Use these 200 words to explain a position, examine evidence and write more thoughtful stories, reports and reflections. The meanings and original example sentences come first; practical lessons show how to use the words afterwards.
School Year 6 is an approximate British-style age band of 10–11, not an official numbered PYP stage or a fixed readiness standard. This independent eduKate list is not prescribed by IB. Your school determines programme placement, assignments and whether this is its final PYP year.
The 200-word list: meanings and writing examples
Choose a small useful set for today. Each numbered entry gives one target word, a meaning for this context and an original example. These are eduKate teaching selections; recurring words across stages are revisited for a new writing purpose.
1–20: Build a reasoned position · 21–40: Research and handle evidence carefully · 41–60: Connect ideas with the right relationship · 61–80: Evaluate an option against clear criteria · 81–100: Explain systems and change · 101–120: Discuss a story and its characters · 121–140: Name language choices and their effects · 141–160: Write about fairness and shared decisions · 161–180: Use precise verbs for thinking and explaining · 181–200: Reflect on learning and revise deliberately
Assessment requirements · Fencing Method · Practice and answers
1–20. Build a reasoned position
- argument — A connected set of reasons supporting a position. Example: Our argument explains why the school should consider a repair club.
- viewpoint — A particular way of seeing or judging something. Example: The caretaker offers a viewpoint we had not considered.
- position — The view someone takes on a question. Example: My position changes after I read the students' responses.
- assert — State a view firmly as if it is true. Example: Writers should not assert that everyone agrees without checking.
- contend — Put forward a view as part of an argument. Example: We contend that a trial would reveal practical difficulties.
- propose — Suggest an idea or plan for consideration. Example: We propose a short trial before buying new equipment.
- recommend — Suggest a choice because there are reasons for it. Example: I recommend a supervised session with clearly labelled materials.
- justify — Give reasons that support a decision or judgement. Example: We justify the timetable by explaining who can attend.
- persuade — Lead someone to accept a view or take action through reasons or appeals. Example: The letter tries to persuade families to repair useful objects.
- convince — Cause someone to believe something through reasons or evidence. Example: One attractive poster may not convince a doubtful reader.
- credible — Reasonably believable or trustworthy in the circumstances. Example: A credible proposal explains both its benefits and its difficulties.
- logical — Connected in a way that follows clear reasoning. Example: The final recommendation follows a logical sequence of reasons.
- reasonable — Fair or sensible when the circumstances are considered. Example: A small trial is a reasonable response to uncertain demand.
- convincing — Making a claim or explanation seem believable or persuasive. Example: The report becomes more convincing when it includes relevant observations.
- balanced — Giving fair attention to relevant competing considerations. Example: A balanced account considers the volunteers' time as well as demand.
- judgement — A conclusion reached after considering available information. Example: Our judgement depends on whether the room is suitable.
- stance — A person's stated attitude or position on an issue. Example: The speaker's cautious stance reflects the lack of storage space.
- objection — A reason offered against an idea or proposal. Example: One objection concerns the noise during nearby music lessons.
- response — An answer or reaction to something. Example: Our response explains how a quieter activity could address that concern.
- concession — An acknowledgement that another view has a valid point. Example: The concession recognises that supervision would require staff time.
21–40. Research and handle evidence carefully
- evidence — Information used to support or challenge a statement. Example: The photographs provide evidence that several items need repair.
- observation — Something noticed through careful attention. Example: Our observation concerns one session rather than the entire term.
- testimony — A person's account of something they experienced. Example: The volunteer's testimony describes difficulties during the previous event.
- document — A written or recorded item containing information. Example: The document lists the materials used in the earlier workshop.
- reference — Information identifying where an idea or detail came from. Example: The reference allows another reader to locate the original report.
- citation — A brief acknowledgement of a source in writing. Example: The citation shows where the quoted sentence was published.
- quotation — Words copied exactly from their original source. Example: The quotation preserves the speaker's careful description of the problem.
- paraphrase — Express another source's meaning in your own words. Example: We paraphrase the explanation while acknowledging where it came from.
- accuracy — The quality of being correct and sufficiently exact. Example: We check the accuracy of the dates before submitting the article.
- relevance — The connection between information and the question being answered. Example: The relevance of the photograph depends on our research question.
- reliability — How far a source or method can be trusted. Example: We discuss the reliability of an undated online announcement.
- bias — An influence that favours one view unfairly or selectively. Example: The question may introduce bias by describing the club as wonderful.
- assumption — Something accepted as true without checking it fully. Example: Our assumption is that every student can stay after school.
- inference — A conclusion drawn from clues rather than directly stated information. Example: The inference is plausible, but another explanation remains possible.
- interpretation — A reasoned explanation of what something means. Example: My interpretation connects the narrator's silence with her earlier disappointment.
- verification — The process of checking whether information is accurate. Example: Verification reveals that the timetable belongs to last year.
- dataset — A collection of recorded information for examination. Example: Our small dataset contains responses from one class only.
- questionnaire — A written set of questions used to collect responses. Example: The questionnaire asks which activities students could actually attend.
- respondent — A person who answers a survey or questionnaire. Example: One respondent explains that the proposed time clashes with another club.
- limitation — A boundary or weakness affecting what can be concluded. Example: A limitation of our survey is its small number of responses.
41–60. Connect ideas with the right relationship
- consequently — As a result of what has just been described. Example: The room is unavailable; consequently, the trial needs another location.
- therefore — Introduces a conclusion following from earlier information. Example: No supervisor is available; therefore, the session cannot proceed today.
- moreover — Adds a further relevant point to an argument. Example: The room is spacious; moreover, it has accessible storage.
- furthermore — Introduces an additional supporting point. Example: The plan uses existing materials; furthermore, it allows easy revision.
