La Rioja PAU English (UR) key terms

The central point that a whole text or paragraph communicates, as opposed to individual details. In reading tasks you are often asked to choose the option that best summarises it.

A sentence, usually near the start of a paragraph, that states what the paragraph is about. Locating it quickly helps you follow the structure of a long reading passage.

A conclusion you draw from evidence in the text rather than from something stated directly. Inference questions ask what the writer suggests, implies, or assumes without saying it explicitly.

Reading quickly through a text looking only for specific information such as a date, name, or figure. It is the opposite of reading every word in order.

Reading a text rapidly to grasp its general content and organisation before answering questions. You focus on titles, first sentences, and key words rather than on every detail.

A task format in which a statement may match the text, contradict it, or be unmentioned. 'Not given' is chosen when the text contains no information either way.

The attitude a writer conveys through word choice, such as ironic, critical, neutral, or enthusiastic. Tone questions usually ask you to identify the writer's feelings rather than the facts presented.

A pronoun or adverb such as 'it', 'they', 'this', or 'there' that points back to something already mentioned. Understanding what it refers to is essential for following cohesion in a text.

The way sentences and paragraphs are linked so a text reads as a connected whole, using connectors, pronouns, and repeated ideas. Cohesion questions may ask you to insert a missing sentence.

A word or phrase such as 'however', 'therefore', or 'in addition' that shows the logical relation between ideas. Choosing the right connector is tested both in reading and in cloze exercises.

Expressing the same meaning with different words, often used to check comprehension or to avoid copying the source. Exam questions frequently restate a text sentence in paraphrased form.

A word with a meaning close to another word, such as 'begin' and 'start'. Recognising synonyms is central to matching exercises and to showing lexical range in writing.

A word opposite in meaning to another, such as 'scarce' and 'abundant'. Antonym clues in a text often help you work out the meaning of an unfamiliar word.

Information surrounding an unknown word that helps you guess its meaning, such as a definition, example, or contrast in the same sentence. Using context clues keeps you reading without a dictionary.

A combination of words that native speakers naturally use together, such as 'make a decision' or 'heavy rain'. Wrong collocations are a common source of lost marks in writing.

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

A short word such as 'in', 'on', 'at', or 'by' that links a noun to the rest of the sentence and expresses relations of time, place, or manner. Prepositions are frequently tested in cloze tasks.

The grammatical form that locates an action in time, such as present simple, past perfect, or future continuous. Accurate tense choice depends on time markers and the surrounding narrative.

A sentence expressing a condition and its result, in forms such as first, second, and third conditional. The third conditional describes an unreal past situation that did not happen.

A structure in which the object of an action becomes the subject, formed with 'be' plus past participle, as in 'The report was published'. It is used when the doer is unknown or unimportant.

A clause beginning with 'who', 'which', 'that', or 'whose' that gives extra information about a noun. Defining clauses identify the noun; non-defining clauses add comments and take commas.

The grammar used to say what someone else said, involving backshift of tenses and changes to pronouns and time expressions, as in 'She said she had arrived the day before'.

A helping verb such as 'can', 'must', 'should', or 'might' that expresses ability, obligation, permission, or possibility. Modals are followed by the bare infinitive and do not take -s.

Changing a base word into another part of speech using prefixes and suffixes, such as 'success' to 'successful' or 'succeed'. Word-formation tasks test your knowledge of these families.

A group of letters added to the front of a word to change its meaning, such as 'un-', 'dis-', or 'over-'. Knowing common prefixes helps you decode unfamiliar vocabulary in readings.

A group of letters added to the end of a word to change its grammatical class or meaning, such as '-ness', '-less', or '-ify'. Suffixes often determine whether a gap needs a noun, verb, or adjective.

The level of formality appropriate to a situation, ranging from informal speech to academic prose. In compositions, mixing very colloquial and very formal language in one text is usually penalised.

A single sentence, usually at the end of the introduction, that states the main claim of an essay. It guides the structure of the whole text and should be clear and specific.

A short piece of writing organised into introduction, body paragraphs, and conclusion, each developing one idea. Exam essays are typically scored for content, organisation, grammar, and vocabulary.

A group of related sentences developing a single idea, usually beginning with an indentation or a line break. Clear paragraphing signals organisation to the reader and is rewarded in marking.

A word or phrase used to connect sentences and paragraphs in your own writing, such as 'firstly', 'on the other hand', or 'as a result'. Overuse, however, can make writing sound mechanical.

A composition in which you state a position on an issue and support it with reasons and examples. It requires a clear stance, balanced acknowledgement of other views, and a firm conclusion.

A composition presenting arguments on both sides of a controversial topic before reaching a conclusion. Each side is usually given its own paragraph to keep the discussion balanced.

A letter written to an institution or unknown recipient, using a polite register, fixed opening and closing formulas, and no contractions. It typically states the purpose in the first paragraph.

The number of words a composition must contain, often given as a range such as 120 to 150. Writing far below it loses content marks; writing far above it may add errors.

An exercise based on spoken audio, such as multiple choice, note completion, or matching speakers to statements. You usually hear the recording twice and answer while listening.

An option or piece of information that seems correct but is contradicted or unsupported by the audio or text. Distractors often use words from the recording in a misleading context.

Writing brief keywords and abbreviations while listening so you can answer questions afterwards. Effective notes capture numbers, names, and the speaker's main points, not every word.

The general meaning or overall message of a spoken or written text, as distinct from its details. Gist questions ask what the passage is mainly about or why someone is speaking.