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Course Catalog / BMU 150 / Glossary

Glossary: BMU 150 Write It Clear: Emails, Essays and Applications

A reference sheet of the key words in this course. Keep it open while you work, or print it.

active voice
The doer comes first and does the action. The clinic sent the bill. (Lesson 2)
change note
One sentence naming your biggest change. (Lesson 6)
claim
Your main point, stated as a position you can support. Also called a thesis. (Lesson 4)
confabulation
When an AI tool states false content as if it were true. (Lesson 6)
cover letter
A short letter, usually one page, that goes with a resume and explains why you fit one job. (Lesson 5)
deadline
The date and time you need an answer or action by. (Lesson 3)
evidence
Facts, examples, or short stories that show a reason is true. (Lesson 4)
filler
Words that add length but no meaning, like just, really, or I wanted to. (Lesson 2)
hidden verb
A verb turned into a noun, like make a decision instead of decide. (Lesson 2)
main point
The one sentence you want your reader to remember or act on. (Lesson 1)
main point first
Putting your main point at the start, also called the inverted pyramid or bottom line up front. (Lesson 1)
passive voice
The action comes first and the doer is late or missing. The bill was sent. (Lesson 2)
prompt
The question or task the essay must answer. (Lesson 4)
proofread
Fix spelling, names, numbers, and dates in a nearly done draft. (Lesson 6)
purpose
The job your message does: ask, tell, explain, or persuade. (Lesson 1)
reader
The person who will read your message and decide what to do with it. (Lesson 1)
request
The specific thing you want the reader to do. (Lesson 3)
revise
Improve the content, order, and sentences of a draft. (Lesson 6)
show, do not claim
Give an example that proves a strength instead of just naming it. (Lesson 5)
so what
Why your claim matters to the reader or what should happen next. (Lesson 4)
subject line
The short title of an email. It shows in the inbox before the reader opens it. (Lesson 3)
tailor
Shape your writing for one reader and one prompt, instead of using the same text everywhere. (Lesson 5)
tone
How your writing sounds to the reader: warm, firm, formal, or casual. (Lesson 3)
word limit
The most words the prompt allows. Treat it as a rule. (Lesson 5)

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