Québec ELA 6 Ministerial Exam key terms

Facts or details stated directly in a text, leaving nothing for the reader to infer. A reader can point to the exact sentence that gives the answer.

Meaning suggested by a text but never stated outright. Readers build it from clues such as word choice, tone, and events rather than from a direct sentence.

A conclusion a reader draws by combining text details with background knowledge. It goes beyond the literal words but must stay supported by evidence in the text.

The central point a text or section develops and supports throughout. It is broader than any single detail and can usually be stated in one sentence.

A fact, example, or reason that explains, proves, or develops the main idea. Details answer questions such as who, what, when, and why.

An underlying message about life or human nature that a literary work explores, such as loyalty or loss. It is implied through characters and events rather than stated directly.

A quotation, paraphrase, or specific detail taken from a text to justify an answer or claim. Strong responses cite it precisely instead of relying on vague memory.

Writing that tells a story through characters, setting, plot, and conflict, such as a short story or novel excerpt. Its purpose is usually to entertain or to explore experience.

Writing whose main purpose is to explain, inform, or describe a topic using facts and logical organization. Examples include articles, reports, and textbook passages.

The way ideas in a text are organized, such as cause and effect, comparison, chronology, or problem and solution. Recognizing it helps readers follow and remember information.

The sequence of events in a story, usually built around a conflict that rises to a climax and then resolves. It links what characters want to what they finally achieve or lose.

The central struggle in a narrative, whether between characters, between a character and society or nature, or within a character's own mind. It drives the action forward.

The techniques an author uses to reveal a character's personality, values, and motives. It may be direct, through description, or indirect, through actions, speech, and others' reactions.

The voice that tells a story, which may be a character within it or an outside observer. The narrator's knowledge and reliability shape what the reader can know.

The perspective from which a text is told, such as first person, third-person limited, or third-person omniscient. It controls whose thoughts and feelings the reader can access.

The attitude an author or narrator conveys toward the subject or audience, for example ironic, sympathetic, or urgent. It is created through word choice and sentence style.

The emotional atmosphere a text creates in the reader, such as suspense, nostalgia, or unease. Setting, imagery, and rhythm all contribute to it.

Descriptive language that appeals to the senses to create vivid mental pictures. It often works with figurative language to shape mood and meaning.

Language that departs from literal meaning to create comparison or effect, including metaphor, simile, personification, and hyperbole. It invites readers to interpret beyond the surface.

The use of an object, person, or event to stand for a larger idea beyond its literal meaning, such as a caged bird representing confinement. Symbols gain meaning from their context.

The feelings and associations a word carries beyond its dictionary meaning. Choosing between two synonyms with the same denotation can shift a text's tone significantly.

The literal, dictionary meaning of a word, independent of emotional associations. It provides the neutral core that connotation then colors.

A sentence that states the central claim of an essay and previews how it will be supported. It usually appears near the end of the introduction.

The sentence that introduces the focus of a single body paragraph. It connects the paragraph's evidence back to the essay's larger claim.

The quality that makes a text's ideas connect logically and read as a unified whole. It depends on clear organization, consistent focus, and sensible links between sentences.

The way sentences and paragraphs are linked through pronouns, repeated key words, and connectors so the writing flows smoothly. Cohesion works at the sentence level, while coherence concerns overall logic.

Words or phrases such as however, therefore, and in addition that signal relationships between ideas. They guide readers through contrast, cause, sequence, or emphasis.

The stage of writing in which a writer reconsiders content, organization, and clarity rather than merely fixing surface errors. It may involve adding, cutting, reordering, or rewording.

The final stage of polishing a text for grammar, spelling, punctuation, and capitalization. It follows revision and focuses on correctness rather than on ideas.

The rule that a verb must match its subject in number and person, as in 'she writes' versus 'they write'. Interrupting phrases and indefinite pronouns often cause errors.

The rule that a pronoun must match the noun it refers to in number and gender, as in 'each student raised his or her hand'. Ambiguous references also weaken clarity.

A group of words punctuated as a sentence but missing a subject, a verb, or a complete thought. It can usually be fixed by joining it to a nearby sentence or completing the missing part.

Two or more independent clauses joined without correct punctuation or a conjunction. It can be repaired with a period, a semicolon, or a comma plus coordinating conjunction.

An error in which a comma alone joins two independent clauses. Correct options include a period, a semicolon, or a comma followed by a coordinating conjunction.

Focused listening in which a person attends fully, notes key points, and checks understanding by paraphrasing or asking questions. It supports accurate response and productive discussion.

Restating another person's idea in your own words while keeping the original meaning intact. It demonstrates comprehension and is useful in discussion and in citing sources.

Shared expectations for respectful classroom talk, such as taking turns, building on others' ideas, and disagreeing without attacking the speaker. They make group exchange productive.

The reason an author writes a text, commonly to inform, persuade, entertain, or describe. Identifying it helps readers judge which details matter most.

A slant or partiality in how information is selected, framed, or worded, which may distort a reader's view. Detecting it requires attention to loaded language and omitted perspectives.