MATSEC IM English key terms

A comparison that uses 'like' or 'as' to link two unlike things, such as 'her voice was like gravel'. It makes description vivid and is usually easy to spot in a passage.

A comparison that states one thing is another without using 'like' or 'as', such as 'the classroom was a zoo'. It suggests a shared quality rather than literal identity.

A metaphor sustained across several sentences, lines, or a whole passage, developing one comparison in depth. Recognising it helps you explain how an author builds a controlling image or idea.

Giving human qualities to something non-human, as in 'the wind whispered through the trees'. Writers use it to create atmosphere or to make abstract ideas feel concrete and alive.

Descriptive language that appeals to the senses, helping readers see, hear, smell, taste, or feel what is described. Detailed sensory imagery often carries mood and can reveal a writer's attitude.

Repetition of the same initial consonant sound in nearby words, as in 'sleek silver sails'. It draws attention to phrases, creates rhythm, and is often used in headlines and slogans.

Repetition of similar vowel sounds within nearby words, as in 'the rain in Spain'. It contributes to rhythm and musicality and is common in poetry and advertising language.

A word that imitates the sound it names, such as 'buzz', 'crash', or 'sizzle'. Such words make description immediate and are frequently used in narrative and persuasive writing.

A gap between what is said or expected and what is actually meant or happens. In comprehension answers, identify the literal words and then explain the contrast the writer intends readers to notice.

Mocking or critical meaning expressed through words that appear positive or neutral, often with a sharp edge. Unlike general irony, sarcasm usually targets a person or idea directly.

The writer's attitude towards the subject or reader, conveyed through word choice and structure, for example humorous, critical, or nostalgic. Naming tone accurately requires evidence from the text.

The feeling or atmosphere a text creates in the reader, such as tension, calm, or unease. Mood is produced by setting, imagery, and rhythm, and is distinct from the writer's own attitude.

The associations a word carries beyond its dictionary meaning, so 'cheap' suggests poor quality while 'inexpensive' does not. Discussing connotation shows precise understanding of a writer's word choices.

The literal, dictionary meaning of a word, without emotional associations. Distinguishing denotation from connotation helps you explain why a writer chose one word over another.

The level of formality in language, ranging from informal chat to formal writing. Writers adjust register for audience and purpose, and identifying it is a common comprehension task.

The readers or listeners a text is aimed at, whose needs shape vocabulary, tone, and structure. Identifying audience helps you judge whether a text's style is appropriate to its purpose.

The reason a text was written, such as to inform, persuade, entertain, or instruct. Stating purpose precisely, with evidence from the text, is central to directed writing and comprehension tasks.

A single sentence that states the main argument or claim of an essay, usually placed in the introduction. A clear thesis guides the reader and controls what each paragraph must prove.

The sentence, usually first in a paragraph, that states the paragraph's central point. It links back to the essay's overall argument and signals what the following sentences will support.

The way sentences and paragraphs are linked so a text reads as a connected whole, achieved through connectives, pronouns, and repetition. Weak cohesion makes writing feel disjointed and hard to follow.

The quality that makes a text logically ordered and easy to follow, with ideas arranged in a sensible sequence. Coherence concerns overall structure, while cohesion concerns the links between sentences.

A word or phrase such as 'however', 'therefore', or 'in addition' that shows the relationship between ideas. Choosing the right connective signals contrast, cause, result, or addition accurately.

Dividing writing into paragraphs, each developing one main idea. Clear paragraphing helps readers follow an argument and is a standard criterion in assessed writing tasks.

A brief account of a text's main points in your own words, leaving out detail and examples. A good summary keeps the original's key ideas and order without copying its wording.

Restating a passage's meaning in different words while keeping the sense intact. Paraphrasing demonstrates understanding and is often required when answering comprehension questions in your own words.

A conclusion drawn from evidence in the text rather than stated directly. When asked to infer, point to the clues the writer gives and explain what they imply.

A statement that can be verified or proved true, such as a date or a measured figure. Distinguishing facts from opinions is a frequent reading task in this examination.

A statement of belief, judgement, or feeling that cannot be proved true or false. Opinion is often signalled by evaluative words such as 'should', 'best', or 'unfortunately'.

An unfair preference for one side of an issue, shown through selective facts, loaded language, or omitted viewpoints. Spotting bias means examining what a text emphasises and what it leaves out.

A question asked for effect rather than to obtain an answer, as in 'Who could disagree?'. It is common in persuasive writing because it draws readers in and implies an obvious response.

A device used to influence readers, such as rhetorical questions, repetition, emotive language, or appeals to authority. Naming the technique and explaining its effect earns more credit than naming alone.

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

A sentence structure in which the subject receives the action, as in 'The plan was approved'. It is useful when the doer is unknown or unimportant, but can make writing vague.

The arrangement of words and phrases to form sentences. Varying sentence length and structure through syntax control is a key way writers create emphasis and rhythm.

Marks such as commas, semicolons, colons, and dashes that clarify meaning and structure in writing. Correct punctuation prevents ambiguity, and inaccurate punctuation is penalised in assessed writing.

Presenting someone else's words or ideas as your own without acknowledgement. In exam writing, quoting or closely copying a source without attribution is treated as plagiarism and loses marks.

The final section of an essay that draws the argument together and restates the main position without introducing new evidence. A strong conclusion echoes the thesis and leaves a clear final impression.