JAMB Use of English key terms

A word that carries the same or a very similar meaning as another word, so the two can often replace each other in a sentence without changing its sense.

A word whose meaning is the opposite of another word, such as 'scarce' for 'abundant'; exam questions often ask you to pick the option most nearly opposite in meaning.

The habitual pairing of words that native speakers accept as natural, such as 'heavy rain' rather than 'strong rain'; choosing the wrong partner makes a sentence sound un-English.

The emotional or evaluative shade a word carries beyond its plain dictionary meaning, so 'thrifty' sounds approving while 'stingy' sounds critical though both describe careful spending.

The direct, literal meaning of a word as recorded in a dictionary, stripped of emotional colouring; it contrasts with the associations the word may trigger in use.

One of two or more words that sound alike but differ in spelling or meaning, such as 'bare' and 'bear' or 'rain', 'reign' and 'rein'.

One of two or more words spelled identically but differing in meaning and sometimes in pronunciation, such as the noun 'record' and the verb 'record'.

The matching of final vowel and consonant sounds in words, as in 'light' and 'night'; rhyme schemes are often tested by asking which word rhymes with a given one.

The repetition of similar vowel sounds within nearby words, as in 'the rain in Spain', used for musical effect rather than exact rhyme.

The repetition of the same initial consonant sound in a run of words, as in 'safe, sound and secure'; it is a sound device and a figure of speech.

The use of a word whose sound imitates the thing it names, such as 'buzz', 'hiss', 'crash' or 'sizzle'.

A single unit of pronunciation built around one vowel sound, so 'beautiful' has three syllables; counting syllables helps in stress and rhyme questions.

The extra force or loudness given to one syllable of a word or one word of a sentence, making it stand out from its neighbours in speech.

The movement of primary stress between syllables when a word changes form or part of speech, as 'PHOtograph', 'phoTOgraphy', 'photoGRAPHic'.

The rise and fall of the voice pitch across a whole utterance, which signals whether a speaker is asking, stating, doubting or expressing surprise.

Agreement in number, person or gender between sentence elements, especially between a subject and its verb or between a pronoun and its antecedent.

A singular word naming a group, such as 'team', 'committee' or 'flock'; it usually takes a singular verb when the group acts as one unit.

The noun or noun phrase that a pronoun refers back to; the pronoun must match it in number and gender for the sentence to be clear and correct.

A pronoun such as 'who', 'whom', 'whose', 'which' or 'that' that introduces a clause describing a noun and links it to the rest of the sentence.

A noun that can be counted and so has a plural form and takes 'a' or 'an' in the singular, such as 'chair' and 'chairs'; it contrasts with mass nouns like 'furniture'.

A mass noun with no plural form that names something not counted item by item, such as 'information', 'advice' or 'equipment', and takes a singular verb.

A word or phrase showing how much or how many, such as 'much', 'many', 'few', 'little', 'some' and 'a great deal of'; the choice depends on whether the noun is countable.

A group of words with its own subject and verb that cannot stand alone as a sentence and depends on a main clause, often beginning with 'although', 'because' or 'which'.

A descriptive phrase that seems to modify the wrong word because the noun it should describe is missing or misplaced, as in 'Walking home, the rain started'.

The use of matching grammatical forms for items in a list or comparison, so that 'she likes reading, swimming and to dance' should become 'reading, swimming and dancing'.

A fixed expression whose meaning cannot be worked out from its separate words, such as 'to bury the hatchet' meaning to end a quarrel.

A verb combined with an adverb or preposition particle to form a new meaning, such as 'give up', 'look into' or 'put off', whose sense differs from the base verb.

A verb that must be followed by a particular preposition to carry its meaning, such as 'depend on', 'consist of' or 'apologise for'; the particle cannot be moved.

Any deliberate departure from literal language for effect, including simile, metaphor, personification, hyperbole and irony; exam items ask you to name the device used.

A comparison between two unlike things introduced by 'like' or 'as', as in 'as brave as a lion' or 'her voice was like velvet'.

A comparison that states one thing is another without using 'like' or 'as', as in 'the classroom was a zoo' or 'time is money'.

A figure in which a non-human thing is given human qualities, as in 'the wind whispered through the trees' or 'opportunity knocked'.

Deliberate exaggeration for emphasis rather than literal truth, as in 'I have told you a million times' or 'my bag weighs a ton'.

A figure in which the intended meaning is the opposite of what the words literally say, or an outcome that reverses expectation, often for humorous or critical effect.

The central point a passage is built to convey, stated or implied, which all supporting details serve; comprehension questions frequently ask you to identify it.

The sentence, usually near the start of a paragraph, that announces what the paragraph is about and controls the details that follow.

A conclusion drawn from evidence in the passage rather than stated directly; the reader combines clues with general knowledge to reach it.

The writer's attitude towards the subject as revealed by word choice, such as sarcastic, sympathetic, neutral or indignant; questions ask you to describe it.

A passage with words removed at intervals, which the candidate must restore from options or from context; it tests vocabulary, grammar and reading coherence together.

A brief restatement of the essential points of a passage in the writer's own words, leaving out examples, repetition and minor detail.