answering, translate evaluate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare evaluate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using evaluate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use evaluate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define evaluate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
18. assess
Meaning: make a careful judgement about importance, quality or risk. Example command: Assess how serious the problem is. Common mistake: Judgement should match the evidence and scale.
Response-shape test: Before answering, translate assess into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare assess with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using assess. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use assess in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define assess, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
19. reason
Meaning: use logic to reach or explain a conclusion. Example command: Reason from the clues before choosing the answer. Common mistake: Show the connection between premise and result.
Response-shape test: Before answering, translate reason into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare reason with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using reason. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use reason in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define reason, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
20. verify
Meaning: check whether something is accurate or true. Example command: Verify the claim using information in the passage. Common mistake: Verification requires a reliable check.
Response-shape test: Before answering, translate verify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare verify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using verify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use verify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define verify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Description
21. describe
Meaning: give relevant details about what something is like. Example command: Describe the setting after the storm. Common mistake: Select details that answer the specific focus.
Response-shape test: Before answering, translate describe into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare describe with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using describe. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use describe in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define describe, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
22. depict
Meaning: show or represent something in words or images. Example command: Explain how the writer depicts the market as crowded. Common mistake: Depict describes representation, not necessarily approval.
Response-shape test: Before answering, translate depict into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare depict with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using depict. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use depict in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define depict, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
23. characterise
Meaning: show the qualities or nature of a person, group or thing. Example command: Characterise Tricia based on her actions. Common mistake: Use behaviour and evidence, not unsupported labels.
Response-shape test: Before answering, translate characterise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare characterise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using characterise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use characterise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define characterise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
24. outline
Meaning: give the main features or stages without full detail. Example command: Outline the steps the group followed. Common mistake: Keep the response concise and ordered.
Response-shape test: Before answering, translate outline into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare outline with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using outline. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use outline in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define outline, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
25. summarise
Meaning: state the main points briefly in your own words. Example command: Summarise the reason for the disagreement. Common mistake: Remove minor detail and repetition.
Response-shape test: Before answering, translate summarise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare summarise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using summarise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use summarise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define summarise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
26. paraphrase
Meaning: express the same meaning using different words. Example command: Paraphrase the final sentence. Common mistake: Preserve meaning while changing wording.
Response-shape test: Before answering, translate paraphrase into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare paraphrase with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using paraphrase. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use paraphrase in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define paraphrase, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
27. define
Meaning: state the precise meaning of a term. Example command: Define the word resilient as used here. Common mistake: Context may require a specific sense.
Response-shape test: Before answering, translate define into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare define with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using define. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use define in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define define, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
28. clarify
Meaning: make an idea clearer or less ambiguous. Example command: Clarify what the writer means by this phrase. Common mistake: Add precision without changing the idea.
Response-shape test: Before answering, translate clarify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare clarify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using clarify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use clarify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define clarify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
29. specify
Meaning: state something exactly and clearly. Example command: Specify which route the group chose. Common mistake: Avoid vague pronouns or general answers.
Response-shape test: Before answering, translate specify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare specify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using specify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use specify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define specify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
30. illustrate
Meaning: make an idea clear with an example or representation. Example command: Illustrate your point with one example from the passage. Common mistake: The example must actually support the point.
Response-shape test: Before answering, translate illustrate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare illustrate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using illustrate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use illustrate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define illustrate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Comparison
31. compare
Meaning: show important similarities between two things. Example command: Compare Alicia’s response with Tricia’s. Common mistake: Do not list two descriptions without linking them.
Response-shape test: Before answering, translate compare into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare compare with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using compare. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use compare in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define compare, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
32. contrast
Meaning: show important differences. Example command: Contrast the two settings. Common mistake: Use a shared basis of comparison.
Response-shape test: Before answering, translate contrast into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare contrast with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using contrast. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use contrast in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define contrast, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
33. distinguish
Meaning: show how similar things differ. Example command: Distinguish between reluctant and unable. Common mistake: Name the deciding boundary.
Response-shape test: Before answering, translate distinguish into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare distinguish with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using distinguish. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use distinguish in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define distinguish, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
34. differentiate
Meaning: recognise or explain distinctions. Example command: Differentiate fact from opinion. Common mistake: Use criteria that can be applied consistently.
Response-shape test: Before answering, translate differentiate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare differentiate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using differentiate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use differentiate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define differentiate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
35. relate
Meaning: show how two ideas are connected. Example command: Relate the final decision to the earlier warning. Common mistake: Explain the relationship, not just both items.
