What is academic vocabulary in SEC G2 English? Academic vocabulary is the high-utility language students use to analyse, compare, infer, justify, evaluate, explain evidence, qualify claims, describe cause and effect, and organise ideas across English and other school subjects. For searches around SEC G2 English vocabulary, academic vocabulary, academic words, command words, vocabulary for comprehension, vocabulary for writing and G2 English vocabulary, the central principle is that academic vocabulary is not a display of difficulty. It is the language of intellectual operations.
A learner who controls words such as infer, justify, evaluate, distinguish, evidence, factor, consequence, perspective, indicate, contribute, significant and relevant can express relationships that vague vocabulary hides. These words let students distinguish claim from evidence, contribution from direct cause, possibility from certainty, description from evaluation, and relevance from mere interest.
This is the Academic Vocabulary owner in the SEC G2 English Vocabulary series. It builds on Collocations and Morphology and Word Families. Its unique job is to make reasoning language usable across SEC K200 comprehension, summary, writing, listening and oral communication.
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What Academic Vocabulary Is
Academic vocabulary consists of reusable words and phrases that help students perform formal thinking across topics. Unlike specialist terms tied to one subject, many academic words transfer widely because they express relationships such as cause, comparison, evidence, degree, process, judgement and perspective.
The value of a word is therefore functional. Factor helps name one contributor to an outcome; infer names a conclusion drawn from evidence; qualify names the act of limiting a claim. Each word gives the learner a more exact thinking tool.
For SEC G2 English, academic vocabulary improves both comprehension and expression because it helps students identify what a text is doing and communicate what their own answer is doing.
Academic Vocabulary Names Different Thinking Operations
Describe, explain, compare, analyse, infer, justify and evaluate are not interchangeable commands. A description states features; an explanation connects causes or mechanisms; an analysis examines parts and relationships; an evaluation reaches a judgement using criteria.
Students often lose precision because they answer the topic but not the operation. Teaching the command word together with a miniature task makes the difference visible.
The goal is automatic task recognition: when the learner sees or needs justify, evidence and reasons should become cognitively available; when the learner sees compare, both similarity and difference should become available.
Claims, Evidence, Sources and Support
Formal reasoning distinguishes assertions from support. A claim says something is true; evidence provides information relevant to judging that claim; a source is where information comes from; credibility concerns whether the source or account deserves trust.
Words such as support, contradict, challenge, validate, reliable, relevant, assumption and bias make these relationships explicit.
This vocabulary is useful well beyond argumentative essays. It strengthens comprehension answers, source evaluation, oral discussion and any task where students must explain why a conclusion should or should not be accepted.
Cause, Comparison, Degree and Qualification
Academic English is careful about relationships. One variable may correlate with another without causing it. One factor may contribute to an outcome without being the only cause. A difference may be marginal, substantial or significant.
Qualification protects accuracy. Words and phrases such as may, likely, partly, generally, tends to and under these conditions help match the strength of the sentence to the strength of the evidence.
Students should learn that cautious language is not weak language when the evidence itself is limited.
Academic Register Is Precise, Not Inflated
Academic English usually avoids slang and overly casual phrasing, but it does not require the longest possible word. A simple accurate word can be more academic than an ornate inaccurate one.
High-utility words such as method, factor, evidence, approach, result, indicate and relevant are valuable because they are precise and reusable.
Students should test formal vocabulary against audience, purpose, collocation and meaning rather than assuming that difficulty creates quality.
Why Academic Vocabulary Matters for SEC G2 English K200
Paper 2 requires literal, inferential and evaluative comprehension, vocabulary in context, language for effect and summary. Academic vocabulary gives students language for evidence, interpretation, cause, viewpoint and judgement. It also helps them understand what questions and model answers are asking them to do.
Paper 1 requires accurate and appropriate vocabulary for purpose, audience and context. Academic vocabulary supports explanation, recommendation, reporting and argument when the task calls for them. The strongest writing does not scatter formal words randomly; it uses precise reasoning vocabulary where the relationship among ideas needs to be visible.
