MET (Michigan English Tests) key terms

The set of instructions that tells a candidate what to write about and how to respond. It usually names the topic, the purpose, and the expected length.

One or two sentences, usually near the start of an essay, that state the main claim the writer will support. Everything else in the essay should connect back to it.

The opening sentence of a body paragraph, naming the single point that paragraph will develop. It links back to the essay's overall argument.

A group of sentences about one idea, usually starting with a topic sentence and closing with a link to the next idea. Essays are built from several of these.

An example, fact, reason, or explanation that backs up a claim in a paragraph. Strong writing gives specific evidence instead of vague general statements.

A word or phrase, such as 'however' or 'in addition', that shows how two sentences or ideas are connected. These help the reader follow the writer's reasoning.

A short word or phrase that moves the reader from one idea to the next, such as 'first', 'therefore', or 'on the other hand'.

The quality of a piece of writing in which ideas are arranged in a logical order and clearly linked, so a reader can follow it without confusion.

The maximum or minimum number of words allowed for a task. Going far outside it can lower the score, so candidates should plan and check their length.

The level of formality a piece of writing uses, from casual to academic. It should suit the audience and purpose named in the task.

To express someone else's idea in your own words while keeping the meaning. In a test it shows understanding and avoids copying the wording of the prompt.

Briefly acknowledging a point that supports the opposite view before answering it. Conceding in this way can make an argument look fair and therefore stronger.

The opposing view to the writer's claim. A strong essay names it clearly and then explains why the writer's own position is still the better one.

The final paragraph of an essay, which restates the main idea in fresh words and may add a closing thought. It should not introduce a new topic.

To read a finished piece of writing carefully in order to find and fix mistakes in grammar, spelling, and punctuation before handing it in.

A pair or group of words that habitually go together, such as 'make a decision' rather than 'do a decision'. Using them makes writing sound natural to readers.

The scoring guide that lists the criteria and performance levels used to grade a task. Knowing it shows candidates exactly what the examiner rewards.

The text a candidate reads and then answers questions about. It may be an article, an advertisement, a letter, or an extract from a longer work.

The central point a passage is making. It is often stated in one sentence near the beginning or end, but sometimes it has to be worked out.

A conclusion drawn from clues in a text rather than from a direct statement. Test questions often ask what the writer suggests or implies.

Reading quickly to get the general sense of a text without studying every word. It is useful for a first look before answering detailed questions.

Running the eyes over a text looking only for a specific word, number, or name. It is much faster than reading every sentence closely.

A word or phrase near an unfamiliar word that helps the reader guess its meaning, such as a definition, an example, or a contrast.

A word whose meaning is close to that of another word. Test questions often use one word in the question and a different one in the passage.

An answer choice that looks tempting but is not supported by the text or recording. Recognising them quickly is a core test-taking skill.

The writer's attitude toward the subject, such as critical, amused, or neutral. Tone is revealed through word choice rather than stated directly.

The overall meaning of a recording or text, without the small details. Listening questions often ask for it in a single sentence.

Writing short key words and symbols while listening so that details can be recalled later. Good notes leave out grammar and record only the essentials.

Words a speaker uses to signal the structure of a talk, such as 'first', 'to sum up', or 'moving on'. They help listeners predict what is coming next.

The way pronunciation differs by region or social group. Listening tests include a range of these so candidates practise understanding unfamiliar speech.

A short phrase such as 'well', 'you know', or 'actually' that manages a conversation rather than adding information. These help speakers open, hold, or close a turn.

The rise and fall of the voice during speech. It can change meaning, mark a question, or signal politeness and interest to the listener.

The extra force placed on one syllable of a word, as on the first syllable of 'record' when it is a noun. Wrong placement can make a word hard to understand.

The ability to speak smoothly at a natural pace with few long pauses. It does not require perfect grammar, but it does require keeping the message moving.

How clearly a speaker produces the sounds, stress, and rhythm of a language. Clear speech matters more than sounding like a native speaker.

The way speakers alternate in a conversation, knowing when to start, pause, or give way to someone else. Good control of it makes a discussion feel natural.