- nevertheless — Introduces a contrast despite the preceding information. Example: The first attempt failed; nevertheless, the group tried a simpler design.
- nonetheless — Despite the fact or difficulty just mentioned. Example: The evidence is limited; nonetheless, it suggests a useful next question.
- alternatively — Introduces a different possible choice or approach. Example: We could meet indoors; alternatively, we could postpone the session.
- similarly — Shows that another case is alike in a relevant way. Example: The first speaker values access; similarly, the second requests clearer directions.
- conversely — Introduces an opposite or reversed relationship. Example: Large lettering improves visibility; conversely, tiny lettering can hinder it.
- despite — Shows that something happens although another condition might prevent it. Example: Despite the delay, the team completes the display calmly.
- unless — Except if a stated condition applies. Example: The workshop cannot begin unless a supervisor is present.
- whereas — Places two contrasting facts or ideas together. Example: The poster celebrates the idea, whereas the report examines its feasibility.
- although — Introduces a contrast with the main statement. Example: Although the proposal is popular, its timetable needs further discussion.
- since — Introduces a reason in this sentence pattern. Example: Since storage is limited, we should choose compact materials.
- hence — Shows a consequence or conclusion from earlier information. Example: The entrance is narrow, hence the need for smaller tables.
- accordingly — Shows that an action suits the circumstances described. Example: The audience includes younger pupils; accordingly, we explain unfamiliar terms.
- otherwise — Shows what would happen if a condition were different. Example: Label the boxes; otherwise, volunteers may confuse the materials.
- initially — At the beginning of a process or period. Example: Initially, we assumed that cost would be the main difficulty.
- subsequently — At a later point after something has happened. Example: The group subsequently discovers that supervision is the larger concern.
- ultimately — At the final or most important point in a process. Example: Ultimately, the decision depends on whether the trial can run safely.
61–80. Evaluate an option against clear criteria
- assess — Examine something to judge its quality, value or suitability. Example: We assess the proposal against the needs of the people involved.
- evaluate — Judge something by considering evidence and relevant criteria. Example: Students evaluate the two layouts before choosing one.
- criterion — One standard used when judging a choice or performance. Example: Accessibility is one criterion for selecting the room.
- feasible — Possible to carry out under the actual conditions. Example: The plan is feasible only if the room is available.
- effective — Able to achieve the intended purpose. Example: An effective notice helps visitors find the correct entrance.
- efficient — Using time or resources with little unnecessary waste. Example: An efficient system avoids asking every visitor the same question twice.
- accessible — Easy enough for the intended people to reach or use. Example: The instructions should be accessible to readers unfamiliar with the activity.
- affordable — Within the amount of money available. Example: A reused display board is an affordable choice for our group.
- sustainable — Able to continue without exhausting the resources it needs. Example: The club needs a sustainable plan for materials and supervision.
- beneficial — Producing a useful or positive effect. Example: A short practice session may be beneficial before the public demonstration.
- harmful — Likely to cause damage or an unwanted negative effect. Example: A harmful rumour can spread when writers repeat unchecked claims.
- significant — Important enough to affect an explanation or decision. Example: The lack of storage is a significant difficulty for this plan.
- minor — Small or less important compared with other concerns. Example: The colour of the folder is a minor issue.
- essential — Necessary for the activity or purpose to succeed. Example: Clear permission is essential before we use someone's photograph.
- optional — Available as a choice rather than required. Example: An extra illustration is optional if the explanation is already clear.
- temporary — Intended to last for a limited period. Example: The temporary sign will help visitors during the renovation.
- permanent — Intended to remain rather than serve briefly. Example: A permanent change should follow careful consideration of the trial.
- priority — Something given greater importance or attention than other matters. Example: Our priority is making the activity understandable for new participants.
- compromise — An agreement involving some adjustment by different sides. Example: A shorter session offers a compromise between two competing timetables.
- outcome — The result of an action or process. Example: The outcome of the discussion is a revised proposal.
81–100. Explain systems and change
- system — Connected parts working together for a purpose. Example: The borrowing system includes labels, records and return dates.
- structure — The arrangement of parts within something. Example: The structure of the report helps readers locate the recommendation.
- function — The job something performs within a larger arrangement. Example: The function of the checklist is to prevent missed steps.
- interaction — The way people or things act upon each other. Example: The story explores the interaction between neighbours with different expectations.
- relationship — A connection between people, things or ideas. Example: We explain the relationship between storage space and the club's size.
- connection — A link between two or more things. Example: The final sentence makes the connection between the example and the claim.
- dependence — A situation in which something relies on something else. Example: The project's dependence on one volunteer creates a practical difficulty.
- distribution — The way something is shared or spread among people or places. Example: The map shows the distribution of reading spaces around the school.
- allocation — The assignment or sharing out of resources, tasks or time. Example: The allocation of materials should reflect each group's actual needs.
- capacity — The amount something can hold or manage. Example: The room's capacity limits the number of worktables.
- demand — The amount of something people want or need. Example: The survey helps us estimate demand for the new activity.
- supply — The amount of something available for use. Example: Our supply of cardboard is enough for a small trial.
- consumption — The use of resources or materials. Example: The group records paper consumption during the display project.
- conservation — Careful protection or use of something valuable. Example: The exhibition explores conservation through examples of repaired objects.
- maintenance — Work that keeps something in a useful condition. Example: The proposal includes regular maintenance of the shared equipment.
- adaptation — A change that helps something suit new conditions. Example: An adaptation of the timetable allows more students to attend.
- innovation — A new idea or method introduced for a purpose. Example: The reusable label is a simple innovation in our display.
- development — The process of growing, changing or becoming more complete. Example: The reflection explains the development of our original question.
- transition — A movement from one stage or situation to another. Example: A clear introduction helps readers follow the transition to a new topic.
