European Baccalaureate Language 2 Advanced key terms

A timed written task asking candidates to develop a reasoned argument on a set topic or quotation, judged on structure, relevance, use of evidence and command of written language rather than on memorised content.

A close reading task in which a short literary or non-literary passage is analysed line by line, explaining how form, vocabulary, syntax and imagery produce meaning, usually organised into an introduction, structured body and conclusion.

A single sentence near the start of an essay that states the central claim the candidate will defend, giving the reader a clear map of the argument that follows.

The deliberate ordering of claims, supporting evidence and counter-arguments so that each paragraph advances one idea and connects logically to the next, typically moving from statement to proof to interpretation.

Short, accurately quoted or precisely located passages from the set text used to support an interpretive claim, followed by explanation of why the wording matters.

The practice of examining a short passage in detail, attending to word choice, sentence length, punctuation, rhythm and figurative language in order to justify an interpretation with observable features of the text.

The level of formality a text adopts, ranging from colloquial to formal or literary, signalled by vocabulary, contractions, sentence complexity and address forms, and which the candidate should match to the task.

The linking of sentences and paragraphs through connectives, pronouns, reference words and consistent terminology so that a reader can follow the argument without effort.

A word, phrase or short sentence that signals the logical relation between two ideas, such as addition, contrast, cause, concession or conclusion, guiding the reader through the essay.

Acknowledging an opposing position and answering it, a move that strengthens an essay by showing the candidate has weighed alternatives instead of ignoring them.

The exact wording and location of a supporting quotation, including page or line reference where required, so that an examiner can verify the evidence used in an argument.

Presenting another person's wording or ideas as one's own without acknowledgement, including unmarked quotation and close paraphrase, and treated as a serious breach of examination rules.

The associations and emotional colouring a word carries beyond its literal meaning, which a candidate should discuss when explaining how a text creates tone or attitude.

Language that departs from literal meaning for effect, including metaphor, simile, personification and hyperbole; identifying the device is only the first step, since its function in context must be explained.

The published descriptors examiners apply, typically separating content and ideas from organisation and from language accuracy, so a candidate can see which weaknesses cost most marks.

Correctness in grammar, spelling, agreement, tense use and punctuation, assessed separately from the quality of ideas and often decisive at the top of the mark range.

The breadth and precision of lexis a candidate can deploy, including less common words and appropriate collocations, distinguishing a merely correct answer from a sophisticated one.

A fixed expression whose meaning cannot be deduced from its individual words, such as a set phrase or proverb, which should be used sparingly and only where the register permits.

Expressing a source's meaning in one's own words and sentence structure, a skill tested in summary and comprehension tasks and required whenever evidence is restated rather than quoted.

An exercise asking candidates to condense a passage to a stated word limit, retaining main ideas and logical links while discarding examples, repetition and illustrative detail.

Answering questions on an unseen or set text to show understanding of explicit content, implied meaning, the writer's attitude and the function of particular details.

Drawing a conclusion that the text implies but does not state directly, supported by specific wording rather than by the reader's general knowledge or personal opinion.

A maximum or minimum length stated in the instructions, usually counted in words; exceeding it can cost marks, so candidates should plan and check rather than write until time runs out.

The degree to which an answer addresses every part of the question, including audience, purpose and format, rather than writing a prepared essay on a related theme.

A final pass through a completed answer to correct agreement, tense, spelling, punctuation and omitted words, best done after a short pause and focused on known recurring errors.

Distributing the examination period across reading, planning, writing and checking, usually reserving a fixed last portion for revision so that no section is left unfinished.

Answering questions after hearing a recording played a set number of times, requiring candidates to read the questions in advance and note key information while the audio runs.

Recording abbreviated keywords, numbers and structure while listening or reading, so that answers can be reconstructed accurately after the source has stopped or the page turned.

Rendering a short passage from one language into the other while preserving meaning, tone and register, avoiding word-for-word transfer where it produces unnatural phrasing.

A chain of logically justified steps, from stated assumptions to a conclusion, in which every claim follows from a definition, theorem or earlier step; a correct answer alone does not constitute a proof.

A single case satisfying the hypotheses of a statement but falsifying its conclusion, which is sufficient to disprove a universal claim and is often the quickest route in a true-or-false item.

A proof technique establishing a base case and then showing that if the statement holds for an arbitrary value it holds for the next, thereby proving it for all integers from the base onwards.

A condition that must hold for a statement to be true (necessary) versus one whose holding guarantees the statement is true (sufficient); confusing the two is a common source of lost marks.

The set of input values for which a function is defined, excluding values that cause division by zero, a negative under an even root or a logarithm of a non-positive number.

An equation defining each term of a sequence in terms of earlier terms, together with initial values; solving it means finding an explicit formula, often verified by induction.

The value a function or sequence approaches as its argument approaches a point or grows without bound, central to continuity, differentiation and convergence of series.

The instantaneous rate of change of a function with respect to its variable, defined as the limit of a difference quotient and interpreted geometrically as the gradient of the tangent.

A quantity accumulating a function's values over an interval, interpreted as signed area under a curve and linked to the derivative by the fundamental theorem of calculus.

The digits of a number that carry meaningful information about its precision; final answers should be rounded to the precision requested or justified by the given data, not to every digit a calculator displays.

A live assessment in which the candidate speaks on a prepared topic or an unseen document and answers the examiners' questions, judged on fluency, accuracy, interaction and content.

A short structured monologue opening the oral, typically stating a topic, developing two or three main points with examples and closing with a conclusion, kept within the stated time.

Examiners' questions after the presentation probing justification, examples and the candidate's own opinion, requiring spontaneous, relevant answers rather than rehearsed material.

The ability to speak at a natural pace with few disruptive pauses, using self-correction and fillers appropriately so that meaning continues to flow despite occasional errors.

The production of sounds, stress and intonation patterns intelligible to an examiner, including word stress and the rhythm of connected speech rather than perfect native accent.