Canary PAU English key terms

The central point a whole text is making, which the other sentences support or explain. Identifying it means deciding what the writer most wants the reader to understand.

A sentence, usually near the start of a paragraph, that states the paragraph's main point. The remaining sentences develop, illustrate, or qualify it.

A conclusion the reader draws from evidence in the text rather than from a sentence stated outright. Correct inferences must be supported by words actually on the page.

Reading quickly to grasp the overall shape and subject of a text before answering questions. It means looking at titles, first sentences, and repeated words rather than every detail.

Moving the eyes quickly over a text looking for one specific piece of information, such as a date, name, or figure, without reading everything in order.

A comprehension item that asks about one specific fact or statement in the text. The answer is usually found in a single sentence or short passage.

A question format where a statement is judged against the text: true if the text says so, false if it contradicts it, and not given if the text is silent on it.

The way a pronoun or phrase such as 'this' or 'the former' points back to something already mentioned. Tracking reference is essential for understanding long sentences.

The attitude a writer conveys towards the subject, for example ironic, critical, sympathetic, or neutral. Tone is signalled by word choice and sentence rhythm rather than stated directly.

The reason a text was written, such as to inform, persuade, entertain, or warn. Questions about purpose ask what the writer is trying to achieve with the whole piece.

The group of readers a text is aimed at, which shapes how formal, technical, or simple the language is. Recognising the audience helps explain the writer's choices.

A short restatement of a text's key points in your own words, leaving out examples and minor detail. A good summary keeps the original's emphasis and order of importance.

Expressing the same meaning using different words and sentence structure. Exam questions often paraphrase the text, so matching exact wording is a poor strategy.

The way sentences and paragraphs are linked so a text reads as a connected whole. It is achieved through connectors, pronouns, and repeated or substituted vocabulary.

A word or phrase such as 'however', 'therefore', or 'in addition' that shows the logical relation between ideas. Choosing the right connector depends on whether ideas contrast, add, or follow from one another.

A word with a meaning close to another word, though rarely identical in use or connotation. Synonym questions test whether you know the shade of meaning, not just a rough match.

A pairing of words that native speakers use habitually, such as 'make a decision' or 'heavy rain'. Collocations are learned as chunks because the choice is not fully predictable from meaning.

A verb combined with an adverb or preposition that creates a new meaning, such as 'give up' or 'put off'. Some are separable and some are not, which affects word order.

Changing a base word into another part of speech using prefixes and suffixes, for example 'decide' to 'decision' or 'decisive'. Gaps in this type of exercise require both the right meaning and the right grammatical class.

A letter group added to the front of a word to change its meaning, as in 'unhappy', 'rewrite', or 'misunderstand'. Prefixes rarely change the word class.

A letter group added to the end of a word, often changing its grammatical class, as in 'care' to 'careful' or 'careless'. Choosing a suffix correctly is central to word-formation tasks.

A sentence expressing a condition and its result, as in 'If it rains, we will stay in'. The first, second, and third conditionals differ in how real or past the situation is.

A helping verb such as 'can', 'must', 'should', or 'might' that expresses ability, obligation, possibility, or deduction. Modals are followed by the bare infinitive and take no -s in the third person.

A structure where the object of the action becomes the subject, formed with 'be' plus past participle, as in 'The report was written by Ana'. It is used when the doer is unknown, obvious, or less important.

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

A structure that sets two ideas against each other, using words like 'although', 'despite', 'whereas', or 'even though'. The grammar after each connector differs, so the following word form must be checked.

The -ing form of a verb used as a noun, as in 'Swimming is healthy' or 'I enjoy reading'. Some verbs and prepositions are followed by a gerund rather than an infinitive.

The base form of a verb, with or without 'to', used after certain verbs, adjectives, and to express purpose. Verbs like 'want' and 'decide' take 'to' plus infinitive.

A verb form used after expressions of demand, suggestion, or unreality, as in 'I suggest that he go' or 'If I were you'. It keeps the base form even in the third person.

A short word such as 'in', 'on', 'at', 'by', or 'of' that links a noun or pronoun to another element and shows relation in time, place, or manner. Fixed combinations with verbs and adjectives must be memorised.

The level of formality appropriate to a situation, ranging from casual speech to academic writing. Essays require a consistent, fairly formal register without slang or contractions.

One or two sentences, usually at the end of the introduction, that state your position and signal how the essay will develop it. It guides the reader and keeps the writer focused.

The organisation of a piece into introduction, body paragraphs, and conclusion, each with a clear function. A visible structure helps an examiner follow your argument quickly.

The job a paragraph does within a text, such as introducing, illustrating, conceding a counter-argument, or concluding. Naming the function helps you judge whether a paragraph belongs where it is.

A connector used in your own writing to show how sentences and paragraphs relate, for example 'furthermore', 'nevertheless', or 'as a result'. Accurate use of these words raises the coherence score.

Softening a claim with words like 'may', 'tend to', or 'it could be argued' to avoid sounding too absolute. Academic writing uses hedging to show caution and awareness of other views.

An opposing view that a writer acknowledges and then answers. Including one and rebutting it makes an argumentative essay more convincing and balanced.

The quality that makes a piece of writing easy to follow because ideas are ordered logically and each one follows from the last. It concerns the arrangement of ideas, not just the words that link them.

The number of words in your composition, which the task usually specifies as a minimum. Writing far below it loses marks for development; writing far above it wastes time and adds errors.