11.2: Breaking Down a Prompt
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Breaking down a prompt
In timed writing, you will be given a prompt. Be sure to use techniques to effectively break down and fully understand that prompt before you begin the writing task. This will ensure you do not write off topic or miss important elements of the assignment.
It is essential to understand and identify key words within any writing prompt. Here are some commonly used command verbs used in prompts. It is not guaranteed these words will be used, but if they are, be sure you understand what each command is asking you to do:
Key Words Commonly Used in Writing Assignments/Prompts:
Describe: Write about the subject so the reader can easily visualize it; tell how it looks or happened. Use
adjectives, adverbs and descriptive language to paint a mental image for you reader.
Compare: Analyze the similarities and the differences between two or more items.
Contrast: Look only at the differences between two or more items.
Explain: Give the meaning of something often answering the question “why”?
Discuss: Provide a broader range of possibilities that critically explore your topic.
Argue: Present a point of view or take a position and prove it. Don’t be concerned about taking the “right”
or “wrong” position; just support a position soundly and consistently.
Analyze: Break the subject down into parts, and explain and critically examine the various parts.
Criticize/Critique: Point out both the positive and negative aspects of the topic.
Evaluate: Give your opinion of the value of the subject; discuss its strengths and weaknesses.
Illustrate: Make the point or idea by giving examples.
Trace: Tell about an event or process in chronological (time) order.
Prove: Show that something is true by giving facts or logical reasons.
State: Give the main points in a brief, clear form.
Steps to break down a prompt
Since you have a limited amount of time, do not waste any of it writing off topic. Follow exactly what was asked in the prompt. Try this approach:
- Read the prompt carefully and several times: do not “rush in” and start writing as this puts you in danger of writing off topic or missing important parts of the prompt. Take a moment and read the prompt through several times.
- Sum up the topic in a few words: What is the focus of the prompt? Narrow down the focus of the prompt in a word or two to help you mentally focus as well.
- Mark the key words: Mark the command verbs or question words that are telling you do something or asking you about something.
- Identify and count the required steps in the writing task: this is a crucial step in timed writing. You don’t want to overlook any parts of the question and get little to no credit for your work as a result. Number the parts of the prompt you need to address in your essay and oftentimes you can even use this as an informal outline for the essay.
STEPS TO BREAK DOWN A PROMPT:
- Read the prompt carefully and several times
- Sum up the topic in a few words
- Mark the key words
- Identify and count the required steps in the writing task
PROMPT:
In Narrative of the Life of Frederick Douglass, Frederick Douglass contends “there can be no freedom without education.” Citing specific examples from the text, discuss this concept and examine how Douglass is a testament to this idea. Then explain how this concept can be applied today and what we can learn by applying Douglass’ words to a modern day example.
- Read the prompt carefully and several times
- Sum up the topic in a few words: _________________________________________________
- Mark the key words
- Identify and count the required steps in the writing task
- Answer
-
Sum up the topic in a few words: TOPIC = FREEDOM THROUGH EDUCATION
In Narrative of the Life of Frederick Douglass, Frederick Douglass contends “there can be no freedom without education.” Citing specific examples from the text, (1) discuss this concept and (2) examine how Douglass is a testament to this idea. Then (3) explain how this concept can be applied today and (4) what we can learn by applying Douglass’ words to a modern day example.