HAVO Engels key terms

Reading a text quickly to get its general idea or gist without reading every word. You look at titles, first sentences and headings to decide what the text is about.

Reading a text quickly while looking for one specific piece of information, such as a date, a name or a number. You let your eyes jump over the rest of the text.

Reading a text slowly and carefully to understand all of it, including details, opinions and the way arguments are built up. You reread parts and check words you are unsure of.

The sentence that states the main idea of a paragraph, usually near its beginning. The other sentences explain, support or illustrate that idea.

The most important point a whole text or paragraph makes, expressed in one general statement. It is broader than a detail and is what the writer most wants you to remember.

An exam question that asks what a text is mainly about, or what the writer's overall point is. The correct answer covers the whole text, not just one sentence.

Working out information that the text does not state directly, by combining clues with what you already know. Exam questions often ask what the writer implies or suggests.

A meaning the writer suggests without saying it in so many words. You find it by reading between the lines and noticing word choice and context.

A word such as he, she, it, this or they that points back to something already mentioned. Exam questions often ask what such a word refers to in the text.

The link between a pronoun and the noun it stands for earlier or later in the text. Getting this link right is essential for understanding who does what.

The way sentences and paragraphs are connected so a text reads as one whole. Linking words, pronouns and repeated key words all help to create it.

The quality that makes a text logical and easy to follow, because ideas are ordered sensibly and each part fits the purpose of the whole.

A word or phrase such as however, therefore, although or in addition that shows how two ideas relate. It signals contrast, cause, result, addition or example.

The feeling or association a word carries beyond its literal meaning. Calling something 'cheap' versus 'affordable' shows how connotation can change the tone of a text.

The attitude of the writer towards the subject, shown through word choice and sentence style. It can be serious, ironic, critical, enthusiastic, neutral or humorous.

The reason a writer produced the text, for example to inform, persuade, entertain, warn or instruct. Recognising the purpose helps you judge which answer fits best.

The group of readers a text is written for, such as teenagers, professionals or the general public. The audience influences the style, vocabulary and amount of explanation.

A fact can be checked and proven true; an opinion is a personal view or judgement. Exam questions often ask you to spot which statement is an opinion rather than a fact.

A line of reasoning in which a writer supports a claim with evidence and explanation. A strong argument answers possible objections instead of ignoring them.

An unfair preference for one side of an issue, which makes a text one-sided. It shows in what the writer includes, leaves out or words strongly.

A question with several answer options of which only one is correct. Wrong options are called distractors and are often true but do not answer the question asked.

An incorrect answer option in a multiple-choice question that is designed to look tempting. It may repeat words from the text or be true but irrelevant to the question.

A question that requires you to write your own answer instead of choosing an option. Answers usually must be short, in your own words and in the language of the exam.

Words copied exactly from the text, placed between quotation marks. In an open answer a short quotation can support your point, but you still need to explain it.

A group of sentences about one idea, separated from other groups by a blank line or indentation. A clear paragraph usually opens with a topic sentence.

One or two sentences, usually at the end of the introduction, that state the main claim of your text. The rest of the text supports or explains it.

The opening part of a text that introduces the subject and catches the reader's attention. It usually ends with the main claim or purpose of the text.

The closing part of a text that sums up the main points without adding new information. It often restates the main claim in different words.

The level of formality of language, ranging from informal to formal. You choose it based on the audience and purpose, and it affects word choice and sentence structure.

Language that avoids slang and contractions and uses complete sentences and polite wording. It is expected in letters to organisations, reports and application letters.

Relaxed language such as contractions, short sentences and everyday expressions. It suits messages to friends or personal emails but is usually wrong for official letters.

A word that joins words, phrases or clauses, such as and, but, because or although. Using a range of conjunctions makes your writing flow better.

A sentence made of a main clause and at least one subordinate clause, for example 'Although it rained, we went out.' It shows relationships between ideas.

A sentence that joins two or more main clauses, usually with and, but or or. Each clause could stand alone as a complete sentence.

Expressing someone else's idea in your own words while keeping the meaning. It shows understanding and is safer than copying long pieces of text.

Any word or phrase that links parts of your text together, such as pronouns, linking words and repeated key terms. These devices guide the reader through your argument.

Checking your finished text for spelling, grammar, punctuation and word-order mistakes before handing it in. It also means checking that you answered the whole assignment.

The number of words in your text, which must stay within the range the assignment gives. Going far below or above it usually costs marks.

The writing task set in the exam, stating the situation, the audience and what you must produce. Reading it carefully prevents you from missing required elements.

The opening greeting of a letter or email, such as 'Dear Sir or Madam' or 'Dear Mr Jones'. It must match the level of formality of the rest of the message.

The ending of a letter or email, such as 'Yours faithfully', 'Yours sincerely' or 'Kind regards'. The choice often depends on how you addressed the reader.