Andalusia PAU English key terms

The central point a whole text is built around, usually stated in one sentence. It is broader than any single detail and is often found in the introduction or conclusion.

A sentence, usually first in a paragraph, that announces what that paragraph is about. The remaining sentences develop or illustrate it with examples and evidence.

A fact, example, statistic or quotation that backs up a claim in a text. Recognising which details support which claim is a common reading-comprehension task.

A conclusion a reader draws from clues in the text rather than from an explicit statement. The answer is implied, so you must combine evidence with reasoning.

The reason a writer produced the text, such as to inform, persuade, entertain, warn or instruct. Purpose shapes vocabulary, structure and tone, and is often asked directly.

The attitude a writer conveys towards the subject, for example ironic, critical, neutral, enthusiastic or nostalgic. Tone is signalled by word choice and punctuation rather than stated outright.

The group of readers a text is aimed at, such as teenagers, experts or the general public. Audience determines how formal, technical or explanatory the writing needs to be.

Reading quickly for the gist, glancing at titles, first sentences and headings. It is used to decide what a text is about before answering detailed questions.

Moving the eyes rapidly over a text looking for one specific item, such as a date, name or number. You ignore everything that does not match the target.

A pronoun or adverb such as it, they, this or there that points back or forward to another element. Identifying its referent is essential for accurate comprehension.

A task type where you decide whether a statement matches the text and then quote or paraphrase the exact lines that prove your decision. The evidence carries the marks.

Restating a text's meaning in different words while keeping the original sense. It demonstrates comprehension and is required when answering in your own words.

A word with a meaning close to another, such as 'huge' and 'enormous'. Lexical tasks often ask you to find a synonym for a given word inside the text.

A word expressing the opposite of another, such as 'scarce' and 'abundant'. Recognising opposites helps in vocabulary tasks and in understanding contrast in a text.

A habitual pairing of words that native speakers use together, such as 'make a decision' or 'heavy rain'. Wrong partners sound unnatural even when grammar is correct.

A verb combined with an adverb or preposition that creates a new meaning, such as 'give up', 'look after' or 'turn down'. The particle often changes the sense completely.

A fixed expression whose meaning cannot be worked out from its individual words, such as 'break the ice' or 'under the weather'. Idioms are usually informal.

Building a new word from a base by adding prefixes or suffixes, for example 'care' into 'careless' or 'carefully'. Tasks give a root word and require the correct derived form.

A letter group added to the front of a word to change its meaning, such as 'un-', 'dis-', 'over-' or 're-'. It rarely changes the word class.

A letter group added to the end of a word, often changing its grammatical class, such as '-ness', '-ment', '-less' or '-able'. Choosing the right suffix depends on the gap's grammar.

Tense places a situation in time; aspect shows how it unfolds, whether finished, ongoing or repeated. Together they distinguish forms like 'I wrote' and 'I was writing'.

A verb form linking past and present, made with 'have' plus past participle. It covers experiences, recent events and situations continuing up to now, often with 'since' or 'for'.

A sentence pattern expressing real or hypothetical conditions, such as 'If it rains, we will stay' or 'If I had known, I would have called'. Each type pairs specific tenses.

A structure where the object of the action becomes the subject, formed with 'be' plus past participle, as in 'The bridge was built in 1900'. It is common in formal and impersonal writing.

A passive construction with 'it' or an expletive subject that avoids naming the agent, such as 'It is said that...' or 'He is believed to have left'. Typical of news and academic registers.

A helping verb such as can, must, should, might or needn't that adds ability, obligation, possibility or deduction. It is followed by a bare infinitive and takes no -s.

Conveying someone's words indirectly, as in 'She said she was tired'. Pronouns, time expressions and tenses usually shift back one step from the original utterance.

A clause introduced by who, which, that, whose or where that modifies a noun, as in 'the book that I bought'. Defining clauses identify; non-defining ones add extra information between commas.

A word or phrase joining ideas and showing their relationship, such as 'however', 'therefore', 'although' or 'moreover'. Correct choice depends on logic, not on length.

A linking device signalling opposition, such as 'however', 'nevertheless', 'whereas' or 'on the other hand'. Some join clauses, others begin sentences, so punctuation matters.

The way sentences are tied together through connectors, pronouns, repetition and consistent terminology so the text reads as one unit rather than separate statements.

The logical organisation of ideas so each part follows naturally from the last and supports the overall purpose. A coherent text is easy to follow without extra explanation.

Dividing writing into blocks that each develop one idea, usually with a topic sentence and supporting detail. Clear paragraphing signals organisation to the reader.

The level of formality suited to a situation, ranging from informal chat to academic prose. Register affects vocabulary, contractions, passive use and sentence complexity.

A structured piece of correspondence using salutations like 'Dear Sir or Madam', polite formulas and a closing such as 'Yours faithfully'. It avoids contractions and slang.

An opinion essay presenting arguments on both sides of an issue before reaching a conclusion. It requires balanced paragraphs, objective connectors and a clear final position.

The rules governing how words combine into phrases and sentences, including word order, agreement and clause structure. Errors here affect accuracy even when vocabulary is correct.

A mention of a place, custom, institution or figure tied to a specific community, such as a Spanish festival or British institution. Understanding it may require background knowledge.

The ability to recognise and respect differences in values, habits and communication styles across cultures, and to avoid judging one culture by the standards of another.

Understanding spoken input such as announcements, interviews or short talks, and answering questions on gist, detail or speaker intention. Note-taking while listening helps.

A short spoken talk on a prepared topic, organised with an introduction, main points and conclusion. Clear pronunciation, linking words and eye contact all count.