Reading Questions Carefully

The #1 Cause of Lost Marks

If you could look at all the marks lost in every 11+ exam ever sat, you would find that misreading the question is the single biggest cause of lost marks — bigger than not knowing the material, bigger than running out of time, bigger than any other factor. Students read too quickly, miss a key word, and write a perfectly good answer to the WRONG question.

In the FSCE, this problem is even more important because many questions require written responses. If you misread a multiple choice question, you lose the marks for that question. But if you misread a written response question and write a detailed answer to the wrong question, you lose both the marks AND the time you spent writing.

The good news is that careful reading is a skill you can develop, and this lesson will show you exactly how.

---

How to Read a Question Properly

Step 1: Read the Entire Question

Read from the first word to the last word. Do not start writing after reading only half the question. Many questions have important information or instructions at the end.

Step 2: Underline the Key Words

Underline or circle the words that tell you what to do and what to focus on. These are usually:

• Command words (explain, describe, compare, evaluate)
• Focus words (the specific topic or aspect you need to address)
• Limiting words (words like "only," "most," "not," "two reasons")

Step 3: Check for Multiple Parts

Many FSCE questions have two or three parts. Make sure you answer ALL parts. A common mistake is answering part (a) well but forgetting part (b).

Step 4: Check How Many Marks the Question Is Worth

The marks tell you how much detail is expected. A 1-mark question needs a brief answer. A 4-mark question needs a developed response.

---

The Reading Process

flowchart TD
    A["See the Question"] --> B["Read Entire Question"]
    B --> C["Underline Key Words"]
    C --> D["Identify Command Word"]
    D --> E["Check for Multiple Parts"]
    E --> F["Note How Many Marks"]
    F --> G["Plan Your Answer"]
    G --> H["Write Your Answer"]
    H --> I["Re-read the Question"]
    I --> J{"Did you answer what was asked?"}
    J -->|Yes| K["Move On"]
    J -->|No| L["Adjust Your Answer"]
    L --> K

---

Command Words: What They Actually Mean

One of the most important things you can learn is the difference between command words. Each one asks you to do something specific, and using the wrong approach will cost you marks.

Command Words Reference Table

Command Word	What It Means	What to Do	Common Mistake
Describe	Say what something is like	Give details, features, characteristics	Explaining WHY instead of WHAT
Explain	Say WHY or HOW something happens	Give reasons and show cause and effect	Just describing without giving reasons
Compare	Show similarities AND differences	Write about BOTH things, using connectives like "whereas," "however"	Only writing about one thing
Evaluate	Make a judgement	Give your opinion WITH reasons and evidence	Just describing without giving a judgement
Suggest	Give a possible answer	Offer an idea that makes sense, even if it is not the only right answer	Thinking there is only one correct answer
Calculate	Work out the numerical answer	Show your working and give a clear answer	Not showing working
Identify	Pick out or name something	Give a clear, brief answer	Writing too much
Justify	Give reasons for your answer	Explain WHY you think what you think	Just stating your opinion without reasons
Analyse	Examine in detail	Break something down into its parts and examine each one	Giving a surface-level overview
Give an example	Provide a specific instance	Name something specific, not general	Being too vague

---

Worked Examples: How Students Misread Questions

Example 1: Missing the Command Word

Question: Compare the two characters' reactions to the storm.

Misread answer: "John was scared of the storm. He hid under his bed and put his fingers in his ears."

What went wrong: The student only wrote about ONE character. The word "compare" means you must write about BOTH characters and show how their reactions are similar or different.

Correct approach: "John was terrified of the storm — he hid under his bed and covered his ears, while Sarah stood at the window watching the lightning with excitement. Both children reacted strongly, but in opposite ways: John with fear and Sarah with fascination."

Example 2: Missing a Key Word

Question: Give TWO reasons why the author uses short sentences in this paragraph.

Misread answer: "The author uses short sentences to create tension."

What went wrong: The question asked for TWO reasons, but the student only gave one. They missed the word "TWO."

Correct approach: "The author uses short sentences to create tension and a sense of urgency — the reader feels the character's panic. Short sentences also make the reader pause frequently, mimicking the character's sharp, nervous breathing."

Example 3: Answering the Wrong Question

Question: Why does the character decide to leave the village?

Misread answer: "The character leaves the village and walks to the train station. She catches the 9:15 train to London and arrives at Paddington at 11:30."

What went wrong: The student described WHAT the character does (leaves, catches train, arrives) instead of explaining WHY she decided to leave (her reasons, motivations, feelings).

Correct approach: "The character decides to leave the village because she feels trapped by the expectations of the community. The final straw is when Mrs Fletcher criticises her for wanting to study art, saying 'that is not what people like us do.' The character realises that she will never be able to be herself if she stays."

Example 4: Missing "Not" or "Except"

Question: Which of the following is NOT a renewable energy source?

Misread answer: Student circles "solar power" because they know it IS renewable — they missed the word "NOT."

What went wrong: The student answered the opposite of what was asked because they skimmed past the word "NOT."

Correct approach: Circle the word NOT before looking at the options. Then look for the option that is NOT renewable (e.g., coal or natural gas).

Example 5: Ignoring the Mark Allocation

Question: Explain how the writer creates a sense of isolation in this extract. (6 marks)

Misread answer: "The writer creates isolation by describing the character alone on the moor."

What went wrong: For a 6-mark question, one sentence is nowhere near enough. The student needed to identify multiple techniques, provide specific evidence, and explain the effects in detail.

Correct approach: Write 6-8 sentences, identifying at least three techniques (e.g., setting description, word choice, sentence structure), providing specific quotations, and explaining how each contributes to the sense of isolation.

Example 6: Answering Only Part of the Question

Question: (a) What percentage of students chose football as their favourite sport? (b) How many more students chose swimming than tennis? (c) Suggest a reason why football might be the most popular choice.

Misread answer: The student answers parts (a) and (b) but completely skips part (c).

What went wrong: Under time pressure, the student moved to the next question without checking they had answered all parts.

Correct approach: After answering, check: did I answer (a)? Yes. Did I answer (b)? Yes. Did I answer (c)? ...No! Go back and answer it.

---

Before and After: Careful vs Careless Reading

Before (Careless Reading)

Question: Describe AND explain why deforestation is a problem for wildlife.

Careless answer: "Deforestation is when trees are cut down. This happens in the Amazon rainforest and in other places. Trees provide oxygen."

Problem: The student described what deforestation IS, but did not describe or explain why it is a problem for WILDLIFE specifically. They missed both command words ("describe AND explain") and the focus word ("wildlife").

After (Careful Reading)

Question: Describe AND explain why deforestation is a problem for wildlife.