BSEH SS English Core key terms

A reading text the candidate has not studied before, followed by comprehension questions. It tests the ability to find information, infer meaning and judge tone without prior knowledge of the text.

Reading quickly to grasp the main idea or general sense of a passage, ignoring details. Useful for matching headings, choosing a title and answering global questions before close reading.

Running the eyes over a text to locate specific information such as a date, name, figure or keyword. It is faster than reading and does not require understanding every sentence.

A conclusion drawn from evidence in the text rather than stated directly. Answers must be supported by clues in the passage, not by personal opinion or outside knowledge.

The writer's attitude towards the subject, shown through word choice and sentence style. Common labels include ironic, critical, sympathetic, nostalgic, objective and humorous.

The central point a paragraph or passage makes about its topic. It is usually stated in a topic sentence and must be distinguished from supporting examples and details.

Condensing a passage into short headed notes using abbreviations, symbols and indentation. Notes must keep the key points, omit examples and be expandable back into full sentences.

A brief restatement of a passage's main points in the candidate's own words, usually about one-third of the original length. It must not copy sentences or add new information.

A short formal announcement displayed on a board for a group such as students or residents. It states what, when, where and whom to contact, and is written in the third person within a box.

A letter written to an official or institution in a fixed layout: sender's address, date, receiver's address, subject, salutation, body, closing and signature. The register is polite and impersonal.

A formal letter stating a problem with a product or service, giving evidence, and demanding specific action such as replacement or refund. Tone stays firm but courteous, never abusive.

A formal letter asking for information about courses, prices, facilities or terms. It states the purpose early and closes by requesting a prompt reply.

A piece of writing for a newspaper, magazine or school journal, with a title, byline and paragraphs developing one idea. It may inform, persuade or comment on a current issue.

A factual account of an event or survey, organised under a heading, byline and subheadings. It uses past tense for events, passive voice where the doer is unknown, and avoids personal opinion.

A single short phrase in a formal letter or email naming the purpose of the message. It helps the reader route the letter and is placed after the salutation block and before the body.

The greeting that opens a letter, such as Dear Sir or Madam or Dear Mr Sharma. It must match the relationship and the closing, since formal letters pair with Yours faithfully or sincerely.

A word placed before a noun to specify it, such as a, an, the, this, some, many, every or my. Choosing the right determiner depends on whether the noun is countable and specific.

The rules for using a, an and the. Use a or an for one unspecified countable item, the for something already known or unique, and no article for general plurals and abstract nouns.

The rule that a verb agrees in number and person with its subject. Errors arise with collective nouns, either-or constructions, and phrases between the subject and verb.

Keeping verb tenses logical within a sentence or paragraph. Shifts are allowed only when the time frame genuinely changes, as in reported speech or a general truth.

Conveying what someone said without quoting directly. Pronouns, tenses, time words and place words shift back, for example now becomes then and today becomes that day.

Voice shows whether the subject acts or is acted upon. Passive forms use be plus the past participle and are preferred when the doer is unknown or unimportant.

A group of words containing a subject and a finite verb. An independent clause stands alone; a dependent clause begins with a subordinator such as because, although or which.

A word or phrase linking ideas, such as however, therefore, moreover, whereas or on the other hand. Connectors signal contrast, cause, result or addition in gap-fill and editing tasks.

A word showing the relation of a noun to another element, as in in, on, at, since, despite or according to. Fixed combinations such as depend on must be memorised.

Grammar tasks where a passage contains an error or a missing word in each line. The candidate identifies the wrong word or supplies the omitted word from context.

The central idea or insight a literary work explores, such as loss of innocence, colonialism or human loneliness. It is broader than plot and is supported by characters, symbols and incidents.

The methods a writer uses to build a character: description, dialogue, action, and the reactions of others. Characters may be flat or round, static or developing.

The perspective from which a story is told, whether first person, third-person limited or omniscient. It shapes what the reader knows and how reliable the account is.

A gap between what is said or expected and what is meant or actually happens. Verbal irony lies in words, situational irony in events, and dramatic irony in the reader knowing more than a character.

An object, person or place that carries meaning beyond its literal sense, such as a tiger standing for fear and power. Symbols are interpreted with evidence from the text, not guessed freely.

Descriptive language appealing to the senses, creating pictures through words. It includes visual, auditory, tactile and olfactory detail and often carries emotional weight.

Giving human qualities to a non-human thing, as when trees are said to tremble or a house wears a face. It is common in nature poetry and shapes the mood of a poem.

A direct comparison that states one thing is another, without like or as. An extended metaphor is sustained across several lines and organises the poem's argument.

A comparison using like or as, as in cheeks like roses. It clarifies a description by linking an unfamiliar thing to something familiar to the reader.

The pattern of end rhymes in a poem, shown by letters such as abab or aabb. It contributes to rhythm, closure and the division of the poem into stanzas.

A grouped set of lines in a poem, separated by a space, functioning like a paragraph. Stanza length and shape often mark shifts in thought or time.

The running over of a sentence from one line to the next without punctuation. It speeds the reading, creates suspense, and is often used to suggest continuity of thought or motion.

Writing that ridicules human folly or vice to provoke change, using irony, exaggeration and wit. It targets behaviour or institutions rather than simply insulting individuals.

The quality that provokes amusement, created through exaggeration, absurd situations, wordplay or understatement. In literary answers it must be illustrated with a specific incident and its effect.

The sequence of events in a narrative, linked by cause and effect rather than mere chronology. It includes exposition, rising action, climax, falling action and resolution.

A recurring image, phrase or situation that reinforces the theme of a work, such as repeated references to a journey. It differs from a symbol in being repeated rather than standing alone.

The main character whose fortunes the narrative follows and whose choices drive the plot. The protagonist need not be admirable or heroic.

A structured literary answer combining summary, analysis of theme, character, form and language, and a personal judgement supported by textual evidence. It avoids retelling the story alone.

Speaking on a given topic with little or no preparation. It is assessed for fluency, structure, relevance and confidence rather than for memorised content.

A structured conversation in which several candidates discuss a topic. Assessors look for initiating ideas, listening, building on others' points and including quieter members.

The way words are spoken, including stress, intonation and individual sounds. Clear pronunciation aids understanding; an accent is acceptable as long as it does not impede communication.