What is SEC G2 English Vocabulary | Comprehension Vocabulary — Inference, Evidence, Tone, Reference, Language Effect and SEC K200 Paper 2

What is comprehension vocabulary for SEC G2 English? Comprehension vocabulary is the language students need to understand what a text says, infer what it means, track reference, identify evidence, distinguish main ideas from supporting details, interpret tone and attitude, explain language for effect, and answer questions precisely. For searches around SEC G2 English vocabulary, comprehension vocabulary, reading comprehension vocabulary, inference words, language for effect, tone vocabulary, writer’s attitude, vocabulary in context and SEC G2 Paper 2, the central principle is that reading performance depends not only on understanding the passage but also on controlling the vocabulary used to describe relationships inside the passage.

A student can understand a story yet lose marks because the answer language is vague. Words such as infer, imply, explicit, implicit, reference, evidence, contrast, concession, tone, connotation, emphasis, bias, main idea and supporting detail give students a precise way to talk about what a text is doing. Comprehension vocabulary therefore connects lexical knowledge with reading operations.

This article is the Comprehension Vocabulary owner inside the SEC G2 English Vocabulary apex. It sits downstream from Vocabulary in Context, Context Clues and Academic Vocabulary. Its job is narrower and performance-focused: build the words and reading moves needed for SEC K200 Paper 2 comprehension, language for effect and accurate own-word responses.

The 50-Second Route

• I need the definition. Go to What comprehension vocabulary is.
• I struggle with inference. Go to Inference, evidence and implication.
• I struggle with tone or attitude. Go to Tone, connotation and viewpoint.
• I lose track of pronouns. Go to Reference and cohesion.
• I need language-for-effect help. Go to Language effect vocabulary.
• I want practice. Go to the comprehension vocabulary lab.
• I need the full vocabulary system. Return to the SEC G2 apex.

What Comprehension Vocabulary Is

Comprehension vocabulary includes both words inside the text and words used to think and talk about the text. The first group includes the passage vocabulary itself. The second group includes the metalanguage of reading: inference, evidence, tone, reference, contrast, cause, viewpoint and language effect.

This second layer matters because reading questions ask students to perform operations. A learner may understand a passage intuitively but need precise vocabulary to explain how one detail supports an inference or how a word creates a particular effect.

Strong comprehension therefore joins three systems: lexical meaning, reading reasoning and answer language.

Inference, Evidence and Implication

Inference means reaching a conclusion from evidence rather than copying a directly stated fact. The writer may imply an attitude or motive; the reader infers it. This direction matters: writers imply, readers infer.

Students should learn to separate inference from guesswork. A valid inference points back to one or more details that make the conclusion reasonable. The answer should not outrun the evidence.

Useful comprehension vocabulary includes suggests, indicates, implies, supports, contradicts, reveals and reinforces. These verbs show how evidence functions.

Reference, Pronouns and Cohesion

Reference vocabulary helps students track who or what words such as he, they, this, these, such and the former refer to. The earlier expression is often called the antecedent or referent.

Poor reference tracking can distort an entire paragraph because the student attaches an action, attitude or description to the wrong person or idea. Strong readers continually update who and what each referring expression points to.

Cohesion vocabulary also helps students notice lexical chains, connectors and repeated concepts that tie sentences together.

Tone, Attitude, Connotation and Viewpoint

Tone describes the attitude or emotional quality conveyed by the writer’s language. Useful descriptors include approving, critical, skeptical, amused, frustrated, reflective, urgent, sympathetic, detached and cautious.

A good tone answer is evidence-based. The student should identify the lexical pattern that creates the attitude rather than attaching a tone label because the topic feels positive or negative.

Connotation matters because near-synonyms can position the reader differently. Persistent and stubborn can describe similar behaviour but suggest different evaluations.

Language for Effect Vocabulary

Language-for-effect questions ask how a particular choice of words, image, comparison, repetition or sentence pattern shapes meaning or response. Useful analytical verbs include emphasises, intensifies, contrasts, evokes, suggests, creates, reinforces and highlights.

