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Types of questions asked usually
How is this usually defined?
Is this the same as other things?
Does this mean/causes this? Please discuss.
This has the goal of ______. Is this (still) a realistic goal?
How did this develop historically?
Name ____ and explain what exactly they do, how they applied
What ____? Please explain
What do you know about the relationship between this and this?
Is this good or bad for that goal? What type of this
matters most for this goal? Please explain.
Please explain this over time from a long-term historical
perspective. What were major events that spurred or hindered development of this?
Please explain this phenomenon and mention potential reasons using different perspectives, including from historical perspective.
How do this change with this phenomenon happens?
Will this as observed during the last few decades likely continue/exist/grow/stagnate at the same rates into the next few decades? Please explain your answer.
What is meant with this? Is such thing actually happening, and does this help for this goal? Please explain in a differentiated way
What is meant with this?
How does this in this phenomenon matter for this goal? Please explain.
Briefly explain the main idea of this. What type of criticism is this confronted with?
What does this thing imply? Was it successful? Why, or why not?
Several theories contributed to this phenomenon. And this actually progressed/hampered achievement of this goal. Please explain a few theories that contributed to this phenomenon.
This concept in this sciences/sphere often contributes more to tis phenomenon than this phenomenon. Please explain why this is the case.
Was this useful for this goal achievement? Please explain in a differentiated way.
Recent research from this field is less focused on this and more on this. Is this focus on that second this is useful? Please explain.
Please explain the main sources of this phenomenon in this theoretical idea
What predictions does this theory make, and are these compatible with the actual phenomenon experience in different countries? Why, or why not?
How do this differ from that theoretical ideas?
These concepts are typically used as this. Why is this being used, in spite of its drawbacks?
Please name and explain at least three reasons why these concepts are not perfect for their intended goal.
Many nuances are not captured in concept. Why not? Do you feel that
capturing those nuances more comprehensively would be a good thing for this goal? Please explain.
What is this? Briefly explain how this is used/applied
and also state whether this is a useful approach to achieve the broader idea of that.
This concept is associated with such costs and benefits. Please explain what types of costs and benefits occur and why there can be
externalities?
Please explain why – on average this phenomenon is happenning now compared to past.
Is this concept always associated with this goal? Think of an example where this concept can lead to negative effects for this goal and explain.
How is the quality of this often measured in cross-comparisons?
Why is it difficult to evaluate the causal impact of this concept on this goal?
If this good quality concept can promote this goal, and this concept
are human-made, why in situations with poor quality concept not simply change this concept to make it good quality? Please give reasons and explain.
How did this evolve after that phenomenon happened?
Explain this concept.
Explain how this happened. Did this happen in the same way for everyone and in every place?
How is this concept determined?
What drives whether this concept will increase or decrease, and how?
Describe this concept and how these may differ in different setting and why
What are the drivers determining decisions regarding this phenomenon?
How can this concept can be a source for specific goal? State and explain three situations in which this is the case.
Explain how this concept affected that phenomenon and how this impact the achievement of this goal in the long-run.
What was the impact of this factor on this goal affected by that factor?
What are the effects of this phenomenon on that area/concept/phenomenon etc.?
What is this concept. Does it hold in reality?
Name and discuss four effects in different ares of this concept.
How can we account for this goal in models of that different goal?
Name and describe four ways in which that can help combat this problem.
Describe this process
What are three limitations to this concept/phenomenon?
Describe two reasons why it is difficult for this concept to resolve or contribute significantly to solution of this issue?
Explain two limitations of this concept?
Describe how this concept can lead to this situation
Does research confirm this theory? Is there a relationship between this phenomenon and this phenomenon/concept?
When an instructor in a theoretical, non-technical course writes a prompt such as “Explain X in a differentiated way” (German: differenziert erläutern / darstellen), they are signalling that a plain definition is not enough. The word differentiated tells you to add structure, nuance and contrasts rather than a single-layer summary.
What “differentiated explanation” usually expects
Table 85
Element
What you should do
Why it matters
Element
What you should do
Why it matters
Break the concept into clear components
Identify 2-4 logical dimensions (e.g., historical, social, ethical, economic). Treat each in its own paragraph or sub-heading.
Shows the concept is multi-faceted, not monolithic.
Show contrasts or opposing views
Present at least one alternative theory, criticism, or counter-example.
Demonstrates critical thinking and guards against one-sidedness.
Use precise criteria or categories
Explain why you separate aspects the way you do (e.g., “short-term vs. long-term impact”, “internal vs. external drivers”).
