Working on your assessment but struggling to figure out what the question really wants you to answer? Look no further, as we’ve created the ultimate guide to QCAA cognitive verbs!
This list features all the key terms that you should look out for before you begin answering your question. We’ve even included a few of the uncommon ones that may pop up and surprise you.
Let’s dive into the list of QCAA cognitive verbs!
QCAA Cognitive Verbs
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
Analyse
To examine or consider something for the purpose of finding meaning or identifying similarities and differences.
Example: “Analyse how the text uses literary devices to explore the complexities of the human experience.”
Meaning: The markers are asking you to identify and examine the key literary devices that communicate the central ideas of the text. To tackle this question, you should use the ‘TEE’ method (technique, example, effect) for 2-3 different ideas focused on the human experience.
E.g. “The complexities of the human experience in [text] is explored through the symbolism of….(include a quote and key scene breakdown to show how the techniques reveal complexities).
Check out more on textual analysis here!
Apply
To use your own knowledge and understanding in response to a particular situation.
Appraise
To evaluate the significance of a text or piece of work.
Appreciate
To recognise the value or worth of something.
Argue
To raise points to prove or challenge an issue.
Assess
To make an evaluative judgement on the value, results, nature, or extent of something.
Calculate
To find a numerical answer by using mathematical processes.
Categorise
To assign something to a particular class or group.
Clarify
To clearly explain a statement or situation to make it more understandable.
Classify
To arrange something in classes or categories based on shared qualities or characteristics.
Comment
To give a written or verbal opinion, observation or reaction.
Communicate
To convey your knowledge and understanding.
Compare
To recognise similarities and differences and identify their significance.
Example: “Compare how Text 1 and Text 3 explore the human experience of belonging.”
Meaning: The marker is asking you to identify the different characteristics of each text and analyse their functions. To answer this question you should use detailed and well-chosen examples and examine their similarities and differences in exploring the human experience of belonging.
E.g. “In Text 1, the narrator’s pursuit for belonging is shown through [technique and quote], whereas Text 3’s use of [technique and quote] illustrates the attainment of self-esteem gained from belonging.
Comprehend
To understand the meaning or nature of something.
Conduct
To organise and carry out an action.
Consider
To deliberately take something into account before making a judgement.
Construct
To create something, such as an argument, by arranging ideas or items into a logical form.
Contrast
To recognise the differences between two or more items or situations by juxtaposing the contrary elements.
Create
To bring something into existence by putting elements together to form a functional whole.
Example: “Create a short story which has a central concept of alienation, as represented in ‘Frankenstein’ by Mary Shelley”
Meaning: When the marker asks you to create a short story they want you to write a piece of text that links to the key ideas, attitudes, values or beliefs that underpins the original work. In this example question you’d want to draw influence from ‘Frankenstein’, either through character, setting, point of view, techniques or narrative type, to create a succinct story with strong theme exploration.
Critique
To review something by providing a detailed analysis and critical assessment, usually involving a theory, practice or performance.
Decide
To reach a resolution by considering a number of alternatives.
Deduce
To reach a logical conclusion by relying on the information given to you.
Define
To give the meaning or identify qualities of a word, phrase, concept of physical quantity.
Demonstrate
To prove an argument by using practical examples to show your reasoning.
Derive
To manipulate a mathematical relationship to give a new equation and obtain the derivative of a function.
Describe
To give either a written or spoken account of something that has occurred, such as a situation, event, pattern, or process.
Example: “Describe how the text expresses connection to home.”
Meaning: The question is asking you to identify the features of the text and go into detail about its characteristics. Ideally, you should try and include every possible feature that you can think of.
Design
To produce a plan, simulation, model or similar of something before it is made. In English, this involves using particular elements, such as words, images, sounds etc., for text construction.
Determine
To come to a resolution through observation, investigation or calculation.
Develop
To elaborate on a point or argument in detail to make it more complex.
Devise
To plan something.
Differentiate
To identify difference/s in or between two or more things. In maths, this means to obtain the derivative of a function.
Discriminate
To recognise a difference.
Discuss
To examine an argument by considering the different ideas for and/or against the topic, and using supporting evidence to form a conclusion.
Example: “Discuss how your prescribed text uses its media and form to explore the power of human emotions.”
Meaning: This question is asking you to write about a variety of ideas for or against your argument. For this example, you should describe the characteristics of the text’s media and form and explain their function to reach a judgment on its impact in exploring the power of human emotions.
E.g. The text’s use of three first-person narratives is used to [describe effect] and is a key storytelling element that explores the power of human emotions.
Distinguish
To recognise points of difference between two or more concepts or items.
Document
To support something, such as an argument or claim, with evidence.
Evaluate
To make a judgement about something based on assessing its strengths, limitations, and implications.
Example: “Evaluate how the author uses evocative imagery to represent the relationship between individual and collective human experiences.”
Meaning: This question is calling on you to make a judgement on the value and effectiveness of the text. In this example, you’ll need to provide 2-3 examples that use evocative imagery and analyse their value in representing the relationship between individual and collective human experiences.
E.g. “The [author’s] use of evocative imagery in the line [insert quote] powerfully illuminates the [describe relationship between individual and collective human experiences and how the quote adds value to the representation].