- consequence — Something that follows from an action or situation. Example: One consequence of extending the session is less clearing time.
101–120. Discuss a story and its characters
- narrator — The voice that tells a story. Example: The narrator describes the workshop from a newcomer's perspective.
- perspective — The position or experience from which something is understood. Example: Her perspective changes when she learns why the neighbour complained.
- character — A person or other figure presented in a story. Example: The main character hides the broken model from her friends.
- motive — A reason that helps explain someone's action. Example: The character's motive becomes clearer after the conversation with her brother.
- conflict — A struggle between opposing needs, wishes or forces. Example: The conflict concerns whether the group should reveal its mistake.
- tension — A feeling of uncertainty or strain about what might happen. Example: The unanswered question creates tension before the final scene.
- resolution — The part in which a central problem is settled or addressed. Example: The resolution shows the friends accepting responsibility together.
- setting — The time, place and circumstances of a story. Example: The crowded setting makes a private conversation difficult.
- atmosphere — The feeling a place or scene creates for a reader. Example: The silent corridor creates an uneasy atmosphere.
- dialogue — Conversation presented between characters. Example: The dialogue reveals that the friends understand the promise differently.
- gesture — A movement that communicates an idea or feeling. Example: The small gesture of offering a chair suggests consideration.
- reaction — What someone does or feels in response to something. Example: Her reaction reveals surprise rather than deliberate rudeness.
- attitude — A way of thinking or feeling about something. Example: The narrator's attitude towards the old shop becomes more sympathetic.
- trait — A characteristic that helps describe a person or character. Example: Patience is a trait shown through the volunteer's repeated explanations.
- ambition — A strong wish to achieve a particular goal. Example: His ambition to finish first causes him to ignore a warning.
- loyalty — Continued support for a person, group or principle. Example: Her loyalty is tested when a friend asks her to conceal evidence.
- empathy — The ability to understand or share another person's feelings and experience. Example: The conversation encourages empathy for the worried caretaker.
- regret — Unhappiness about an action or event one wishes were different. Example: The character's regret appears in her unfinished apology.
- reconciliation — The repair of a damaged relationship or disagreement. Example: The final exchange suggests reconciliation between the two neighbours.
- transformation — A substantial change in form, behaviour or understanding. Example: The story traces a transformation in the narrator's view of failure.
121–140. Name language choices and their effects
- imagery — Language that creates sensory impressions or mental pictures. Example: The imagery of dust and darkness makes the room feel neglected.
- simile — A comparison using words such as like or as. Example: The simile compares the scattered papers to fallen leaves.
- metaphor — A figurative comparison that describes one thing as another. Example: The metaphor presents the empty hall as a sleeping giant.
- personification — A description that gives human qualities to something nonhuman. Example: The personification makes the gate seem unwilling to open.
- repetition — The deliberate reuse of a word, phrase or pattern. Example: The repetition of wait emphasises the child's growing impatience.
- contrast — A difference made noticeable by placing things together. Example: The contrast between bright posters and empty seats suggests disappointment.
- symbol — An object or detail representing an idea beyond itself. Example: The repaired cup becomes a symbol of the friendship's recovery.
- tone — The attitude communicated by a voice or text. Example: The polite tone keeps the complaint focused on the problem.
- emphasis — Extra attention given to something to show its importance. Example: The final sentence places emphasis on shared responsibility.
- rhythm — A pattern of movement or sound in language. Example: The short phrases give the paragraph a quick, urgent rhythm.
- description — An account of what something is like. Example: The description focuses on details the narrator could actually notice.
- explanation — An account that makes a reason or process understandable. Example: The explanation connects each step to its purpose.
- comparison — An examination of similarities and differences. Example: The comparison considers how both writers present the same place.
- summary — A short account of the main points. Example: The summary leaves out small details that do not affect the conclusion.
- introduction — The opening that establishes a text's subject or direction. Example: The introduction identifies the proposal and the question it addresses.
- conclusion — The final judgement or closing part of a text. Example: The conclusion answers the question without introducing unsupported new claims.
- cohesion — The way parts of a text are linked together. Example: Clear pronouns and logical connectors improve the paragraph's cohesion.
- clarity — The quality of being easy to understand. Example: Replacing the vague pronoun improves clarity immediately.
- precision — The quality of expressing exactly the intended meaning. Example: The phrase three respondents adds precision to our claim.
- register — Language style chosen for a particular situation or audience. Example: A formal register suits the letter requesting permission.
141–160. Write about fairness and shared decisions
- inclusion — Making participation possible for people who might be left out. Example: The plan considers inclusion when choosing the meeting time.
- exclusion — Keeping someone outside an activity or opportunity. Example: The narrow entrance creates a risk of exclusion for some visitors.
- equality — Giving people the same status, rights or treatment. Example: The discussion asks whether equality requires identical materials for every group.
- equity — Considering different needs when making arrangements fair. Example: Equity may require extra support for a student unfamiliar with the tools.
- fairness — Treating people reasonably with attention to relevant circumstances. Example: We explain the fairness of the rota rather than simply praising it.
- responsibility — A duty to act carefully or answer for an action. Example: Each group accepts responsibility for returning the borrowed materials.
- accountability — Being expected to explain decisions and accept responsibility. Example: A clear record supports accountability when materials are shared.
- cooperation — Working together towards an agreed purpose. Example: The event depends on cooperation between students and adult volunteers.
- collaboration — People developing or producing work together. Example: The display shows collaboration through its combined research and illustrations.
- participation — Taking part in an activity or process. Example: We consider whether the timetable allows broad participation.
- representation — The way people or views are included or presented. Example: The survey needs better representation of students with other commitments.
- consent — Freely given agreement to a particular action. Example: We obtain consent before displaying a classmate's interview photograph.
