How to Interpret Essay Questions

You need to fully understand what a question means before you can hope to answer
it. It is worth taking time over this process so that you avoid writing a brilliant essay
about the wrong issue.

BELOW is a two-step guide which may help you. Step one should help you to
understand a question and step two should help you to get started.

Step 1 - Identify two components within a title

There are two components to look for:

 The subject matter

This is the terms, phrases, theories and/or debates you are being asked to write
about. Questions often address a key issue or debate within a given area of
study.

 Instructions that tell you what to do with the subject matter

Sometimes instructions are explicit in the form of process or direction words,

which can fall into two categories – descriptive and analytical (see appendix for a
full list). Descriptive direction words, such as “define”, “state”, “describe”,
“summarise” and “outline”, require you to describe something in your own
words; they test your ability to research, prioritise and sequence material.
Analytical direction words, such as “account for”, “criticise”, “discuss”, “assess”
and “justify”, require you to take a stance on an issue or debate.

At other times, instructions may be implicit, that is, hidden within the phrasing of
the title. You must read such questions carefully to work out what to do.

Examples
a) Explain and assess Locke’s reasons for rejecting the notion of innate ideas.

The subject matter is Locke’s reasons for rejecting the notion of innate ideas.
To answer this question you must know what the notion of innate ideas is
and be able to identify Locke’s reasons for rejecting it.

The instructions are to explain Locke’s reasons for rejecting the notion of
innate ideas and assess Locke’s reasons for rejecting the notion of innate
ideas.
 b) A leading actress (Harriet Walter) has recently written “We tend to think
of “character” as something psychologically coherent or consistent.
Shakespeare doesn’t seem to think of “characters” like this.” Do you agree?

The subject matter is that we usually expect dramatic characters to be

psychologically coherent and consistent and that Shakespeare thinks of them
differently.

The instructions this time are not so explicit. You would probably choose to
explain or interpret what Harriet Walters meant when she wrote what she
did and then to justify whether or not you think she was right. You may need
to illustrate your case with examples.

Step 2 - Re-write a title as a series of smaller questions

Sometimes it is difficult to keep the meaning of an essay title fixed in your mind
because it isn’t phrased in a simple way; this can make you wander from the point in
your reading and writing. The process of re-writing a whole question into a series of
smaller questions or phrases can provide a focus for thinking, researching, and
structuring your response.

Examples
Returning to the titles above, we could ask the following questions:
a) What are innate ideas?
What were Locke’s reasons for rejecting the notion of innate ideas?
What evidence is there to justify his claim?
What alternative viewpoints are there?
Would we agree with Locke today?

b) What does “psychologically consistent or coherent” mean?

Do we tend to think of “characters” as psychologically consistent or
coherent?
Does Shakespeare tend to think of “characters” as psychologically
coherent or consistent?
If not, how does he seem to think of them and how is this illustrated?
If so, what evidence is there to demonstrate this?

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Warning!
Be careful not to:

 Pick out words and phrases you understand and ignore the whole meaning.
For instance, you could read the words Locke and notion of innate ideas and
simply write down everything you know about them.

 Twist the meaning of a title to match what you already know or want to say
about a topic.

Watch out for the following too:

 You may misinterpret a question because you don’t understand the subject
matter. It is impossible to understand a key phrase or identify a debate if you
don’t know anything about a topic. Sometimes you need to do some
background reading just to get started. Don’t be afraid to look in subject
encyclopaedias or general texts to gain a general picture.

 Despite thinking and researching, you may still not understand the phrasing
of a title. If this happens, you have several options: you could seek help from
peers, lecturers or study support services; you could choose a different
question; at the very least you could begin your essay by outlining your own
interpretation.

 Sometimes you may have to set your own parameters for discussion. Some
essay titles are daunting because they could include so much, for example:
Feminism has failed. Discuss. Your course description and lecture notes
should provide some pointers but you may also need to pick out a particular
dimension to focus on. This is perfectly acceptable as long as you tell your
reader what you are doing.

References and further reading:

Taylor, G. (1989) The student’s writing guide: for the arts and social sciences. Cambridge:
University Press.

Pirie, D.B. (1985) How to write critical essays. London: Routledge.

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Appendix: Commonly used Process Words

Account for Give reasons for, provide a thorough explanation.

Analyse Find the main ideas and show how they are related and why they are
important.
Comment on Discuss, criticise, or explain its meaning as completely as possible.
Compare Show both the similarities and differences.
Contrast Explore the differences between two things.
Criticise Give your judgement or reasoned opinion of something, showing its good
and bad points.
Define Give the formal meaning by distinguishing it from related terms.
Describe Write a detailed account or verbal picture in a logical sequence or story
form.
Discuss Explore something from different points of view.
Enumerate Name and list the main ideas one by one. Number them.
Evaluate Give your opinion or some expert’s opinion of the truth or importance of
something. You should outline any advantages and disadvantages.
Examine Investigate.
Explain Give reasons for.
Identify Point out the main features.
Illustrate Explain or make it clear by concrete examples, comparisons, or analogies.
Interpret Give the meaning, using examples, evidence and personal comments to
make it clear.
Justify Give a statement of why you think it is so. Give reasons for your statement
and conclusion.
Outline Give a general summary. It should contain a series of main ideas supported
by secondary ideas. Omit minor details and examples.
Prove Show by argument or logic that it is true.
Relate Show the connections between things, telling how one causes or is like
another.
Review Give a survey or summary in which you look at the important parts and
criticise where needed.
State Describe the main points in precise terms. Be formal. Use brief, clear
sentences. Omit details and examples.
Summarise Give a brief, condensed account of the main ideas. Omit details and
examples.
Trace Follow the progress or history of the subject.

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