The best answers connect feature, meaning and effect. Naming a metaphor or repetition is only the first step. The student must explain what image or idea is produced and why that matters in context.

Vocabulary knowledge therefore supports literary and non-literary analysis alike.

Text Structure and Logical Relationships

Readers need vocabulary for cause, contrast, concession, sequence, example, definition, problem-solution and comparison. Signal words such as however, although, therefore, for example and in contrast help reveal the relationship among ideas.

Understanding structure helps students predict what kind of information may come next and decide which details are central to the writer’s argument or narrative.

Structure vocabulary also improves summary because students can compress related details under a larger relationship.

Why Comprehension Vocabulary Matters for SEC G2 English K200

SEC G2 Paper 2 includes visual and written texts, narrative or recount passages, non-narrative passages, vocabulary in context, language for effect and summary. Comprehension vocabulary helps students navigate all of these because it gives names to the operations required: identify, infer, interpret, compare, explain, paraphrase and evaluate.

The same vocabulary improves answer precision. Instead of writing “this word makes it stronger,” the student can explain that the verb intensifies urgency, that a contrast highlights a difference, or that repeated detail reinforces the writer’s concern.

Comprehension vocabulary should therefore be taught through passages and answers, not as an isolated glossary. Each term becomes meaningful when it helps solve a reading problem.

A Seven-Step Comprehension Vocabulary Method

• 1. Identify the reading operation. Literal retrieval, inference, reference, tone, structure, vocabulary in context or effect.
• 2. Locate evidence. Mark the smallest relevant phrase or sentence.
• 3. Name the relationship. Cause, contrast, example, implication, emphasis or another function.
• 4. Paraphrase accurately. Use own words without drifting from the text.
• 5. Explain the effect. Connect feature to meaning and reader response where relevant.
• 6. Reject distractors. Explain why a plausible alternative is unsupported.
• 7. Retrieve after delay. Apply the term to a fresh passage rather than memorising one example.

SEC G2 Comprehension Vocabulary Laboratory

The laboratory below links each term to a reading operation. Hide the term first, read the meaning and task, retrieve the word, then apply it to a fresh sentence or passage. The purpose is not to memorise metalanguage for its own sake but to make reading reasoning faster and more exact.

1. Literal meaning

Term: literal meaning. Meaning: meaning stated directly in the text. Useful language: literal detail; directly stated.

Reading move: Retrieve exactly what the passage says before adding inference. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving literal meaning. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding literal meaning affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

2. Inference

The comprehension term inference means conclusion reached from evidence. Useful phrasing includes make an inference; infer from.

Its practical purpose is to Use evidence to derive an unstated idea..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether inference is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

3. Imply

imply names communicate indirectly. Common answer language: imply that; implicit meaning.

The core reading task is to The writer or speaker suggests without stating directly..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

4. Explicit

Term: explicit. Meaning: directly stated. Useful language: explicit statement; explicitly stated.

Reading move: Identify what the text says openly. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving explicit. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding explicit affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

5. Implicit

The comprehension term implicit means suggested rather than directly stated. Useful phrasing includes implicit message; implicit attitude.

Its practical purpose is to Identify meaning that must be inferred..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether implicit is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

6. Evidence

evidence names textual information supporting an answer. Common answer language: supporting evidence; textual evidence.

The core reading task is to Point to the detail that justifies the response..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

7. Detail

Term: detail. Meaning: specific piece of information. Useful language: key detail; supporting detail.

Reading move: Separate specific evidence from the main idea. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving detail. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding detail affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

8. Main idea

The comprehension term main idea means central point of a paragraph or text. Useful phrasing includes identify the main idea; central idea.

Its practical purpose is to State what the passage is mainly about or saying..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether main idea is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

9. Supporting detail

supporting detail names information that develops the main idea. Common answer language: supporting detail; supporting example.

The core reading task is to Explain how the detail develops or proves the central point..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

10. Gist

Term: gist. Meaning: overall sense or essential meaning. Useful language: get the gist; gist of the passage.

