Bremen Abitur English key terms

A question posed for effect rather than to obtain an answer; it pushes the reader toward the speaker's view. Frequently used in speeches and opinion pieces to create involvement and underline a claim.

Repetition of the same word or phrase at the start of successive clauses or sentences, as in 'We shall fight...'. It builds rhythm and emphasis, and is a staple device in political rhetoric.

Arranging words, phrases, or clauses in the same grammatical pattern so they balance each other. It aids clarity and memorability, and often signals that two ideas are being weighed against each other.

A series of three parallel elements, such as 'government of the people, by the people, for the people'. The third element often carries the punch, which is why advertisers and speechwriters favour this pattern.

A gap between what is said or shown and what is meant or understood. In literary analysis, distinguish verbal irony (saying the opposite), dramatic irony (readers know more than a character) and situational irony (outcome contradicts expectation).

A mode that exposes folly or vice through ridicule, often using irony, exaggeration, or parody, with the aim of provoking reform or critical reflection. It targets behaviour and institutions rather than merely mocking individuals.

Deliberate exaggeration or simplification of particular features for comic or critical effect. In prose and drama it reduces a figure to a few striking traits, making a type out of a person.

The attitude an author or speaker conveys toward subject and audience, for example ironic, indignant, or detached. Tone is inferred from diction, sentence structure, and imagery, and must be supported by textual evidence.

The writer's choice of words, considered for register, connotation, and precision. Analysing diction means explaining why a specific word was chosen rather than a near-synonym, and what effect that choice has.

The level and style of language suited to a particular situation, ranging from formal to colloquial. Shifts in register within a text often mark changes in speaker attitude, audience, or social setting.

The voice that tells a story, which is not identical with the author. Identifying the narrator's knowledge, reliability, and position in the story is the starting point for most narrative analysis.

A narrator whose account the reader has reason to distrust, because of limited knowledge, self-interest, or psychological disturbance. Spotting the gap between the narration and the implied truth is a central interpretive skill.

The perspective from which a narrative is told, for example first-person, third-person limited, or omniscient. The choice controls what information readers receive and how closely they identify with a figure.

The techniques by which a fictional figure is built: description, action, speech, the reactions of others, and the character's own thoughts. Direct characterisation states traits; indirect characterisation lets readers infer them.

A recurring element, image, phrase, or situation that gains meaning through repetition across a text. Motifs often carry a work's themes and can be traced through several scenes when building an argument.

An object, place, or action that stands for something beyond its literal meaning, such as a fence representing division. Symbols work by convention and context, so an interpretation must be justified from the text.

Descriptive language that appeals to the senses, creating pictures and atmosphere. Analysing imagery involves naming the sense invoked and explaining what associations the chosen images carry.

A figure of speech that describes one thing as another without using 'like' or 'as', for example 'the curtain of rain'. It works by transferring associations from the vehicle to the tenor.

An explicit comparison introduced by 'like' or 'as', such as 'eyes like headlamps'. It makes a comparison visible on the surface, whereas a metaphor asserts identity and often requires more interpretation.

An indirect reference to a well-known text, person, event, or myth, assuming shared knowledge in the reader. Allusions compress meaning and reward recognition of the source's context.

The way texts refer to, quote, or rework other texts, so meaning arises between works rather than inside one alone. Noticing such links helps explain parody, adaptation, and deliberate echoes of earlier literature.

An imitation of a style or work that exaggerates its features for comic or critical effect. Unlike pastiche, which imitates neutrally, parody always carries an evaluative edge toward its model.

The organisation of a play into acts and scenes, including exposition, rising action, climax, and resolution. Recognising where a scene sits in this pattern helps explain shifts in tension and character conflict.

A speech in which a character, alone on stage, voices inner thoughts aloud. It gives the audience access to motives and doubts that other characters cannot hear, and is a key source of psychological insight in drama.

Instructions in a play text about setting, movement, gesture, and delivery, usually printed in italics. They shape interpretation and are often quoted as evidence when analysing atmosphere or power relations on stage.

An essay that takes a clear position and defends it with reasons and evidence, while acknowledging and rebutting counterarguments. In the Abitur it is assessed on structure, coherence, and the quality of textual support.

A single sentence that states the central claim of an essay and previews how it will be argued. It should be specific and contestable, and every paragraph should visibly serve it.

The opening sentence of a paragraph that announces its main point. A well-written topic sentence links back to the thesis and forward to the evidence that follows, giving the essay a visible skeleton.

The way sentences and paragraphs are linked through connectives, pronouns, and repetition so that a text reads as one continuous argument. It is distinct from coherence, which concerns the overall logical consistency of ideas.

The overall logical consistency of a text, where each part follows from the previous one and supports the central claim. A text can be cohesive in its wording yet incoherent if the ideas do not connect.

Condensing a text's main ideas in one's own words, without evaluation or quotation. In the Abitur it is usually a separate task from analysis, and mixing the two weakens both.

A task type that breaks a text into its parts and explains how they produce meaning or effect, supported by quotations. It differs from description, which merely reports what is there.

A word-for-word citation from a text, marked with quotation marks and a line reference. Short, well-chosen quotations are stronger evidence than long block quotations that are not commented on.

Restating a passage's meaning in different words while keeping its content intact. It is used to integrate sources smoothly, but unlike summary it follows the original's order and detail closely.

A writing task that asks for a reasoned personal position on a statement or issue, supported by arguments and examples. It is judged on structure and justification rather than on the opinion chosen.

A task in which information is transferred from one language or context into another, for example summarising a German article for an English-speaking audience. Fidelity to content matters more than literal translation.

The skill of extracting information from spoken English heard once or twice, often in note-taking or short-answer format. Candidates should practise anticipating content from the task before the recording starts.

Recording key points in abbreviated form while reading or listening, using symbols, abbreviations, and layout. Effective notes capture relationships between ideas, not just isolated facts, and support later reconstruction.