Listening and Oral Communication benefit because students must follow and produce relationships quickly. Frames such as one factor is, this suggests, in contrast, the evidence indicates and from another perspective support coherent reasoning without requiring a memorised script.
A Seven-Step Academic Vocabulary Method
- 1. Define simply. If the learner cannot explain the word in plain English, the formal word is unstable.
- 2. Perform the operation. Infer, justify, compare or evaluate something real.
- 3. Learn a collocation. Strong evidence; contributing factor; significant impact.
- 4. Learn the family. Analyse, analysis, analytical where useful.
- 5. Use it across subjects. Transfer builds durable academic language.
- 6. Control degree. Match certainty and causation to evidence.
- 7. Retrieve after delay. Produce the word from a scenario rather than rereading a list.
Academic Vocabulary Laboratory
The laboratory below connects each academic word to meaning, collocation, word family and intellectual action. The repeated practice architecture is deliberate: learners should encounter the word as a reading clue, reasoning command, writing resource, spoken tool and cross-subject connector.
1. Analyse
Word: analyse. Meaning: examine parts or relationships carefully. Natural patterns: analyse a text; analyse data. Family: analysis; analytical.
Thinking move: break an argument into claim, evidence and reasoning. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain analyse without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare analyse with one nearby academic word. State how the expected answer changes when the command or relationship changes.
Paper 2 drill: use the word to explain what a reader should do with evidence, context, viewpoint or language in a short passage.
Paper 1 drill: place the word or family member naturally in a formal paragraph. Check collocation, grammar and whether the vocabulary genuinely clarifies the relationship among ideas.
Summary drill: use the word only if it compresses meaning safely. A shorter academic phrase is not better if it changes certainty, cause, agency or scope.
Oral drill: answer a prompt using the word once, then restate the same idea in simpler English. Bidirectional restatement proves understanding.
Cross-subject drill: use the word in two subjects. Note any technical sense shift rather than assuming the general meaning remains identical.
Qualification drill: ask whether the word overstates the evidence. Replace strong causal or certainty language with a more accurate alternative where necessary.
Reference check: verify one collocation or grammar frame in a reliable dictionary or corpus example and add it to the word record.
Delayed retrieval: after a day, produce the word from the thinking move alone and create a fresh sentence.
2. Compare
The target compare means identify similarities and differences. Common patterns include compare two texts; compare results; related forms include comparison; comparative.
Its school function is to state meaningful similarities and differences. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires compare. Explain why the others call for different academic vocabulary.
Evidence sentence: write a sentence containing a claim, a piece of evidence and the target word where appropriate. Make the logical relationship explicit.
Comprehension transfer: identify a likely question type where this word would help the student formulate a precise answer, even if the question itself does not use the word.
Writing transfer: construct a two-sentence mini-paragraph where the target links ideas rather than sitting decoratively in the sentence.
Listening transfer: hear a short explanation and identify whether the speaker performs the target operation, even if the exact vocabulary is absent.
Register drill: replace the academic word with a simpler alternative and compare tone. Choose the academic form only when precision or genre justifies it.
Collocation drill: retrieve two partners from compare two texts; compare results and generate another likely partner; verify the new combination before storing it.
Error repair: deliberately misuse the word in a sentence, then diagnose whether the error concerns meaning, evidence strength, grammar, collocation or operation.
Cross-subject transfer: write one example from English and one from another subject, showing what remains stable in meaning.
Mastery standard: the word is secure when it can be defined, performed, collocated and transferred after the original model is hidden.
3. Contrast
contrast packages the idea focus on differences. Useful language: contrast viewpoints; sharp contrast. Family: contrast; contrasting.
The underlying intellectual action is to explain a relevant difference.
Meaning boundary: write a “not the same as” note for a nearby term. Precision often depends on knowing what the academic word does not claim.