Reading move: Recover the broad meaning quickly before close analysis. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving gist. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding gist affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

11. Reference

The comprehension term reference means relationship between a referring word and its target. Useful phrasing includes pronoun reference; reference word.

Its practical purpose is to Track who or what a pronoun or phrase points to..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether reference is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

12. Referent

referent names the person, thing or idea a referring expression points to. Common answer language: identify the referent.

The core reading task is to Resolve what a pronoun or demonstrative represents..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

13. Antecedent

Term: antecedent. Meaning: earlier expression that a later pronoun refers back to. Useful language: pronoun antecedent.

Reading move: Track reference across sentence boundaries. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving antecedent. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding antecedent affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

14. Cohesion

The comprehension term cohesion means language links that hold a text together. Useful phrasing includes lexical cohesion; cohesive device.

Its practical purpose is to Notice reference, connectors and repeated lexical chains..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether cohesion is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

15. Coherence

coherence names logical clarity of the text as a whole. Common answer language: coherent paragraph; overall coherence.

The core reading task is to Judge whether ideas fit together meaningfully..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

16. Connector

Term: connector. Meaning: word or phrase signalling a relationship. Useful language: contrast connector; causal connector.

Reading move: Use linking language as evidence of structure. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving connector. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding connector affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

17. Sequence

The comprehension term sequence means order in which events or ideas occur. Useful phrasing includes sequence of events; logical sequence.

Its practical purpose is to Track chronology or reasoning steps..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether sequence is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

18. Chronology

chronology names time order of events. Common answer language: chronological order; chronology.

The core reading task is to Follow temporal sequence accurately..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

19. Cause

Term: cause. Meaning: factor producing an effect. Useful language: cause of; direct cause.

Reading move: Identify what produces the outcome. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving cause. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding cause affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

20. Effect

The comprehension term effect means result of a cause. Useful phrasing includes effect on; resulting effect.

Its practical purpose is to Identify what follows from an action or condition..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether effect is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

21. Consequence

consequence names result, often with significance. Common answer language: serious consequence; consequence of.

The core reading task is to Explain an outcome that follows from a decision or event..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

22. Contrast

Term: contrast. Meaning: difference set against another idea. Useful language: sharp contrast; in contrast.

Reading move: Explain how two ideas or situations differ. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving contrast. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding contrast affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

23. Comparison

The comprehension term comparison means examination of similarities and differences. Useful phrasing includes comparison between; compare with.

Its practical purpose is to Relate two items on relevant dimensions..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether comparison is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

24. Concession

concession names acknowledgement of a point before qualification or opposition. Common answer language: concede that; although.

The core reading task is to Notice when the writer grants a point but continues an argument..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

25. Example

Term: example. Meaning: specific case illustrating a general idea. Useful language: for example; illustrative example.

Reading move: Use the example to infer the larger category or point. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving example. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding example affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

26. Definition

The comprehension term definition means statement of meaning. Useful phrasing includes define a term; definition clue.

Its practical purpose is to Recognise when the text explains a word directly..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether definition is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

27. Restatement

restatement names same idea expressed differently. Common answer language: restates the idea; in other words.

The core reading task is to Use paraphrase as a clue to meaning..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

28. Paraphrase

Term: paraphrase. Meaning: restatement in different words without changing meaning. Useful language: paraphrase accurately; own words.

Reading move: Express source meaning without copying. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving paraphrase. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding paraphrase affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

29. Summary

The comprehension term summary means concise account of main points. Useful phrasing includes write a summary; concise summary.

Its practical purpose is to Compress relevant content while preserving meaning..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether summary is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

30. Tone

tone names writer or speaker’s attitude conveyed through language. Common answer language: critical tone; reflective tone.

The core reading task is to Infer attitude from a pattern of lexical choices..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

31. Attitude

Term: attitude. Meaning: position or feeling toward a subject. Useful language: writer’s attitude; positive attitude.

