Secondary 5 French Ministerial Exam key terms

The main claim or position that a text or argument defends. In an argumentative text, it is the idea the writer wants the reader to accept, and everything else should support it.

A reason or piece of evidence offered to support a claim. A strong argument connects evidence to the thesis through logic rather than mere assertion or emotion alone.

A two-part argumentative structure that first presents one position and then the opposing position, often followed by a synthesis. It organizes a debate and shows the writer has considered both sides.

The part of an argument that attacks or weakens an opposing view by showing its weaknesses, limits, or contradictions. It strengthens the writer's own position by answering objections.

Acknowledging that an opposing view has some merit before defending one's own position. Signalled by words like 'certes' or 'il est vrai que', it makes an argument appear fair and balanced.

A fact, example, statistic, quotation, or reference used to support an argument. In an exam essay, evidence should be specific and relevant rather than vague or invented.

A concrete case used to illustrate or support a general claim. A well-chosen example makes an abstract idea tangible and is a common way to prove a point in an essay.

A word or phrase that shows the relationship between ideas, such as cause, consequence, opposition, or addition. Examples include 'donc', 'cependant', 'en effet', and 'par ailleurs'.

The quality of a text whose ideas are logically organized and connected so the reader can follow the reasoning. It concerns the overall structure and progression of ideas, not just individual sentences.

The linking of sentences and paragraphs through pronouns, repetition, and connectors so the text holds together linguistically. Cohesion works at the level of wording and reference.

The outline or structure of an essay or text, showing the order of parts and main ideas. A clear plan usually includes an introduction, two or three body parts, and a conclusion.

The opening part of a text that presents the subject, defines key terms, and announces the thesis or plan. It should engage the reader and make the direction of the text clear.

The closing part of a text that summarizes the main findings and may open onto a broader question. It should not introduce entirely new arguments that were never developed.

A summary that brings together the main points of several ideas or documents into a unified statement. In argumentation it may also resolve a thesis and antithesis into a balanced position.

A shortened restatement of a text's essential content in one's own words. A good summary preserves the main ideas and order while cutting examples and repetition.

The central point that a paragraph or passage develops. Identifying it helps a reader separate essential information from supporting details, examples, and illustrations.

A supporting point that develops, explains, or illustrates the main idea of a text or paragraph. Secondary ideas add detail but are not the central message.

The general subject or topic that a text deals with, such as love, war, or exile. The theme differs from the thesis, which is the specific claim made about that subject.

A group of words related to the same subject or domain, such as vocabulary of the sea or of illness. Recognizing a lexical field helps reveal a text's themes and tone.

The range of meanings a word can carry, or a set of words sharing a core meaning. It is broader than a lexical field, which groups words by topic rather than by sense.

The emotional or cultural associations a word carries beyond its literal meaning. For example, 'home' suggests warmth and safety, while 'house' is more neutral.

The literal, dictionary meaning of a word, independent of emotional associations. It contrasts with connotation, which adds subjective or cultural overtones.

The property of a word having several related meanings depending on context. Readers must use surrounding words and situation to decide which sense is intended.

The level of formality in language use, commonly classified as familiar, standard, and formal or literary. The choice of register depends on audience, situation, and purpose.

The attitude or mood conveyed by a text, such as ironic, nostalgic, indignant, or humorous. Tone is created through word choice, rhythm, punctuation, and imagery.

A way of speaking in which the intended meaning is the opposite of the literal words, often to mock or criticize. It depends on context and shared understanding between writer and reader.

A deliberate use of language that departs from ordinary expression to create effect, such as metaphor, comparison, or hyperbole. Figures shape meaning, tone, and imagery.

A figure of speech that describes one thing as if it were another, without using 'like' or 'as'. For example, calling old age 'the evening of life'.

A figure of speech that links two things using a word such as 'comme', 'tel', or 'ressembler à'. Unlike metaphor, it explicitly signals the resemblance between the two elements.

Deliberate exaggeration used for emphasis or effect, as in 'I've told you a thousand times'. It can express strong emotion or create humour and irony.

The voice that tells a story, which is not necessarily the author. The narrator may be a character in the story or an outside observer, and this choice shapes perspective.

The perspective from which a story is told, such as first person, third person limited, or omniscient. It controls what information the reader receives and how events are judged.

The way narrative information is filtered through a character's knowledge or perception. Internal focalisation restricts the reader to one character's viewpoint; omniscient narration allows access to many minds.

The real person who wrote a literary work, distinct from the narrator who tells the story. Biographical facts about the author do not automatically explain a text's meaning.

A category of literary works sharing conventions, such as the novel, poetry, drama, or the essay. Recognizing a genre helps readers anticipate structure and interpret techniques.

The circumstances surrounding a text, including its historical period, social setting, and the situation in which it was produced. Context helps explain references and assumptions in a text.

Repetition of the same word or phrase at the beginning of successive clauses or sentences, often for rhetorical emphasis. It can also mean a word referring back to something already mentioned.

Repeating or referring back to an element already mentioned, using pronouns, synonyms, or nominal groups. Reprise avoids repetition and keeps a text cohesive.

A clause that depends on a main clause and cannot stand alone as a sentence. It may express cause, consequence, time, condition, or relative information.

A group of words organized around a verb, forming part of a sentence. A sentence may contain several propositions linked by coordination or subordination.

The rules governing how words and clauses are arranged to form grammatical sentences. Correct syntax ensures that subjects, verbs, and complements relate clearly.

The marks used in writing, such as commas, periods, semicolons, and quotation marks, to clarify structure and meaning. Punctuation also affects rhythm and emphasis.

The grammatical agreement between words, especially between subject and verb or between noun and adjective in gender and number. Errors in agreement are common and costly in written exams.

The set of forms a verb takes to show tense, mood, person, and number. Mastery of regular and irregular forms is essential for accurate writing.

Correct spelling according to accepted conventions. In a ministerial exam, spelling errors can reduce marks, and attention to homophones and silent letters matters.

The vocabulary of a language or of a particular text or field. A precise lexicon allows a writer to express ideas exactly rather than relying on vague or repeated words.

A word with a meaning close to that of another word, though rarely identical in all contexts. Choosing among synonyms lets a writer adjust nuance and register.

A word expressing the opposite meaning of another word, such as 'chaud' and 'froid'. Antonyms help build contrasts and clarify definitions.

A subtle difference in meaning, tone, or feeling between words or statements. Recognizing nuance is essential for precise reading and for choosing the right word when writing.

Expressing an idea again in different words while keeping the meaning. It is a key skill for summarizing, clarifying, and showing comprehension in reading tasks.

Meaning that is suggested or implied rather than stated directly. Readers must infer implicit ideas from context, tone, and word choice.

A conclusion drawn from evidence in a text combined with the reader's reasoning, rather than stated outright. Inference is central to interpreting character, motive, and argument.

Meaning that is stated directly and clearly in the text, leaving little room for interpretation. It contrasts with implicit meaning, which must be inferred.