Response-shape test: Before answering, translate relate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare relate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using relate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use relate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define relate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
36. connect
Meaning: link details or ideas meaningfully. Example command: Connect the evidence to the writer’s claim. Common mistake: The link should be explicit.
Response-shape test: Before answering, translate connect into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare connect with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using connect. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use connect in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define connect, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
37. associate
Meaning: show that one idea is connected with another. Example command: Associate the repeated sound with growing tension. Common mistake: Association is weaker than proof.
Response-shape test: Before answering, translate associate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare associate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using associate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use associate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define associate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
38. categorise
Meaning: place items into meaningful groups. Example command: Categorise the vocabulary by function. Common mistake: State the grouping rule.
Response-shape test: Before answering, translate categorise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare categorise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using categorise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use categorise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define categorise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
39. classify
Meaning: assign items to categories according to features. Example command: Classify each sentence as fact or opinion. Common mistake: Apply the same criterion throughout.
Response-shape test: Before answering, translate classify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare classify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using classify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use classify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define classify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
40. group
Meaning: put similar items together. Example command: Group the words by emotional intensity. Common mistake: Grouping is useful only if the basis is clear.
Response-shape test: Before answering, translate group into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare group with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using group. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use group in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define group, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Explanation
41. explain
Meaning: make clear how or why something happens or is true. Example command: Explain why the character changed her mind. Common mistake: Give the reason and connect it to evidence.
Response-shape test: Before answering, translate explain into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare explain with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using explain. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use explain in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define explain, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
42. justify
Meaning: show why an answer or decision is reasonable. Example command: Justify your answer with two details. Common mistake: Evidence without explanation is not full justification.
Response-shape test: Before answering, translate justify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare justify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using justify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use justify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define justify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
43. support
Meaning: provide evidence or reasons for a claim. Example command: Support your interpretation with a quotation. Common mistake: Choose evidence that directly fits the claim.
Response-shape test: Before answering, translate support into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare support with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using support. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use support in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define support, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
44. demonstrate
Meaning: show clearly through evidence or example. Example command: Demonstrate how the writer creates suspense. Common mistake: Point to technique and explain effect.
Response-shape test: Before answering, translate demonstrate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare demonstrate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using demonstrate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use demonstrate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define demonstrate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
45. show
Meaning: make a point clear with evidence. Example command: Show how the character’s actions reveal responsibility. Common mistake: The command often expects evidence plus explanation.
Response-shape test: Before answering, translate show into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare show with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using show. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use show in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define show, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
46. prove
Meaning: establish a claim with sufficient evidence. Example command: Prove that the narrator knew the truth earlier. Common mistake: Use only when the evidence can genuinely establish the claim.
Response-shape test: Before answering, translate prove into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare prove with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using prove. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use prove in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define prove, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
47. account for
Meaning: explain the reason for something. Example command: Account for the sudden change in tone. Common mistake: Identify the cause or explanation.
Response-shape test: Before answering, translate account for into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare account for with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using account for. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use account for in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define account for, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
48. elaborate
Meaning: add relevant detail to develop an idea. Example command: Elaborate on why the solution was effective. Common mistake: Development should add substance, not repetition.
Response-shape test: Before answering, translate elaborate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare elaborate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using elaborate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use elaborate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define elaborate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
49. exemplify
Meaning: provide an example that represents a general idea. Example command: Exemplify the theme with one event from the story. Common mistake: A good example must be representative.
Response-shape test: Before answering, translate exemplify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare exemplify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using exemplify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use exemplify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define exemplify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
50. substantiate
Meaning: support a claim with convincing evidence. Example command: Substantiate the claim that the plan reduced risk. Common mistake: More formal than support; evidence quality matters.
Response-shape test: Before answering, translate substantiate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare substantiate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using substantiate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use substantiate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define substantiate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Organisation
51. sequence
Meaning: put events or steps in the correct order. Example command: Sequence the events from first to last. Common mistake: Use textual time clues.
Response-shape test: Before answering, translate sequence into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare sequence with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using sequence. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use sequence in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define sequence, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
52. arrange
Meaning: put information into a required order or structure. Example command: Arrange the points from most to least important. Common mistake: Follow the stated criterion.
Response-shape test: Before answering, translate arrange into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare arrange with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using arrange. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use arrange in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define arrange, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
53. organise
Meaning: structure ideas so relationships are clear. Example command: Organise your answer into reason, evidence and explanation. Common mistake: Organisation should serve meaning.
