LanguageCert Academic key terms

The main point or overall meaning of a spoken or written text, as opposed to specific details. Listeners and readers often identify it before answering detail questions.

An answer option or piece of information that sounds relevant but is wrong or not supported by the text. It is designed to catch candidates who match words without understanding.

Words and phrases that show how a talk is organised, such as 'firstly', 'moving on', 'to sum up'. They help listeners predict what comes next and follow the structure.

Writing brief keywords, symbols or abbreviations while listening so you can answer questions afterwards. Good notes capture names, numbers, reasons and contrasts rather than full sentences.

A conclusion you draw from clues in the text rather than from a statement made directly. For example, a speaker's tone may imply disagreement without saying so.

The speaker's or writer's attitude towards a topic, such as approval, doubt or criticism. It is often signalled by tone of voice, evaluative adjectives or hedging.

Expressing the same meaning with different words. Correct answers in listening and reading often paraphrase the recording or passage instead of repeating its exact wording.

A question that asks for a specific fact from the text, such as a number, name, date or reason. The answer is usually stated directly but may be expressed in different words.

Reading quickly to get the general idea or structure of a text without focusing on every word. It is useful before answering questions about purpose or main idea.

Moving your eyes quickly over a text to find particular information, such as a name, date or keyword. You do not read every word when scanning.

The way sentences and paragraphs are connected so a text reads as a whole. It is created by linking words, pronouns and repeated ideas.

A word or phrase that links ideas across sentences, such as 'however', 'therefore' or 'in addition'. These devices signal contrast, cause, result or sequence.

The sentence, usually near the start of a paragraph, that states its main idea. The remaining sentences develop or support it.

Using cautious language such as 'may', 'tend to' or 'it is possible that' to avoid stating something too strongly. It often signals a claim that is not fully certain.

The level of formality suited to a situation, ranging from casual speech to formal academic writing. Choosing the wrong register can make writing sound inappropriate.

The readers a piece of writing is intended for, such as a tutor, an employer or a friend. Awareness of audience shapes tone, vocabulary and amount of explanation.

A style of writing that avoids slang, contractions and personal chat, and uses complete sentences and precise vocabulary. It is expected in essays and reports.

A piece of writing that presents and supports an argument or discussion in organised paragraphs. It normally has an introduction, body paragraphs and a conclusion.

A sentence that states the central claim or position of an essay. It usually appears in the introduction and guides the content of the body paragraphs.

In writing, the first sentence of a body paragraph that announces the paragraph's controlling idea. It should connect clearly to the essay's thesis.

How fully a piece of writing answers every part of the prompt, including required points and word count. Missing one element can lower the score even if the language is accurate.

The quality of writing that is logically organised and smoothly connected. Coherence concerns overall structure; cohesion concerns links between sentences and ideas.

The minimum or maximum number of words a writing task requires. Going far below or above it can reduce your score or mean you do not complete the task.

Checking your written work for errors in grammar, spelling, punctuation and word choice before submitting it. It is most effective when you leave time at the end.

The ability to speak smoothly at a natural pace with few long pauses or hesitations. It does not mean speaking without any errors.

In speaking, the quality of organising ideas logically so the listener can follow the message. It involves clear links between points and a clear overall structure.

How clearly words are spoken, including individual sounds, word stress, sentence stress and intonation. Unclear pronunciation can reduce intelligibility even when grammar is accurate.

The rise and fall of the voice in speech. It conveys meaning such as questions, surprise, lists or emphasis, and helps listeners follow the speaker's intent.

A short spoken phrase that manages conversation, such as 'well', 'you know', 'to be honest' or 'anyway'. It signals turns, attitudes or topic changes.

The way speakers alternate in a conversation, including when to start, interrupt politely or hand over. It is a key part of interactive speaking tasks.

The question, statement or situation that a speaking or writing task asks you to respond to. Reading it carefully prevents off-topic answers.

A speaking task in which you act out a situation, such as asking for information or making a complaint. You must respond appropriately to the other speaker.

A combination of words that commonly occur together, such as 'make a decision' or 'heavy rain'. Using natural collocations improves accuracy and range in writing and speaking.

A word with a similar meaning to another word. Recognising synonyms helps you match paraphrased answers in reading and listening and vary vocabulary in writing.

The central message a text or talk conveys, which may be stated or implied. It differs from supporting details, which explain or illustrate it.

How easily a listener can understand what a speaker says. It depends on pronunciation, stress, pace and clarity rather than on accent alone.

A word or phrase such as 'because', 'although' or 'as a result' that shows the relationship between ideas. Correct use improves cohesion in writing and speaking.