MATSEC SEC English Language flashcards

33 cards. Read the term and the definition here. The deck at the top of this page is optional.

Skimming

Reading quickly for the general idea of a text. The reader looks at the title, opening sentences and final paragraph rather than every word, to establish topic and purpose before detailed questions.

Scanning

Reading quickly to locate one specific piece of information, such as a date, name or figure. The eye moves over the text without reading for meaning until the target is found.

Inference question

A comprehension question whose answer is not stated directly but must be deduced from clues in the text. The correct answer is always supported by textual evidence, not by personal opinion.

Vocabulary in context

A question asking what a word means as used in a particular passage. The reader should substitute each option into the sentence and check which one preserves the meaning.

Writer's purpose

The reason a text was written: to inform, persuade, entertain, instruct or describe. Purpose is identified from content, structure and language choices rather than from the topic alone.

Tone

The attitude a writer conveys towards the subject or reader, for example ironic, nostalgic, critical or humorous. Tone is detected through word choice, sentence length and punctuation.

Distractor

An incorrect option in a multiple-choice question that appears plausible. Common types reuse words from the passage but reverse logic, exaggerate with absolutes, or confuse cause and effect.

Topic sentence

The sentence that states the main idea of a paragraph, usually placed first. The remaining sentences develop, illustrate or qualify that idea before the paragraph closes.

Register

The level of formality suited to audience and purpose. Formal register avoids contractions, slang and personal anecdote; informal register may use them deliberately for effect.

Transactional writing

Writing produced for a real-world purpose and audience, such as a letter, article, report, review or speech. Each format has fixed conventions of layout, salutation and sign-off.

Formal letter conventions

Sender address, date, recipient's name and address, formal salutation, subject line where appropriate, structured body paragraphs, formal closing and signature. Contractions and slang are avoided throughout.

Narrative structure

The organisation of a story into orientation, complication, climax and resolution. Orientation establishes who, where and when; the complication introduces conflict that the resolution settles.

Show, don't tell

A descriptive technique using concrete sensory detail and action instead of naming emotions. Rather than stating a character is nervous, the writer shows shaking hands and a cracked voice.

Rule of three

A rhetorical device listing three items, reasons or phrases in sequence. Three elements are memorable and rhythmical, making the pattern common in persuasive speeches and advertising.

Sentence variety

Deliberately mixing simple, compound and complex sentences and varying sentence openings. This creates rhythm and emphasis, while uniform subject-first sentences make writing flat.

Proofreading

The final check of a draft for accuracy in spelling, punctuation, grammar and tense. It is a separate stage from revising ideas and should be planned for before the time limit ends.

Subject-verb agreement

The rule that a verb must agree with its subject in number. Agreement follows the head noun, not the nearest noun, so 'the box of tools is heavy' takes a singular verb.

Past perfect tense

Formed with had plus the past participle. It marks the earlier of two past events, as in 'she had left before he arrived', making the sequence of events clear.

Reported speech

Speech retold rather than quoted. Tense usually shifts back one step, pronouns change, and time words alter, so 'I am tired today' becomes 'she was tired that day'.

Third conditional

A conditional pattern of if plus past perfect, then would have plus past participle. It describes an unreal past situation and its imagined result, as in 'if I had known'.

Active voice

A sentence pattern in which the subject performs the action: subject, verb, object. It is preferred for clarity because the doer of the action is named directly.

Non-defining relative clause

A clause adding extra information about a noun that is already identified, enclosed in commas. It can be removed without changing the basic meaning, unlike a defining clause.

Apostrophe for possession

An apostrophe before s marks singular possession (the girl's coat); after s marks plural possession (the girls' coats). The pronoun 'its' is possessive and takes no apostrophe.

Semicolon

A punctuation mark joining two independent clauses that are closely related, or separating items in a complex list. It sits between a comma and a full stop in strength.

Affect versus effect

Affect is usually a verb meaning to influence; effect is usually a noun meaning a result. Confusing the pair is a frequent error in formal writing and examination answers.

Fewer versus less

Fewer is used with countable plural nouns (fewer cars); less is used with uncountable nouns (less traffic). The distinction is standard in formal British English usage.

Listening for gist

Listening to grasp the overall meaning of an audio text rather than every detail. The listener focuses on topic, purpose and general attitude, often on a first hearing.

Listening for detail

Listening to capture specific facts such as names, numbers, times or prices. The listener notes them immediately, in figures or abbreviations, while the recording continues.

Self-correction in audio

A speaker's mid-sentence revision, signalled by phrases like 'sorry, make that' or 'actually'. The corrected information, not the original statement, is the answer to the question.

Speaker attitude

A speaker's stance towards the topic, conveyed by intonation, stress, hesitation and word choice. It may differ from the literal content of what is said, so tone must be tracked.

Fluency

The ability to speak with reasonable speed, flow and few disruptive pauses. It is assessed separately from accuracy, so self-correction at a natural pace does not necessarily lower the mark.

Turn-taking

The interactive skill of knowing when to speak, yield the floor and respond to others. Signals include pausing, intonation and phrases such as 'what do you think?'.

Asking for clarification

A repair strategy used when part of a message is unclear, for example 'could you repeat the last part?'. It maintains communication and counts as effective interactive skill.