Top 200 Vocabulary Word List for AQA GCSE English Language (8700) | Must Know Words for Common Examination Instructions

The 200-word examination instruction list

AQA GCSE English Language command words tell you what to do with the unseen source. A language analysis asks you to explain choices in the wording. A structure analysis asks you to explain how the text is arranged. A viewpoint comparison asks you to work across both sources when the question says so.

The bank includes question instructions, answer-format phrases and vocabulary for reading the task. Check the official directions for the exact question and examination sitting.

Exam requirements · Worked examples · Fencing Method

Paper instructions and source directions

No.	Instruction or term	What it asks you to do
1	AQA English Language 8700	Check that the paper matches the UK GCSE English Language specification and series on your entry.
2	Paper 1	Use the fiction source for the reading tasks and complete the creative writing task.
3	Paper 2	Use the nonfiction sources for reading and complete the viewpoint writing task.
4	Explorations in Creative Reading and Writing	Identify the Paper 1 route from fiction reading to original writing.
5	Writers’ Viewpoints and Perspectives	Identify the Paper 2 route from comparing nonfiction to writing a viewpoint.
6	Source A	Use the first source when it is named, even if both appear in the booklet.
7	Source B	Use the second source when it is named and keep its details separate.
8	From lines	Restrict the evidence to the specified lines when instructed.
9	In this part of the source	Use the stated extract rather than searching the whole text for any relevant quote.
10	Throughout the source	Consider how an effect or structural choice develops across the relevant source.
11	Select four statements	When the task asks for four statements, select the four supported by the specified source. For updated Paper 1 Question 1, answer each item separately.
12	List four things	Give four distinct details when that wording appears, including on older Paper 1 practice. Check the updated paper for your sitting.
13	Use details from both sources	Support the comparison or synthesis with material from each text.
14	Write a summary	Bring together relevant information from the specified parts without reproducing every detail.
15	Similarities or differences	Follow the direction to compare features that answer the same question.
16	How does the writer use language	Explain how particular words, phrases or forms contribute to an effect.
17	How has the writer structured	Explain how the ordering, focus or shifts shape the reader’s experience.
18	Evaluate the statement	Make a judgment about the statement and support it with evidence from the specified text.
19	To what extent do you agree	Decide how far the evidence supports the interpretation and explain your reasoning.
20	Compare viewpoints	Show how the writers’ attitudes or ideas relate, using both sources.

