LPAT English flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

Main idea question

A reading item asking for the central point of the whole passage. The correct option covers all paragraphs; options that are true but limited to one section are detail distractors.

Detail question

A reading item asking for a specific stated fact. Locate the relevant sentence using a keyword from the question, then choose the option that matches it exactly rather than approximately.

Inference question

A reading item whose answer is implied but not stated. The correct option follows necessarily from the text; an option requiring an extra assumption is wrong.

Vocabulary in context

A reading item testing a word's meaning in its sentence. Choose the sense that fits the surrounding clause; the most common dictionary meaning is often the distractor.

Reference item

A reading item asking what a pronoun or phrase refers to. Trace it to the nearest grammatically compatible noun phrase, then substitute to check coherence.

Text-organisation item

A reading item asking where a sentence fits or what a paragraph does. The sentence must link to both neighbouring sentences through repeated words or connectors.

True-but-not-answering distractor

A reading option that states something accurate about the passage but does not answer the question asked. Check that the option responds to the exact wording of the stem.

Overgeneralisation distractor

A reading option using absolutes such as all, always, never, or everyone. Such options are usually wrong when the passage uses qualified language like some, often, or tends to.

Skimming versus scanning

Skimming reads quickly for gist and overall structure; scanning moves the eyes for one specific item such as a name, date, or number. Use skimming first, scanning for detail items.

Task fulfilment

A writing criterion requiring every element of the prompt to be addressed. Omitting one bullet caps the content score even when the language is accurate and fluent.

Register

The level of formality suited to audience and text type. Formal reports and letters avoid contractions and slang; informal pieces may use them. Register errors count against language.

Genre conventions

Expected features of a text type: reports use headings and impersonal tone, proposals recommend with justification, letters use opening and closing formulae, articles may address the reader directly.

Cohesion

The linking of ideas across sentences using referencing (this, such, the former) and connectors (however, therefore). Cohesion is scored separately from grammatical accuracy in writing.

Range versus accuracy

Range rewards varied complex structures and precise vocabulary; accuracy penalises errors. Attempting complex sentences raises range but risks accuracy if meaning becomes unclear.

Comma splice

Two independent clauses joined only by a comma. It is a common accuracy error in exam scripts; fix it with a full stop, semicolon, or coordinating conjunction.

Paragraph function

The job a paragraph performs: introduction, one main point with support, counterargument, or conclusion. One function per paragraph makes organisation visible to the examiner.

Topic sentence

The sentence stating a paragraph's main point, usually placed first. It signals the paragraph's function and helps the reader follow the argument structure.

Planning outline

A short pre-writing map linking each prompt requirement to a paragraph. It prevents omitted content and mid-script restructuring, protecting both content and organisation scores.

Formal letter opening

A conventional opening such as 'Dear Sir or Madam' when the name is unknown, closing with 'Yours faithfully'; with a named recipient, use 'Dear Mr Lee' and 'Yours sincerely'.

Word limit

A stated length range for a writing task. Falling substantially short signals underdeveloped content; exceeding it wastes time and may reduce relevance and accuracy.

Prediction before listening

Reading questions before the recording plays and underlining the question word. Knowing whether to listen for a person, time, place, or reason focuses attention on relevant information.

Corrected information

A listening pattern where a speaker states one option then revises it, as in 'twenty, no, twenty-five'. The final stated version is the answer, not the first.

Signposting language

Words marking structure in speech, such as first, another thing, however, and to sum up. They signal where the next key information or a contrast will appear.

Spelling in listening

Written answers must be spelled as heard, and names or places are often spelled letter by letter. Incorrect spelling can make an otherwise correct answer unacceptable.

Gap-fill grammar check

Matching the word needed to the gap's part of speech. If the gap requires a verb, a noun heard in the recording cannot be the answer even if it fits the topic.

Abandon-and-move rule

If a listening answer is missed, leave it and read the next question immediately. Dwelling on one item typically causes the loss of the following two.

Distractor sequence

A listening pattern where rejected options are mentioned before the accepted one. Options heard early in a dialogue are often rejected later in the same exchange.

Number and date formats

Listening answers may express dates and prices in two ways, such as 'the twenty-first of June' and 'June twenty-first'. Recognise both forms to transcribe accurately.

Intelligibility

The speaking criterion of being understood by a listener. It is judged on clarity of stress and sounds, not on accent, so a non-native accent can still score highly.

Fluency

The smooth flow of speech, measured by coherence and pace rather than speed. Long pauses and repeated self-correction lower the score more than a measured delivery.

Interactive communication

The speaking criterion rewarding initiating, responding, and developing others' points. In group discussion, only answering direct questions scores lower than building on contributions.

Paraphrase strategy

Describing a forgotten word instead of stopping, as in 'the thing you use to open a bottle'. It maintains fluency and demonstrates vocabulary range under pressure.

Hedging language

Softer expressions of opinion such as 'it's likely that' or 'I'd suggest'. Hedging shows control of register and is useful when disagreeing politely in discussion tasks.