Certainty check: decide whether the word implies proof, probability, possibility, judgement, association or process. Modify the sentence until that level matches the evidence.
Paper 2 language-for-effect drill: use the word to explain how evidence or wording functions inside a passage, then quote the relevant textual support.
Summary drill: transform a longer phrase into a concise expression using the target or family only if the semantic relationship survives unchanged.
Oral interaction drill: give a reason, example and qualification using the target once. Avoid turning the response into a rehearsed vocabulary showcase.
Cross-curricular drill: create Science, Humanities and everyday examples where possible. General academic vocabulary gains strength from varied encounters.
Reference-and-corpus drill: inspect authentic examples for recurring prepositions, clause frames and partners. Store one pattern with the word.
Retrieval drill: mix the word with five unrelated academic terms and choose it from a new scenario rather than a definition.
Transformation drill: use a related family member from contrast; contrasting to change sentence structure while preserving the core proposition.
Performance diagnosis: if the learner understands the operation but cannot produce the word, train retrieval; if the word is produced but used for the wrong operation, return to conceptual boundaries.
4. Infer
Word: infer. Meaning: reach a conclusion from evidence. Natural patterns: infer from context; infer that. Family: inference; inferential.
Thinking move: derive an unstated idea from textual evidence. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain infer without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare infer with one nearby academic word. State how the expected answer changes when the command or relationship changes.
5. Justify
The target justify means support with reasons or evidence. Common patterns include justify a choice; justify the claim; related forms include justification; justifiable.
Its school function is to show why a response or position is reasonable. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires justify. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from justify a choice; justify the claim and generate another likely partner; verify the new combination before storing it.
6. Evaluate
evaluate packages the idea judge using criteria and evidence. Useful language: evaluate effectiveness; evaluate whether. Family: evaluation; evaluative.
The underlying intellectual action is to weigh strengths and limitations before judging.
Transformation drill: use a related family member from evaluation; evaluative to change sentence structure while preserving the core proposition.
7. Interpret
Word: interpret. Meaning: explain or understand meaning. Natural patterns: interpret evidence; interpret as. Family: interpretation; interpretive.
Thinking move: explain what wording, data or behaviour means. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain interpret without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare interpret with one nearby academic word. State how the expected answer changes when the command or relationship changes.
8. Summarise
The target summarise means state main points briefly. Common patterns include summarise a passage; concise summary; related forms include summary.
Its school function is to compress without changing source meaning. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires summarise. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from summarise a passage; concise summary and generate another likely partner; verify the new combination before storing it.
9. Synthesise
synthesise packages the idea combine information into a coherent whole. Useful language: synthesise ideas; synthesis. Family: synthesis.
The underlying intellectual action is to combine several pieces into a larger understanding.
Transformation drill: use a related family member from synthesis to change sentence structure while preserving the core proposition.
10. Define
Word: define. Meaning: state meaning or boundaries. Natural patterns: define a term; clearly defined. Family: definition; definitive.
Thinking move: give the category and distinguishing feature. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain define without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare define with one nearby academic word. State how the expected answer changes when the command or relationship changes.
11. Identify
The target identify means recognise and name. Common patterns include identify a factor; identify evidence; related forms include identification; identifiable.
Its school function is to locate the relevant item before explaining. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires identify. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from identify a factor; identify evidence and generate another likely partner; verify the new combination before storing it.
12. Explain
explain packages the idea make causes or meaning clear. Useful language: explain why; explain the process. Family: explanation; explanatory.
The underlying intellectual action is to connect cause, mechanism or meaning.
Transformation drill: use a related family member from explanation; explanatory to change sentence structure while preserving the core proposition.
13. Describe
Word: describe. Meaning: represent features accurately. Natural patterns: describe a trend; detailed description. Family: description; descriptive.
Thinking move: state observable features before judging. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain describe without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare describe with one nearby academic word. State how the expected answer changes when the command or relationship changes.
14. Outline
The target outline means give main features or structure. Common patterns include outline the reasons; brief outline; related forms include outline.
