Quick Answer
To answer a to what extent question, decide how far the claim holds, then prove it. Set out the evidence that supports the claim, test it against counter-evidence and other factors, and finish with a judgement of degree, such as largely, partly or only to a limited extent. Discuss asks for a balanced review of a range of arguments with a supported conclusion, but not necessarily a verdict on degree.
What You'll Learn
- To what extent = consider the merits or otherwise of one claim, then judge how far it holds.
- Discuss = a considered and balanced review of a range of arguments, factors or hypotheses.
- Both need a clear conclusion supported by evidence; only to what extent demands a judgement of degree.
- Decide your answer before you write, state it in the introduction and argue it in every paragraph.
- Yes or no is never enough: say how far, and what limits it.
Discuss vs to what extent: what each one asks
Both command terms come from the IB's glossary of command terms and sit under assessment objective 3, synthesis and evaluation, in guides such as Psychology. The IB defines discuss as 'offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.' It defines to what extent as 'consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.' The practical differences:
- Focus: discuss can range across several arguments, factors or views. To what extent stays anchored to one claim, the one in the question.
- The question behind it: discuss asks what the main arguments are and how they stand up. To what extent asks how far the claim is true, and what limits it.
- Conclusion: both need a clear, supported conclusion. To what extent needs that conclusion to be a judgement of degree.
- Typical wording: 'Discuss the view that...', 'Discuss the effects of...'. 'To what extent was X responsible for Y?', 'To what extent do you agree with this statement?'
- Common ground: both reward balance, evidence and a line of argument that runs through the whole answer, not a list of points followed by a verdict.
How to answer a to what extent question, step by step
A to what extent question is a request for a measured verdict. The examiner wants to know how far you think the claim holds and whether you can defend that position against the evidence on the other side. Work through these steps.
- 1Unpack the claim. Underline the exact proposition and its key terms. If a term could be read in more than one way, such as responsible, successful or effective, decide what you will take it to mean.
- 2Gather both sides. List the evidence that supports the claim and the evidence that challenges it, including other factors that could explain the same outcome.
- 3Decide your judgement before you write. For example: largely true, because..., but limited by.... If you cannot write that sentence, you are not ready to start.
- 4Open with your judgement. In the introduction, define any slippery terms, state your position on the degree and say briefly how you will argue it.
- 5Argue paragraph by paragraph. Each body paragraph makes one point, supports it with evidence, weighs how much it adds to or takes away from the claim, and ends with a sentence that links back to the extent.
- 6Weigh, do not just balance. Say which evidence is stronger and why: it is more direct, more widespread, longer lasting or better supported.
- 7Conclude with the degree and the decisive reason. Restate your judgement, name the factor that tips it, and note the main limitation. Do not introduce new evidence.
Pro Tip
Your judgement should appear in the introduction, in the last line of each body paragraph, and in the conclusion, and it should be the same judgement each time.
To what extent essay structure: two models
There is no single required structure, but two models work well. Choose the one that lets you weigh evidence most often.
- Model 1, for then against: introduction with your judgement, two or three paragraphs supporting the claim, two or three challenging it, then a conclusion that weighs the two blocks. It is easy to plan under time pressure, but the weighing can end up only in the conclusion.
- Model 2, factor by factor: introduction with your judgement, then one paragraph per factor or theme, each weighing how far that factor supports the claim, then a conclusion. It takes more planning but keeps your judgement visible in every paragraph, not just the conclusion.
- Either way: an introduction of three or four sentences, body paragraphs that each open with an argument rather than a fact, and a conclusion that answers the question in its first sentence.
- For a question about one factor, such as 'To what extent was X the main cause of Y?', give the named factor fair treatment first, then weigh it against the strongest alternatives.
Worked example: planning a history answer
Here is an illustrative plan for the question 'To what extent was the Treaty of Versailles responsible for the outbreak of the Second World War?' It shows the shape of a good answer, not the only acceptable judgement: a different verdict can score just as well if it is argued and supported.
- 1Introduction: the treaty created grievances that Hitler exploited, but the war's outbreak owed more to developments in the 1930s. Judgement: responsible only to a limited extent.
- 2Supporting the claim: the war guilt clause (Article 231), reparations, territorial losses and military limits fed German resentment, and revising the treaty was central to Nazi appeal. Mini-judgement: a real long-term cause, which explains German grievances but not the timing of war.
- 3Challenging it, the Depression: the economic crisis after 1929 weakened the Weimar Republic and helped bring the Nazis to power. Mini-judgement: this turned grievance into a political opportunity, so it carries more weight than the treaty alone.
- 4Challenging it, Hitler's aims: his expansionist goals went beyond reversing Versailles, as the occupation of the rest of Czechoslovakia in March 1939 showed. Mini-judgement: the decisive factor.
- 5Challenging it, the failure to stop him: the weakness of the League of Nations and the policy of appeasement, from the remilitarisation of the Rhineland in 1936 to the Munich Agreement in 1938, allowed expansion to continue until the invasion of Poland in September 1939.
- 6Conclusion: the treaty supplied the grievances and the pretext, but Hitler's aims, made possible by the Depression and unchecked by the other powers, were decisive. Responsible to a limited extent.
How to answer a discuss question
Discuss asks for a considered and balanced review of a range of arguments, factors or hypotheses. It does not ask you to measure one claim, but it does ask for a conclusion: the IB's definition says opinions or conclusions should be presented clearly and supported by appropriate evidence. A discussion that lists views and then says 'there are arguments on both sides' has not finished the job. A good discussion:
- Sets out a range: at least two or three distinct arguments, factors or interpretations, not one view with a token counterpoint.
- Supports each with evidence: studies, data, examples, case studies or sources, depending on the subject.
- Shows how the views relate: where they conflict, where they agree, and what each one explains that the others do not.
- Weighs strengths and limitations of each, so the reader can see which is more convincing.
- Ends with a clear conclusion that follows from the review, for example which explanation is best supported, or under what conditions each view holds.
Pro Tip
If a discuss question includes a claim, such as 'Discuss the view that...', treat it almost like to what extent: say how far you agree, and why.
Words and phrases for to what extent answers
The vocabulary of degree helps you make your judgement precise. Use these to show where you stand, not as decoration.
- Degree, strongest to weakest: entirely, largely, to a great extent, to a significant extent, partly, to some extent, to a limited extent, only marginally, not at all.
- Weighing: this is more significant than... because...; this outweighs...; this is necessary but not sufficient to explain...; this only holds when...
- Linking back to the question: this shows that the claim holds to a large extent, because...; this limits the extent to which X can be said to cause Y...
- Conceding without giving up your line: although this suggests..., it does not explain...; this is true in the short term, but...
- Phrases to avoid: 'in conclusion, there are arguments on both sides'; 'to some extent' with no explanation of how much or why; 'it depends' without saying on what.
Common mistakes
These are the patterns that most often hold to what extent and discuss answers back.
- Answering yes or no: the question asks how far, so a flat agreement or rejection misses the point.
- A one-sided essay: no counter-evidence means nothing has been weighed.
- Sitting on the fence: saying to some extent without saying how much or why.
- Narrative instead of argument: retelling events or summarising studies in order, with the judgement saved for the final paragraph.
- A conclusion that contradicts the body: the essay argues one thing and the last paragraph settles on another.
- Drifting from the claim: writing about causes in general when the question asks about one named factor.