Analysis, viewpoint writing and literary techniques

No.	Instruction or term	What it asks you to do
21	Compare methods	Explain how choices such as voice, tone or examples convey the viewpoints.
22	Terminology where appropriate	Use a technical term when it helps explain a precise effect or feature.
23	Relevant quotation	Use a short, exact detail that directly supports the point.
24	Effect on the reader	Explain a plausible impression or response created by a specific choice in context.
25	Shift in focus	Identify what the text turns towards and explain why that movement matters.
26	Narrative perspective	Identify who tells or filters the story and what their perspective lets readers know.
27	Structural contrast	Explain what changes between parts of the text and what that change makes noticeable.
28	Time shift	Notice a move forward, backward or between moments and connect it to the task.
29	Opening focus	Identify what the opening directs attention to first.
30	Ending	Explain what the final part leaves the reader thinking about when the question asks.
31	Description	Develop a scene through controlled details and organisation.
32	Story opening	Establish a narrative direction within the part of the story the task requests.
33	Viewpoint writing	Make a position clear and develop it for the stated reader and purpose.
34	Write an article	Use a suitable voice and structure for the publication and audience named.
35	Write a letter	Address the recipient and use a register appropriate to the task.
36	Write a speech	Shape the argument and language for listeners in the stated setting.
37	Technical accuracy	Check sentence boundaries, spelling, punctuation and the control of grammar.
38	Content and organisation	Develop relevant ideas and put them in a meaningful order.
39	Spoken Language endorsement	Check the separately reported non-exam assessment requirements with the school.
40	Assessment objective	Use the official objective to identify the skill the question is assessing.
41	Insert	Use the source booklet supplied with the examination paper as the directions require.
42	Updated specimen	Use the sample reflecting the question wording for the applicable examination series.
43	Simile	Identify a comparison using wording such as like or as and explain its effect.
44	Metaphor	Explain the associations created when one thing is presented in terms of another.
45	Personification	Explain what is suggested when a thing or idea is given human qualities.
46	Imagery	Use sensory or figurative details to explain the impression created by the text.
47	Sensory detail	Identify wording that evokes sound, sight, touch, taste or smell and relate it to the task.
48	Semantic field	Explain how several words linked by meaning build a particular impression.
49	Connotation	Explain an association suggested by the particular word in its context.
50	Sentence form	Identify how the shape of the sentence contributes to meaning or emphasis.
51	Sentence length	Explain how a change in length affects pace, detail or emphasis in context.
52	Juxtaposition	Explain the effect of placing two elements side by side.
53	Foreshadowing	Show how an earlier detail prepares the reader for a later event or possibility.
54	Flashback	Explain how a move into an earlier moment changes the reader’s understanding.
55	Narrative pace	Explain how quickly the text moves through events and why that matters.
56	Limited viewpoint	Explain how the character or narrator’s knowledge restricts what the reader learns.
57	Paragraph shift	Identify the change in subject, tone, time or focus across the break.
58	Zoom in	Explain how the text narrows from a broader scene to a particular detail.
59	Zoom out	Explain how the text widens from a detail to a broader scene or issue.
60	Contrast in tone	Compare the attitudes conveyed by the wording in two parts or sources.
61	Rhetorical question	Explain the effect of asking a question for a purpose beyond obtaining an answer.
62	Direct address	Explain how speaking to the reader or listener shapes the relationship.
63	Anecdote	Identify a short account and explain what it contributes to the viewpoint.
64	Inclusive language	Explain how words such as we invite readers or listeners to share a position.
65	Counterpoint	Consider an opposing point and connect your response to the argument.
66	Call to action	State what you want the audience to do after hearing or reading the response.
67	Sentence boundary	Check where a complete sentence ends and the next begins.
68	Paragraphing	Separate and connect ideas using meaningful paragraph breaks.
69	Proofread	Check whether spelling, grammar and punctuation convey the intended meaning.
70	Point of comparison	Use the same feature to compare how both writers present their views.