Its school function is to present the skeleton before detail. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires outline. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from outline the reasons; brief outline and generate another likely partner; verify the new combination before storing it.
15. Illustrate
illustrate packages the idea clarify through an example. Useful language: illustrate a point; illustrative example. Family: illustration; illustrative.
The underlying intellectual action is to use an example to make an idea clearer.
Transformation drill: use a related family member from illustration; illustrative to change sentence structure while preserving the core proposition.
16. Demonstrate
Word: demonstrate. Meaning: show clearly through evidence. Natural patterns: demonstrate a relationship; demonstrate ability. Family: demonstration; demonstrable.
Thinking move: make a relationship convincing through evidence. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain demonstrate without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare demonstrate with one nearby academic word. State how the expected answer changes when the command or relationship changes.
17. Indicate
The target indicate means show or suggest. Common patterns include results indicate; indicate that; related forms include indication; indicative.
Its school function is to signal a conclusion without necessarily proving it. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires indicate. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from results indicate; indicate that and generate another likely partner; verify the new combination before storing it.
18. Suggest
suggest packages the idea indicate as possible. Useful language: evidence suggests; suggest that. Family: suggestion; suggestive.
The underlying intellectual action is to express a cautious interpretation.
Transformation drill: use a related family member from suggestion; suggestive to change sentence structure while preserving the core proposition.
19. Imply
Word: imply. Meaning: communicate indirectly. Natural patterns: imply criticism; imply that. Family: implication; implicit.
Thinking move: communicate without stating directly. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain imply without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare imply with one nearby academic word. State how the expected answer changes when the command or relationship changes.
20. Claim
The target claim means state as true. Common patterns include make a claim; claim that; related forms include claim.
Its school function is to separate assertion from supporting evidence. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires claim. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from make a claim; claim that and generate another likely partner; verify the new combination before storing it.
21. Argue
argue packages the idea give reasons for a position. Useful language: argue that; strong argument. Family: argument; arguable.
The underlying intellectual action is to build a case through reasons and evidence.
Transformation drill: use a related family member from argument; arguable to change sentence structure while preserving the core proposition.
22. Evidence
Word: evidence. Meaning: information supporting a conclusion. Natural patterns: strong evidence; provide evidence. Family: evidential.
Thinking move: distinguish support from assertion. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain evidence without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare evidence with one nearby academic word. State how the expected answer changes when the command or relationship changes.
23. Source
The target source means origin of information. Common patterns include credible source; primary source; related forms include source.
Its school function is to ask where information came from. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires source. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from credible source; primary source and generate another likely partner; verify the new combination before storing it.
24. Reliable
reliable packages the idea consistently trustworthy. Useful language: reliable source; reliable results. Family: reliability; reliably.
The underlying intellectual action is to judge consistency and trustworthiness.
Transformation drill: use a related family member from reliability; reliably to change sentence structure while preserving the core proposition.
25. Credible
Word: credible. Meaning: believable or trustworthy. Natural patterns: credible account; credible explanation. Family: credibility; credibly.
Thinking move: assess whether a claim deserves belief. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain credible without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare credible with one nearby academic word. State how the expected answer changes when the command or relationship changes.
26. Valid
The target valid means sound under relevant criteria. Common patterns include valid reason; valid conclusion; related forms include validity; validly.
Its school function is to check whether reasoning supports the conclusion. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires valid. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from valid reason; valid conclusion and generate another likely partner; verify the new combination before storing it.
27. Relevant
relevant packages the idea directly connected to the issue. Useful language: relevant evidence; highly relevant. Family: relevance; relevantly.
The underlying intellectual action is to select information that answers the question.
Transformation drill: use a related family member from relevance; relevantly to change sentence structure while preserving the core proposition.
28. Assumption
Word: assumption. Meaning: idea accepted without full proof. Natural patterns: underlying assumption; make an assumption. Family: assume; assumed.
