Miyazaki Entrance English key terms

The central point a whole passage is built to convey. It is broader than any single detail and is usually stated in the opening or closing sentences, or must be inferred by combining several paragraphs.

A specific fact, example, statistic, or reason a writer gives to prove or explain the main idea. Details answer who, what, when, where, or why and can usually be located directly in the text.

A conclusion a reader draws by combining stated information with logic or general knowledge. The answer is not written word for word but must be strongly supported by evidence in the passage.

The reason a writer produced the text, such as to inform, persuade, entertain, or instruct. Identifying purpose helps a reader judge which details matter and how to interpret the writer's word choices.

The attitude a writer expresses toward the subject or reader, revealed through word choice and sentence style. Common tones include neutral, critical, humorous, sympathetic, and cautious; tone is not the same as the reader's mood.

A pronoun or short phrase such as it, they, this, or the former that points back to an earlier noun or idea. Locating the referent is essential for answering detail and vocabulary questions accurately.

A linking word or phrase such as however, therefore, in addition, or for example that signals how two ideas connect. Recognizing transitions reveals contrast, cause, sequence, or addition within a passage.

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. Contrast clues often follow words like but or unlike.

The emotional or evaluative association a word carries beyond its literal meaning. Thin and slim share a basic sense, but slim sounds positive while skinny or thin can sound critical, so connotation affects tone and appropriateness.

The habitual pairing of words that native speakers consider natural, such as make a decision, heavy rain, or deeply concerned. Wrong partners, like do a decision, are grammatically possible but sound unnatural in English.

A fixed expression whose overall meaning cannot be worked out from its individual words, such as break the ice or under the weather. Idioms are learned as whole units and often carry an informal register.

A verb combined with a particle such as up, off, or into, forming a new meaning, as in give up, look after, or turn down. Some are separable and some are not, which affects word order with objects.

The level of formality a situation demands, ranging from casual speech to academic writing. Choosing register means deciding whether to use contractions, slang, polite hedging, or formal vocabulary in a given context.

A meaningful unit attached to the front of a word that changes its meaning, such as un- in unhappy, re- in rewrite, or mis- in misunderstand. Knowing common prefixes helps candidates decode unfamiliar vocabulary quickly.

A meaningful unit attached to the end of a word that often changes its part of speech, such as -ness forming nouns or -able forming adjectives. Suffixes signal whether a blank needs a noun, verb, adjective, or adverb.

The grammatical category a word belongs to, such as noun, verb, adjective, adverb, or preposition. Identifying the required word class from sentence position is a reliable strategy for fill-in-the-blank grammar items.

The grammatical marking of time reference on a verb, such as present, past, or future. Tense interacts with aspect and with time expressions like yesterday or since 2020 to determine the correct verb form.

How a verb presents an action in relation to time, such as simple, progressive, or perfect. Aspect shows whether an action is ongoing, completed before a reference point, or viewed as a whole.

An adverb or phrase that anchors a sentence in time, such as already, last week, by the time, or for three years. Markers strongly suggest which tense and aspect combination is required.

The rule that a verb must match its subject in number and person, as in she writes versus they write. Agreement can be tricky when phrases separate the subject from the verb or with collective nouns.

A sentence pattern in which the receiver of the action becomes the subject, formed with be plus a past participle, as in the report was written. It is used when the doer is unknown, obvious, or unimportant.

A sentence pattern in which the doer of the action is the subject, as in the committee wrote the report. Active voice is usually clearer and more direct, which matters in composition and style questions.

A dependent clause that describes a noun, introduced by who, which, that, whose, or where, as in the book that I borrowed. It can be defining or non-defining, and non-defining ones take commas.

A clause that cannot stand alone as a sentence because it begins with a conjunction or relative word, such as because it rained or when she arrived. It must be attached to a main clause.

The conventional arrangement of sentence elements, typically subject then verb then object in English statements. Word order changes in questions, indirect questions, and with certain adverbs, and errors here are common in composition.

The quality that makes a paragraph or essay feel logically connected, achieved through clear topic sentences, ordered ideas, and linking words. A coherent text guides the reader smoothly from one point to the next.

The sentence, usually first in a paragraph, that announces the paragraph's single controlling idea. Everything else in the paragraph should support it, which is why examiners check topic sentences for focus.

A sentence, usually near the end of an introduction, that states the essay's central claim and often previews its main supporting points. A strong thesis is specific and arguable rather than a bare announcement of topic.

A brief plan listing an essay's main points and their supporting evidence in order before drafting. Outlining prevents repetition, exposes gaps in logic, and keeps a timed composition organized under pressure.

The writing habit of expressing an idea in the fewest words needed without losing meaning. It removes redundancy such as repeat again or in my personal opinion and strengthens academic and exam writing.

Restating someone else's idea in your own words and sentence structure while keeping the meaning. In writing tasks, paraphrasing a prompt shows understanding and avoids copying the question word for word.

The overall meaning or central point of a spoken passage, as opposed to its exact wording. Listening questions often ask for the gist when the speakers discuss a problem without naming a solution directly.

The feeling or stance a speaker conveys through intonation, stress, and word choice, such as surprise, doubt, or enthusiasm. It may differ from the literal content of the words spoken.

Spoken cues such as first, on the other hand, or to sum up that tell a listener how a talk is organized. Noticing them helps listeners predict what comes next and follow a lecture's structure.

An answer choice that sounds plausible because it repeats words from the passage or recording but is factually wrong or only partly true. Careful listening and reading for exact meaning help eliminate distractors.

A way of softening a request or disagreement, using forms such as could you possibly, I was wondering if, or I'm afraid. Indirect forms are preferred with strangers, teachers, and in formal academic situations.

Fixed phrases used to perform everyday communicative acts, such as apologizing, requesting, suggesting, or declining an invitation. Exams test whether the chosen phrase fits the situation and the relationship between speakers.

A question embedded in a longer sentence, such as Do you know where the library is. The embedded clause keeps statement word order, so the auxiliary does not move before the subject.