SACE Stage 2 English as an Additional Language key terms

The person or group a text is written for. Writers adjust vocabulary, tone, and detail depending on what the reader already knows and expects.

The reason a writer or speaker produces a text, such as to persuade, inform, entertain, or reflect. Purpose shapes structure, language choice, and level of detail.

The level of formality in language, ranging from casual speech to formal writing. Register shifts with audience, setting, and purpose, affecting word choice and sentence structure.

The attitude a writer expresses toward the subject or reader, conveyed through word choice and phrasing. It may be ironic, serious, sympathetic, critical, or humorous.

The main claim or position a writer argues for in a persuasive text. It is usually stated near the beginning and supported by reasons and evidence throughout.

A single sentence that states the central argument or focus of an essay. It guides the structure of the piece and tells the reader what will be proven.

The first sentence of a paragraph that announces its main idea. It links back to the thesis and signals what the rest of the paragraph will explain or prove.

The way sentences and paragraphs are connected so a text reads as a unified whole. It is achieved through linking words, pronoun reference, and consistent terminology.

The quality that makes a text logically organised and easy to follow. Ideas progress in a clear order, and each part relates meaningfully to the overall message.

Words and phrases such as however, therefore, and in addition that link ideas across sentences. They signal relationships like contrast, cause, or sequence to the reader.

Dividing a text into blocks, each developing one main idea. Effective paragraphing helps readers follow the argument and shows how points are organised.

A conclusion a reader draws from clues in a text rather than from an explicit statement. Skilled readers combine evidence with background knowledge to infer meaning.

Meaning suggested but not directly stated in a text. It must be worked out from wording, tone, and context, often requiring inference by the reader.

Information stated directly and clearly in a text, leaving little room for interpretation. Questions asking for explicit meaning require locating and restating facts.

The most important point a passage conveys about its topic. It is broader than a detail and is often found in the opening or closing sentences of a section.

A fact, example, or reason that develops or proves the main idea. Details give a text substance and help readers trust the writer's claims.

A brief restatement of a text's key points in the reader's own words. It omits minor details and keeps the original meaning without copying the original wording.

Restating a passage in different words while keeping its meaning. It is used to show understanding and to integrate sources without direct quotation.

Presenting another person's words or ideas as one's own without acknowledgement. It includes copying text, copying structure, and failing to cite a source properly.

A reference showing where information or a quotation came from. It usually includes the author and year, and connects to a fuller entry in a reference list.

The system of acknowledging sources in academic writing, including in-text citations and a reference list. Consistent referencing allows readers to locate the original material.

The emotional or cultural association a word carries beyond its literal meaning. Words like 'childlike' and 'childish' share a meaning but differ in connotation.

The literal, dictionary meaning of a word, separate from emotional associations. It is the neutral core meaning shared by all users of the language.

The selection of particular words to convey meaning and create effect. Precise choices can make writing clearer, more persuasive, or more emotionally powerful.

An informal word or expression typical of everyday conversation, such as 'kids' or 'a lot of'. It suits casual writing but is usually avoided in formal academic texts.

A fixed expression whose meaning cannot be worked out from its individual words, such as 'break the ice'. Idioms are common in speech but often too informal for essays.

Language that goes beyond literal meaning to create images or emphasis, including metaphor, simile, and personification. It shapes how readers feel about a subject.

A comparison that states one thing is another without using 'like' or 'as', for example 'the classroom was a zoo'. It creates vivid associations and conveys attitude.

A comparison using 'like' or 'as' to link two unlike things, such as 'as quiet as a library'. It helps readers picture a quality more clearly.

Descriptive language that appeals to the senses and creates mental pictures. It can establish mood, convey atmosphere, and make abstract ideas concrete for readers.

The overall feeling or atmosphere a text creates in the reader, such as tension, calm, or unease. Mood is built through setting, imagery, and word choice.

A question asked for effect rather than to obtain an answer. It draws readers in, emphasises a point, or invites them to agree with the writer's view.

A method used to influence an audience, such as statistics, anecdotes, emotive language, or appeals to authority. Each technique targets the reader's reasoning or feelings.

Facts, examples, statistics, or expert opinions used to support a claim. Strong evidence is relevant, credible, and clearly connected to the point it proves.

An unfair preference for or against something that distorts how information is presented. Recognising bias helps readers judge whether a source is balanced and trustworthy.

The extent to which a source can be trusted to provide accurate information. It depends on the author's expertise, the publication, and whether claims are supported.

Hints in surrounding text that help a reader work out the meaning of an unfamiliar word. They may be definitions, examples, contrasts, or the general sense of the passage.

The ability to understand what a text says and implies. It involves locating information, identifying main ideas, and interpreting the writer's attitude and purpose.

Words and phrases that guide readers through a text, such as 'firstly', 'in contrast', or 'in conclusion'. They make structure visible and help readers anticipate what comes next.