Thinking move: identify what reasoning takes for granted. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain assumption without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare assumption with one nearby academic word. State how the expected answer changes when the command or relationship changes.
29. Bias
The target bias means systematic tendency affecting judgement. Common patterns include show bias; potential bias; related forms include biased.
Its school function is to look for skewed selection or framing. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires bias. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from show bias; potential bias and generate another likely partner; verify the new combination before storing it.
30. Perspective
perspective packages the idea particular way of viewing an issue. Useful language: different perspective; from a perspective. Family: perspective.
The underlying intellectual action is to recognise viewpoint as part of interpretation.
Transformation drill: use a related family member from perspective to change sentence structure while preserving the core proposition.
31. Factor
Word: factor. Meaning: element contributing to an outcome. Natural patterns: major factor; contributing factor. Family: factor.
Thinking move: separate one contributor from the whole cause. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain factor without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare factor with one nearby academic word. State how the expected answer changes when the command or relationship changes.
32. Cause
The target cause means something producing an effect. Common patterns include cause of; direct cause; related forms include causal; causally.
Its school function is to claim causation only when evidence supports it. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires cause. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from cause of; direct cause and generate another likely partner; verify the new combination before storing it.
33. Effect
effect packages the idea result or influence. Useful language: effect on; significant effect. Family: effective.
The underlying intellectual action is to distinguish outcome from cause.
Transformation drill: use a related family member from effective to change sentence structure while preserving the core proposition.
34. Consequence
Word: consequence. Meaning: result following an action. Natural patterns: serious consequence; consequence of. Family: consequential.
Thinking move: name an outcome and its importance. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain consequence without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare consequence with one nearby academic word. State how the expected answer changes when the command or relationship changes.
35. Impact
The target impact means strong effect or influence. Common patterns include impact on; significant impact; related forms include impact.
Its school function is to describe meaningful effect precisely. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires impact. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from impact on; significant impact and generate another likely partner; verify the new combination before storing it.
36. Contribute
contribute packages the idea help cause or produce. Useful language: contribute to; contribute significantly. Family: contribution; contributory.
The underlying intellectual action is to express partial causation.
Transformation drill: use a related family member from contribution; contributory to change sentence structure while preserving the core proposition.
37. Influence
Word: influence. Meaning: affect development or outcome. Natural patterns: influence a decision; strong influence. Family: influence; influential.
Thinking move: express effect without claiming complete control. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain influence without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare influence with one nearby academic word. State how the expected answer changes when the command or relationship changes.
38. Relationship
The target relationship means connection between variables or ideas. Common patterns include relationship between; close relationship; related forms include related.
Its school function is to describe association before assuming cause. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires relationship. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from relationship between; close relationship and generate another likely partner; verify the new combination before storing it.
39. Correlation
correlation packages the idea measured association between variables. Useful language: strong correlation; correlate with. Family: correlate; correlated.
The underlying intellectual action is to separate association from causation.
Transformation drill: use a related family member from correlate; correlated to change sentence structure while preserving the core proposition.
40. Trend
Word: trend. Meaning: general direction of change. Natural patterns: upward trend; emerging trend. Family: trend.
Thinking move: describe direction across time or data. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain trend without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare trend with one nearby academic word. State how the expected answer changes when the command or relationship changes.
41. Pattern
The target pattern means repeated or organised relationship. Common patterns include clear pattern; recurring pattern; related forms include pattern.
Its school function is to identify regularity before interpreting it. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires pattern. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from clear pattern; recurring pattern and generate another likely partner; verify the new combination before storing it.
42. Variable
variable packages the idea factor that can change. Useful language: key variable; independent variable. Family: vary; variable.
The underlying intellectual action is to track what changes across cases.
Transformation drill: use a related family member from vary; variable to change sentence structure while preserving the core proposition.
43. Process
Word: process. Meaning: series of actions or changes. Natural patterns: learning process; decision-making process. Family: process.
