STEP English key terms

Reading a text quickly to get a general sense of what it is about, without stopping to understand every word. Readers often skim a passage first to decide whether it is relevant or to find its overall shape.

Moving the eyes rapidly over a text looking only for one specific piece of information, such as a date, a name or a number, while ignoring everything else on the page.

The overall general meaning of a spoken or written text, as opposed to its individual details. A reader who can state the gist has understood what the text is mainly about.

The central point that a paragraph or whole text is built around. Everything else in the text should support, explain or illustrate this point in some way.

A sentence, usually near the beginning of a paragraph, that states what the paragraph is about. The remaining sentences in the paragraph develop or support that statement.

A fact, example, reason or statistic that backs up a more general statement in a text. Identifying supporting details helps a reader judge whether a claim is well evidenced.

A conclusion a reader draws from clues in a text rather than from a statement written out in full. The answer is not stated directly but follows logically from what is there.

Information in the words, sentences or pictures around an unfamiliar word that helps a reader guess its meaning. Examples, definitions, contrasts and cause-effect links can all act as clues.

A word, phrase or grammatical link that ties parts of a text together so it reads as one connected whole. Pronouns, conjunctions and repeated vocabulary all serve this linking function.

A word such as a pronoun or a phrase like 'this idea' that points back (or forward) to something already mentioned. Tracking reference words is essential for following who did what in a text.

The attitude a writer or speaker conveys towards the subject and the reader, for example humorous, critical, neutral or sympathetic. Tone is signalled by word choice and sentence style rather than stated outright.

The level of formality and the type of language suited to a particular situation, such as casual chat with friends, an academic essay or a business email. Register affects vocabulary, grammar and politeness.

Listening to a recording or speaker mainly to catch the overall message and purpose, without trying to capture every word. It is often done on a first hearing before more detailed work.

Listening with close attention in order to catch specific facts such as times, prices, names or instructions. This usually requires a second hearing or the ability to pause and replay.

A short word or phrase that shows how a speaker is organising what they say, for example 'however', 'so', 'by the way' or 'to sum up'. These markers guide a listener through the structure of a talk.

Writing down key points in shortened form while listening or reading so that information can be recalled later. Good notes use abbreviations, symbols and layout rather than full sentences.

An option or piece of information that sounds relevant but is actually wrong, placed to test whether a candidate is really following the text. Distractors often repeat words heard in the recording.

The way words blend together in natural spoken English, with sounds changing or joining at word boundaries. This can make familiar words hard to recognise for learners who expect clear gaps between words.

The dropping of a sound or syllable when people speak quickly, as when 'next day' sounds like 'nex day'. Recognising elision helps a listener match what they hear to words they already know.

The rise and fall of a speaker's voice across an utterance. It can show whether a sentence is a question or a statement, and can signal surprise, doubt, politeness or the speaker's attitude.

A single sentence that states the central argument or position of an essay and often previews how the essay will be organised. It usually appears in the introduction and controls the whole piece.

A brief plan listing the main points of a piece of writing in the order they will appear. It helps a writer check the logic and balance of an answer before drafting full sentences.

The quality of a text whose ideas are arranged in a clear, logical order so that a reader can follow the reasoning easily. Coherence concerns the sequence of ideas, not just the links between sentences.

The principle that every sentence in a paragraph should relate to its single controlling idea. Sentences that drift to a new topic weaken the paragraph and usually need to be cut or moved.

A word or phrase such as 'furthermore', 'in contrast' or 'as a result' that shows the relationship between two sentences or paragraphs. It tells the reader whether ideas are being added, compared or concluded.

Reading through a finished draft to find and correct errors in grammar, spelling, punctuation and word choice. It is a final checking stage that follows planning, drafting and revising.

The maximum or minimum number of words a task allows. Candidates should plan and cut material so the finished answer falls within the limit, because work outside it may lose marks.

Using cautious language such as 'may', 'tend to' or 'it is likely that' to avoid making claims that are too strong. Hedging is common in academic writing where evidence is limited.

The largely unconscious system by which speakers in a conversation decide who speaks next. It involves signals for finishing a turn, offering the floor and interrupting politely without causing offence.

A short sound or phrase such as 'mm', 'yeah' or 'I see' that a listener produces to show they are following without taking a full turn. It keeps a conversation running smoothly.

A sound or word like 'um', 'well' or 'you know' used to hold the floor while a speaker thinks. Occasional fillers sound natural, but too many suggest limited fluency.

The ability to speak at a reasonable speed with few long pauses, hesitations or breakdowns that disrupt communication. Fluency is about smooth delivery, not necessarily about perfect grammar.

The correctness of the language a speaker produces, covering grammar, vocabulary choice and pronunciation. Accuracy and fluency often compete for a learner's attention at any one moment.

A question such as 'Sorry, could you repeat that?' or 'Do you mean...?' used to check or repair understanding during a conversation. It is a key interactive strategy for keeping communication going.

Expressing the same meaning in different words. In speaking, it is used when a speaker lacks a particular word or wants to check understanding; in writing, it shows comprehension of a source without copying.