Literary and editorial terms in context

No.	Instruction or term	What it asks you to do
71	Give a reason	Connect the answer to a relevant principle or piece of evidence.
72	Reason for the shift	Explain why the change in focus or tone matters to the text’s effect.
73	Compare with	Use the named alternative as the basis of comparison.
74	Similarities	Give the features the named items share.
75	Differences	Give ways the named items differ along comparable features.
76	Effect	State the resulting change or consequence.
77	Source material	Use the extract or figure supplied for the task.
78	Quotation	Use the exact words from the source where the task requests them.
79	Writer’s effect	Explain how a particular choice of language shapes the reader’s impression.
80	Audience	Identify who the writing or speech addresses.
81	Purpose	Identify what the communication is intended to achieve.
82	Register	Match the level of formality and style to the situation.
83	Form	Use the kind of response requested, such as a speech or report.
84	Compare	Identify similarities and/or differences as the Cambridge question directs.
85	Contrast	Show how the items differ on a shared point of comparison.
86	Relevant	Connected to the specific question or criterion.
87	Evidence	A fact, detail or observation that supports a claim.
88	Reason	The basis for a statement, choice or result.
89	Source	The particular text, figure, notes or data supplied for use.
90	Difference	What sets two things apart, or a gap between values.
91	Key word in a quotation	Identify the word that does the most work in the quotation and explain its effect.
92	Quote accurately	Keep the words you select faithful to the source.
93	Narrative gap	Explain what the reader is made to wonder because information is withheld.
94	Single-word evidence	Use one well-chosen word when it can support a precise interpretation.
95	Same meaning	Preserve the original relationship, tense and other relevant meaning.
96	Word-level analysis	Connect a specific word to a plausible impression in the named part of the source.
97	Verb choice	Explain what the action word suggests about the movement, voice or attitude.
98	Recurring phrase	Explain how repetition of wording shapes meaning or emphasis across the text.
99	Review	Describe and evaluate the subject and make the recommendation the task requests.
100	Language	Use clear and suitable vocabulary and grammar with appropriate range and control.
101	Incomplete sentence	Explain a deliberate fragment’s effect in a text or repair an accidental fragment in your own writing.
102	Address the named audience	Choose a tone and level of detail that suits the intended reader or listener.
103	Support your view	Give a reason or example relevant to the discussion question.
104	Present a reasoned case	Develop the position and show how the evidence supports it.
105	Word ending	Check which form or ending fits the surrounding grammar.
106	Word family	Use related forms to decide whether the sentence needs a noun, verb, adjective or adverb.
107	Cohesive reference	Work out what a linking expression or pronoun refers to.
108	Evidence from the text	Use a detail from the source or lines named by the question.
109	Writer attitude	Infer how the writer feels from the language and evidence used.
110	Emphasis	Explain why the writer draws attention to one idea over another.
111	Word order	Arrange the pieces so the sentence works grammatically.
112	Academic tone	Use clear, respectful language appropriate to an academic exchange.
113	Develop with a specific example	Show how an example makes your point about the text or viewpoint clearer.
114	Main purpose	Identify what the text as a whole is trying to accomplish.
115	Most directly supports	Pick the evidence with the clearest connection to the named claim.
116	Function of a detail	Decide how a detail supports or develops a larger point in the material.
117	Words in context	Choose the sense or expression that fits the local wording and purpose.
118	Reference within the text	Resolve a reference by locating the word or idea it points back to.
119	Transitions	Identify the relationship between ideas before choosing a connecting expression.
120	Illustrative example	Choose a particular case that demonstrates a broader point.
121	Sentence conventions	Choose grammar and punctuation that make the constructed sentence clear.
122	Clause boundary	Identify where one clause ends and the next begins before arranging the sentence.
123	Sentence structure	Use word order and grammatical roles to make a complete sentence.
124	Independent clause	Identify words with a subject and verb that can stand as a sentence.
125	Dependent clause	Identify a clause that needs a main clause to complete its function.
126	Sentence fragment	Recognise words punctuated as a sentence without a complete main clause.
127	Pronoun reference	Match the pronoun to the person or thing it represents.
128	Rhetorical purpose	Identify the job a detail does in the author’s argument.
129	Nonessential clause	Identify a clause that can be removed without changing the intended reference.
130	Parenthetical detail	Identify supplementary information set off from the main sentence.
131	Detail	Find the particular fact needed to answer the question.
132	Writer’s view	Identify the opinion the writer expresses.
133	Support	Supply evidence that helps establish the claim.
134	In context	Use the meaning that fits this passage or situation.
135	Best supported	Prefer the conclusion backed most directly by the evidence.
136	Example	A particular case used to make a general idea clear.
137	Context	The surrounding information that helps determine meaning.
138	Option	One of the choices the question offers.
139	Short retrieval answer	Give the required factual detail without expanding into analysis.
140	Coherence	Make ideas easy to follow in a sensible order.
141	Cohesion	Link sentences and paragraphs so their relationships are clear.
142	Point of view	State your position on the issue when the prompt calls for it.
143	Relevant example	Use an example that genuinely supports the paragraph’s point.
144	Topic sentence	Open a paragraph with a sentence that identifies its main point.
145	Answer the selection task	Choose the number of supported statements requested on the current paper.
146	Words and phrases	Identify the language that carries the meaning needed for the answer.
147	Complete sentences	Use connected sentences where the writing task requires a full response.
148	Cross-text connections	Compare how two texts address the same point.
149	Refer back	Connect a word or phrase to the idea it refers to earlier in the text.
150	Communicative purpose	Identify what the writer or speaker is trying to achieve.
151	Cause and effect	Choose a link that shows one event producing or explaining the other.
152	Refer to	Use the specified passage, figure or notes when responding.
153	Conclusion	The result reached after considering the reasoning or evidence.
154	Support the claim	Give evidence that bears on the exact claim in the question.
155	Line of reasoning	Make the connection between the thesis, evidence and supporting ideas visible.