Thinking move: explain stages and transitions. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain process without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare process with one nearby academic word. State how the expected answer changes when the command or relationship changes.
44. Method
The target method means planned way of doing something. Common patterns include effective method; research method; related forms include methodical.
Its school function is to distinguish procedure from result. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires method. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from effective method; research method and generate another likely partner; verify the new combination before storing it.
45. Approach
approach packages the idea way of dealing with a task. Useful language: practical approach; different approach. Family: approach.
The underlying intellectual action is to emphasise strategy or perspective.
Transformation drill: use a related family member from approach to change sentence structure while preserving the core proposition.
46. Strategy
Word: strategy. Meaning: planned method for a goal. Natural patterns: effective strategy; learning strategy. Family: strategic.
Thinking move: connect action to purpose. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain strategy without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare strategy with one nearby academic word. State how the expected answer changes when the command or relationship changes.
47. Criterion
The target criterion means standard used for judgement. Common patterns include assessment criterion; criteria; related forms include criteria.
Its school function is to state the basis of evaluation. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires criterion. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from assessment criterion; criteria and generate another likely partner; verify the new combination before storing it.
48. Significant
significant packages the idea important or large enough to matter. Useful language: significant difference; significant impact. Family: significance; significantly.
The underlying intellectual action is to match degree to evidence.
Transformation drill: use a related family member from significance; significantly to change sentence structure while preserving the core proposition.
49. Substantial
Word: substantial. Meaning: considerable in amount or importance. Natural patterns: substantial increase; substantial evidence. Family: substantially.
Thinking move: signal a large meaningful amount. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain substantial without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare substantial with one nearby academic word. State how the expected answer changes when the command or relationship changes.
50. Marginal
The target marginal means very small or limited. Common patterns include marginal improvement; marginal effect; related forms include marginally.
Its school function is to signal a small effect. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires marginal. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from marginal improvement; marginal effect and generate another likely partner; verify the new combination before storing it.
51. Approximate
approximate packages the idea close but not exact. Useful language: approximate value; approximate location. Family: approximately.
The underlying intellectual action is to signal limited precision honestly.
Transformation drill: use a related family member from approximately to change sentence structure while preserving the core proposition.
52. Precise
Word: precise. Meaning: exact and carefully specified. Natural patterns: precise wording; precise measurement. Family: precision; precisely.
Thinking move: state detail accurately. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain precise without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare precise with one nearby academic word. State how the expected answer changes when the command or relationship changes.
53. Consistent
The target consistent means stable and not contradictory. Common patterns include consistent results; consistent with; related forms include consistency; consistently.
Its school function is to check whether evidence behaves similarly. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires consistent. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from consistent results; consistent with and generate another likely partner; verify the new combination before storing it.
54. Contradict
contradict packages the idea show the opposite or conflict with. Useful language: contradict a claim; contradictory evidence. Family: contradiction; contradictory.
The underlying intellectual action is to identify evidence that cannot fit a claim.
Transformation drill: use a related family member from contradiction; contradictory to change sentence structure while preserving the core proposition.
55. Support
Word: support. Meaning: provide evidence or backing. Natural patterns: support a conclusion; supporting evidence. Family: support; supportive.
Thinking move: explain how evidence strengthens a claim. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain support without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare support with one nearby academic word. State how the expected answer changes when the command or relationship changes.
56. Challenge
The target challenge means call into question. Common patterns include challenge an assumption; challenge a claim; related forms include challenge.
Its school function is to reduce confidence in a claim. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires challenge. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from challenge an assumption; challenge a claim and generate another likely partner; verify the new combination before storing it.
57. Qualify
qualify packages the idea limit or make less absolute. Useful language: qualify a claim; qualified statement. Family: qualification; qualified.
The underlying intellectual action is to add conditions or exceptions.
Transformation drill: use a related family member from qualification; qualified to change sentence structure while preserving the core proposition.
