SACE Stage 2 Vietnamese (Continuers) key terms

The South Australian Certificate of Education, the senior secondary qualification awarded on completion of Year 12 in South Australia, recognised by universities and employers.

The final year of senior secondary schooling under the SACE, in which students study subjects such as Vietnamese (Continuers) and complete both school and external assessment.

The component of a subject's grade determined by tasks set, marked and moderated within the school, rather than by an examination set by an external authority.

The component of a subject's grade determined by tasks set and marked outside the school, such as a final written examination, ensuring comparability across all candidates.

A piece of work, such as an essay, oral presentation or response to a text, that students complete to demonstrate achievement against the subject's performance standards.

The published descriptions of quality, usually graded A to E, that describe what a student's work looks like at each level of achievement in a subject.

The process by which teachers' judgements about student work are checked against common standards, so that grades are fair and consistent across different schools.

A formal, timed test set by an external authority in which candidates answer questions or complete tasks under supervised conditions, usually at the end of the course.

The rules governing a formal test, including permitted materials, dictionaries, timing, supervision and what candidates may and may not bring into the room.

A dictionary explaining words in the same language as the word being looked up, for example a Vietnamese-Vietnamese dictionary; rules usually specify whether such a resource may be used.

A dictionary that translates words between two languages, such as Vietnamese and English, often consulted when reading or producing texts in a second language.

A recognisable category of writing or speech, such as a letter, report, diary entry, speech or article, each with its own structure, audience and conventions.

The level of formality in language chosen to suit the audience and situation, ranging from informal conversation among friends to formal writing for officials.

The intended readers or listeners of a text; identifying them helps a writer choose appropriate vocabulary, tone and level of formality.

The reason a text is produced, such as to persuade, inform, entertain or complain; it shapes the content and structure of the response.

The quality of a text in which ideas are logically organised and connected, so that the reader can follow the argument or narrative from beginning to end.

The linking of sentences and ideas through devices such as pronouns, conjunctions and repeated vocabulary, which hold a text together linguistically.

A word or phrase that joins ideas and shows relationships such as addition, contrast, cause or sequence, for example 'tuy nhiên' (however) or 'vì vậy' (therefore).

The division of a written text into paragraphs, each usually developing one main idea, which helps readers follow the organisation of the piece.

A sentence, usually near the start of an essay, that states the main position or argument the writer will develop in the following paragraphs.

A reasoned line of thinking supported by evidence and examples, presented to persuade a reader to accept a particular point of view.

Facts, examples, statistics or quotations used to support a claim and make an argument more convincing to the reader.

Restating the main points of a text briefly and in one's own words, leaving out detail while keeping the essential meaning intact.

Expressing the meaning of a passage in different words without changing its sense, often used to show understanding or to avoid direct quotation.

The ability to understand the meaning of a spoken or written text, including its main ideas, details, purpose and implied attitudes.

A conclusion drawn from clues in a text rather than from information stated directly, requiring the reader to read between the lines.

The attitude or feeling conveyed by a writer or speaker through word choice and style, for example humorous, critical, sympathetic or ironic.

The marks placed above or below Vietnamese vowels to indicate tone or vowel quality, such as the hook, tilde, acute and dot below; omitting them changes meaning.

The symbols in Vietnamese writing that show the pitch contour of a syllable, distinguishing words that would otherwise look identical, such as 'ma', 'má' and 'mà'.

The correct arrangement of letters and diacritics in written words; accurate spelling is part of the accuracy criterion in assessed writing.

The system of rules governing how words are formed and combined into sentences, including word order, verb forms and use of particles in Vietnamese.

The way words and phrases are arranged to form sentences, including simple, compound and complex patterns and the placement of modifiers.

The variety and appropriateness of words a student uses or understands, showing breadth beyond basic everyday terms and suitability to the topic.

A fixed expression whose meaning cannot be worked out from its individual words, such as a Vietnamese proverb-like phrase used to convey a cultural idea.

The way words are spoken, including correct tones, sounds and stress; clear pronunciation is assessed in oral tasks and supports effective communication.

The ability to speak smoothly and at a reasonable pace with limited hesitation, allowing meaning to be communicated without undue interruption.

A spoken task in which a student presents information or a viewpoint to an audience, often assessed on content, organisation, pronunciation and fluency.

The social background, values, customs and history in which a text is produced, which shapes meaning and should inform interpretation.