NSSCO English Second Language 6109 key terms

Reading a text quickly to obtain its general sense, such as the main topic or overall structure, without attending to every word. Candidates skim headings, first sentences and conclusions before answering detailed questions.

Moving the eyes rapidly over a text to locate one specific item, such as a name, date, figure or keyword, while ignoring surrounding material. It answers narrow questions rather than giving an overview.

A sentence, usually first in a paragraph, that states the paragraph's central point and controls what the rest of the paragraph develops. Locating topic sentences helps a reader follow the argument of a passage.

A conclusion drawn from evidence in the text together with general knowledge, rather than stated outright. Questions using 'suggests', 'implies' or 'most likely' usually require inference rather than copying a sentence.

Information in nearby words, sentences or the wider passage that lets a reader work out the meaning of an unfamiliar word. Examples, contrasts and definitions in the surrounding text are common types.

A fact is a statement that can be checked or proved; an opinion expresses a belief, judgement or feeling and often carries evaluative words. Distinguishing them is tested when a question asks which claim is supported by evidence.

The reason an author produced a text, for example to inform, persuade, entertain, warn or instruct. Purpose is revealed by content, tone, structure and choice of language, and shapes how a text should be read.

The level of formality in language suited to a particular situation, audience and purpose. Formal register avoids slang and contractions, while informal register may use them; choosing correctly is marked in letters and reports.

An essay that takes a clear position on a debatable issue and defends it with reasons and evidence, often acknowledging the opposing view. It needs a stated stand, ordered supporting points and a conclusion that reinforces the position.

The quality that makes a piece of writing hold together logically, so that each sentence and paragraph follows from the last. It comes from ordering ideas sensibly and linking them, not from grammar alone.

Dividing writing into blocks that each deal with one idea, marked by a new line and usually an indent. Clear paragraphing signals structure to the reader, while a single unbroken block suggests confused thinking.

The greeting at the start of a letter, such as 'Dear Sir or Madam' in formal correspondence or 'Dear Amina' for a friend. Its formality must match the recipient and the rest of the letter.

The farewell before the signature at the end of a letter, for example 'Yours faithfully' when the name is unknown or 'Yours sincerely' when it is known. It must pair correctly with the salutation.

A short, attention-catching title above a newspaper or magazine article that signals the topic and often uses abbreviated grammar. In exam articles it should be brief and relevant rather than sensational.

The conventional layout of an official report: title, terms of reference or introduction, findings presented under headings, and a conclusion or recommendations. Clear sectioning lets a busy reader find information quickly.

The rule that a verb must match its subject in number and person, so a singular subject takes a singular verb. Errors commonly appear with collective nouns, indefinite pronouns and phrases inserted between subject and verb.

Keeping to an appropriate tense, or making a deliberate and clearly signalled shift of tense, within a sentence or passage. Accidental switching between past and present is a frequent accuracy error when narrating events.

In the active voice the subject performs the action ('the committee approved the plan'); in the passive the object becomes subject ('the plan was approved'). Passive suits formal reports where the doer is unknown or unimportant.

A punctuation error in which two independent clauses are joined by a comma alone, with no conjunction. It is repaired with a full stop, a semicolon, or a comma plus 'and', 'but' or 'so'.

The mark used either to show possession ('the teacher's desk', 'students' work') or to replace omitted letters in contractions ('don't'). It is never used to form an ordinary plural.

The link between a pronoun and the noun it stands for. When the link is unclear, or when a pronoun could point to more than one noun, the writing becomes ambiguous and loses marks for clarity.

Words and phrases such as 'however', 'in addition', 'therefore' and 'for example' that signal relationships between ideas and guide a reader through a text. Overuse sounds mechanical; misuse distorts the logic.

The habitual pairing of words in a language, such as 'make a decision' rather than 'do a decision'. Correct collocation makes writing sound natural and is tested through editing and gap-fill tasks.

One of two or more words that sound alike but are spelled differently and carry different meanings, such as 'their', 'there' and 'they're'. Confusing them is a spelling error that changes the meaning of a sentence.

Direct speech reports a speaker's exact words in quotation marks; indirect, or reported, speech conveys the same content without quotes, shifting pronouns and often the tense. Summary tasks usually require indirect speech.

A small word such as 'in', 'on', 'at', 'by' or 'of' that links a noun or pronoun to another element, showing place, time or relationship. Wrong prepositions are a common weakness in second-language writing.

A writing task that states the role, audience, purpose and format a candidate must adopt, for example a letter to a principal about a school event. Marks reward fulfilling each instruction rather than personal choice.

A shortened restatement, in your own words, of the main points of a passage, without examples, repetition or personal comment. It keeps the original order and meaning while cutting the length sharply.

Rewriting a sentence or short passage in different words while keeping the meaning, usually to change the wording for a summary or to show understanding. Copying whole phrases defeats the purpose.

Changing information from one form to another, such as turning notes into continuous prose or a table into sentences. Accuracy of the transferred data matters more than style, and no new material should be added.

Choosing only the material that answers the set question or task and omitting detail that is interesting but off target. In summary and directed writing, irrelevant points earn nothing and can dilute the answer.

The maximum, or the range, of words stated in a task instruction. Exceeding it may mean losing marks or having the excess ignored; counting roughly as you plan is safer than trimming at the end.

Listening to a recording to grasp the overall meaning, the speakers' relationship or the general topic, without noting every detail. It is usually done on the first hearing, before detailed questions are attempted.

Listening with a defined question in mind in order to catch particular facts such as numbers, names, times or reasons. Knowing what to listen for lets you ignore irrelevant stretches of speech.

Recording key points in abbreviated form while listening or reading, using headings, bullet points and symbols. Notes must be brief but still understandable when used later to answer questions.

The convention in conversation and group discussion by which speakers exchange the floor without interrupting or dominating. It involves signalling that you wish to speak and yielding when others do.

The placing of emphasis on particular syllables or words (stress) and the rise and fall of the voice across a sentence (intonation). Both carry meaning, showing emphasis, question forms and attitude.

The ability to speak at a steady, understandable pace with few long pauses, hesitations or self-corrections. Fluency does not mean speed; clear delivery and connected ideas matter more than hurrying.