58. Generalise
Word: generalise. Meaning: form a broad conclusion from cases. Natural patterns: generalise from; broad generalisation. Family: generalisation; general.
Thinking move: check whether evidence supports the scope. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain generalise without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare generalise with one nearby academic word. State how the expected answer changes when the command or relationship changes.
59. Distinguish
The target distinguish means recognise and explain a difference. Common patterns include distinguish between; clear distinction; related forms include distinction; distinctive.
Its school function is to separate similar ideas. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires distinguish. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from distinguish between; clear distinction and generate another likely partner; verify the new combination before storing it.
60. Classify
classify packages the idea place into categories. Useful language: classify according to; classification. Family: classification.
The underlying intellectual action is to apply criteria consistently.
Transformation drill: use a related family member from classification to change sentence structure while preserving the core proposition.
61. Categorise
Word: categorise. Meaning: group by shared features. Natural patterns: categorise responses; category. Family: category; categorical.
Thinking move: make the grouping basis explicit. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain categorise without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare categorise with one nearby academic word. State how the expected answer changes when the command or relationship changes.
62. Sequence
The target sequence means arrange in order. Common patterns include logical sequence; sequence of events; related forms include sequential.
Its school function is to track stages or chronology. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires sequence. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from logical sequence; sequence of events and generate another likely partner; verify the new combination before storing it.
63. Prioritise
prioritise packages the idea decide what matters first. Useful language: prioritise tasks; priority. Family: priority.
The underlying intellectual action is to rank by relevance urgency or value.
Transformation drill: use a related family member from priority to change sentence structure while preserving the core proposition.
64. Coherent
Word: coherent. Meaning: logically connected and understandable. Natural patterns: coherent argument; coherent response. Family: coherence; coherently.
Thinking move: make idea relationships clear. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain coherent without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare coherent with one nearby academic word. State how the expected answer changes when the command or relationship changes.
65. Concise
The target concise means brief without losing necessary meaning. Common patterns include concise summary; concise response; related forms include concision; concisely.
Its school function is to remove repetition while preserving essentials. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires concise. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from concise summary; concise response and generate another likely partner; verify the new combination before storing it.
66. Objective
objective packages the idea based on evidence rather than feeling. Useful language: objective assessment; objectively. Family: objectivity.
The underlying intellectual action is to separate evidence-based judgement from preference.
Transformation drill: use a related family member from objectivity to change sentence structure while preserving the core proposition.
67. Subjective
Word: subjective. Meaning: influenced by personal perspective. Natural patterns: subjective judgement; subjectivity. Family: subjectively.
Thinking move: recognise viewpoint in interpretation. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain subjective without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare subjective with one nearby academic word. State how the expected answer changes when the command or relationship changes.
68. Plausible
The target plausible means seemingly reasonable or possible. Common patterns include plausible explanation; plausible theory; related forms include plausibility; plausibly.
Its school function is to separate possible explanation from confirmed fact. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires plausible. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from plausible explanation; plausible theory and generate another likely partner; verify the new combination before storing it.
69. Robust
robust packages the idea strong and reliable. Useful language: robust evidence; robust method. Family: robustness; robustly.
The underlying intellectual action is to judge whether support remains strong under challenge.
Transformation drill: use a related family member from robustness; robustly to change sentence structure while preserving the core proposition.
70. Tentative
Word: tentative. Meaning: provisional or not fully certain. Natural patterns: tentative conclusion; tentative plan. Family: tentatively.
Thinking move: mark a conclusion as open to revision. Attach the word to this intellectual operation rather than storing it as an impressive label.
Plain-English check: explain tentative without using another academic synonym. If the explanation becomes circular, return to the core meaning before adding complexity.
Command contrast: compare tentative with one nearby academic word. State how the expected answer changes when the command or relationship changes.
71. Explicit
The target explicit means directly stated. Common patterns include explicit instruction; explicit claim; related forms include explicitly.
Its school function is to identify what the text states openly. That function determines when the word is useful.