Core instructions and evidence

No.	Instruction or term	What it asks you to do
156	Recognise	Find a familiar feature in a new example.
157	Identify	Name or pick out the item the question specifies.
158	Select	Choose only the number of options requested.
159	Choose	Commit to the option that fits the stated criteria.
160	Match	Pair each item with the option that corresponds to it.
161	Complete	Fill in what is missing while keeping the supplied structure.
162	Label	Attach the correct name to the indicated part.
163	Locate	Find the specified detail, point or region.
164	Indicate	Make the chosen feature or answer clear.
165	Record	Write the result in the space and form provided.
166	Answer	Respond directly to the question being asked.
167	Give	Supply the requested fact, example or result.
168	State	Express the required point directly and clearly.
169	Name	Supply the correct term, person or item.
170	List	Set out the requested items separately.
171	Define	Give the precise meaning used in the subject or question.
172	Describe	Report the relevant characteristics, events or pattern.
173	Outline	Give the main steps or points in brief.
174	Summarise	Select the central points and leave out minor details.
175	Explain	Connect the result to its cause, mechanism or reasoning.
176	Analyse	Break down the evidence and explain how its parts relate.
177	Interpret	Say what a statement, result or display means in context.
178	Infer	Use clues to reach a conclusion the material implies.
179	Suggest	Offer a plausible answer suited to the information given.
180	Justify	Give evidence or reasoning that supports your answer.
181	Evaluate	Weigh relevant evidence or criteria before reaching a judgment.
182	Assess	Judge the extent, value or strength of something using evidence.
183	Discuss	Develop a structured response that considers the relevant issues.
184	Distinguish	Give the feature that lets the reader tell two things apart.
185	Illustrate	Make an idea clear with a relevant example or diagram.
186	Demonstrate	Show how a fact, process or result can be established.
187	Determine	Work from the given information to establish an answer.
188	Check	Test the answer against the original instruction or condition.
189	Correct	Repair the specific error while preserving the intended meaning or result.
190	Revise	Change a response so it better meets the task.
191	Arrange	Put items into the order or grouping requested.
192	Sequence	Put stages into a meaningful order.
193	Classify	Assign each item to a category using the stated rule.
194	Group	Put items with a shared feature together.
195	Order	Sort items by the criterion given in the prompt.
196	Replace	Swap the specified part for a suitable alternative.
197	Omit	Leave out the indicated item or detail.
198	Include	Make sure the requested part appears in the response.
199	Exclude	Keep the named item or category outside your answer.
200	Underline	Draw a line under the exact word or phrase requested where instructed.

What the examination requires

Use the AQA specification and the current series materials

AQA 8700 is a UK GCSE English Language specification. Confirm the board and code on your entry. AQA introduced wording and mark scheme updates beginning in summer 2026. Use its current assessment materials to rehearse the directions for your series. Older questions can still help you practise the underlying reading and writing skills.

Paper 1 uses an unseen fiction text

Explorations in Creative Reading and Writing lasts 1 hour 45 minutes and carries 80 marks, half the GCSE. Section A uses one fiction text. Section B asks for descriptive or narrative writing. Read the precise scope and output in the prompt before drafting, especially when the task limits you to part of a story. In the updated Question 1 format, use the named lines and choose one answer for each of the four short items. Older Paper 1 practice may instead ask you to list four things.

Paper 2 uses two linked texts

Writers’ Viewpoints and Perspectives lasts 1 hour 45 minutes and carries 80 marks, half the GCSE. Section A uses nonfiction and literary nonfiction. Section B asks you to write to present a viewpoint. In both papers, each extended writing question allocates 24 marks for content and organisation and 16 for technical accuracy.