- privacy — Control over access to personal information or personal space. Example: The display should respect the privacy of people interviewed.
- diversity — The presence of different experiences, qualities or perspectives. Example: The stories reflect the diversity of experiences within the community.
- respect — Consideration for others' needs, rights or views. Example: The response shows respect even when it disagrees with the suggestion.
- negotiation — Discussion intended to reach a workable agreement. Example: Negotiation helps the groups share a room with limited space.
- consensus — Broad agreement reached within a group. Example: The group reaches consensus after considering the remaining concerns.
- disagreement — A difference between people's views or choices. Example: A respectful disagreement can reveal information the proposal overlooked.
- commitment — A promise or willingness to keep supporting something. Example: The club requires a realistic commitment of time from its organisers.
- contribution — Something given or done to help a shared purpose. Example: The reflection identifies each person's contribution without ranking classmates.
161–180. Use precise verbs for thinking and explaining
- clarify — Make a meaning or point easier to understand. Example: The next sentence will clarify what we mean by accessible.
- illustrate — Make an idea clearer through a relevant example. Example: The broken handle helps illustrate the kind of repair being proposed.
- demonstrate — Show something clearly through evidence, explanation or action. Example: The model can demonstrate how the folding display works.
- indicate — Point towards a fact, condition or possible conclusion. Example: The responses indicate interest within the group we surveyed.
- suggest — Offer an idea or point towards a possible meaning. Example: The narrator's silence may suggest uncertainty rather than agreement.
- establish — Show that something is sufficiently supported or settled. Example: We need more information to establish whether the room is available.
- challenge — Question whether a claim or assumption is justified. Example: The new evidence may challenge our original explanation.
- question — Examine an idea instead of accepting it immediately. Example: We question whether the survey represents the whole school.
- acknowledge — Recognise a relevant fact, contribution or concern. Example: A fair response should acknowledge the volunteer's limited time.
- qualify — Add a limit that makes a statement more accurate. Example: We qualify the claim by explaining that the sample was small.
- distinguish — Recognise or explain an important difference. Example: Writers should distinguish a personal preference from a supported conclusion.
- identify — Name or recognise something relevant to the task. Example: The introduction will identify the question our inquiry addresses.
- describe — Give an account of relevant features or events. Example: We describe the damaged object before explaining the repair.
- examine — Study something carefully to understand it better. Example: The second paragraph will examine the practical difficulties.
- compare — Consider things together to identify similarities and differences. Example: We compare the plans using the same three criteria.
- differentiate — Recognise or explain what makes things distinct. Example: The labels differentiate recorded observations from proposed explanations.
- connect — Show a meaningful relationship between ideas or information. Example: The final sentence should connect the example to the argument.
- organise — Arrange information into a clear, purposeful structure. Example: We organise the report around questions that readers need answered.
- synthesise — Bring information from different places into a connected understanding. Example: We synthesise the interviews by explaining the concerns they share.
- conclude — Reach a reasoned judgement after considering information. Example: We conclude that the timetable needs further discussion.
181–200. Reflect on learning and revise deliberately
- reflection — Careful thought about an experience and what it reveals. Example: My reflection explains how the interview changed my original question.
- feedback — Information about work that can guide its improvement. Example: The feedback identifies a claim that needs clearer evidence.
- revision — A change intended to improve ideas, organisation or wording. Example: The revision separates two unrelated points into different paragraphs.
- editing — Checking and improving details of a written draft. Example: Editing removes a repeated word and repairs the punctuation.
- proofreading — A final check for remaining written errors. Example: Proofreading catches the missing letter in the exhibition title.
- strategy — A planned way of approaching a task or problem. Example: My strategy is to outline the reasons before writing the introduction.
- goal — Something a person or group intends to achieve. Example: Our goal is to make the recommendation easy to understand.
- progress — Movement towards better understanding or a chosen goal. Example: The second draft shows progress in explaining the evidence.
- obstacle — A difficulty that stands in the way of progress. Example: The main obstacle is the lack of reliable information.
- persistence — Continued effort despite difficulty or delay. Example: Persistence helps the group test another layout after the first fails.
- independence — The ability to work or decide with appropriate self-direction. Example: The task allows independence while keeping teacher guidance available.
- confidence — A belief in one's ability to attempt or manage something. Example: Practice gives the speaker confidence to explain her own reasoning.
- uncertainty — A state of not knowing enough to be sure. Example: We express uncertainty when the evidence allows several explanations.
- flexibility — The ability to adjust when conditions or information change. Example: Flexibility helps us revise the plan after a useful objection.
- awareness — Knowledge or recognition of something relevant. Example: Audience awareness helps the writer explain an unfamiliar term.
- insight — A useful understanding that goes beyond the obvious detail. Example: The interview offers an insight into the caretaker's concern.
- transfer — Use something learned in a different situation. Example: We transfer the comparison structure to a new writing topic.
- application — The use of an idea or skill in practice. Example: The paragraph shows the application of our vocabulary work.
- improvement — A change that makes something more useful or effective. Example: The clearest improvement is the explanation after each example.
- readiness — Being sufficiently prepared for a particular next step. Example: Readiness depends on the task, not simply the student's age.
List check: 200 entries in 10 groups of 20, with no repeated headword within this article. The list is a reference bank, not a target to insert into one essay.
Choose your next useful step
Use the word bank immediately, then choose the help you need.
Guide contents
Sections 1–4: Understand the stage and build clear sentences
Sections 5–9: Worked examples and practice
Sections 10–15: Review, revise and continue
“School Year 6” is this series’ approximate British-style age band of ten to eleven, not an official numbered PYP level. The PYP covers ages three to twelve, and its organisation depends on the school. See the IB PYP overview.
There is no standard external IB PYP essay examination. The IB describes PYP assessment in terms of feedback and reflection. Use your school’s current task sheet for the actual writing purpose and expectations. See IB assessment information.
