ECPE key terms

A conclusion a listener or reader draws from details that are suggested rather than stated outright. On this exam it usually means identifying a speaker's attitude, intention, or the situation behind a short exchange.

The main point or overall meaning of a passage or recording, as opposed to specific supporting details. Questions often ask you to choose the best summary of what was said.

The central claim a text or talk is built around, usually stated in a topic sentence or repeated across paragraphs. Distractors on this exam often describe a true detail instead of the main idea.

A sentence, usually near the start of a paragraph, that announces what the paragraph is about. Recognizing it helps you predict what details follow and answer structure questions quickly.

A fact, example, statistic, or reason used to develop a main idea. Questions may ask which detail is mentioned or which one is NOT mentioned, so track these while reading.

A restatement of an idea in different words while keeping the same meaning. Correct answers frequently paraphrase the text rather than repeating its exact wording, so match meaning, not vocabulary.

An answer choice that looks plausible but is wrong, often because it repeats a word from the passage, exaggerates, or contradicts a small detail. Learning to spot them is a core exam skill.

The reason an author includes a particular sentence, example, or paragraph, such as to illustrate, to contrast, or to concede a point. Purpose questions ask what the writer is trying to achieve, not what the words mean.

The attitude a writer or speaker expresses toward the subject, for example ironic, cautious, enthusiastic, or critical. Tone is shown through word choice, so watch adjectives and evaluative language.

The emotional or cultural association a word carries beyond its literal meaning. Two words with similar dictionary meanings can differ sharply in connotation, which affects tone and inference questions.

The literal, dictionary meaning of a word, separate from any emotional association. Vocabulary questions sometimes test whether you know the exact denotation rather than a loosely related sense.

A word with a meaning close to another word, though rarely identical in use or register. Synonym questions reward choosing the option that fits the sentence's grammar and tone as well as its sense.

A habitual pairing of words that native speakers expect together, such as 'make a decision' or 'heavy rain'. Grammar and vocabulary items often test which verb or preposition naturally combines with a noun.

A verb combined with a particle or preposition that creates a new meaning, such as 'put off' or 'turn down'. These are frequently tested because their meaning cannot be guessed from the parts alone.

A fixed expression whose meaning is not predictable from its individual words, such as 'bite the bullet'. Idiom items test recognition of the whole phrase rather than literal translation.

The level of formality a word or expression suits, ranging from casual speech to academic prose. Choosing the wrong register makes an answer sound unnatural even when the meaning is roughly right.

A sentence expressing a condition and its result, using if or unless with matching verb forms. The third conditional describes unreal past situations, while mixed conditionals combine past conditions with present results.

A verb form used for wishes, demands, and hypothetical situations, as in 'I insist that he be informed'. Formal written English keeps the subjunctive after verbs like suggest, recommend, and demand.

Placing the auxiliary verb before the subject for emphasis or after a negative adverbial, as in 'Never have I seen such a crowd'. Inversion items test word order rather than meaning.

A helping verb such as must, might, should, or could that expresses possibility, obligation, or deduction. Questions often test the difference between present and past forms, as in 'must have left'.

A clause that describes a noun, introduced by who, which, that, whose, or where. Defining clauses identify the noun, while non-defining clauses add extra information and take commas.

A reduced clause built on an -ing or -ed form, such as 'Having finished the report, she left'. These clauses compress ideas and are common in formal writing and in sentence-combining items.

The way sentences and paragraphs are linked so a text reads as one whole, achieved through pronouns, conjunctions, and repeated ideas. Cohesion questions ask which linking word or reference fits the gap.

The logical organisation of ideas so each part follows sensibly from the last. A text can be grammatically correct but incoherent if the order of ideas or the paragraph structure breaks down.

A group of sentences developing one controlling idea, usually opening with a topic sentence and closing with a link to the next point. Recognising paragraph boundaries helps with insertion and summary questions.

Meaning a speaker conveys indirectly, relying on the listener to work it out from context, as when a polite remark signals disagreement. Listening and reading questions may test what a speaker really intends.

Words and phrases that signal the structure of a talk, such as 'firstly', 'however', or 'to sum up'. Noticing them helps you follow a lecture and predict where the answer to a question will appear.

Recording key points, names, numbers, and relationships in abbreviated form while listening. Effective notes use symbols and layout so you can answer detail questions without losing the thread of the recording.

A sentence stating the central argument of an essay, usually placed at the end of the introduction. A strong thesis is specific and arguable, and it guides the structure of everything that follows.

The opening sentence of a body paragraph that states the point the paragraph will prove. In essay writing it should connect directly to the thesis and be supported by evidence in later sentences.

A word or phrase that shows the relationship between ideas, such as 'furthermore', 'by contrast', or 'as a result'. Good transitions make an essay read smoothly and signal the logic of your argument.

An opposing view that a writer acknowledges and then answers. Including one and refuting it with evidence strengthens an argumentative essay and demonstrates critical thinking to the examiner.

Admitting that part of an opposing view is valid before restating your own position, often introduced by 'although' or 'admittedly'. Concessions make writing sound balanced rather than one-sided.

One of the criteria used to judge essays: ideas must be logically ordered and clearly linked. Achieve it with paragraphing, referencing words, and transitions rather than with long, unstructured sentences.

The level of formality appropriate to the task, ranging from academic essays to informal letters. Matching register means avoiding slang in formal pieces and avoiding stiff, over-complex phrasing in informal ones.

Softening a claim with words like 'may', 'tend to', or 'it appears that' to show caution. Academic writing uses hedging to avoid overgeneralising, and speaking tests reward it when discussing uncertain ideas.

A card given in the speaking test with a topic and bullet points for the candidate to talk about after a short preparation time. Notes should cover each bullet so the talk has structure and full coverage.

The ability to speak at a natural pace with few long pauses, using connected ideas rather than isolated sentences. Fluency is judged separately from accuracy, so keep talking and self-correct smoothly.

A short phrase that manages conversation, such as 'well', 'you know', or 'on the other hand'. Used naturally, they buy thinking time and make speech sound organised rather than memorised.