MAHEI’s initiative for UPSC Mains answer writing

Every Q in a UPSC Mains paper is associated with a ‘demand’. It may be the common ‘Why’, ‘Explain’, ‘What’ etc. But there are also equally asked and important demands like ‘Discuss’, ‘Analyse’, ‘Examine’, ‘Comment’, ‘Evaluate’ etc. UPSC’s demand for a statement can also be ‘Critically analyse’, ‘Critically discuss’, ‘Critically examine’ etc. An aspirant must know how to answer the demand of the Q. Such Demand for a Q or a statement in a UPSC MAINS paper is of utmost importance. UPSC paid much attention and care to these demands. For example, Questions of the same statement may have two completely different answers owing to the Demand of the Qs. 1. The penetration of Self Help Groups (SHGs) in rural areas in promoting participation in development programmes is facing socio-cultural hurdles. Examine. (UPSC MAINS 2014, GS-II) 2. The penetration of Self Help Groups (SHGs) in rural areas in promoting participation in development programmes is facing socio-cultural hurdles. Discuss. 3. The penetration of Self Help Groups (SHGs) in rural areas in promoting participation in development programmes is facing socio-cultural hurdles. Comment. Another evidence of how UPSC gives prime focus on the demand of the Q is through the ANALYZE Qs they asked. An Analyze Q owing to its demand must have issues/ constituent parts. (Refer ANALYZE in this pdf). UPSC Analyze Qs will always have issues/constituents parts.

Eg. Q. “Terrorism is emerging as a competitive industry over the last few decades”. Analyze the above statement. (UPSC GS-III, 2016) ( The two constituent parts are Terrorism, competitive industry). Q. The question of India’s Energy Security constitutes the most important part of India’s economic progress. Analyze India’s energy policy cooperation with West Asian countries. (UPSC 2017, GS II) (issues/parts- India’s energy policies, West Asian countries, India’s economic progress). These above Qs having the same statements will have to be answered differently owing to the ‘ ‘demand’ of the Qs. So a student Mains’ preparation should also focus on these answer writing skills. Here is an exhaustive list of Demand of a Question and how to approach it : 1. DISCUSS- The approach to this should be one of a written debate. You are expected to use your reasoning, backed up by carefully selected evidence. You are to make a case for and against an argument or point out the advantages and disadvantages of a given context. Always remember to arrive at a conclusion. 2. EXPLAIN- Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of the term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research. 3. ELUCIDATE- Make something clear; similar to EXPLAIN ( refer to Explain).

4. EVALUATE Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice. 5. COMMENT- Pick out the main points on a subject and give your opinion, reinforcing your point of view using logic and reference to relevant evidence, including any wider reading you have done. 6. EXAMINE- Look in close detail and establish the key facts and important issues surrounding a topic. This should be one of critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important, as well as explain the different ways that could be construed. 7. ANALYZE- Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another. 8. EXPLORE- Adopt a questioning approach and consider a variety of different viewpoints. Where possible reconcile opposing views by presenting a final line of argument. 9. DESCRIBE- Provide a detailed explanation as to how and why something happens.

10. ASSESS/ASSESSMENT- Weight up to what extent something is true. Persuade the reader of your argument by citing relevant research but also point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition. 11. COMPARE- Identify the similarities and differences between two or more phenomena. Say if any of the shared similarities or differences are more important than others. 12. CONTRAST- Similar to Compare, but concentrate on the dissimilarities between two or more phenomena, or what sets them apart. Point out any particular differences which are particularly significant. 13. DEFINE- To give in precise terms the meaning of something. Bring to attention any problems posed with the definition and different interpretations that may exist. 14. DEMONSTRATE- Show how, with examples to illustrate. 15. ELABORATE- To give in more detail, provide more information 16. GIVE AN ACCOUNT OF * (One of most featured UPSC Q demand)- To give a detailed description of something asked. This should not be confused with ‘ACCOUNT FOR’ which asked you NOT only what, but why something happened. Q. Given an account of the current status and targets to be achieved pertaining to renewable energy sources in the country. (UPSC 2016, GS-III)

ACCOUNT FOR – It is Account of + Why. Eg. Q. Account for the failure of the manufacturing sector in achieving the goal of labour-intensive exports. Suggest measures for more labour-intensive rather than capital-intensive exports. (UPSC 2017, GS-III) 17. ILLUSTRATE- A similar instruction to ‘explain’ whereby you are asked to show the workings of something, making use of definite examples and statistics if appropriate to add weight to your explanation. 18. IDENTIFY- Determined what are the key points to be addressed and implications thereof. 19. INTERPRET- Demonstrate your understanding of an issue or topic. This can be an issue or a particular terminology, or what the findings from a piece of research suggest to you. In the latter instance, comment on any significant patterns and causal relationships. 20. JUSTIFY- Make a case by providing a body of evidence to support your ideas and point of view. In order to bring a balanced argument, consider opinions that may run contrary to your own before stating your conclusion. 21. OUTLINE- Convey the main points placing emphasis on global structures and inter-relationships rather than minute details.

