Abitur English key terms

The skill of extracting information from spoken English, such as news reports, interviews, or announcements, usually heard twice. Candidates identify main ideas, specific details, speaker attitude, and implied meaning without relying on written text.

The central message or overall meaning of a spoken or written text, as opposed to its individual details. Identifying the gist means answering what the speaker or author is fundamentally trying to convey.

Writing down keywords, abbreviations, and symbols while listening so that answers can be completed afterwards. Effective notes capture names, numbers, dates, and contrasts rather than full sentences.

A listening strategy in which the candidate ignores the overall message and hunts for precise information such as figures, times, or place names. It is used when tasks ask for specific facts rather than general understanding.

An answer option or statement that seems correct because it repeats words from the recording but is factually wrong. Recognising distractors requires comparing the full meaning of the text with the wording of the option.

A conclusion drawn from evidence in a text that is not stated directly. In listening and reading tasks, candidates infer a speaker's opinion, mood, or intention from tone, word choice, and context.

The attitude an author or speaker expresses through word choice and style, for example ironic, critical, enthusiastic, or neutral. Naming the tone correctly requires evidence from the text, not personal feeling.

A careful, line-by-line analysis of a short passage that examines diction, syntax, imagery, and structure. It supports claims about meaning with direct quotation and explanation rather than plot summary.

The sentence, usually at the start of a paragraph, that states the paragraph's main point. Recognising topic sentences speeds up reading and helps candidates structure their own analytical paragraphs.

The internal organisation of a paragraph, typically a claim, supporting evidence, and a comment linking back to the question. Awareness of this pattern helps both reading comprehension and the candidate's own writing.

A short, exact extract from a text used as evidence for an interpretation. Quotations should be brief, integrated into the candidate's own sentence, and followed by an explanation of their effect.

A deliberate technique used by an author to shape meaning or effect, such as metaphor, alliteration, hyperbole, or personification. Analysis names the device, quotes it, and explains its function in context.

A question asked for persuasive effect rather than to obtain an answer, often used in speeches and editorials. It invites the audience to agree with an implied answer and can create a sense of dialogue.

Descriptive language that appeals to the senses, creating pictures in the reader's mind. Analysing imagery involves identifying which senses are addressed and what associations the images carry.

A task format in which statements must be judged against a text, with 'not given' meaning the text neither confirms nor contradicts the statement. It tests precise reading rather than general knowledge.

Restating a text's meaning in different words while keeping the original sense. Paraphrasing is used in summaries and comprehension answers, and recognising paraphrases helps match questions to text passages.

A short account of a text's main points in the candidate's own words, without examples or personal opinion. A good summary is shorter than the original, follows its order, and uses present tense.

The level of formality in language, ranging from informal colloquial speech to formal academic prose. Candidates must choose a register suited to the task and keep it consistent throughout.

Characteristic of everyday conversation rather than formal writing, including contractions, slang, and loose sentence structure. Colloquial language is appropriate in informal messages but usually avoided in essays.

A word or phrase such as 'however', 'therefore', or 'in addition' that signals the logical relation between sentences. Correct connectors make an argument easy to follow and are a common focus of grammar tasks.

The way sentences and paragraphs are linked so that a text reads as a unified whole. It is achieved through connectors, pronouns, repetition of key terms, and consistent tense and reference.

A subordinate clause introduced by 'although', 'even though', or 'while' that contrasts with the main clause. It allows a writer to acknowledge an opposing view before arguing against it.

A clause that cannot stand alone as a sentence and depends on a main clause, often introduced by 'because', 'which', or 'when'. Accurate use of subordinate clauses is central to complex academic sentences.

A clause beginning with 'who', 'which', or 'that' that describes a noun, as in 'a policy that affects students'. Distinguishing defining from non-defining relative clauses affects comma use and meaning.

The -ing form of a verb used as a noun, as in 'Reading improves vocabulary'. Some verbs and prepositions require a gerund rather than an infinitive, which is a frequent grammar test point.

A verb form with 'to' used after certain verbs, adjectives, or nouns, as in 'she decided to leave'. Knowing which verbs take an infinitive rather than a gerund prevents common errors.

The distinctive way a writer uses language, including sentence length, vocabulary, and figurative language. In writing tasks, style means adjusting these choices to purpose, audience, and text type.

A paragraph model: Point, Evidence, Explanation, Link. It reminds candidates to state a claim, support it with a quotation, interpret it, and connect it to the overall argument.

A single sentence in the introduction that states the main argument of an essay. It should be specific and debatable, and every later paragraph should support or qualify it.

A brief plan listing the main points of a text in order before writing. Outlining saves time in the exam by preventing repetition and ensuring that every paragraph serves the task.

An opposing view that a writer presents and then refutes in order to strengthen their own position. Acknowledging counter-arguments makes an essay appear balanced and well reasoned.

The final paragraph of an essay, which restates the main argument in new words and draws out its implications. It should not introduce new evidence or simply repeat the introduction word for word.

A letter to an institution or editor following conventions such as a salutation, formal register, clear paragraphs, and a closing formula. It typically states a purpose, presents arguments, and requests a response.

A reference showing where information or a quotation comes from, usually with author and page number. Accurate citation avoids plagiarism and allows a reader to check the evidence.

Presenting someone else's words or ideas as one's own without acknowledgement. In exam writing it includes copying phrases from the source text instead of paraphrasing in one's own words.

Planning how to divide limited exam time among reading, planning, writing, and checking. A realistic plan usually reserves several minutes at the end for correcting grammar and spelling errors.

An important content word in a question or text that signals what the task requires, such as 'compare', 'explain', or 'analyse'. Underlining keywords prevents candidates from misreading the task.

An extended speech by one person, such as a presentation or a picture description in the oral exam. It requires clear structure, signposting language, and a definite ending.

The convention of letting a conversation partner finish before speaking, and of signalling when one wishes to contribute. In paired oral exams, smooth turn-taking demonstrates interactive competence.

Light, polite conversation about neutral topics used to open an interaction or fill silence. In oral exams it shows fluency and social awareness but should quickly lead into the required task.

Conveying the content of a text or conversation to someone who could not understand it, often across languages or registers. It tests whether the candidate can summarise and explain rather than translate word for word.

Spoken phrases such as 'firstly', 'to sum up', or 'moving on' that guide listeners through a presentation. Clear signposting helps examiners follow the structure of a monologue.