TOEFL iBT key terms

The central point or overall message of a passage or talk. It is broader than any single detail and is often stated or implied in the opening or closing.

A conclusion a reader or listener draws from evidence that is not stated directly. It requires combining clues with background knowledge and logical reasoning.

The meaning of a word or phrase as it is used in a specific passage, which may differ from its most common dictionary meaning. Context clues help determine it.

The reason an author includes a particular sentence, example, or paragraph, such as to illustrate, contrast, emphasize, or introduce a claim.

The relationship in which a word, such as a pronoun, points back or forward to another word or phrase in the text, helping avoid repetition.

A reading question type that asks you to choose the option that restates the essential meaning of a complex sentence without changing its core claim.

A reading question type in which you place a given sentence into the most logical position within a paragraph, using coherence and pronoun clues.

A reading question type that asks you to select the statements that best express the main points of a passage, ignoring minor details.

To restate the meaning of a text or utterance in different words while preserving the original ideas, often used to show understanding or avoid copying.

An answer choice that looks plausible but is incorrect because it misstates, overgeneralizes, or adds information not supported by the passage or recording.

A word or phrase that signals the relationship between ideas, such as addition, contrast, cause, or example, helping readers follow the argument.

A short informational text on a university-level topic. It presents facts, explanations, or arguments and is the basis for reading comprehension questions.

An extended spoken presentation by a professor, usually explaining an academic topic with examples and supporting details; a common source of listening questions.

A dialogue between people at a university, such as a student and advisor, about courses, housing, or procedures. It is typically shorter and more informal than a lecture.

The general meaning or main point of a spoken message. Understanding the gist helps listeners answer summary questions and follow the speaker's overall argument.

The practice of writing brief keywords and symbols while listening to track main ideas, details, and relationships without distracting from comprehension.

A speaker's feeling, opinion, or stance toward a topic, such as approval, doubt, or amusement, often conveyed through tone and word choice.

The purpose of a speaker's utterance in context, such as apologizing, suggesting, complaining, or clarifying, rather than its literal meaning alone.

A listening question that asks about a specific fact, example, or reason mentioned in the recording, often requiring careful attention to supporting information.

A spoken phrase that signals the structure of a talk, such as 'first,' 'however,' or 'to sum up,' helping listeners predict what comes next.

A writing task in which you read a passage, listen to a related lecture, then write a summary that explains how the lecture responds to the reading.

A writing task that asks you to state and support your own opinion on a familiar topic in a structured essay, using reasons and examples.

A sentence that states the main claim of an essay, usually near the end of the introduction, guiding the organization of the whole response.

A sentence, often at the start of a paragraph, that states the paragraph's main point and connects it to the essay's overall argument.

Specific evidence, such as an example, fact, or reason, that explains or proves a main point and makes an argument more convincing.

An opposing view or objection that a writer acknowledges and responds to, often to strengthen the credibility and balance of an argument.

The quality of an essay in which ideas are arranged logically and flow from one to the next, so the overall argument is easy to follow.

The quality of writing in which sentences and paragraphs are connected through transitions, pronouns, and repeated key terms, creating a smooth flow.

A writing task in which you read brief online posts from classmates and a professor, then contribute your own post that advances the discussion with explanation and evidence.

A set of criteria and performance levels that raters use to evaluate responses, describing what strong and weak answers typically do.

A speaking task that asks you to answer a question based on your own experience, opinion, or preference, with limited preparation time and a short response.

A speaking task in which you first read and/or listen to academic or campus material, then speak a summary or synthesis that includes key information from the sources.

The ability to speak smoothly and continuously at a natural pace, with few long pauses, hesitations, or self-corrections that interrupt communication.

The way speech sounds are produced, including individual sounds, word stress, and clarity, which affects how easily a listener can understand the speaker.

The rise and fall of the voice in speech, used to convey meaning, emphasis, questions, and emotional tone; it contributes to intelligibility and natural delivery.

The speed and rhythm of speech. Effective pacing is neither too fast nor too slow and includes brief pauses to separate ideas clearly.

The act of adding reasons, examples, or details to explain a point fully, making a spoken or written response more developed and persuasive.

The level of formality in language, such as academic, casual, or polite, chosen to fit the audience and situation of speaking or writing.