Response-shape test: Before answering, translate organise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare organise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using organise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use organise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define organise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
54. structure
Meaning: build an ordered framework for information. Example command: Structure the paragraph around one main idea. Common mistake: Avoid unrelated detail.
Response-shape test: Before answering, translate structure into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare structure with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using structure. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use structure in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define structure, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
55. order
Meaning: place items according to a rule or sequence. Example command: Order the stages chronologically. Common mistake: State or infer the ordering rule.
Response-shape test: Before answering, translate order into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare order with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using order. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use order in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define order, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
56. prioritise
Meaning: decide what is most important and deal with it first. Example command: Prioritise the evidence that most directly answers the question. Common mistake: Importance depends on the task.
Response-shape test: Before answering, translate prioritise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare prioritise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using prioritise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use prioritise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define prioritise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
57. rank
Meaning: place items in order according to value or strength. Example command: Rank the solutions by practicality. Common mistake: Use explicit criteria.
Response-shape test: Before answering, translate rank into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare rank with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using rank. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use rank in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define rank, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
58. map
Meaning: show relationships in a structured representation. Example command: Map the causes and effects in the passage. Common mistake: A map should make connections visible.
Response-shape test: Before answering, translate map into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare map with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using map. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use map in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define map, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
59. trace
Meaning: follow development from an earlier point to a later one. Example command: Trace how the character’s attitude changes. Common mistake: Use evidence from multiple points in the text.
Response-shape test: Before answering, translate trace into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare trace with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using trace. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use trace in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define trace, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
60. track
Meaning: follow something across time or sections. Example command: Track the repeated image through the passage. Common mistake: Tracking gathers a pattern before interpretation.
Response-shape test: Before answering, translate track into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare track with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using track. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use track in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define track, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Writing
61. argue
Meaning: present a position supported by reasons and evidence. Example command: Argue whether the decision was justified. Common mistake: A strong argument addresses evidence, not just opinion.
Response-shape test: Before answering, translate argue into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare argue with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using argue. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use argue in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define argue, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
62. claim
Meaning: state a position that can be supported or challenged. Example command: State one claim about the character’s motivation. Common mistake: A claim is not yet proof.
Response-shape test: Before answering, translate claim into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare claim with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using claim. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use claim in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define claim, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
63. assert
Meaning: state a view confidently. Example command: Assert the main point clearly, then support it. Common mistake: Confidence does not replace evidence.
Response-shape test: Before answering, translate assert into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare assert with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using assert. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use assert in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define assert, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
64. propose
Meaning: put forward an idea or plan for consideration. Example command: Propose one practical improvement. Common mistake: The proposal should answer the stated problem.
Response-shape test: Before answering, translate propose into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare propose with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using propose. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use propose in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define propose, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
65. recommend
Meaning: suggest a preferred action with reasons. Example command: Recommend the safer route and explain why. Common mistake: A recommendation should have criteria.
Response-shape test: Before answering, translate recommend into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare recommend with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using recommend. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use recommend in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define recommend, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
66. advise
Meaning: give guidance about what someone should do. Example command: Advise the organiser on how to reduce confusion. Common mistake: Match tone to audience.
Response-shape test: Before answering, translate advise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare advise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using advise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use advise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define advise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
67. persuade
Meaning: convince a reader through reasons, evidence and language. Example command: Persuade readers to support the programme. Common mistake: Do not rely only on emotional language.
Response-shape test: Before answering, translate persuade into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare persuade with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using persuade. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use persuade in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define persuade, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
68. inform
Meaning: provide useful factual information. Example command: Inform parents about the schedule change. Common mistake: Accuracy and relevance matter more than decoration.
Response-shape test: Before answering, translate inform into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare inform with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using inform. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use inform in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define inform, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
69. request
Meaning: ask for something politely and clearly. Example command: Request permission to use the hall. Common mistake: State what is needed and why.
Response-shape test: Before answering, translate request into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare request with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using request. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use request in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define request, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
70. apologise
Meaning: express regret and take appropriate responsibility. Example command: Apologise for the missed deadline. Common mistake: A sincere apology names the issue without excuses.
Response-shape test: Before answering, translate apologise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare apologise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using apologise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use apologise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define apologise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Editing
71. revise
Meaning: improve meaning, organisation or wording. Example command: Revise the paragraph so the main idea is clearer. Common mistake: Revision is larger than fixing spelling.
Response-shape test: Before answering, translate revise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare revise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using revise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use revise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define revise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
72. edit
Meaning: correct and improve a text for accuracy and clarity. Example command: Edit the draft for grammar and punctuation. Common mistake: Editing should have a defined focus.
