TASC EAL/D Level 3 key terms

The most important point that a passage or paragraph is making about its topic. It is often stated near the beginning or end, but sometimes the reader must combine details to work it out.

A fact, example, statistic, or reason that explains, proves, or develops the main idea. Details answer the question of how the reader knows the main idea is true.

A conclusion a reader draws by combining information in the text with general knowledge. The conclusion is not stated directly, but the text gives enough clues to support it.

Said directly and clearly in the text, so a reader does not have to guess. An explicit statement can be pointed to word for word on the page.

Specific words, sentences, data, or examples from a text that support a claim or answer. Strong answers to reading questions quote or closely describe such material rather than relying on opinion.

The reason a writer produced a text, such as to inform, persuade, entertain, or explain a process. Purpose shapes the writer's choice of facts, tone, and organization.

The way information is organized in a text, for example cause and effect, comparison, problem and solution, or chronological order. Recognizing the pattern helps a reader predict what comes next.

A sentence, usually at the start of a paragraph, that names the paragraph's central point. The remaining sentences in the paragraph normally develop or illustrate it.

To restate the central points of a text briefly in your own words, leaving out minor details and examples. A good summary keeps the original meaning and order of importance.

A broad message about life or human nature that a literary work explores, such as loyalty or loss of innocence. Themes are implied through events and characters rather than stated outright.

The methods a writer uses to reveal a character's personality, motives, and changes. These include what the character says and does, what others say, and direct description by the narrator.

The voice that tells a story. A first-person narrator participates in the events, while a third-person narrator stands outside them and may know the thoughts of some or all characters.

The perspective from which a story is told, such as first person, third-person limited, or third-person omniscient. Perspective controls what information the reader can access.

The attitude a writer or narrator expresses toward the subject or audience, for example ironic, sympathetic, or bitter. Tone is created through word choice, sentence rhythm, and detail selection.

The feeling a text creates in the reader, such as suspense, calm, or dread. Mood results from setting, imagery, and diction rather than from the writer's stated attitude.

Descriptive language that appeals to the senses and creates vivid mental pictures. Imagery often carries emotional weight and supports a work's mood or theme.

Language that means something beyond its literal wording, including metaphor, simile, personification, and hyperbole. Writers use it to create comparisons, emphasis, and fresh description.

The use of a concrete object, place, or action to stand for a larger idea, such as a caged bird representing lost freedom. Symbols gain meaning from how they are used in the story.

Information in nearby words or sentences that helps a reader work out the meaning of an unfamiliar word. Clues may be definitions, examples, contrasts, or the general sense of the passage.

The emotional or cultural associations a word carries beyond its dictionary meaning. For example, 'thrifty' and 'stingy' describe similar behavior but carry very different connotations.

The literal, dictionary meaning of a word, separate from any feelings or associations it may trigger. Precise reading often requires distinguishing it from a word's connotation.

The basic part of a word that carries its core meaning and to which prefixes and suffixes may be attached. Knowing common roots helps a reader decode unfamiliar academic vocabulary.

A meaningful unit attached to the beginning of a word that changes its meaning, as 'un-' does in 'unfair' or 'pre-' in 'preview'. Recognizing prefixes supports word analysis.

A meaningful unit added to the end of a word that often changes its part of speech, as '-tion' turns verbs into nouns. Suffixes also carry meaning, such as '-less' meaning without.

A sentence that states the central claim of an essay and previews how the essay will support it. It usually appears in the introduction and guides the organization of the whole piece.

A statement the writer asks the reader to accept as true, which must then be supported with reasons and evidence. Claims are the backbone of argumentative and analytical writing.

A note identifying the source of a quotation, fact, or idea used in writing, usually giving the author and location. Citations let readers verify information and give credit to others.

To restate a source's idea in your own words and sentence structure while keeping the original meaning. A paraphrase still requires a citation because the idea belongs to the source.

Presenting another person's words or ideas as your own without proper credit. It includes copying text, copying sentence structure too closely, and using ideas without citation.

A word or phrase such as 'however', 'therefore', or 'in addition' that shows the relationship between ideas. Transitions guide readers through contrast, cause, sequence, and emphasis.

The quality that makes sentences and paragraphs hold together as a unified whole. Writers create it through transitions, repeated key terms, pronouns, and logical ordering of ideas.

Restating in your own words what a speaker has just said, to confirm understanding or to check a detail. It is a key active-listening strategy in academic discussions and lectures.

Spoken phrases such as 'first', 'on the other hand', or 'to sum up' that signal how a speaker is organizing ideas. Noticing them helps listeners follow the structure of a lecture.

The rule that a verb must match its subject in number and person, as in 'the list of items is long'. Errors often occur when words sit between the subject and its verb.

Two or more independent clauses joined incorrectly, usually by a comma alone or by no punctuation at all. It can be repaired with a period, semicolon, or coordinating conjunction.

A group of words punctuated as a sentence but missing a subject, a complete verb, or an independent thought. Fragments are common in drafts and must be completed or joined to another sentence.

The clarity with which a pronoun such as 'it' or 'they' points back to a specific noun. Vague or ambiguous reference confuses readers about who or what is meant.

A group of words containing a subject and a verb. An independent clause can stand alone as a sentence, while a dependent clause cannot and must attach to a main clause.

A symbol, usually a letter, that stands for an unknown or changing quantity in a mathematical expression or equation. Understanding what a variable represents is essential to solving word problems.

A mathematical statement that two expressions are equal, written with an equals sign. Solving an equation means finding the value of the variable that makes the statement true.

A testable prediction or proposed explanation that can be checked through observation or experiment. In science writing, it is often introduced with phrases such as 'if... then' or 'we predict'.

An original document or object created during the period being studied, such as a letter, photograph, treaty, or diary. It offers direct evidence rather than later interpretation.

A work that interprets or analyzes primary sources, such as a textbook, encyclopedia article, or historian's essay. Secondary sources summarize and explain evidence gathered by others.

A tendency to favor one side, viewpoint, or outcome in a way that distorts fair judgment. In sources, bias may appear through selective facts, loaded words, or omitted perspectives.

A relationship in which one event or condition makes another happen. History and social studies texts often use this pattern to explain why a change occurred and what followed from it.