# Welcome to SMIRK Unit
2 - Deconstructing the
task

- Deconstructing the task
- Directional or instructional words
- Key concepts or subject matter
- Relationship and identification words
- Examples
- Back to main index

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Deconstructing the task

Before you start to write your report, essay or assignment - you need to understand exactly what you are being asked to do. To do this you need to break down the question. Watch this vidcast from the Learning Development Centre in the School of Health and Life Sciences to get you started.

Any question can be broken down into three parts:

- Directional or instructional words
- Key concepts or subject matter
- Relationship or identification words

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Directional or
instructional words

These are the words that tell you what to do, they are action words.

Example question:

Describe the basic operating principle of a fuel cell, taking one specific fuel cell type as your example. Discuss the inherent advantages and disadvantages of the fuel cell incomparison with a conventional internal combustion engine.

Other action words would include:

analyse examine the main issues | argue to give reasons for and against | compare look at, identify similarities
contrast consider differences | define to make clear, to specify distinctly, to mark limits | describe to give an account of
discuss examine key points, arguments for and against | evaluate determine the significance or worth | examine to study carefully or critically; test knowledge
identify to ascertain the origin, nature, or definitive characteristics of | illustrate to present a clarification, example, or explanation | interpret to provide the meaning of; explain something
justify to demonstrate or prove to be just, right, or valid | outline to give the main features or various aspects of | review to examine and look at, or look over again
| summerize to express in concise terms |

###### Dictionary.com [online] (accessed 14/04/07 http://dictionary.reference.com/)
First Year Experience Series: ANALYSING AN ESSAY QUESTION ã 2001 Learning Centre, University of Sydney [online] (accessed 14/04/07) http://www.usyd.edu.au/stuserv/documents/learning_centre/AnalyseEssayQuestion.doc)The Learning Centre [online] (accessed 14/04/07 http://www.ncistudent.net/StudySkills/WritingSkills/Essay1.htm#2000)

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Key concepts or
subject matter

The key concepts or subject matter are the main focus of your essay. If you are unable to recognise the key concepts then you will have missed the point of the assignment.

The key concepts will provide the subject matter in general terms.

Example question:

Describe the basic operating principle of a fuel cell, taking one specific fuel cell type as your example. Discuss the inherent advantages and disadvantages of the fuel cell in comparison with a conventional internal combustion engine.

######
SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Relationship and
identification words

Relationship and identification words help you 'drill down' from a general topic to more specific areas.

- They tell you what part of the subject matter you should be concentrating on.
- They inform what type of information your topic requires, for example:
  - factual
  - statistical
  - historical
- They also place limits on your topic
  - time period

Example question:

Describe the basic operating principle of a fuel cell, taking one specific fuel cell type as your example. Discuss the inherent advantages and disadvantages of the fuel cell in comparison with a conventional internal combustion engine.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Examples

Here are examples of various essay questions:

- Describe the UK Investment Opportunities in the Renewable Energy Industry.
- Discuss in what ways can the WWW be said to fulfil the function of a bilingual dictionary, and in what respects are there important DIFFERENCES between the two?
- As the APPLICATION of new materials and construction methods for motor cars grow, discuss the likely CHANGES in joining techniques.
- Discuss the TRENDS in nursing clinical placements in the National Health Service.
- Critically analyse CLIMATE RECONSTRUCTION during the Holocene over the East Tibetan Plateau.

> In the above examples, what do the colours signify? Select either A) , B) or C) by clicking on the letter.

> A) Directional Key Concepts RELATIONSHIPS

> B) Directional Key Concepts RELATIONSHIPS

> C) Directional KEY CONCEPTS Relationships

Once you have checked your answer, you have completed this section.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# Wrong answer

The correct answer is:

Directional Key Concepts RELATIONSHIPS

Read the text below to learn how to formulate first class answers. Here is a question from a paper on the psychology of child development.

Compare and contrast the consequences of blindness and deafness for language development.

This is how students who gained different degree classifications seem to have interpreted the question.

### First class

‘Identify the consequences of blindness and deafness for language development. Compare and contrast these consequences, drawing conclusions about the nature of language development. Comment on the adequacy of theories of language development in the light of your conclusions.’

### Upper second class

‘Identify the consequences of blindness and deafness for language development. Compare and contrast these consequences.’

### Lower second class

‘List some of the features of blindness and deafness. List some consequences for development including a few for language development.’

### Third class

‘Write down almost anything you can think of about blindness, deafness, child development and language development. Do not draw any justified conclusions.’

Examples taken from: Habeshaw, T. et al. (1995) 53 interesting ways of helping your students to study. Technical and Educational Services Ltd, Bristol.

Once you have checked your answer, you have completed this section.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/

# First class answer

Well Done! That was a first class answer. Read the text below to learn more about how to formulate first class answers.

The following is a question from a paper on the psychology of child development:

‘Compare and contrast the consequences of blindness and deafness for language development.'

This is how students who gained different degree classifications seem to have interpreted the question.

First class
‘Identify the consequences of blindness and deafness for language development. Compare and contrast these consequences, drawing conclusions about the nature of language development. Comment on the adequacy of theories of language development in the light of your conclusions.’

Upper second class
‘Identify the consequences of blindness and deafness for language development. Compare and contrast these consequences.’

Lower second class
‘List some of the features of blindness and deafness. List some consequences for development including a few for language development.’

Third class
‘Write down almost anything you can think of about blindness, deafness, child development and language development. Do not draw any justified conclusions.’

Once you have checked your answer, you have completed this section.

###### Example taken from : Habeshaw, T. et al. (1995) 53 interesting ways of helping your students to study. Technical and Educational Services Ltd, Bristol.

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SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://www.gcu.ac.uk/library/SMILE/