European Baccalaureate Language 1 Advanced key terms

A timed, invigilated paper sat in the June session that is marked externally or by a board of examiners. In Language 1 Advanced it tests literary analysis, argumentation and formal written expression, and contributes a fixed weighting to the final mark.

The student's first language of instruction, taken as a compulsory advanced subject. The syllabus combines literary study, textual commentary, discursive writing and oral defence of a personal reading, and it is examined both in writing and orally.

A second language studied throughout secondary school at a level below L1. It is compulsory in the written session and may also be chosen for an oral examination, or used as the language of instruction for a non-linguistic subject examined orally.

One of the five written examinations every candidate sits, taken at either the 3-period or 5-period level. It tests algebraic fluency, functions, calculus, probability and statistics, and requires justification of reasoning rather than answer-only responses.

The percentage each component contributes to the overall Baccalaureate percentage. Written papers carry the largest share, oral examinations a smaller share, and the preliminary mark the remainder; candidates should know the exact weighting to plan revision time.

The overall percentage, usually 60, that a candidate must reach to be awarded the European Baccalaureate diploma. Component marks are combined by weighting, so a weak paper can be offset by strong continuous assessment and orals.

The numerical scale on which each subject and the overall result are reported, running from 0 to 100 in steps of 0.1, with descriptors attached to ranges. Bands above the pass threshold indicate satisfactory, good, very good and excellent performance.

The grid examiners use to allocate marks across criteria such as content, structure, language accuracy and use of evidence. Knowing the grid lets a candidate budget time and ensure each assessed criterion is visibly satisfied.

The stated qualities against which a response is judged, for example relevance to the question, coherence of argument, accuracy of language and command of the prescribed texts. Criteria are published in advance and should shape both revision and exam planning.

A structured written analysis of an unseen or prescribed extract, moving from observation of form and language to interpretation of meaning and effect. It requires a guiding line of argument, quotation, and avoidance of plot summary or biography.

The single interpretive question a commentary or essay sets out to answer, stated early and pursued throughout. It converts a list of observations into an argument and is usually the first thing examiners look for when awarding structure marks.

Sustained attention to the specific words, syntax, imagery, rhythm and register of a short passage in order to show how meaning is produced. Quotations are analysed rather than merely cited, and effects are linked to the text's overall design.

A named feature of language used for effect, such as metaphor, anaphora, antithesis, irony or shifts in register. Candidates should identify devices accurately, name them in the target language, and explain their function rather than merely listing them.

The technique of embedding short, precise quotations into a sentence of one's own prose and commenting on them immediately. It demonstrates textual knowledge while keeping the argument in the candidate's voice and avoiding block citation.

The set of literary works and accompanying documents fixed by the syllabus for a given school year. Questions may name these works directly, so candidates must know plots, characters, narrative technique, context and representative passages in detail.

Understanding of the historical, social, biographical and literary circumstances in which a text was produced. It is used to illuminate interpretation, but examiners penalise essays that substitute background information for analysis of the text itself.

The deliberate organisation of a written response into introduction, developed body paragraphs and conclusion. Each paragraph advances one idea, supported by evidence and linked to the guiding question by explicit transitions.

A single sentence in the introduction that states the position the essay will defend. It must answer the question directly, be arguable rather than obvious, and be revisited in the conclusion once the evidence has been weighed.

The construction of a reasoned case using claims, evidence, counter-arguments and rebuttal. In L1 papers it is assessed as much as language, so assertions must be justified and opposing readings acknowledged before being answered.

An objection or alternative reading introduced and then answered within an essay. Handling it shows critical maturity and is typically rewarded, provided the candidate returns to their own position rather than ending on the objection.

A written task in which the candidate takes a position on a statement, issue or document and argues it in continuous prose. It differs from the literary commentary in that the stimulus may be non-fiction and the emphasis falls on reasoning and style.

The condensation of one or more source texts into a shorter account that preserves the key ideas and their relations while using the candidate's own words. Fidelity to the source and economy of expression are the assessed qualities.

A written exercise built around one or more supplied documents, such as articles, statistics or extracts, requiring comparison, evaluation or use of the material as evidence. Candidates must attribute ideas and avoid copying source wording.

Restating a source's meaning in one's own words and sentence structure without distorting it. It is a safeguard against plagiarism in source-based tasks and a demonstration of comprehension in language papers.

The level of formality and the stylistic choices appropriate to a given audience and purpose. Formal examination prose excludes slang, contractions and conversational fillers, while literary commentary calls for precise analytical vocabulary.

Correctness in grammar, spelling, punctuation, agreement and syntax, marked separately from content. Persistent errors of a basic kind cap the achievable mark even when the argument is strong, so proofreading time should be reserved.

A live examination before two examiners in which the candidate presents and defends prepared or impromptu material. Three oral examinations are taken, one of which must be L1 or L2, and performance depends on fluency, structure and responsiveness to questions.

The candidate's structured spoken account of a topic, text or project, usually lasting around ten to fifteen minutes. It needs a clear plan, signposted transitions and a conclusion that states a position rather than merely stopping.

The exchange after a presentation in which examiners probe the candidate's claims, sources and reasoning. Marks depend on listening accurately, defending or revising a position, and answering in full sentences rather than one word.

The supervised period, commonly fifteen to twenty minutes, allowed before an oral to read a stimulus and plan a response. Candidates should rehearse a fixed routine: read the task, choose a line, note three or four headings, and prepare an opening sentence.

A content subject such as history, geography or economics whose lessons and examination are delivered in the second language. Choosing it for an oral means discussing disciplinary content in L2, so subject vocabulary matters as much as fluency.

The technical terms and collocations of a discipline, needed to discuss its content precisely in the language of instruction. In an oral on a non-linguistic subject, imprecise terminology is penalised even when general fluency is good.

The ability to sustain spoken exchange: taking turns, asking for clarification, reacting to an interlocutor and repairing breakdowns. It is assessed in orals alongside accuracy and range, and is shown most clearly during questioning.

The capacity to speak at a natural pace with limited hesitation, using connected discourse rather than isolated sentences. It is judged together with pronunciation and intonation, and improves fastest through timed spoken rehearsal.

The production of sounds, stress and melody patterns intelligible to a sympathetic listener. In oral examinations these are assessed as part of communicative effectiveness, not as an accent-reduction exercise.

The school-awarded component of the final result, combining A marks from formative work in the final year with B marks from summative tests and the Pre-Baccalaureate examinations. It is a substantial share of the total and is earned before the June session.

Marks awarded by the subject teacher for ongoing formative performance during the final school year, based on classwork, oral participation, homework and short assessments. They reward consistency rather than a single strong performance.

Marks from summative assessments in the final year, principally the Pre-Baccalaureate examinations, set and marked under controlled conditions. They give an objective indicator of standing before the June session.

Mock examinations sat in the final year under conditions modelled on the real papers, usually earlier in the year. Their marks feed the B component of the preliminary mark and provide the most reliable diagnostic for revision planning.

Assessment whose primary purpose is to inform learning through feedback rather than to rank students. In practice it also generates A marks, so regular preparation of homework and class contributions directly affects the final result.

Assessment designed to measure achievement at a point in time, such as an end-of-unit test or a mock examination. Its results are recorded and contribute to the B marks and thus to the preliminary mark.