Cantabria PAU Foreign Language II - English key terms

The central point that a whole text communicates about its topic, usually expressible in one sentence and supported by most paragraphs rather than by a single detail.

A sentence, often first in a paragraph, that announces what that paragraph will deal with, helping the reader follow the writer's organisation.

A fact, example, figure or reason that backs up a broader claim in a text. Removing it would leave the claim weaker but still understandable.

A conclusion a reader draws from clues in the text rather than from an explicit statement, combining what is written with general knowledge or logic.

The reason a writer produces a text, such as to inform, persuade, entertain, warn or instruct. It shapes vocabulary, structure and level of formality.

The intended readers of a text. Their assumed knowledge and expectations influence how much explanation is given and how formal the language becomes.

The attitude a writer conveys towards the subject, for example ironic, neutral, critical or enthusiastic, often signalled by word choice and punctuation.

A pronoun or adverb such as it, they, this, former or there that points back or forward to another element, which the reader must identify to follow the text.

The way sentences are linked through connectors, pronouns, repetition and substitution so that a text holds together grammatically as a unit.

The logical organisation of ideas in a text, so that each part follows sensibly from the previous one and the overall message is easy to follow.

A word or phrase such as however, therefore, in addition or on the other hand that signals the logical relation between clauses, sentences or paragraphs.

A relationship in which two ideas are set against each other, typically marked by but, yet, although, whereas, however or in contrast.

Acknowledging an opposing or limiting point before stating your own, often introduced by although, even though, despite or admittedly.

A word with a meaning close to another in a given context. Exact equivalents are rare, so register and collocation must be checked before substituting.

A word expressing the opposite of another, such as scarce and abundant. Prefixes like un-, in- and dis- frequently create antonyms.

Restating a passage in different words while keeping the original meaning, a common exam task that tests whether you understand rather than merely copy.

Building new words from a root by adding prefixes and suffixes or by changing word class, for example economy, economic, economical, economist.

A bound element attached before a root to change meaning or add a negative sense, as in mis-, over-, under-, dis- and re-.

A bound element attached after a root to change word class or meaning, such as -ment, -ness, -less, -ful, -ise and -ity.

The base form of a word to which affixes are added, for example care in careless, careful, caring and carelessly.

The habitual pairing of words, such as make a decision or heavy rain. Choosing the wrong partner sounds unnatural even when the meaning is clear.

A verb combined with an adverb or preposition particle, as in give up, look after or put off, whose meaning often differs from the base verb.

A word that resembles one in another language but differs in meaning, such as English actually versus Spanish actualmente, a frequent source of errors.

A construction in which the object becomes subject, formed with be plus past participle, often used when the doer is unknown or unimportant.

Conveying someone's words indirectly, with tense, pronoun and time shifts, as in she said she had finished the day before.

A sentence structure expressing a condition and its result, ranging from real present conditions to hypothetical or past regrets with would have.

A helping verb such as can, may, must, should or might that expresses possibility, obligation, ability or deduction, followed by a bare infinitive.

A subordinate clause introduced by who, which, that, whose or where that describes a noun, either defining it or adding non-essential information between commas.

The level of formality appropriate to a situation. Formal writing avoids contractions, slang and vague vocabulary, while informal writing permits them.

A single sentence in an introduction that states the central argument or position the rest of the essay will develop and support.

A group of sentences developing one idea, usually opened by a topic sentence and closed by a link to the next point.

The final section of a piece of writing that restates the main position, summarises key points and may offer a recommendation without new arguments.

An expression used in your own writing to show addition, cause, result, example or sequence, making the argument easy to follow for the reader.

The subject a piece of writing deals with, stated in general terms, which the writer then narrows into a specific claim or question.

A text in which the writer states a position on a debatable issue, supports it with reasons and examples, and addresses a counterargument.

The use of marks such as commas, full stops, semicolons and apostrophes to clarify sentence structure, separate clauses and mark possession.

Correctly writing words according to standard conventions, including doubled consonants, silent letters and the endings -ise or -ize.

The arrangement of clauses and phrases into simple, compound or complex sentences, avoiding fragments, run-ons and misplaced modifiers.

The associations a word carries beyond its literal meaning, such as the negative shade of childish compared with the neutral young.