The PYP exhibition takes place in the programme’s final year. School Year 6 is the exhibition year only if your school places its final PYP year there. It is an inquiry and sharing process, not a universal vocabulary examination. See the IB’s explanation of the PYP exhibition.
Practical writing goals for this guide
Practise explaining a position, connecting evidence to a reason and recognising a sensible objection. For an inquiry report, record where information came from and what it can show. For a story, connect character choices to events. These are suggested learning goals, not a replacement for a teacher’s rubric.
Start here: recommend a check before a trial
Choose recommend, evidence, limitation, feasible and qualify. This original eduKate scenario gives two facts: six of ten respondents would consider a lunchtime games club, and the room has not been confirmed. Write a short recommendation about the next step.
A sound answer reports the six responses accurately, treats room availability as unresolved, and recommends a practical check before a trial. Interest does not establish attendance. An answer such as “Everyone will come, so the club is feasible” goes beyond the information.
- Meaning unclear? Explain why popular and feasible are different judgements.
- Grammar uncertain? Try the pattern “We recommend checking…” and complete the actual action.
- Evidence overstated? Limit the claim to these respondents and identify the missing information.
- Independent use difficult? Cover the wording and make a recommendation for a different activity.
The words are tools, not a quota to insert. This is a teaching diagnostic, not an IB pass mark.
A useful argument needs more than words that sound persuasive. Begin by stating the actual question. “Should our school trial a repair club?” gives you something to investigate. “Repair clubs are amazing” gives you an attitude, but it does not yet identify what readers need to decide.
Select vocabulary for different jobs. Propose introduces your plan. Evidence identifies the information behind it. Feasible asks whether the plan can work under real conditions. Limitation shows what your research cannot settle. A handful of well-chosen words can make an argument clearer than a page filled with impressive but vague expressions.
Learn a word with its boundaries
Effective means achieving the intended purpose. Efficient concerns how resources or time are used. A system can be quick yet fail to give people the information they need. Ask which judgement you mean before choosing the adjective. Similarly, a proposal can be popular without being feasible.
Build short word families without treating them as interchangeable. You can evaluate a proposal and write an evaluation. The verb and noun need different sentence structures. “We evaluation the plan” is incorrect even when the child knows the meaning. Practise the whole sentence slot: “We evaluate the plan against three criteria.”
Keep an example that works and one that does not. “The timetable is accessible because the lettering is clear” makes sense if you are discussing readability. “The timetable is accessible because it is beautiful” needs an explanation of how appearance helps people use it. The check is meaning, not the number of syllables.
Knowing the meaning of recommend does not automatically tell you how to place it in a sentence. Learn a short pattern that expresses a real decision, then change the topic while keeping the grammar secure. The patterns below are optional eduKate practice supports. They are not phrases that every school response must contain.
| Writing job | Useful pattern | Example |
|---|---|---|
| Make a recommendation | recommend + an action in -ing | We recommend labelling each bag. |
| Name a condition | feasible if + a complete clause | The plan is feasible if a storage shelf is available. |
| Acknowledge a difficulty | despite + a noun phrase | Despite the limited space, the smaller box fits. |
| Explain a contrast | although + a complete clause | Although the space is limited, the smaller box fits. |
| State a basis for judgement | evaluate something against criteria | We evaluate the design against clarity and ease of use. |
Compare the two contrast patterns carefully. “Despite the space is limited” mixes the beginning of one pattern with the rest of another. Repair it to “Despite the limited space” or “Although the space is limited”. Then complete the main point. An introductory contrast by itself may leave the reader waiting for the rest of the sentence.
Choose a noun or a verb for a reason
“Our evaluation of the design identifies a problem” uses the noun evaluation. “We evaluate the design” uses the verb. Both can work, but several abstract nouns in a row may hide the action. Compare “The implementation of the allocation of resources requires clarification” with “Explain how each group will receive its materials.” The second version tells someone what to do.
One standard is a criterion; two or more standards are criteria. Write “Clarity is one criterion” and “Our criteria are clarity and ease of use”. Name the standards before judging the options. Otherwise, effective may mean only “the one I like”.
Make the strength of the verb match the information
Suppose a labelled bag has not yet been tested. “It may reduce missing pieces” presents a possibility. “It will prevent every loss” promises much more. The difference is about what the information supports. You do not need to make every sentence uncertain: “The bag has a label” can remain a direct observation.
Practise with an explanation, not just a correction
Repair this draft: “Our criteria is speed. Despite the instructions are brief, some users need help. We recommend to test a diagram.” A possible revision is: “Speed is one criterion. Although the instructions are brief, some users need help. We recommend testing a diagram.” Explain each change: singular noun, complete contrast clause and the verb pattern after recommend.
Finally, ask whether speed is the right criterion. If the purpose is helping unfamiliar users complete a task correctly, accuracy and clarity may matter too. Correct grammar makes an argument readable; the choice of criteria still needs thought.
eduKate’s Fencing Method develops a correct core through controlled additions, with repair before further expansion. Here is an original application for a reasoned recommendation.
- Core: “We recommend a trial.” The decision is clear, but the reader needs a reason.
- Add purpose: “We recommend a trial to find out how many students would attend.” The recommendation now has a job.
- Add a practical boundary: “We recommend a short, supervised trial to find out how many students would attend.” The plan becomes more specific.
- Check support: Have you established that supervision is available? If not, write, “If a supervisor is available, we recommend a short trial.”
- Transfer: Use recommend to suggest a clearer display layout, then explain why the recommendation fits that different problem.
Another layer may require another sentence. “The trial would also reveal how much storage is needed” is easier to follow than a long chain of clauses attached to the first recommendation. The method supports clear expansion; it does not require a single sentence to carry the entire argument.
