WACE ATAR English as an Additional Language or Dialect key terms

A single sentence, usually near the start of an essay, that states the central claim the writer will defend. It guides the whole response and tells the reader what position is being argued.

The main position or viewpoint a persuasive or analytical piece takes. It differs from a topic because it is debatable and must be supported with evidence and reasoning rather than simply described.

The opening sentence of a body paragraph that announces the paragraph's single controlling idea. A strong one links back to the thesis and forward to the evidence that follows.

A reasoned line of thinking in which a claim is supported by evidence and explanation. In exam responses, each argument should be developed across a paragraph and connected logically to the overall position.

Specific material from a text, such as a quotation, statistic, image detail or event, used to support a claim. Evidence must be accurate, relevant and briefly explained rather than simply dropped into a sentence.

The explanation that connects evidence to a claim, showing why the evidence supports the point being made. Without reasoning, a paragraph becomes a list of quotations with no analysis.

The process of breaking a text into parts and explaining how those parts create meaning or effect. It goes beyond summary by interpreting language choices and linking them to purpose and audience.

A brief restatement of a text's main ideas in the reader's own words. Summarising shows comprehension, but in analytical tasks it should support rather than replace interpretation.

Rewording another writer's idea accurately in your own vocabulary and sentence structure while keeping the original meaning. It is used to show understanding and to avoid over-reliance on direct quotation.

Embedding a short, exact extract from a text smoothly into your own sentence, with quotation marks and a clear link to your point. Long, unconnected quotations weaken analysis.

A specific, identifiable choice in wording or structure, such as metaphor, repetition, rhetorical question or modality. Naming a feature is only useful when its effect on the reader is explained.

A deliberate decision about how language is shaped, including diction, sentence length, imagery or tone. Analysing style means asking why the composer made that choice for that audience and purpose.

The impact a language choice has on the reader, such as creating sympathy, alarm, humour or authority. Strong responses describe effects precisely and connect them to the text's wider purpose.

The attitude a composer expresses towards the subject or reader, conveyed through word choice and sentence structure. Tone might be ironic, urgent, nostalgic or detached, and it can shift within a text.

The emotional atmosphere a text creates for its reader, often built through setting, imagery and rhythm. Mood differs from tone, which is the composer's attitude rather than the feeling produced.

The level of formality and the kind of language suited to a particular situation, audience or purpose. Formal essays, casual conversation and advertising each use a different register.

The intended readers or viewers of a text, whose knowledge, values and expectations shape how it is written. Identifying audience helps explain why particular language choices were made.

The reason a text was created, such as to inform, persuade, entertain or protest. Purpose guides the selection of form, structure and language features in a text.

The circumstances surrounding a text's creation and reception, including historical period, culture, and social or political conditions. Context can explain assumptions and references that a modern reader might otherwise miss.

The associations or feelings a word carries beyond its literal meaning, such as the warmth of 'home' or the menace of 'lurk'. Connotations strongly influence how readers respond.

The literal, dictionary meaning of a word, separate from any emotional associations. Distinguishing denotation from connotation helps explain why a writer chose one near-synonym over another.

A writer's choice of words, considered for precision, formality and connotation. Precise diction in your own writing makes analysis clearer and demonstrates control of vocabulary.

Descriptive language that appeals to the senses, creating vivid mental pictures or sensations. Imagery often carries symbolic weight and can shape a reader's emotional response.

A comparison that states one thing is another, without using 'like' or 'as', to transfer qualities between them. Metaphors shape how readers understand an idea by linking it to something familiar.

A comparison using 'like' or 'as' to highlight a resemblance between two things. Similes can make abstract ideas concrete and often reveal the writer's attitude towards the subject.

Giving human qualities to non-human things, such as objects, animals or abstract ideas. It can create atmosphere or suggest that something has agency and intention.

The use of a concrete object, place or action to represent a larger abstract idea. Symbols gain meaning from repetition and context, and their interpretation should be supported by textual detail.

A recurring image, phrase or idea that develops meaning across a text. Tracking a motif helps a reader show how themes build and how a composer unifies a work.

A central idea explored in a text, such as loyalty, power or belonging, expressed through characters, events and language. Themes are ideas about life rather than one-word topics.

The strength of a statement's certainty or obligation, shown by words such as 'must', 'could' or 'perhaps'. High modality asserts confidence; low modality hedges and invites other views.

Language that softens a claim, using words such as 'arguably', 'tends to' or 'may'. Hedging can show caution and academic fairness, but overuse weakens a persuasive position.

A question asked for effect rather than to obtain an answer, often to prompt agreement or reflection. It can create engagement and imply that the answer is obvious.

A strategy used to influence an audience, such as appeals to emotion, authority or logic, repetition, or inclusive language. Naming the technique matters less than explaining how it persuades.

Words and structures that link sentences and paragraphs, including pronouns, conjunctions and repeated key terms. They help a reader follow the development of ideas smoothly.

The quality of a paragraph in which every sentence connects logically to the controlling idea and to the sentences around it. Cohesion is achieved through linking words, pronouns and consistent focus.

A text that combines modes such as written language, images, layout, colour and sound to make meaning. Analysing it requires discussing how these modes work together rather than reading words alone.

The feature that draws a viewer's attention first in an image or layout, created through size, colour, contrast or placement. Identifying salience helps explain what a text wants you to notice.

The conventions by which images communicate, including framing, gaze, angle and placement. These choices position viewers and can suggest power, intimacy or distance.

The type or genre of a text, such as a speech, editorial, short story or film poster, each with its own conventions. Recognising form helps explain which features and structures to expect.