Reading move: Explain how the writer regards the topic or person. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving attitude. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding attitude affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

32. Viewpoint

The comprehension term viewpoint means particular perspective from which something is considered. Useful phrasing includes writer’s viewpoint; alternative viewpoint.

Its practical purpose is to Recognise how perspective shapes presentation..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether viewpoint is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

33. Perspective

perspective names way of viewing or interpreting an issue. Common answer language: from a perspective; different perspective.

The core reading task is to Compare alternative ways of seeing the same issue..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

34. Bias

Term: bias. Meaning: systematic slant in selection or presentation. Useful language: show bias; potential bias.

Reading move: Identify one-sided framing or preference. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving bias. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding bias affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

35. Assumption

The comprehension term assumption means idea taken for granted without full proof. Useful phrasing includes underlying assumption.

Its practical purpose is to Identify what the writer expects the reader to accept..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether assumption is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

36. Claim

claim names statement presented as true. Common answer language: make a claim; claim that.

The core reading task is to Separate assertion from supporting evidence..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

37. Counterclaim

Term: counterclaim. Meaning: claim opposing another claim. Useful language: address a counterclaim.

Reading move: Recognise an alternative or opposing position. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving counterclaim. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding counterclaim affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

38. Support

The comprehension term support means evidence or reasoning strengthening a claim. Useful phrasing includes support a claim; supporting evidence.

Its practical purpose is to Explain how details increase credibility..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether support is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

39. Contradict

contradict names conflict with or show the opposite. Common answer language: contradict a claim; contradictory evidence.

The core reading task is to Identify evidence that weakens a position..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

40. Reinforce

Term: reinforce. Meaning: make an idea stronger. Useful language: reinforce a message; reinforce concern.

Reading move: Explain repeated or additional evidence strengthening an effect. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving reinforce. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding reinforce affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

41. Emphasise

The comprehension term emphasise means give special importance. Useful phrasing includes emphasise a point; emphasis.

Its practical purpose is to Explain why the writer makes one idea stand out..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether emphasise is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

42. Highlight

highlight names draw attention to. Common answer language: highlight a contrast; highlight a problem.

The core reading task is to Explain how wording makes something prominent..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

43. Intensify

Term: intensify. Meaning: make stronger in degree. Useful language: intensify emotion; intensifies urgency.

Reading move: Explain how language increases force. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving intensify. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding intensify affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

44. Evoke

The comprehension term evoke means bring a feeling, memory or image to mind. Useful phrasing includes evoke sympathy; evoke an image.

Its practical purpose is to Explain the response created by language..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether evoke is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

45. Connotation

connotation names associated feeling or evaluation beyond core meaning. Common answer language: negative connotation; connotative meaning.

The core reading task is to Explain attitude carried by a word choice..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

46. Denotation

Term: denotation. Meaning: basic literal or dictionary meaning. Useful language: denotative meaning.

Reading move: Separate core reference from connotation. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving denotation. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding denotation affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

47. Imagery

The comprehension term imagery means language creating sensory or mental images. Useful phrasing includes vivid imagery; visual imagery.

Its practical purpose is to Explain the picture or sensation created..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether imagery is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

48. Metaphor

metaphor names direct comparison without like or as. Common answer language: extended metaphor; metaphorical image.

The core reading task is to Explain the shared qualities between two things..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

49. Simile

Term: simile. Meaning: comparison using like or as. Useful language: effective simile; simile comparing.

Reading move: Explain what the comparison makes vivid. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving simile. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding simile affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

50. Personification

The comprehension term personification means giving human qualities to non-human things. Useful phrasing includes personification of; personified.

Its practical purpose is to Explain how human traits shape the image..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether personification is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

51. Irony

irony names meaning or outcome contrasting with expectation. Common answer language: ironic contrast; irony.

The core reading task is to Explain the gap between appearance, expectation and reality..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

52. Repetition

Term: repetition. Meaning: deliberate reuse of words or structures. Useful language: repetition emphasises; repeated phrase.

