Tamil Nadu HSE Second Year Communicative English key terms

A conclusion a reader draws from clues in a text rather than from a statement made directly. It requires combining evidence with background knowledge, and it must be supported by the passage.

The central point a paragraph or passage is built around. Everything else in the text usually supports, explains, or illustrates it, so identifying it helps answer summary and title questions.

A sentence, usually near the start of a paragraph, that states what the paragraph is about. The remaining sentences develop or support it with reasons, examples, or details.

A fact, example, statistic, or reason that strengthens the main idea of a paragraph or passage. Detail questions ask you to locate or distinguish such evidence from unrelated statements.

Information surrounding an unfamiliar word, such as a definition, example, contrast, or cause-effect relationship, that helps a reader guess its meaning without a dictionary.

A word with a meaning close to another word in the same context, for example 'begin' and 'commence'. Recognising synonyms helps in vocabulary questions and in paraphrasing a text.

A word that expresses the opposite meaning of another word, such as 'scarce' and 'abundant'. Contrast clues using antonyms often reveal the meaning of an unknown word in a passage.

A meaningful unit attached to the front of a base word to change its meaning, as in 'un-happy' or 're-write'. Knowing common prefixes helps you work out the sense of unfamiliar words.

A meaningful unit added to the end of a base word, often changing its grammatical class, as '-ness' forms nouns and '-ful' forms adjectives. It can also mark tense or plurality.

The core part of a word that carries its basic meaning and remains when prefixes and suffixes are removed, as 'act' in 'reaction'. It is a useful aid in decoding new vocabulary.

The habitual pairing of words that native users expect together, such as 'make a decision' rather than 'do a decision'. Choosing the natural partner matters more than literal meaning in fill-in questions.

A fixed expression whose overall meaning cannot be worked out from the individual words, such as 'a blessing in disguise'. Idioms are learnt as whole units and rarely change form.

A verb combined with an adverb or preposition that produces a new meaning, as 'give up' means to surrender or stop. The particle can change the sense completely, so the pair is learnt together.

To restate a piece of text in your own words while keeping the original meaning. It is used to show understanding and to avoid copying the source in summaries and reports.

A shortened version of a text that keeps only its essential points, written in your own words and usually in one paragraph. It omits examples, repetition, and minor detail.

The form of a verb that shows when an action happens, whether present, past, or future, and whether it is simple, continuous, or perfect. Consistency of tense keeps writing clear.

The rule that a verb must match its subject in number and person, so a singular subject takes a singular verb and a plural subject takes a plural verb, even when words come between them.

A sentence construction in which the subject performs the action, as in 'The committee approved the plan'. It is usually clearer and more direct than the passive alternative.

A construction in which the subject receives the action, formed with a form of 'be' plus a past participle, as in 'The plan was approved'. It is used when the doer is unknown or unimportant.

The way of expressing what someone said without quoting the exact words, usually shifting tense and pronouns, as in 'She said she was tired'. It is often contrasted with direct speech.

A helping verb such as can, may, must, should, or might that expresses ability, permission, obligation, or possibility. It is followed by the base form of the main verb.

A sentence expressing a condition and its result, typically built with 'if'. The first conditional uses present tense with 'will'; the second uses past tense with 'would' for unreal situations.

A clause beginning with who, which, that, whose, or where that describes a noun, as in 'the book that I borrowed'. It can be defining or non-defining, and commas mark the difference.

A group of words containing its own subject and verb. An independent clause can stand alone as a sentence, while a dependent clause cannot and must be attached to a main clause.

The marks used in writing, including full stops, commas, semicolons, colons, dashes, and quotation marks, to separate ideas and clarify meaning. Correct use prevents misreading and shows control of grammar.

A letter written to an official, editor, or institution in a polite, impersonal register, following a fixed layout of sender's address, date, receiver's address, salutation, body, and closing.

The greeting at the start of a letter, such as 'Dear Sir' or 'Dear Madam' when the name is unknown, or 'Dear Mr Kumar' when it is known. It sets the tone of the message.

The polite ending of a letter, such as 'Yours faithfully' after an unnamed salutation or 'Yours sincerely' after a named one. It is followed by the sender's signature and name.

A short, factual announcement displayed for a group, giving what, when, where, and whom to contact. It is written in the third person, is brief, and is usually boxed with a heading and date.

A structured account of an event or investigation, written in the past tense and third person, with a title, introduction, body of findings, and conclusion. It presents facts rather than personal opinion.

The level of formality a piece of writing adopts, ranging from informal and personal to formal and impersonal. Letters, notices, and reports normally require a formal register with no contractions or slang.

The quality that makes a piece of writing hold together logically, so each sentence follows from the last and supports one controlling idea. It is achieved through ordering and linking words.

The linking of sentences through devices such as pronouns, repeated key words, and connectors like 'however' or 'therefore'. It gives a text its surface connectedness and guides the reader.

A group of connected sentences developing one idea, usually opening with a topic sentence and closing with a link to the next point. Paragraph breaks signal shifts in focus to the reader.

The central idea or insight about life that a literary work conveys, such as the value of freedom or the pain of loss. It is broader than the plot and is inferred rather than stated.

The methods a writer uses to build a character, including description, dialogue, action, and the reactions of others. Direct characterisation tells; indirect characterisation shows through behaviour.

Descriptive language that appeals to the senses and creates vivid pictures in the reader's mind. Poets use it to convey mood and meaning beyond literal statement.

A deliberate departure from literal language for effect, including simile, metaphor, personification, and hyperbole. Recognising the device helps explain how meaning is created in a poem or prose passage.

The attitude a writer or speaker takes towards the subject, such as ironic, nostalgic, indignant, or amused. It is conveyed through word choice and is distinct from the mood felt by the reader.

Listening to catch the overall meaning of a spoken passage without pausing over every word. It is used when the question asks what the talk is mainly about rather than for a specific detail.

Recording the key points of a lecture or conversation in short form, using abbreviations, headings, and symbols. It supports later recall and is tested through completion or summary tasks.

The convention in conversation by which speakers take and yield the floor, using pauses, intonation, and phrases like 'Excuse me' or 'May I add something'. It keeps dialogue orderly and polite.

Fixed expressions used to perform everyday purposes such as requesting, apologising, suggesting, inviting, or complaining, for example 'Would you mind...?' or 'I'm afraid I can't'. These are learnt as ready-made patterns.