Secondary 5 ESL Basic Programme Ministerial Exam key terms

The most important point a speaker or writer wants you to understand. It is usually stated near the beginning or end and is supported by smaller details.

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

A conclusion you reach by combining clues in the text with your own knowledge. The answer is not written directly, but the evidence makes it the most reasonable reading.

Information in the words and sentences around an unfamiliar word that helps you guess its meaning, such as a definition, example, contrast, or cause-and-effect relationship.

To read very quickly for the general sense of a text, often by looking at titles, headings, first sentences, and bold words. Skimming helps you decide whether a text is useful.

To move your eyes quickly over a text looking for one specific piece of information, such as a date, a name, or a number, without reading every word.

The sentence, usually first in a paragraph, that announces what the paragraph is about. The remaining sentences develop or support that statement.

To restate someone's idea in your own words while keeping the meaning. A good paraphrase changes vocabulary and sentence structure and is usually shorter than the original.

To give a short account of the key points of a text or talk, leaving out examples and minor details. A summary keeps the original order of ideas.

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

A short note showing where information came from, such as the author, title, and year. Citations let readers check your sources and avoid plagiarism.

One or two sentences that state the central claim of an essay and preview how it will be developed. It usually appears at the end of the introduction.

The opening section of an essay or talk that attracts attention, gives background, and presents the main claim. It tells the reader what to expect next.

The closing section that restates the main point in fresh words, ties the ideas together, and often offers a final comment or recommendation. It introduces no new major arguments.

The first sentence or two of a piece of writing or a speech, designed to catch attention through a question, surprising fact, short story, or striking image.

A linking word or phrase such as however, therefore, in addition, or on the other hand that shows how two ideas relate and guides the reader through a text.

The quality of a text whose ideas are arranged in a clear, logical order and connected smoothly, so the reader can follow the reasoning from one point to the next.

The way sentences in a text are tied together by repeated words, pronouns, and linking devices, so the text feels like one connected piece rather than separate sentences.

A group of related sentences about one idea, usually starting on a new line and beginning with a topic sentence. Paragraphs give a text visible structure.

A word that joins words, phrases, or clauses, such as and, but, because, although, or while. Conjunctions show relationships like addition, contrast, cause, or condition.

A clause beginning with who, which, that, whose, or where that describes a noun. For example, in the book that I borrowed, the clause tells which book.

A group of words containing a subject and a verb. An independent clause can stand alone as a sentence; a dependent clause cannot and must be attached to a main clause.

Two or more independent clauses written together without correct punctuation or a conjunction. It can be fixed with a period, a semicolon, or a joining word.

The error of joining two independent clauses with only a comma, as in I was tired, I went to bed. A period, semicolon, or conjunction is needed instead.

The form of a verb that shows when an action happens, such as present, past, or future. Tenses must stay consistent within a sentence or paragraph unless the time changes.

The rule that a verb must match its subject in number and person. A singular subject takes a singular verb; a plural subject takes a plural verb.

A singular word naming a group, such as team, family, or committee. In Canadian English it usually takes a singular verb when the group acts as one unit.

A verb whose past forms do not follow the regular -ed pattern, such as go/went/gone or bring/brought/brought. These forms must be memorized.

A verb form used in compound tenses or as an adjective, such as broken in has broken or a broken window. Past participles often end in -ed, -en, or -n.

A word that replaces a noun or noun phrase, such as he, she, it, they, or which. Pronouns must refer clearly to one earlier noun.

A letter group added to the front of a word to change its meaning, such as un- in unhappy or re- in rewrite. Knowing prefixes helps you guess unfamiliar words.

A letter group added to the end of a word that often changes its part of speech, such as -ness turning kind into kindness or -ly turning quick into quickly.

The grammatical shape of a word as noun, verb, adjective, or adverb. Choosing the right form, such as success or successful, depends on the word's job in the sentence.

A word with a meaning close to another word, such as begin and start. Synonyms are useful for paraphrasing, but their tone or usage may differ slightly.

A word with the opposite meaning to another word, such as generous and stingy. Antonyms often appear in contrast clues that reveal an unfamiliar word's meaning.

A punctuation mark (;) used between two closely related independent clauses, or in a list whose items already contain commas. It signals a pause stronger than a comma.

A punctuation mark (,) used to separate items in a list, set off extra information, or follow an introductory phrase. It should never join two complete sentences alone.

The level of formality in language, ranging from casual talk with friends to formal writing for an employer. Word choice, contractions, and sentence length all signal register.

The people you are speaking or writing to. Their knowledge, expectations, and relationship to you determine how formal, detailed, and technical your message should be.

The attitude a speaker or writer conveys through word choice and phrasing, such as friendly, serious, sarcastic, or respectful. Tone affects how a message is received.