In a definition essay you will define some word; it may be either a specific term or abstract notion. Your analysis should go beyond the dictionary meaning of the word. You should do your best to explain the reasons why this word is referred to as such in your essay.
You can give a direct definition of the term, limiting your essay to the mere clarification of the term. You can define the term with the help of the story and the reader will infer its meaning.
Another option is to start your essay with an opposing interpretation of the term. In a thesis of your essay writing you will state your personal definition of the term. The body paragraphs serve to express your understanding of the term backed up with illustrative examples.
Follow 4 rules for a good definition:
- Don’t use the words "when" "where", giving a definition. A common practice is to define noun with noun, adjective with adjective and so on.
- Remember, that definition is not a repetition.
- Use simple and well- known term in your explanation.
- Point out the distinguishing features of the term.
You should write a sound conclusion for your custom essay that unites the elements of the definition and explains the reader how this definition can be applied.
Most university essay questions include an instructional word in the question. These are the words that tell you what your essay should do. It is important that you understand exactly what these words mean so that you don't misinterpret a question. Below is a list of terms describing actions you may be asked to undertake in your assessment tasks.
You should print this page for future reference because it will help you to analyse the key instruction terms in your future essay questions.
Printable version of the list of instructional words
|Analyse||Separate or break up something into its component parts so that you discover its nature proportion, function, relationship, etc.|
|Comment||Make critical observations, even if they are fairly open-ended. Your texts, learning guide, lecture and discussion notes should provide sufficient guidelines and your own commonsense should prevail.|
|Compare||Find similarities and differences between two or more ideas, events, interpretations, etc. Ensure you understand exactly what you are being asked to compare.|
|Contrast||Find similarities and differences between two or more ideas, events, interpretations etc. Focus on the differences.|
|Examine the topic or argument in terms of its strengths and weaknesses.|
|Criticise||Express your judgements regarding the correctness or merit of the factors being considered. Discuss both strong and weak points and give the results of your own analysis. Student insights are expected and arguments must be justified.|
|Define||Provide concise, clear, authoritative meanings. In such statements, details are not necessarily required, but briefly cite the boundaries or limitations of the definition. Remeber the 'class' to which a things belongs and whatever differentiates the particular object from all others in that class.|
|Describe||Recall facts, processes or events. You are not asked to explain or interpret. Try to provide a thorough description, emphasising the most important points.|
|Diagram||Present a drawing, chart, plan or graphic representation in your answer. Generally, you are also expected to label the diagram and a brief explanation or description may be required.|
|Discuss||Present a point of view. This is likely to need both description and interpretation. Your opinion must be supported by carefully chosen and authoritative evidence.|
|Enumerate||Provide a list or outline form of reply. In such questions you should recount, one by one, but concisely, the points required.|
|Evaluate||Present a judgement of an issue by stressing both strengths and advantages, and weaknesses and limitations. The emphasis is on assessing the value, worth or relevance of the matter under scrutinty.|
|Explain||Your main focus should be on the 'why' of a particular issue, or on the 'how' with the aim of clarifying reasons, causes and effects. You are being tested on your capacity to think critically, to exercise perception and discernment.|
|Illustrate||This asks for an explanation; you may clarify your answer to a problem by presenting a figure, picture, diagram or concrete example.|
|Interpret||Explain the meaning of something and give your own judgement of the situation.|
|List||Give an itemised series or tabulation; such answers should be concise.|
|Outline||This asks for an organised description. Give the main points and essential supplementary materials, but omit minor details. Present the information in a systematic arrangement or classification.|
|Prove||To conform or verify. You should establish something with certainty by evaluating and citing experimental evidence, or by logical reasoning.|
|Relate||When showing relationships, your answer should emphasise connection and associations in a descriptive manner.|
|Review||Re-examine, analyse and comment briefly (in an organised sequence) on the major points of an issue.|
|State||Express the high points in brief and clear narrative form. Details, and usually illustrations or examples, may be omitted.|
|Summarise||Provide a brief statement or an account covering the main points; omit details.|
|Trace||Give the development, process or history of a thing, event or idea, especially by proceeding from the latest to the earliest evidence.|
Source: Adapted from Bate, D. 1979, Essay Method and English Expression, Harcourt Brace Jovanovich Group, Sydney.
These are very important words and you must be clear about their meaning. For example, an essay that asks you to describe a topic is very different to an essay that asks you analyse a topic. Use this table to help you analyse the instructional words in your essay questions.
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