Reading move: Explain what repeated language reinforces. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving repetition. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding repetition affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

53. Rhetorical question

The comprehension term rhetorical question means question asked for effect rather than an answer. Useful phrasing includes rhetorical question; asks rhetorically.

Its practical purpose is to Explain how it engages, challenges or emphasises..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether rhetorical question is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

54. Hyperbole

hyperbole names deliberate exaggeration. Common answer language: hyperbolic language; exaggerated claim.

The core reading task is to Explain how overstatement intensifies effect..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

55. Understatement

Term: understatement. Meaning: deliberate presentation as less serious or important. Useful language: understated tone; understatement.

Reading move: Explain how restraint can create irony or emphasis. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving understatement. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding understatement affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

56. Emotive language

The comprehension term emotive language means wording designed to trigger strong feeling. Useful phrasing includes emotive language; emotionally charged.

Its practical purpose is to Identify how lexical choices shape response..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether emotive language is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

57. Register

register names level of formality and language choice. Common answer language: formal register; informal register.

The core reading task is to Explain why language fits audience and context..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

58. Audience

Term: audience. Meaning: intended readers or listeners. Useful language: target audience; intended audience.

Reading move: Use audience to interpret vocabulary and tone. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving audience. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding audience affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

59. Purpose

The comprehension term purpose means reason the text was created. Useful phrasing includes writer’s purpose; purpose is to.

Its practical purpose is to Connect choices to inform, persuade, entertain or another goal..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether purpose is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

60. Context

context names surrounding situation shaping meaning. Common answer language: context of the passage; contextual meaning.

The core reading task is to Use local and wider circumstances to resolve meaning..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

61. Vocabulary in context

Term: vocabulary in context. Meaning: meaning a word carries in its specific passage. Useful language: contextual vocabulary; word in context.

Reading move: Select the active sense rather than a memorised definition. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving vocabulary in context. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding vocabulary in context affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

62. Multiple meaning

The comprehension term multiple meaning means one word form with more than one possible sense. Useful phrasing includes multiple-meaning word; sense selection.

Its practical purpose is to Use context to select the intended meaning..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether multiple meaning is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

63. Collocation

collocation names natural partnership between words. Common answer language: strong collocation; lexical pattern.

The core reading task is to Use word partners as clues to meaning..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

64. Synonym

Term: synonym. Meaning: word sharing some meaning with another. Useful language: contextual synonym; near-synonym.

Reading move: Check whether substitution preserves degree and register. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving synonym. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding synonym affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

65. Antonym

The comprehension term antonym means word expressing an opposite or contrasting meaning. Useful phrasing includes contextual antonym; contrast clue.

Its practical purpose is to Use opposition to infer meaning..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether antonym is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

66. Language effect

language effect names impact created by specific wording or structure. Common answer language: language for effect; explain the effect.

The core reading task is to Connect feature, meaning and reader response..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

67. Interpretation

Term: interpretation. Meaning: explanation of meaning based on evidence. Useful language: interpretation of; plausible interpretation.

Reading move: Offer a reading that can be justified from the text. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving interpretation. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding interpretation affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

68. Evaluation

The comprehension term evaluation means judgement based on criteria or evidence. Useful phrasing includes evaluate effectiveness; evaluation.

Its practical purpose is to Assess how well a choice, argument or source works..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether evaluation is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

69. Prediction

prediction names reasoned expectation about what may happen next. Common answer language: predict from clues; prediction.

The core reading task is to Use current evidence to anticipate later developments..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

70. Motive

Term: motive. Meaning: reason behind a character’s action. Useful language: character motive; motivated by.

Reading move: Infer why someone acts. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving motive. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding motive affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

71. Characterisation

The comprehension term characterisation means ways a text builds a character. Useful phrasing includes direct characterisation; characterisation through action.

Its practical purpose is to Use speech, action and description to infer traits..