A useful repair question is, “What would have to be true for this sentence to be fair?” If you write that the proposal is affordable, you need some basis for discussing cost. If you write that it is inclusive, explain whose participation you considered. A vocabulary choice creates a responsibility to express its meaning accurately.
The following situation and evidence are invented for writing practice. A class collects twelve responses about a proposed club. Eight respondents express interest, but three of those eight cannot attend at the suggested time. The school has not yet confirmed a room or a supervisor.
A draft that overstates the evidence
Everyone wants a repair club. It will definitely succeed because repairing things is beneficial. The school must start it immediately.
The vocabulary does not solve the reasoning problem. Only eight of the twelve respondents expressed interest, so “everyone” is unsupported even within that group. Interest is also different from attendance. “Definitely” ignores the unresolved practical conditions.
A revised paragraph
Our small survey suggests some interest in a repair club. Eight of the twelve respondents expressed interest, although three of those eight could not attend at the proposed time. We therefore recommend discussing an alternative timetable before arranging a trial. A suitable room and supervision would also be essential. The survey is a useful starting point, but its limited sample cannot show demand across the whole school.
Suggests leaves room for uncertainty. The numbers identify the actual group studied. Although introduces a complication that affects the recommendation. Essential names conditions rather than merely praising the plan. The final sentence tells readers how far the evidence reaches.
Address an objection without dismissing it
Suppose someone says the club would take too much staff time. Do not reply, “That person does not care about repairing things.” The objection concerns time. A relevant response might propose a shorter trial or ask whether supervision can be shared. If the concern cannot be resolved, acknowledge that the proposal needs further work.
A balanced argument does not require pretending every view is equally strong. It requires presenting the real concern fairly and responding to it with reasons. Sometimes that response changes your position. The revision then demonstrates learning rather than weakness.
Whether you are preparing a class display or, where applicable, a final PYP exhibition, make the research question visible. “How could we reduce waste from damaged classroom materials?” is more manageable than “Everything about the environment”. A focused question helps you choose sources and decide what to leave out.
Keep three kinds of notes separate: information from a source, your own observation and your interpretation. A repair guide may explain a process. Your observation may record how long one attempt took. Your interpretation may suggest whether that process suits a classroom club. Mixing these categories can make an uncertain conclusion appear to come directly from an expert.
Give sources a useful role
Do not add a quotation only because it sounds impressive. Ask what it establishes. A speaker’s account may explain their experience, but it may not represent every participant. A dated record may establish when an event happened without explaining why. Reference the source so readers can understand where the information came from.
For a display caption, try a compact sequence: identify the object, explain what it shows and connect it to the inquiry. “This repaired box shows one way to reuse a damaged container. Our trial also revealed that the repair needed drying time.” The second sentence adds a useful limitation.
For a spoken explanation, prepare to answer “How do you know?” and “What would you investigate next?” You do not need a memorised answer to every possible question. A clear acknowledgement of uncertainty is more helpful than inventing a fact during the presentation.
SECTION 7 OF 15
7. Source workshop: quote, paraphrase and combine information fairly
This exercise uses three invented source cards about a classroom board-game collection. They are practice materials, not research findings about a real school. The task is to recommend a small improvement while keeping the sources’ meanings and limits clear.
Read the three source cards
- Card A — Friday borrowing record: Eighteen games were borrowed. Four were returned with at least one piece missing.
- Card B — collection coordinator’s comment: “We can store each game’s pieces in one labelled bag, but someone must check the bags.”
- Card C — pupil’s suggestion: “Every missing piece is caused by carelessness. A poster will solve the problem.”
Each card does a different job. Card A records a result for one day. Card B proposes an arrangement and identifies work it would require. Card C offers a cause and a promised solution, but supplies no evidence for either. Treating all three as equally established facts would make the report misleading.
Paraphrase the meaning before polishing the wording
A fair paraphrase of Card B is: “The coordinator suggests keeping the pieces for each game together in a labelled bag, while recognising that the bags would need checking.” It preserves both the proposal and the condition. “The coordinator says bags will solve the problem” removes the condition and adds a guarantee that the source did not give.
Try reading the card, looking away and explaining its point in ordinary language. Then compare your sentence with the source. Have you changed the meaning, omitted a limitation or kept a distinctive phrase that should be quoted? Paraphrasing changes the expression; it does not turn another person’s idea into your own discovery. Identify the source in the way the teacher requests.
Use a short quotation for a specific purpose
You might quote “someone must check the bags” when discussing the work involved. Explain why that phrase matters: a storage arrangement still needs a checking routine. Copying the whole comment would not remove the need for that explanation.
Combine the cards into a supported recommendation
Friday’s record shows that four of the eighteen borrowed games were returned with missing pieces. This identifies a problem in that return record but does not establish why the pieces were missing. The coordinator’s suggestion of labelled bags offers a possible improvement, provided that someone can check their contents. We recommend trying the arrangement for a limited period and recording what is returned. The claim that every missing piece is due to carelessness needs investigation before it is accepted.
The paragraph connects information from different cards while preserving their different status. It does not simply place three summaries side by side. The recommendation responds to the recorded problem, uses the proposed method and acknowledges the unresolved explanation.
Independent check
Write a short caption for a sample labelled bag. Explain what it is intended to do and what it cannot establish by itself. A useful answer might say that the bag keeps one game’s pieces together, while a return record is still needed to investigate whether fewer pieces are missing. Do not state that the trial succeeded before any results exist.
For a real inquiry, replace the invented cards with sources approved for the assignment and keep enough reference information to locate them again. The important habit is preserving the relationship between what a source says, what you infer and what you recommend.
These are original, optional practice activities. Adjust their length to the learner and the school assignment. They are not IB examination prompts or official word limits.