Response-shape test: Before answering, translate edit into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare edit with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using edit. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use edit in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define edit, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
73. proofread
Meaning: check a near-final text for surface errors. Example command: Proofread the final response before submitting. Common mistake: Do not confuse proofreading with major rewriting.
Response-shape test: Before answering, translate proofread into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare proofread with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using proofread. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use proofread in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define proofread, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
74. correct
Meaning: fix an error. Example command: Correct the verb form in sentence three. Common mistake: Change only what is wrong.
Response-shape test: Before answering, translate correct into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare correct with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using correct. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use correct in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define correct, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
75. replace
Meaning: substitute one word or part with another. Example command: Replace the vague verb with a more precise one. Common mistake: The replacement must preserve intended meaning.
Response-shape test: Before answering, translate replace into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare replace with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using replace. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use replace in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define replace, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
76. remove
Meaning: delete unnecessary or incorrect material. Example command: Remove the repeated sentence. Common mistake: Deletion can improve clarity.
Response-shape test: Before answering, translate remove into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare remove with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using remove. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use remove in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define remove, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
77. combine
Meaning: join separate parts into one coherent whole. Example command: Combine the two short sentences without changing meaning. Common mistake: Check grammar after combining.
Response-shape test: Before answering, translate combine into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare combine with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using combine. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use combine in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define combine, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
78. separate
Meaning: divide material that should not be joined. Example command: Separate the two ideas into different sentences. Common mistake: Separation can reduce run-ons and confusion.
Response-shape test: Before answering, translate separate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare separate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using separate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use separate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define separate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
79. rephrase
Meaning: say the same idea in a clearer or different way. Example command: Rephrase the sentence to sound more formal. Common mistake: Meaning should stay stable.
Response-shape test: Before answering, translate rephrase into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare rephrase with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using rephrase. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use rephrase in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define rephrase, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
80. refine
Meaning: make small improvements for precision and quality. Example command: Refine the conclusion so it matches the evidence. Common mistake: Refinement comes after the core idea is sound.
Response-shape test: Before answering, translate refine into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare refine with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using refine. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use refine in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define refine, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Cross-Curricular
81. calculate
Meaning: find a numerical answer using mathematical operations. Example command: Calculate the total amount used. Common mistake: Show working when required.
Response-shape test: Before answering, translate calculate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare calculate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using calculate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use calculate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define calculate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
82. estimate
Meaning: find an approximate value using reasonable judgement. Example command: Estimate the distance before measuring it. Common mistake: An estimate is not an exact calculation.
Response-shape test: Before answering, translate estimate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare estimate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using estimate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use estimate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define estimate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
83. measure
Meaning: determine size, amount or degree using a standard. Example command: Measure the length of the object. Common mistake: State units where relevant.
Response-shape test: Before answering, translate measure into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare measure with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using measure. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use measure in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define measure, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
84. observe
Meaning: notice carefully using senses or instruments. Example command: Observe what happens when the liquid is heated. Common mistake: Record what happens before explaining why.
Response-shape test: Before answering, translate observe into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare observe with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using observe. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use observe in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define observe, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
85. record
Meaning: write down or store information systematically. Example command: Record the results in the table. Common mistake: Accurate recording protects later analysis.
Response-shape test: Before answering, translate record into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare record with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using record. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use record in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define record, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
86. classify
Meaning: group according to shared characteristics. Example command: Classify the materials by whether they conduct electricity. Common mistake: State the criterion.
Response-shape test: Before answering, translate classify into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare classify with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using classify. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use classify in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define classify, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
87. investigate
Meaning: examine systematically to answer a question. Example command: Investigate which condition changes the result. Common mistake: Control variables where relevant.
Response-shape test: Before answering, translate investigate into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare investigate with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using investigate. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use investigate in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define investigate, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
88. hypothesise
Meaning: propose a testable explanation or prediction. Example command: Hypothesise what will happen if the temperature rises. Common mistake: A hypothesis should be testable.
Response-shape test: Before answering, translate hypothesise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare hypothesise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using hypothesise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use hypothesise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define hypothesise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
89. test
Meaning: check an idea, claim or object through a procedure. Example command: Test the material for strength. Common mistake: Testing requires a clear condition or criterion.
Response-shape test: Before answering, translate test into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare test with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using test. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use test in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define test, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
90. conclude
Meaning: state what the evidence supports after investigation. Example command: Conclude whether the hypothesis was supported. Common mistake: Do not claim more than the data shows.