Spoken Language has a separate endorsement

The non-exam assessment involves presenting, responding to questions and feedback and using Standard English. It is separately endorsed and carries no weighting in the GCSE grade. Check the practical arrangements with your school or centre.

• Find the exact action before deciding on your answer.
• Check which passage, data, lines or choices the action applies to.
• Use the requested form and confirm any limits before moving on.

Worked examples of common examination instructions

These original examples use short passages and tasks so you can see what each instruction adds to the work.

Use only the specified part of a source

An invented passage begins with a cyclist checking the tyres, fastening a helmet and looking at dark clouds. Later the cyclist turns home. If the question restricts you to the opening lines, use details from the opening. A later event can be true in the story and still fall outside the requested scope.

Explain a language choice in context

Consider the original line ‘The shutters clattered like loose teeth.’ The simile links the shutters to something unstable and unpleasant. In a storm scene, that association can make the building feel vulnerable. The term simile identifies the choice. The explanation connects the comparison to what the reader experiences in this setting.

Explain a structural shift

An original extract begins with a street full of people and then narrows to a single unclaimed bag. The shift from the crowd to an object draws attention to what has been left behind. If the question asks about structure, explain what the text focuses on first, what changes and how that sequence guides attention.

Compare viewpoints and methods

Two invented writers discuss a new station. One presents it as overdue and includes commuters’ accounts of long waits. The other worries it will harm a quiet square and describes how residents use the space. Pair the attitudes, then explain how each writer’s choice of details conveys the view.

Write a position for the named audience

Suppose a task asks for a speech to school governors about extending library hours. State the position, explain when students need access and propose a workable trial. A sentence explaining how the governors could judge attendance gives the audience a practical next step. Adapt the voice if the same issue appears as an article for students.

Use the Fencing Method to practise instruction words

Start with one accurate sentence, then add a specific detail. Add the reason, comparison or condition only when the instruction needs it. Transfer the same action to a new task. For selected-response questions, this is a short practice check to clarify what a good choice must do.

1. The focus changes.
2. The text moves from the busy street to a single bag.
3. The move from the crowd to the unclaimed bag focuses the reader on what has been left behind.
4. Try a new extract. Name the starting focus, the shift and one effect created by that change.

Read the eduKate Fencing Method for Vocabulary.

Practise and check your answers

Practise reading the same source three ways

First retrieve a stated detail from the named lines. Next explain how one word or phrase shapes an impression. Then describe a structural shift and its effect. Check which part of the source each question allows and how the amount of evidence changes.

Read the writing task like an editor

Identify the audience, the form and the purpose before drafting. Reserve time to check technical accuracy separately from content. For a viewpoint task, test whether each paragraph advances the position. For a description or narrative task, check that the sequence of details serves the exact prompt.

Practice 1. The prompt specifies lines 8–14. Your strongest quotation is on line 19. What should you do?

Find evidence within lines 8–14 unless the question also directs you to use another part.

Practice 2. What can you add after identifying a simile?

Explain what the comparison suggests in that specific line and how it shapes the reader’s impression.

Practice 3. A viewpoint comparison uses two quotations but gives a separate summary of each source. What is missing?

State a paired similarity or difference and explain how the two pieces of evidence support that comparison.

Practice 4. What should you check when the task says write a letter to a council?

Address the council, state the position and use a tone and argument suitable for the recipient.

Frequently asked questions

Do these instructions apply to every GCSE English Language board?

Use them for AQA 8700 and check your own board’s materials if your entry uses a different specification.

Can I use an older AQA paper?

Use it to practise the reading or writing skill. Use current AQA materials to check question wording and task design.

Does Spoken Language contribute to the numerical GCSE grade?

AQA reports it as a separate endorsement with no weighting in the GCSE grade.

Official sources and next reading

• AQA GCSE English Language 8700 specification
• AQA command words
• AQA assessment resources
• AQA explanation of the summer 2026 changes
• AQA Paper 1 updated questions and commentaries for first examination in 2026

Related guide in this series · Cambridge IGCSE examination command words

Read eduKateSG’s 200-word vocabulary guide for more ways to group and practise vocabulary.

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