Makes the structure transparent rather than arbitrary.
Support with evidence or illustration
Bring in brief examples, empirical findings, or quotations for each component.
Grounds the abstract analysis in something tangible.
Link back to a unifying insight
Conclude with a short synthesis that shows how the parts relate and what the contrasts reveal.
Avoids leaving the reader with a fragmented list.
There are no rows in this table
Quick checklist before handing in
One-sentence formula
To “explain in a differentiated way” means: “Decompose the concept, compare the pieces, and stitch them back together with evidence and context.”
Use that formula to gauge the depth your instructor is after, especially in German university or Abitur settings where differenziert is a common operator for higher-level analysis.
Table 60
Step
Purpose
Typical phrases
Step
Purpose
Typical phrases
1 Definition & scope
Show you grasp the core idea and set boundaries.
“X can be defined as …, which in this context refers to …”
2 Context & relevance
Explain why it matters (historical background, current debate, policy link).
“Since the 1990s, X has shaped Y because…”
3 Mechanisms / Drivers
Lay out how it works or what causes it (theories, causal chain).
“Three key drivers are…”
4 Patterns / Variation
Compare across regions, periods, groups.
“In high-income settings…, whereas in low-income…”
5 Impacts & Evaluation
Weigh benefits, costs, externalities; cite evidence.
“Empirical studies show mixed effects: benefit A, cost B…”
6 Alternatives / Counter-arguments
Demonstrate critical thinking.
“However, scholars such as… argue that…”
7 Conclusion & Implications
Tie back to the question, hint at policy or research angles.
“Therefore, while X advances goal Y under conditions Z, its success hinges on…”
There are no rows in this table
Question-type clusters
Cluster (Bloom level)
Typical phrasings you gave
Core skill the examiner is probing
Cluster (Bloom level)
Typical phrasings you gave
Core skill the examiner is probing
A. Definition / Concept clarification (Remember → Understand)
“How is this usually defined?”, “What is meant by …?”, “What is …? Please explain”
Precise terminology; scope/limits of a concept
B. Comparison & differentiation (Understand → Analyse)
“Is this the same as …?”, “How does A differ from B?”, “These concepts are used as … Why?”
Spotting similarities, contrasts, trade-offs
C. Causal relations & mechanisms (Analyse)
“Does X cause Y? Discuss.” “Why is it difficult to evaluate the causal impact of …?”
Mechanistic reasoning; research‐design awareness
D. Historical development / trajectory (Understand → Analyse)
“How did this develop historically?”, “Explain this over time from a long-term perspective.”
Diachronic change; path-dependence
E. Normative evaluation / goal fit (Evaluate)
“Is this good or bad for that goal?”, “Was it useful?”, “Why is this focus useful?”
Criteria-based assessment; multiple viewpoints
F. Theory application & critique (Apply → Evaluate)
“Which theories contributed…?”, “What predictions does this theory make and do they hold?”, “What criticism does this face?”
Linking abstract models to evidence; spotting limits
G. Measurement & indicators (Analyse)
“How is the quality of … measured?”, “How is this concept determined?”
Operationalisation; indicator validity
H. Drivers & determinants (Analyse)
“What drives whether X increases or decreases?”, “Main sources of this phenomenon?”
Identifying independent variables
I. Impacts & effects (Analyse)
“What are the effects of X on Y?”, “Describe how X leads to Y.”
Outcome mapping; unintended consequences
J. Future projection / scenario (Evaluate → Create)
“Will this trend continue in the next decades?”
Trend extrapolation; uncertainty discussion
K. Limitations & externalities (Evaluate)
“Name three limitations…”, “Costs and benefits incl. externalities?”
Boundary conditions; trade-offs
L. Policy / remedy suggestions (Create)
“Four ways in which X can help combat Y.”
Translating knowledge into action
There are no rows in this table
Duplicates spotted
2 · Answer blueprint (works for every cluster)
Use signposting (“First,… Second,…”), keep paragraphs short (<7 lines), and, where possible, quantify claims (dates, magnitudes, frequencies).
3 · Preparation workflow
Why this works
German higher-education exams are intentionally aligned with Bloom/Anderson cognitive levels; essay or “Klausur” questions are written to escalate from recall to critique and creation. Teaching guides for universities explicitly recommend verbs such as “explain”, “compare”, “evaluate”, “propose” to signal the targeted level (, ). By mapping your templates to those levels you ensure each answer hits the expected competence band and maximises partial credit even when details escape you.
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