European Baccalaureate Language 1 key terms

A structured written commentary on a literary or non-literary text, moving from first impressions through form, content and language to a justified interpretation. It must quote the text closely and avoid retelling the plot.

One or two sentences near the start of an essay or commentary that state the central claim the candidate will defend. Everything that follows should support or qualify it rather than merely describe the text.

The deliberate ordering of claims, evidence and commentary into paragraphs, each with one controlling idea. In Bac essays, an introduction, developed body paragraphs with transitions, and a conclusion that answers the question are expected.

The quality of a paragraph whose sentences connect logically through linking words, pronouns and repeated key concepts, so a reader can follow the reasoning without gaps or unexplained jumps.

Words and phrases such as connectors, pronouns and synonyms that tie sentences and paragraphs together. Examiners reward varied, accurate linking; overuse of a few stock connectors weakens the style mark.

Careful attention to specific words, images, syntax and sound patterns in a short passage, used as evidence for an interpretation. It replaces vague generalisation with precise, quoted observation.

Embedding short, exact quotations into the candidate's own sentences and commenting on them, rather than dropping long block quotes without explanation. Accurate wording and page or line references matter.

A named technique such as metaphor, anaphora, chiasmus or free indirect speech. Candidates should identify it, explain how it works in context and link it to meaning, not merely label it.

The impact a linguistic or rhetorical choice produces on the reader, such as tension, irony or intimacy. Naming the effect and justifying it with textual evidence is what earns analysis marks.

The attitude conveyed by the speaker or narrator towards the subject, for example ironic, elegiac, urgent or detached. Tone is inferred from diction, rhythm and punctuation rather than stated directly.

The level of formality and the variety of language suited to a situation, such as formal essay prose, colloquial dialogue or journalistic reporting. Written tasks require a consistent, appropriate register.

The prompt that defines the task, often asking for discussion, comparison or commentary. Candidates must decode its key verbs and scope before planning, since misreading the question caps the achievable mark.

A writing exercise that specifies audience, purpose and format, such as a letter to an editor, a speech or an article. Success depends on adopting the required conventions and voice, not only on correct grammar.

The typical layout, openings, closings and stylistic habits of a genre such as a formal letter, review or diary entry. Recognising them helps candidates produce convincing texts and analyse authentic ones.

The ability to condense a source into its essential points in the candidate's own words, preserving accuracy and proportion while omitting examples and repetition. Word limits are usually strict.

Restating a passage's meaning in different words without distorting it. It demonstrates understanding and is safer than patchwriting, but it must not drift into personal opinion unless asked.

Presenting another person's words or ideas as one's own, including unacknowledged copying from a set text or secondary source. It breaches exam regulations and can void a script.

The skill of extracting explicit information and implied meaning from an unseen text and answering questions precisely. Answers should be in the candidate's own words and target exactly what is asked.

Drawing a conclusion that the text implies but does not state outright. Strong answers support each inference with a specific detail, distinguishing it from speculation.

A literary work prescribed for study and examined in the written and oral papers. Candidates need detailed knowledge of plot, characters, themes, structure and context, plus memorised short quotations.

Tracing a recurring idea such as power, exile or memory across a whole work, showing how it develops and how different passages illuminate it. It requires synthesis, not a list of occurrences.

Discussing two texts or passages side by side to reveal similarities and differences in treatment, style or viewpoint. Points should be organised around shared criteria rather than summarised one text at a time.

Relevant information about a work's historical, biographical or literary setting that clarifies its meaning. It should be used selectively to support interpretation, never as a substitute for textual evidence.

The maximum or minimum length set for a written task, often stated as a number of words. Candidates should plan and time their writing so the response fits without a rushed final paragraph.

Allocating the examination period across planning, writing and checking, in proportion to each task's weighting. Leaving time to proofread for agreement, tense and spelling errors protects the language mark.

A final pass through a script checking grammar, spelling, punctuation and legibility. Candidates should reserve several minutes for it and correct errors neatly rather than rewriting whole passages.

Correctness in grammar, spelling, punctuation and idiom, assessed separately from content in most Bac written papers. Recurring errors in verb agreement or accents cost marks even when ideas are strong.

A prepared spoken commentary on an extract from a set text, typically beginning with a short reading aloud and followed by analysis of form, content and effect. Fluency and structure are both assessed.

Performing a short passage from a studied text with accurate pronunciation, appropriate pace and expressive intonation. It tests both decoding and understanding of the passage's mood.

The production of sounds, stress and intonation acceptable to a listener in the target language. Persistent errors that impede understanding lower the oral mark, so practice with recordings helps.

The ability to speak at a reasonable pace with few disruptive pauses, self-corrections or fillers. Fluency is judged together with accuracy and range, not speed alone.

The examiner's follow-up questions probing the candidate's presentation, testing whether the analysis is genuinely understood. Candidates should listen fully, take a moment to think and support answers with textual detail.

Sustaining a conversation or discussion, responding to the examiner's points, asking for clarification when needed and developing ideas rather than giving one-word answers.

The planned shape of a spoken presentation: a brief introduction stating the extract and angle, two or three developed parts with signposting, and a conclusion that answers the guiding question.

Spoken phrases that guide a listener through a presentation, such as 'firstly', 'turning now to' or 'to conclude'. They make an oral performance easy to follow and signal organisation to examiners.

The school-based assessment grade covering the final school year, combining formative and summative work. It counts towards the final Baccalaureate result and is moderated against external standards.

Ongoing assessment whose main purpose is to give feedback and guide improvement during the year, such as drafts, class presentations or short tests. It informs but does not necessarily count directly towards the mark.

Assessment that produces a grade recorded for reporting or certification, such as end-of-unit tests or formal oral tasks in the final year. It contributes to the preliminary mark.

The process by which school-awarded marks are checked against common standards, often through sampling or external review, to ensure fairness across classes and schools.

The published descriptors examiners use to judge content, organisation, language and oral performance. Candidates who read them know where marks are gained and can target revision accordingly.

Comments from a teacher on strengths and specific next steps, most useful when acted on in later work. Candidates should keep marked work and track recurring weaknesses before the final assessments.