Response-shape test: Before answering, translate conclude into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare conclude with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using conclude. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use conclude in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define conclude, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Metacognition
91. reflect
Meaning: think carefully about what was learned or how a task went. Example command: Reflect on which strategy helped most. Common mistake: Reflection should produce useful insight.
Response-shape test: Before answering, translate reflect into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare reflect with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using reflect. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use reflect in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define reflect, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
92. review
Meaning: look back over work to check or improve it. Example command: Review the answer before submitting. Common mistake: Use a checklist rather than rereading passively.
Response-shape test: Before answering, translate review into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare review with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using review. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use review in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define review, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
93. monitor
Meaning: watch progress or understanding while working. Example command: Monitor whether the paragraph still answers the question. Common mistake: Monitoring happens during the task.
Response-shape test: Before answering, translate monitor into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare monitor with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using monitor. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use monitor in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define monitor, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
94. check
Meaning: verify accuracy or completeness. Example command: Check that every part of the question is answered. Common mistake: Checking should target known error types.
Response-shape test: Before answering, translate check into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare check with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using check. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use check in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define check, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
95. plan
Meaning: decide actions before beginning. Example command: Plan the response before writing. Common mistake: A short plan can prevent drift.
Response-shape test: Before answering, translate plan into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare plan with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using plan. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use plan in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define plan, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
96. adjust
Meaning: change an approach in response to evidence. Example command: Adjust the strategy if the first method fails. Common mistake: Adjustment should respond to feedback.
Response-shape test: Before answering, translate adjust into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare adjust with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using adjust. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use adjust in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define adjust, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
97. prioritise
Meaning: focus first on the most important need. Example command: Prioritise the weakest skill during revision. Common mistake: Do not spend equal time on unequal needs.
Response-shape test: Before answering, translate prioritise into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare prioritise with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using prioritise. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use prioritise in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define prioritise, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
98. retrieve
Meaning: recall knowledge without looking. Example command: Retrieve the words before checking the list. Common mistake: Retrieval is stronger practice than rereading.
Response-shape test: Before answering, translate retrieve into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare retrieve with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using retrieve. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use retrieve in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define retrieve, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
99. transfer
Meaning: apply learning successfully in a new context. Example command: Transfer the strategy to an unfamiliar passage. Common mistake: Transfer is evidence that learning is flexible.
Response-shape test: Before answering, translate transfer into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare transfer with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using transfer. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use transfer in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define transfer, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
100. self-correct
Meaning: notice and repair one’s own error. Example command: Kai Kai learned to self-correct repeated tense mistakes. Common mistake: Independent correction is a strong mastery signal.
Response-shape test: Before answering, translate self-correct into a plain instruction. Ask: what must be present in a successful response, and what is optional? Write a one-line answer frame. For some commands that may be “detail only”; for others it may be “claim + evidence + explanation” or “criterion + evidence + judgement”.
Near-command contrast: Compare self-correct with another command from the same category. Explain what extra work one asks for. This is especially important for identify/explain, describe/analyse, compare/contrast, support/justify and revise/proofread. Similar wording can conceal very different response demands.
Question rewrite: Alicia writes a question using self-correct. Tricia rewrites the same content using a different command word. Kai Kai explains how the ideal answer must change even though the topic remains identical. Then rotate roles. This teaches the command as an operation.
Answer diagnosis: Write one answer that contains correct information but fails the command. Diagnose the mismatch. A correct fact can still be irrelevant if the task asks for evaluation, comparison or explanation. Repair the answer by adding only the missing operation rather than rewriting everything.
Cross-curricular transfer: Use self-correct in an English task and then in Mathematics, Science or everyday decision-making where it makes sense. Academic verbs become powerful when the learner sees that the operation travels across subjects even though the content changes.
Delayed retrieval: Two days later, define self-correct, give a response frame, name one commonly confused command and create a fresh question. If the learner can recognise the word but cannot generate the answer shape, the command vocabulary is not yet operational.
Ten Command-Word Confusions That Cost Relevance
Identify vs explain: identify names the item; explain gives the reason or relationship. Describe vs analyse: describe tells what is there; analyse explains how parts work together. Compare vs contrast: compare often includes similarities, while contrast focuses on differences. Support vs justify: support supplies evidence; justify makes the reasoning for the choice explicit.
Summarise vs paraphrase: summarising compresses to main points; paraphrasing restates similar content in new wording. Revise vs proofread: revision improves meaning and organisation; proofreading targets near-final surface errors. Predict vs infer: prediction looks forward; inference recovers an unstated present or past meaning from clues.