Examine
To consider or discuss an argument by inspecting the nature of the issue to uncover any assumptions or interrelationships.
Execute
To carry out something in accordance with a plan, order or course of action.
Experiment
To test out new ideas or methods to test a hypothesis, make a discovery or demonstrate a known fact.
Explain
To clearly present an idea or situation by describing it in more detail to provide additional information.
Example: “Explain how the author uses language to invite the reader to share her experiences.”
Meaning: The marker wants you to identify different language techniques and explain their effect in detail in relation to human experiences. For the example question, you’ll want to choose 2-3 language techniques to explore, particularly those that explicitly engage with the reader.
E.g. “In [scene] the author’s use of metaphor communicates [emotion/idea] stemming from the human experience of…
Explore
To inquire into or discuss something in detail.
Express
To convey something e.g. a thought, opinion, emotion.
Extrapolate
To make inferences based on known information to extend the application of something, such as a method or conclusion, by assuming that existing trends will continue, or similar methods will be applicable.
Generate
To produce something.
Hypothesise
To theorise an outcome based on known facts or observed occurrences, especially when there is limited evidence that needs further investigation.
Identify
To recognise and name a distinguishing factor or feature from a number of possibilities.
Implement
To bring something into effect e.g. a plan.
Infer
To make a conclusion based on evidence and reasoning beyond what has been literally expressed.
Interpret
To draw meaning from something, such as a performance or graph, using your own knowledge and understanding.
Example: “Interpret the director’s use of a monochromatic colour scheme during moments of emotional tension.”
Meaning: To answer this question the marker wants you to draw meaning from the given characteristic and explain its impact. In this case, the use of a monochromatic colour scheme is the feature that you should focus on using your own knowledge of its purpose, and apply it to the situation of emotional tension.
E.g. “Symbolic of [effect], the director’s use of a monochromatic colour scheme during [scene] illustrates the internal turmoil experienced by the protagonist.
Investigate
To carry out research or a formal inquiry to uncover facts and draw new conclusions about data and information.
Judge
To form an opinion or conclusion about something.
Justify
To provide evidence to support that your answer is reasonable.
Make Decisions
To select from available options and weigh up the positives and negatives before arriving at a position
Manipulate
To make changes to suit one’s purpose.
Modify
To make partial or minor changes to something.
Organise
To arrange something, especially for united action.
Predict
To suggest an expected result based on the available information.
Propose
To put forward (e.g. a suggestion, argument, point of view) for consideration by others.
Prove
To use a sequence of formal steps to achieve the required result.
Realise
To make something real or concrete.
Recall
To present remembered ideas, facts, or experiences.
Recognise
To identify features of information from knowledge of appearance or character.
Reflect On
To consider or think carefully about something.
Example: “Reflect on how the composer of your text uses storytelling to challenge readers’ perspectives about the human experience.”
Meaning: Using 2-3 examples with quotes and techniques, the question is asking you to carefully consider the different ways in which the composer has used storytelling to challenge assumptions about the human experience. This is a good question to discuss the contextual background of the text!
E.g. During [scene], the composer’s use of storytelling through [technique] challenges readers’ perspectives about the human experience by [explain effect of technique].
Resolve
In the arts, this means to communicate intent and express meaning through different ideas and the application of media.
Select
To choose something in preference to another.
Sequence
To arrange something in a continuous or connected series.
Sketch
To produce a drawing or painting in simple form without detail or accuracy. In maths, this means to represent the general idea of the required shape or relationship through a diagram or graph.
Solve
To work out the answer or solution to a problem.
Structure
To construct or arrange something according to a plan.
Summarise
To provide a brief statement of the major points or general theme.
Example: “Summarise the functions of the nervous system.”
Meaning: The marker is looking for a concise response that clearly states the main points. In this case, you should state the key functions of the nervous system and provide relevant information about the characteristics of each feature.
E.g. “A primary function of the nervous system is [provide example of feature], which is responsible for [provide detail of feature’s characteristics].
Symbolise
To represent something through a symbol.
Synthesise
To combine different parts into a whole to create new understanding.
Test
To take measures establish the quality, performance or reliability of something.
Understand
To be familiar with the meaning of something e.g. an idea, a word, a symbol.
Use
To apply knowledge or rules to put theory into effect.
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- The Essential Guide to Applying for University Through QTAC
- What You Should Consider When Selecting Your QCE Subjects
- QCE Year 11: How to Effectively Prepare for Your IA Exam Block
- What Are QCE Points and How Many Do You Need?
- How to Stay Motivated Throughout the Year During the QCE and Avoid Burnout
- Is Year 11 Different to Year 12 for the QCE?
Curious to know if your school in Brisbane performs well based on ATAR results? Discover the top high schools with our Ultimate Brisbane ATAR School Ranking List!
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Ashley Sullivan is a Content Writer for Art of Smart Education and is currently undertaking a double degree in Communications (Journalism) and a Bachelor of Laws at UTS. Ashley’s articles have been published in The Comma and Central News. She is a film, fashion and fiction enthusiast who enjoys learning about philosophy, psychology and unsolved mysteries in her spare time.
