NUST Mature Age Entry key terms

A single sentence, usually at the end of an introduction, that states the main claim of an essay and signals how the argument will be developed in the body paragraphs.

The first or early sentence of a paragraph that announces the paragraph's controlling idea and shows how it supports the essay's overall argument.

The quality of a text in which ideas are logically connected and easy to follow, achieved through ordering, linking words, and consistent reference to previously mentioned information.

The way sentences are tied together at the surface level by devices such as pronouns, repeated key words, synonyms, and conjunctions so the text reads as one connected whole.

A connector such as however, therefore, or in addition that signals the logical relationship between sentences or paragraphs, for example contrast, cause, result, or sequence.

The practice of dividing writing into blocks, each developing one main idea, so readers can follow the structure and see where a new stage of the argument begins.

A reasoned line of thinking in which a claim is supported by evidence and explanation, and in which likely objections are acknowledged and answered rather than ignored.

A point of view that opposes the writer's main claim, introduced and then rebutted to show that the writer has considered alternative positions and still finds the main claim stronger.

The part of an argument that answers a counter-argument, explaining why the objection is mistaken, limited, or outweighed by other considerations.

Facts, examples, statistics, or quotations used to support a claim; in academic writing it must be relevant, accurate, and clearly explained rather than simply dropped into the text.

A brief in-text reference showing the source of a fact, quotation, or idea, usually giving the author and year, so readers can locate the full source in a reference list.

Presenting someone else's words, ideas, or data as one's own without proper acknowledgement, whether copied directly or lightly reworded from a source.

Restating a source's idea in your own words and sentence structure while keeping the meaning, usually with a citation because the idea still belongs to the original author.

To state the main points of a text briefly and in your own words, leaving out detail and examples while preserving the overall meaning and emphasis.

The central point a passage is making, which the supporting details explain, illustrate, or prove; identifying it is the first step in most comprehension questions.

A conclusion drawn from clues in a text rather than stated directly, requiring the reader to combine what is written with general knowledge and logic.

The writer's attitude towards the subject, revealed through word choice and phrasing, for example critical, neutral, humorous, or cautious.

The feelings or associations a word carries beyond its literal meaning; for example, 'thrifty' suggests approval while 'stingy' suggests disapproval, though both describe careful spending.

The literal, dictionary meaning of a word, as distinct from the emotional associations it may carry in particular contexts.

The level of formality in language suited to a situation, ranging from casual speech among friends to formal academic prose; mismatches make writing sound inappropriate.

A formal, precise, and impersonal way of writing used in essays and reports, avoiding slang, contractions, and vague wording while favouring clear statements and cautious claims.

Using cautious language such as 'may', 'tends to', or 'suggests' to avoid overstating a claim, which is expected in academic writing where evidence is rarely absolute.

The rule that a verb must match its subject in number and person, so a singular subject takes a singular verb and a plural subject takes a plural verb.

Another term for grammatical agreement, especially between subject and verb or between pronoun and the noun it refers to, in number and gender.

Keeping verbs in a logical tense within a sentence or paragraph, shifting only when the time frame actually changes, so the sequence of events stays clear.

An incomplete sentence that lacks a subject, a finite verb, or a complete thought, often caused by punctuating a dependent clause as if it stood alone.

Two or more independent clauses joined without correct punctuation or a conjunction, producing a sentence that runs together and confuses the reader.

Joining two independent clauses with only a comma, which is normally corrected by adding a conjunction, using a semicolon, or splitting into separate sentences.

A group of words containing a subject and a verb; an independent clause can stand alone as a sentence, while a dependent clause cannot.

The clarity with which a pronoun such as 'it' or 'they' can be linked to the noun it replaces; unclear reference leaves readers guessing who or what is meant.

A word or phrase that describes another element in the sentence; it should sit close to the word it describes to avoid confusing or unintended meaning.

Presenting items in a list or comparison in the same grammatical form, such as all nouns or all infinitive verbs, so the sentence reads smoothly and logically.

A sentence construction in which the subject performs the action, as in 'The committee approved the plan', usually producing clearer and more direct writing.

A construction in which the subject receives the action, as in 'The plan was approved', useful when the doer is unknown or unimportant but often weaker than the active form.

The marks used to structure written language, including commas, semicolons, colons, and apostrophes, which clarify meaning and prevent misreading of sentences.

Working out the meaning of an unfamiliar word from the surrounding words and ideas in a passage, rather than relying only on a dictionary definition.

The ability to read a passage and accurately answer questions about its main idea, details, implied meaning, and the writer's attitude or purpose.