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether characterisation is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

72. Conflict

conflict names struggle between forces, characters or ideas. Common answer language: central conflict; internal conflict.

The core reading task is to Track what drives tension..

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

73. Resolution

Term: resolution. Meaning: outcome that settles a conflict or problem. Useful language: resolution of; final resolution.

Reading move: Explain how tension or problem is concluded. This is the operation the term names inside real comprehension work.

Locate-evidence drill: choose a short passage and mark the smallest phrase that would justify an answer involving resolution. Do not highlight the whole paragraph when one clause is enough.

Own-words drill: explain the term’s function without repeating its wording. This checks whether the concept is understood rather than memorised.

Distractor drill: invent one plausible wrong answer and state exactly what evidence rules it out. Strong comprehension depends on rejecting attractive unsupported interpretations.

Reference-to-answer drill: write a one-sentence response that includes the evidence relationship, not just the conclusion. Use verbs such as suggests, shows, contrasts or reinforces when appropriate.

Language-for-effect transfer: if the term can support effect analysis, connect feature to meaning and then to reader impression. Avoid generic phrases such as “makes it interesting.”

Summary transfer: decide whether understanding resolution affects what should be included, excluded or paraphrased in a summary.

Timing drill: identify the operation and evidence inside forty-five seconds. If speed causes guessing, return to untimed explanation before shortening the window.

Oral explanation: explain the reading move aloud as if teaching another student. Spoken explanation exposes gaps hidden by recognition.

Cross-passage drill: apply the same term to a narrative and a non-narrative text. Note how the evidence source changes while the reasoning operation remains stable.

Error diagnosis: if the learner misses the task, decide whether the failure came from vocabulary, evidence selection, inference, reference tracking, paraphrase or answer wording.

Delayed retrieval: revisit after a day with a new text. The term is secure when the learner can recognise the reading problem and use the vocabulary without the original definition.

74. Theme

The comprehension term theme means recurring underlying idea explored by a text. Useful phrasing includes central theme; thematic idea.

Its practical purpose is to Distinguish broad idea from plot detail.

Term-to-text drill: create a two-sentence passage containing a clear example of this phenomenon. A classmate should be able to identify the term from the text alone.

Text-to-term drill: reverse the task: read a fresh passage and decide whether theme is the best label or whether a nearby comprehension term is more precise.

Evidence boundary drill: distinguish direct evidence from background detail. State what is necessary to justify the answer and what is merely related.

Paraphrase drill: express the same textual relationship in simpler language. If the meaning changes, the technical term has not been understood deeply enough.

Question-design drill: write a comprehension question that would require this operation. Then write a strong answer and a common weak answer.

Paper 2 transfer: predict which K200 section or question type could use this concept and explain why.

Reader-response drill: where relevant, explain how the feature influences interpretation without claiming that every reader must react identically.

Answer-scope drill: decide whether the question calls for one detail, two details, an inference, an explanation or a judgement. The term should guide scope as well as wording.

Reference check: compare your definition with a reliable learner reference if the term also has a broader everyday meaning. Store the reading-specific sense.

Spaced review: mix the term with six unrelated comprehension terms and select it from a scenario rather than a definition prompt.

Mastery standard: the term is secure when the learner can define it, identify it, apply it and explain its evidence in a fresh text.

75. Motif

motif names repeated image or element supporting a theme. Common answer language: recurring motif; motif of.

The core reading task is to Track repetition across a text.

Meaning-boundary drill: choose a nearby term and write “not the same as…” to clarify the difference. This is especially useful for pairs such as imply/infer, tone/mood, claim/evidence and cause/correlation.

Micro-passage drill: write a short passage of three sentences in which the term matters. Then remove one sentence and ask whether the interpretation still holds.

Evidence-strength drill: rank three pieces of evidence from strongest to weakest for supporting an answer involving this term.

Precision-answer drill: write the shortest complete answer that still explains the relationship. Concision should remove padding, not reasoning.

Language-effect drill: when relevant, name the feature, paraphrase what it means in context and explain what it emphasises or evokes.

