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