LPAT English key terms

A conclusion drawn from clues in a text rather than from a statement made outright. Readers combine evidence with background knowledge to work out meaning the writer implies but does not say.

The message a text conveys without stating it directly, often through word choice, tone, or what is left unsaid. Recognising it is a common reading comprehension demand.

Reading quickly for the gist or general idea, ignoring details. Used to preview a passage, decide whether it is relevant, or answer questions about main idea and purpose.

Moving the eyes rapidly over a text to locate specific information such as a name, date, or figure, without reading every word. Useful for detail questions under time pressure.

The central point a paragraph or passage is built around, usually stated or suggested in a topic sentence. Distinguishing it from supporting detail is a frequent test task.

A sentence, often first in a paragraph, that announces the paragraph's controlling idea. Later sentences develop or support it with examples, reasons, or evidence.

The way sentences and paragraphs are linked so a text reads as a connected whole, achieved through reference words, repetition, synonyms, and linking devices. Questions often ask which sentence fits a gap.

Words and phrases such as pronouns, demonstratives, and connectors that tie ideas together across sentences. Recognising what they refer back to helps resolve reference questions.

The relationship between a word such as it, this, or they and the earlier noun or idea it stands for. Test items frequently ask what a pronoun refers to in context.

The writer's attitude towards the subject, conveyed through vocabulary and phrasing, for example critical, amused, or neutral. Identifying tone supports questions about purpose and stance.

The level of formality in language suited to a situation, such as formal, neutral, or informal. Misjudging register can make a written answer sound inappropriate for its intended reader.

The intended readers of a text. Identifying them shapes choices about vocabulary, tone, and how much explanation is needed in a writing task.

The reason a text was written, such as to inform, persuade, instruct, or entertain. Naming the purpose accurately is central to both reading questions and writing task fulfilment.

A recognised category of text with typical conventions, such as a letter to the editor, report, or proposal. Matching conventions affects how a writing task is assessed.

How completely a piece of writing does what the prompt asks, covering every required point and respecting the stated reader and purpose. Weak coverage lowers the score even when grammar is accurate.

A sentence that states the central argument of an essay, usually near the end of the introduction. It guides the structure and lets a reader predict what follows.

The quality of being logically organised so ideas progress clearly from one point to the next. It concerns overall structure and argument, complementing sentence-level cohesion.

Dividing writing into paragraphs, each developing one main point, with a clear opening and closing sentence. Sensible paragraphing signals organisation to the reader and the marker.

Restating someone's idea in your own words while keeping the meaning, often to show understanding or to integrate a source. It is not the same as quoting directly.

A shortened account of the main points of a text, leaving out detail and examples. It tests whether you can separate central ideas from supporting material.

Acknowledging the source of an idea or quotation, for example with an author and date or a note. Omitting it where required can be treated as plagiarism.

Reviewing a draft to correct errors in grammar, spelling, punctuation, and word choice. It is distinct from revising, which reshapes content and organisation.

A final careful read to catch surface slips such as typos, missing words, and punctuation faults before submitting. It follows editing rather than replacing it.

The habitual pairing of words, such as make a decision or heavy rain. Using natural collocations makes writing sound idiomatic and is rewarded in language accuracy.

The overall sense or main point of something heard, understood without catching every word. Listening tasks often ask for gist before testing specific detail.

Attending closely to specific facts such as numbers, names, times, and reasons while audio plays. Answers often depend on distinguishing similar-sounding items.

An option or detail in a task that looks correct but is not, often because it repeats a word from the recording while changing the meaning. Recognising distractors prevents careless errors.

Spoken phrases that signal structure, such as firstly, however, or to sum up. They help listeners predict what comes next and follow the shape of a talk.

Recording key points in abbreviated form while listening, using symbols, headings, and short phrases. Effective notes capture relationships between ideas rather than full sentences.

How words blend in natural speech through features such as linking, elision, and weak forms, so that phrases sound different from their written form. It affects how easily listeners decode fast speech.

The emphasis placed on a syllable or word, which can change meaning or signal important information. Misplaced stress can confuse listeners or distort the intended message.

The rise and fall of the voice across an utterance, used to signal questions, lists, and attitudes. Flat intonation can make speech sound uninterested or hard to follow.

How clearly and accurately speech sounds are produced, including individual sounds, word stress, and connected speech. It is judged on intelligibility rather than on accent removal.

The ability to speak at a steady pace with few disruptive hesitations, linking ideas smoothly. It does not require speed; clarity and continuity matter more.

The conventions for exchanging speaking turns, including signalling you want to speak, yielding, and interrupting politely. Poor turn-taking disrupts group discussion tasks.

Exchanging ideas with others by responding, questioning, and building on their points. In speaking tests it is assessed through how well you engage a partner or examiner.

Spoken words and phrases such as well, actually, or on the other hand that organise talk and manage the flow of ideas. Used well, they make extended speech easier to follow.

Extending an answer with reasons, examples, and detail instead of replying in a single sentence. It demonstrates range and sustains a candidate's contribution to a discussion.