Vocabulary-in-context drill: use the term to interpret one ambiguous or multiple-meaning word in the passage. This links metalanguage back to lexical comprehension.

Summary safeguard: check whether misunderstanding this term would cause semantic drift in a summary. If so, rewrite the source idea more carefully.

Timed transfer: solve a fresh item with one reread only, then explain after the timer which clue was decisive.

Teach-back drill: explain the concept to a younger learner without jargon, then restore the technical term. Moving between plain and academic language strengthens ownership.

Error log: record any recurring confusion and one corrected example. Review errors before adding more new terms.

Delayed performance: return after several days and apply the term to a different genre. Transfer across genres is stronger evidence of mastery than repeated success on one passage.

Diagnosing Comprehension Vocabulary Problems

Comprehension vocabulary weakness can hide inside otherwise reasonable reading. A learner may understand the content but confuse imply and infer, treat tone as topic, fail to track a referent, or use vague language for effect. Another learner may know the metalanguage but fail to locate evidence. These are different problems.

Use an error log with five fields: question type, target comprehension term, evidence selected, answer produced and error cause. Over time, the pattern reveals whether the student needs lexical teaching, reasoning practice, answer-scope work or retrieval under time pressure.

The Comprehension Vocabulary Mastery Standard

A comprehension term is secure when the learner can define it simply, distinguish it from neighbouring terms, identify it in a fresh passage, locate evidence, use it to form an accurate answer and explain the reasoning without seeing a model. The strongest proof is transfer across narrative, informational and visual texts.

The long-term aim is not to make answers sound technical. The aim is to give students exact language for the relationships they are already trying to see: who or what a pronoun refers to, what a detail implies, why a contrast matters, how a word conveys attitude, and what evidence supports the inference.

Frequently Asked Questions

What is comprehension vocabulary?

The language used to understand and describe reading operations such as inference, reference, tone, evidence and effect. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

Is it different from passage vocabulary?

Yes. Passage vocabulary is inside the text; comprehension vocabulary also includes the metalanguage used to analyse the text. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

Why does it matter for Paper 2?

It helps students understand question demands and express evidence relationships precisely. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

What is the difference between imply and infer?

Writers or speakers imply; readers or listeners infer. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

What is tone?

The attitude or emotional quality conveyed by language. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

What is reference?

The relationship between a referring expression and the person, thing or idea it points to. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

How does this help vocabulary in context?

Terms such as context, connotation, collocation and multiple meaning make sense-selection reasoning explicit. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

How does this help language for effect?

It gives students verbs and concepts for explaining emphasis, imagery, contrast and reader response. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

Should students memorise all the terms?

They should learn the most useful terms through repeated application to real passages. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

How should revision work?

Mix question types and retrieve the correct term from the reading problem rather than rereading definitions. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

What if the student knows the term but still gets the question wrong?

The problem may be evidence selection, inference or answer scope rather than vocabulary. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

Where next?

Continue to Summary Vocabulary, Listening Vocabulary and Oral Vocabulary. The best test is a fresh passage in which the learner has to recognise and apply the concept independently.

eduKate Connections

• SEC G2 English Vocabulary apex
• Vocabulary in Context
• Context Clues
• Academic Vocabulary
• Vocabulary Learning Hub

Authoritative References

• SEAB — G2 English Language K200 syllabus
• Reading Rockets — Comprehension
• Cambridge Dictionary

Comprehension Vocabulary Makes Reading Reasoning Visible

Comprehension vocabulary gives students precise language for the hidden work of reading: tracking reference, distinguishing claim from evidence, moving from detail to inference, identifying tone, interpreting structure and explaining how language choices create effect.

For SEC G2 English, this control strengthens Paper 2 because students can not only understand the text but also organise and communicate what they understand. The terms are valuable only when attached to evidence and real passages, which is why the operating principle throughout this article is identify, locate, explain, paraphrase and transfer.

The next owner in the series narrows further into the approximately 80-word summary task: Summary Vocabulary will focus on paraphrase, compression, relevance, semantic preservation and concise own-word expression.