22. REVIEW- Look thoroughly into a subject. This should be a critical assessment and not merely descriptive. 23. SUMMARIZE- Give a concise account/condensed version of the chief points or substance of a matter, omitting details, examples and superfluous information. 24. HIGHLIGHT- -An outstanding part of an event or period of time. -the best of an event. - draw special attention to (the issues highlighted by the report). -making visually prominent. 25. ENUMERATE- List or specify and describe one by one. 26. SUBSTANTIATE- To provide evidence to support or prove the truth of. 27. TRACE Identify and describe the development or course of the history of a topic from some point of origin. 28. TO WHAT EXTENT Evokes a similar response to Qs containing ‘How far...’. This types of Qs calls for a thorough assessment of the evidence in presenting your argument. Explore alternative explanations where they exist.

29. STATE- To specify in clear terms the key aspects pertaining to a topic without being overly descriptive. Refer to evidence and examples where appropriate. 30. SHOW HOW Present in a logical order and with reference to relevant evidence the stages and combination of facts that give rise to something. The curious case of ‘Critically’in Critically examine, Critically Discuss, Critically evaluate, Critically analyze etc. More often, our initial response to the instruction “Critically discuss …” is to think that we must find fault, or highlight the weakness in the argument, or reject certain claims. Although this might at times be part of a critical discussion, it is by no means the only or even most appropriate way to engage with the claims expressed. So, before looking at what critical discussion (or engagement) is, let‟s get clarity about what it is not: What critical engagement is not: Ø it is not the same as disagreement Ø it does not aim to embarrass, humiliate or seek to dominate Ø it does not mean nitpicking So, what does it mean to read, or think or write critically? The following are some pointers to help you both in your reading of others‟ texts as well as in constructing your own writing for assignments and your thesis.

What critical engagement is: Ø it entails giving a clear exposition of the argument; Ø it entails determining and assessing the support for a certain claim you or others have made in order to get a clearer understanding of an issue; Ø it entails determining the truth of the premises, and the validity of the argument; Ø it entails clarifying and analyzing the language used; Ø it entails showing how the article or book fits into the academic debates and current literature – to what or who is the text responding? Ø it entails discussing the theoretical and social context in which the ideas are developed; Ø it involves a discussion of the possible implications the ideas or claims could have; Ø it demands informed thinking and creativity. Critical engagement (which incorporates critical reading, thinking and writing) is not merely rejecting or finding fault with someone‟s argument or position. Rather, it is a rational reflection on one’s own and other’s ideas in order to get a clearer understanding of an issue. One of the main things to remember when engaged in critical reasoning is that you must first have a clear understanding of what the author is saying before you can critically engage with the ideas expressed. When engaging critically with a text, follow these 4 steps: Clear exposition of the text 1. Describe (i.e. give a clear exposition or summary of) what the author is saying and doing; You do this by pre-reading, reading, re-reading, taking

notes and summarizing them. Critical evaluation of the text 2. Analyze and interpret what the author is saying and doing; 3. Evaluate the author‟s claims, argument and approach; 4. Relate these to other literature or scholarship on the topic (or to your own thesis theme).

You cannot reject, accept, modify, adapt, disagree or agree with something if you don‟t fully understand what it is you‟re rejecting, accepting, modifying, adapting, disagreeing or agreeing with. Therefore, you must first give an exposition of the text, before stating your own responses.

References:

1. http://manoa.hawaii.edu/undergrad/learning/wp-content/uploads/2014/03/Important-words- in-essay-questions.pdf ( University of Hawaii, Manoa)

2. https://web.wpi.edu/Images/CMS/ARC/Answering_Essay_Questions_Made_Easier.pdf (University of Central Florida)

3. https://www.ius.edu/writing-center/files/answering-essay-questions.pdf (Indiana University)

4. https://www.oxbridgeessays.com/blog/analyse-explain-evaluate-answer-essay-question- words/

Practice makes Perfect