Bloom's taxonomy of learning illustrates higher forms of thinking, in ascending order of complexity, from lower-order thinking skills (LOTS) to higher-order thinking skills (HOTS). It begins with Remembering and ends with Creating.
Listed below are verbs that apply to each stage. Used by lecturers to set learning outcomes for a course or module, you will often these find these verbs in your module handbooks.
(Adapted from: WATANABE-CROCKETT, Lee. 2015. “Bloom’s digital Taxonomy verbs [Infographic].” Bloom’s Taxonomy [online]. Available at: https://globaldigitalcitizen.org/blooms-digital-taxonomy-verbs.)
You can see that knowledge about a subject alone, like having access to a range of information, or ‘facts’, is at the simplest or lowest level. So using only, or mostly, descriptive language in your writing, to communicate what you know about a topic is not likely to generate many marks.
Higher and more complex levels include the ability to synthesise and evaluate information by comparing and contrasting different points of view, sets of information or experiences. This might involve recognising patterns of behaviour, for example, and using them to make predictions.
By engaging with your sources, and the evidence that emerges, you are demonstrating that you have done some deep learning. This is what your markers are looking for in your writing. To do this, it is essential to read a range of quality academic sources when researching.