Task 1: identify the hidden assumption
Read this sentence: “Every interested student will attend because the club is after school.” Identify the assumption. It ignores transport, other activities and family arrangements. Rewrite the sentence so it expresses interest without promising attendance. A possible repair is, “Some interested students may attend if the timetable suits them.”
Task 2: evaluate two options
Choose between a short weekly meeting and a longer monthly workshop. Select three relevant criteria, such as room availability, supervision and the time each activity needs. Explain which option better fits the information you have. If information is missing, identify what you would ask before deciding.
Task 3: write a fair concession
Begin, “Although the proposal could be useful…” Complete the sentence with a real difficulty, then write a response that addresses it. Check that the second sentence answers the difficulty you actually named. A claim about enthusiasm does not answer a concern about storage.
Task 4: move from argument to narrative
Write a scene in which a character wants to hide a broken object but eventually asks for help. Use one word about motive and one about reaction. Afterwards, explain how the character changes. This practises connecting labels such as regret or responsibility to visible actions.
SECTION 9 OF 15
9. Story workshop: connect dialogue, motive and a change of perspective
Words such as fairness, responsibility and cooperation can appear in both arguments and stories. In a story, however, readers usually need to see what a character does. Use this original passage to move between creating a scene and explaining its meaning.
Maya counted the remaining card before the last group reached the table. There was enough for three teams, but four teams had signed up. She moved a thick pile towards her own team. Then she looked at the empty tray and pushed half the pile back. “Let’s ask what each design needs,” she said.
Follow the sequence before naming the theme
Identify three changes: Maya notices a shortage, takes a large share, then returns some and proposes a discussion. The sequence gives a basis for interpreting her response. “Maya is fair” skips the interesting movement. The passage includes an action that complicates that simple label.
The words “her own team” direct attention to a personal interest. The later question considers the needs of other designs. You might therefore argue that her perspective becomes broader. The text does not tell us whether the eventual allocation is fair, because the discussion has not yet happened.
A short analytical response
Maya’s actions show a change from protecting her own team’s supply towards considering the other groups. She first moves a thick pile towards her team, but later returns some when she notices the empty tray. Her suggestion to ask what each design needs introduces a more cooperative approach. The scene presents the beginning of a fairer discussion, although it does not show the final allocation.
The explanation follows the actual order of events. Supply names the practical concern, cooperative describes the proposed approach and allocation identifies the decision still to come. Each word has a different role. The final qualification avoids congratulating the character for an outcome the passage has not shown.
Develop the scene as a writer
Continue with a disagreement between two teams. One needs a large sheet for a background; the other needs several small pieces. Decide what each speaker wants before writing the dialogue. A meaningful compromise should respond to those needs. Giving every team an identical pile might be one option, but it is not automatically the best fit for different designs.
Try writing one reply that escalates the conflict and another that makes discussion possible. “You always take everything” attacks a person with an absolute claim. “Could we compare the sizes each design needs?” directs attention to a question the group can investigate. Explain which version serves your intended scene.
Change perspective without adding unexplained knowledge
Retell the moment through a pupil at the end of the queue. That pupil may see the pile move but may not know what Maya is thinking. Choose observations available from that position. If you add an imagined thought, make clear that you are now creating a new version rather than analysing the original.
Finish with a writer’s note: “I changed the viewpoint so that the returned card is noticed before Maya’s reason is known.” This explains a deliberate choice. It is more useful than listing three techniques without discussing how the reader’s understanding changes.
A connector without a logical connection
“The room is blue; therefore, the club will succeed” has a connector but no convincing reason. Replace the colour with relevant information or remove the conclusion. Read the relationship aloud: “Because of this fact, this conclusion follows.” Does it?
A quotation without explanation
After quoting a source, explain what the words show and how they relate to your question. If the connection is unclear, another quotation will probably not repair it. Return to the purpose of the paragraph.
Confusing a criterion with a result
A criterion is a standard for judging. “Can students use the instructions independently?” is a possible criterion. “Four students completed the task” is a result that might help evaluate it. Keep the question and the observation distinct.
Calling every disagreement bias
A person can disagree for a relevant reason. Examine what information they selected, omitted or interpreted before claiming bias. In your own work, ask whether you have presented an opposing view fairly.
A conclusion that suddenly introduces a new topic
If the argument concerns the club’s timetable, a final claim about examination results needs evidence and belongs to another discussion. Conclude by answering the question you actually investigated.
A synonym that changes the strength of the claim
Suggests and proves are not interchangeable. Neither are possible and certain. Check whether a vocabulary upgrade has quietly made your claim stronger than the evidence allows.
Work through this cycle over several manageable sessions. Choose a familiar question so that the writing challenge does not become an exercise in guessing facts. The schedule is flexible and does not require learning all the headwords at once.
- Define the question. Write one sentence saying what readers need to understand or decide.
- Choose useful vocabulary. Select words for the claim, evidence, comparison and judgement.
- Gather and label notes. Distinguish source information from your observations and ideas.
- Draft a paragraph. Give a reason, support it and explain the connection.
- Find a sensible objection. Consider whether it changes the proposal or reveals missing information.
- Revise deliberately. Name the improvement you want before rewriting.
- Try another context. Use a few of the words to explain a different decision.
When a parent or teacher gives feedback, choose one substantial question first. “How does this example support your recommendation?” is more useful than replacing five ordinary words with formal ones. Once the reasoning is clear, examine sentence boundaries, repeated phrasing and spelling.
Let the learner explain the revision. “I changed everyone to eight respondents because that is the number who expressed interest” demonstrates a specific improvement. Saving the first and revised versions makes progress visible without reducing it to a vocabulary count.
The useful transition is from collecting interesting facts to arranging them around a question. A later essay may become longer or discuss more difficult texts, but the reader still needs to understand what you claim, why you claim it and what evidence supports the connection.
