VWO Engels key terms

Reading a text quickly to get its general idea or gist, without reading every word. Candidates use it to preview a text, match headings, or decide where detailed reading is needed.

Searching a text rapidly for one specific piece of information, such as a name, date, or number, while ignoring everything else. It is faster than normal reading and does not require understanding the whole text.

The sentence that states the main idea of a paragraph, usually placed at the beginning. Recognising it helps you summarise a paragraph quickly and answer questions about the writer's point.

The central point a whole text or paragraph makes, as opposed to the details that support it. Exam questions often ask you to choose the statement that best expresses it.

A question that asks for the overall meaning or purpose of a text rather than a detail. The correct answer covers the whole text, while distractors describe only one part of it.

A conclusion you draw from clues in the text that are not stated directly. You combine what the text says with general knowledge to work out what the writer implies.

Meaning that the writer suggests without stating it openly, for example through word choice or irony. Recognising it requires reading between the lines rather than looking for a literal statement.

The attitude the writer expresses towards the subject, such as critical, amused, or neutral. Word choice and sentence structure reveal it, and questions may ask you to identify the writer's attitude.

A word such as it, this, they, or the former that points back or forward to something else in the text. Questions often ask what such a word refers to, so you must check the surrounding sentences.

The way sentences and paragraphs are linked so a text reads as one whole, using reference words, conjunctions, and repeated vocabulary. Understanding these links helps you follow the argument across sentences.

A linking word or phrase that shows how ideas relate, for example however, therefore, in addition, or on the other hand. Spotting it tells you whether the writer is contrasting, concluding, or adding information.

The way a persuasive text is built up: claim, supporting evidence, possible counterargument, and conclusion. Recognising this pattern helps you answer questions about the writer's purpose and the function of a paragraph.

An answer option that looks plausible but is wrong, often because it misquotes the text or exaggerates a detail. Eliminating distractors is a core multiple-choice strategy in reading exams.

The level of formality of language, ranging from informal and colloquial to formal and academic. It depends on audience and purpose, and it matters when matching a text to its intended reader.

The group of readers a text is written for, such as teenagers, professionals, or the general public. Identifying the audience helps you understand word choice, tone, and the kind of publication a text comes from.

The reason a writer produces a text, for example to inform, persuade, entertain, or instruct. Questions about purpose ask what the writer wants to achieve, not what the text is about.

A reading task in which sentences or paragraphs have been removed and you choose the best one to fill each gap. Success depends on cohesion clues such as reference words and linking words around the gap.

Listening to a recording to catch the overall message or purpose without trying to understand every word. It is useful on a first hearing, before you listen again for specific details.

Listening with the aim of catching specific facts such as numbers, names, times, or reasons. You usually know from the questions what to listen for and can ignore irrelevant parts of the recording.

Writing down key words and abbreviations while listening so you can answer questions afterwards. Good notes are brief and organised, and they capture facts rather than full sentences.

Expressing the same meaning in different words. In listening tests the question rarely repeats the recording word for word, so recognising paraphrases is essential for matching what you hear to the answer options.

A word with a similar meaning to another word, such as buy and purchase. Test writers use synonyms to rephrase spoken content in questions, so building vocabulary helps you recognise the match.

The feeling or opinion a speaker conveys through intonation, stress, and word choice, for example scepticism or enthusiasm. Questions may ask how a speaker feels about a proposal rather than what they say.

The rise and fall of the voice in speech, which can signal a question, surprise, doubt, or emphasis. It often carries meaning that the words alone do not express.

The extra emphasis placed on a particular word or syllable when speaking. Shifting stress can change the focus of a sentence and reveal what the speaker considers most important.

A moment when a speaker begins a sentence, stops, and starts again, often to correct themselves. Recognising it prevents you from writing down information the speaker immediately withdraws.

When a speaker changes what they have just said, for example by giving a new time or number. The corrected information is the one you should record, not the first version.

A word or sound such as well, you know, or erm that speakers use to keep the floor while thinking. Fillers carry no content, so you can ignore them when answering detail questions.

A sentence that states the central claim of an essay, usually near the end of the introduction. It guides the whole piece and tells the reader what the essay will argue or show.

A paragraph that develops one idea in a logical order and links smoothly to the next. It normally contains a topic sentence, supporting sentences, and a closing or linking sentence.

The fixed elements of a formal letter: your address, the date, the recipient's address, a salutation such as Dear Mr Jones, a clear opening, a suitable closing, and your signature. Dutch exam writing tasks often require them.

A word or phrase used to link sentences and paragraphs in your own writing, such as furthermore, nevertheless, or as a result. Appropriate connectives make a text easier to follow and raise the style mark.

The minimum or maximum number of words a writing task allows or demands. Exceeding or falling short can cost marks, so check the instruction and count your text before finishing.

The convention of letting conversation partners speak in turn, without interrupting or monopolising. In a speaking test, showing you can take and yield turns smoothly counts towards interaction.

Techniques used to keep a conversation going, such as asking for clarification, checking understanding, paraphrasing when a word is missing, and reacting to what your partner says. They show communicative ability even when vocabulary is limited.

Describing something in more words because you do not know or cannot recall the exact term, for example saying the thing you use to open bottles. It keeps the conversation flowing instead of stopping.

The way words are spoken, including individual sounds, word stress, and sentence rhythm. Clear pronunciation matters more than a native accent, because the listener must be able to understand you.

The ability to speak at a reasonable pace with few long pauses and without excessive hesitation. It is judged separately from accuracy, so continuing to speak despite small errors is usually rewarded.

Short expressions such as well, actually, or let me think that give you time to plan your next sentence. Used in moderation they sound natural; overused, they make speech hesitant.

A technique a writer uses deliberately for effect, such as metaphor, simile, personification, alliteration, or irony. Naming the device and explaining its effect is a standard requirement in literature answers.

Descriptive language that appeals to the senses and creates pictures in the reader's mind. Analysing imagery means quoting it and explaining what feeling or idea it conveys.

A central idea explored throughout a literary work, such as guilt, ambition, or belonging. A theme is an abstraction, while the subject is what the work is literally about.

A recurring element, image, or phrase that supports a theme in a literary work. Noticing repetition of a motif helps you trace how the writer develops meaning across the text.

The point of view from which a story is told, such as first person, third-person limited, or omniscient. It shapes what the reader can know and how much we trust the narrator.

A narrator whose account cannot be fully trusted because of bias, limited knowledge, or deliberate deception. Spotting one changes how you interpret the story and is a frequent discussion point.

The methods a writer uses to build a character, through description, action, dialogue, and what others say. Direct characterisation states traits; indirect characterisation shows them through behaviour.

An object, place, or person that stands for a larger idea beyond its literal meaning, such as a rose for love. Interpreting symbols requires linking them to the work's themes with textual evidence.