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An antithesis must always contain two ideas within one statement. The ideas may not be structurally opposite, but they serve to be functionally opposite when comparing two ideas for emphasis. [4] According to Aristotle, the use of an antithesis makes the audience better understand the point the speaker is trying to make. Further explained, the ...
A postface is the opposite of a preface, a brief article or explanatory information placed at the end of a book. [1] Postfaces are quite often used in books so that the non-pertinent information will appear at the end of the literary work, and not confuse the reader.
IELTS Academic and General Training both incorporate the following features: IELTS tests the ability to listen, read, write and speak in English. The speaking module is a key component of IELTS. It is conducted in the form of a one-to-one interview with an examiner which can occur face to face or even through a video conference.
The speaking and writing sections are then completed following the break. A maximum amount of 203 minutes is allowed to complete the whole exam process. [16] Each speaking question is initially given a raw score of 0 to 4, with a 1-point increment, and each writing question is initially given a raw score of 0.0 to 5.0, with a 0.5-point increment.
Circumlocution (also called circumduction, circumvolution, periphrasis, kenning, [1] [dubious – discuss] or ambage [citation needed]) is the use of an unnecessarily large number of words to express an idea.
It differs from an abstract or executive summary in that it is simpler and more concise, similar to a thesis statement, and it resembles the inverted pyramid practice in journalism and the so-called “deductive” presentation of information, in which conclusions precede the material that justifies them, in contrast to “inductive ...
In linguistics, information structure, also called information packaging, describes the way in which information is formally packaged within a sentence. [1] This generally includes only those aspects of information that "respond to the temporary state of the addressee's mind", and excludes other aspects of linguistic information such as references to background (encyclopedic/common) knowledge ...
In terms of interaction, information gap tasks in particular have been shown to promote negotiation of meaning and output modification. [ 14 ] [ 15 ] According to Plews and Zhao, task-based language learning can suffer in practice from poorly informed implementation and adaptations that alter its fundamental nature.