Practise planning with short notes before complete sentences. Write “position”, “reason”, “evidence” and “question still open”. Fill each heading with a few words. If one remains empty, that is a planning problem to resolve. It is easier to repair an outline than a page built on an unsupported assumption.
Use descriptive vocabulary where it serves the task. A narrative may need tension, gesture and atmosphere. A proposal may need capacity, feasible and priority. A reflection may need assumption, feedback and revision. Different kinds of writing share skills without requiring identical language.
Finally, preserve the learner’s voice. An understandable sentence the child can discuss is a better foundation than a polished adult sentence copied without understanding. Ask the writer to explain one choice and one change. That conversation reveals where the next practice should begin.
A small collection of connected pieces can reveal different kinds of control. For this optional eduKate workshop, use a familiar school question: “How could a new pupil learn where to return shared equipment?” Work from a teacher-approved situation or a clearly labelled invented one. The aim is to make a decision, explain it and reflect on the revision.
Prepare four pieces with different jobs
- A planning note: identify the intended user, the actual difficulty and information you still need. If you do not know which signs already exist, record that gap.
- A recommendation paragraph: choose an improvement, give a reason and acknowledge one practical condition.
- A short user instruction: tell the new pupil what to do. Select the information needed at that moment.
- A reflection: explain one change made after a reader tested the wording.
These pieces need not become a large project. Their value is that each shows a different writing decision. A recommendation can discuss alternatives; an instruction should make the chosen action easy to follow. A reflection should explain what was learned instead of repeating the recommendation.
Use a small, explicit practice situation
Suppose a classroom has a return basket beside a cupboard. The basket has no label, and two new pupils say they did not know its purpose. A possible recommendation is: “We recommend adding a clear label to the return basket because its present purpose is unclear to the two pupils we asked. A picture could support the wording. We should ask another unfamiliar user to follow the instruction before deciding whether more information is needed.”
The matching instruction might be, “Return the shared rulers to this basket.” The reflection could explain a revision: “My first label said Return here. I added shared rulers because the reader did not know what belonged in the basket.” Notice that the reflection identifies the original wording, the reader’s difficulty and the specific repair.
Read the evidence of progress carefully
- If the learner can name the audience but writes an instruction for someone else, practise selecting what that reader needs.
- If the recommendation has reasons but no basis in the situation, return to the planning note and mark the assumptions.
- If the ideas are sound but the paragraph is crowded, separate the recommendation, reason and condition into clearer sentences.
- If the work is already controlled, ask the learner to adapt it for a different user and explain what changed.
This feedback approach is consistent with the PYP’s emphasis on reflection and feedback, described in the IB assessment overview. The particular portfolio and checks here are our teaching suggestions. Use the school’s assignment and assessment language for formal classroom judgments.
Keep the teacher’s or parent’s help visible in the record. Did the learner choose the words independently, choose between two offered options or copy a model? Then set one next goal, such as explaining a limitation without prompting. A finished page and a learner’s explanation of its revision give a clearer picture than a list of words ticked as learned.
Is School Year 6 always the last PYP year?
No. School numbering and programme placement vary. Check your school’s organisation. This article uses an approximate age band to help readers choose a suitable vocabulary resource.
Does an exhibition need all these words?
No. Select vocabulary that accurately explains the inquiry. Clear sources, relevant examples and understandable reasoning matter more than inserting terms from every category.
Must a child write a formal essay at this age?
The school task decides the form. These activities develop useful foundations for reports, arguments, stories and reflections. A short, carefully explained paragraph can provide worthwhile practice.
Can a strong reader skip familiar words?
Check use before skipping. A child may recognise evidence but still confuse a claim with its support. Use a fresh writing task to find which words are genuinely ready for independent use.
What should a learner do with an unfamiliar advanced word?
Discuss its meaning in a concrete situation, inspect the example and try a simple sentence. If it does not help the current task, leave it for later rather than forcing it into the paragraph.
Programme information was checked in November 2026. All definitions, example sentences, invented evidence and practice tasks are original teaching material. Continue with the Fencing Method for Vocabulary or the vocabulary learning hub.
- IB: Primary Years Programme
- IB: About assessment
- IB: PYP learner and exhibition
- eduKate: What is the Fencing Method?
Selected language checks: persuade, unless, priority, allocation, empathy, metaphor. These links provide dictionary reference points; the explanations and examples above are written for this guide.
Where this guide sits in the IB pathway
| Reader band | Approximate ages | Programme route |
|---|---|---|
| School Years 1–6 | About ages 5–11 | PYP writing foundations; school-year bands selected for this series |
| School Years 7–11 | About ages 11–16 | MYP Years 1–5 |
| School Years 12–13 | About ages 16–18 | DP Years 1–2 |
The IB programme overview gives broader age ranges: PYP 3–12, MYP 11–16 and DP 16–19. This school-age series begins around age five; it does not cover every PYP early-years age or the separate Career-related Programme.
Explore the Age 12 vocabulary reference · Use the Fencing Method for vocabulary · Choose another vocabulary guide
Continue through the IB vocabulary series
Choose your programme stage. The school-year labels are approximate reader bands; start where the writing tasks fit your current needs.
Primary Years Programme: school-age writing foundations
- PYP · School Year 1
- PYP · School Year 2
- PYP · School Year 3
- PYP · School Year 4
- PYP · School Year 5
- PYP · School Year 6 · this guide
Middle Years Programme: Years 1–5
- MYP Year 1 · School Year 7
- MYP Year 2 · School Year 8
- MYP Year 3 · School Year 9
- MYP Year 4 · School Year 10
- MYP Year 5 · School Year 11
Diploma Programme: Years 1–2
Previous stage: PYP · School Year 5 · Next stage: MYP Year 1 · School Year 7