Scenario selection: create three short school scenarios and decide which one genuinely requires explicit. Explain why the others call for different academic vocabulary.
Collocation drill: retrieve two partners from explicit instruction; explicit claim and generate another likely partner; verify the new combination before storing it.
72. Implicit
implicit packages the idea suggested rather than directly stated. Useful language: implicit message; implicit assumption. Family: implicitly.
The underlying intellectual action is to identify meaning that must be inferred.
Transformation drill: use a related family member from implicitly to change sentence structure while preserving the core proposition.
Diagnosing Academic Vocabulary Weakness
Academic vocabulary weakness often appears as vague reasoning. The learner may understand the passage but lack the vocabulary to express the exact relationship, or may know formal words but use them with too much certainty. Diagnose missing meaning, wrong operation, weak collocation, register mismatch, word-family error, overstatement or retrieval failure.
Keep a reasoning-language error log. Record the vague or inaccurate phrase, the precise replacement, the relationship being expressed and one new example. Over time the log becomes a personalised academic vocabulary syllabus rather than a generic list.
The Academic Vocabulary Mastery Standard
An academic word is secure when the learner can define it simply, distinguish it from a nearby command or reasoning word, perform the intellectual operation it names, use a natural collocation, select an appropriate family member and apply it across more than one topic. The student must also control strength: suggest must not become prove, contribute must not automatically become cause, and relevant must not be confused with merely interesting.
A useful final test combines modes. Give an unfamiliar paragraph, a short writing prompt and an oral question. Ask the learner to select five academic words that genuinely help, explain why each is appropriate, use them naturally, then restate the same ideas in simpler English. If meaning survives both directions, the vocabulary is supporting thought rather than replacing it.
Frequently Asked Questions
What is academic vocabulary?
High-utility language used to reason, explain, compare, evaluate and communicate in formal learning. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
Is academic vocabulary always difficult?
No. Many high-value academic words are common because they express recurring relationships. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
What are command words?
Words such as analyse, compare, explain and evaluate that specify the thinking operation required. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
How does it help comprehension?
It gives precise language for evidence, inference, viewpoint and effect. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
How does it help writing?
It supports explanation, argument, cause, qualification and formal register. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
How does it help oral?
It provides flexible language for developing a perspective. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
Should definitions be memorised?
Definitions help, but the learner must also perform the intellectual operation. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
Why do collocations matter?
Academic words recur in natural patterns such as strong evidence and contributing factor. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
How does morphology help?
Word families increase flexibility across sentence structures. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
How should revision work?
Use mixed retrieval, cross-subject examples and reasoning tasks. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
How do I avoid over-formality?
Choose the clearest precise word that fits purpose and audience. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
Where next?
Continue to SEC G2 Writing Vocabulary. The strongest test is whether the learner can use the vocabulary to perform a real reasoning move in a new context.
eduKate Connections
Authoritative References
- SEAB — G2 English Language K200 syllabus
- Reading Rockets — Vocabulary
- British Council LearnEnglish — Vocabulary
Academic Vocabulary Is the Language of Thinking
Academic vocabulary gives students names for the relationships that school repeatedly asks them to understand: evidence and claim, cause and consequence, similarity and difference, certainty and possibility, method and result, perspective and judgement.
For SEC G2 English, this control strengthens comprehension, summary, formal writing, listening and oral interaction. The target is not formality for its own sake but reasoning expressed precisely enough that another reader or listener can follow it.
The next child turns these resources toward Paper 1 production: SEC G2 Writing Vocabulary will organise language for action, description, emotion, cause, argument, audience and register in Situational and Continuous Writing.
eduKate G2 / K200 Ecosystem Route
This article owns G2/K200 academic vocabulary for reasoning, evidence, comparison and evaluation. Keep that skill distinct from the canonical Top 100 SEC G2 Vocabulary List: Advanced and the Complete G2 Vocabulary System. For application, continue through G2 Composition Vocabulary, G2 Idioms, G2 Phrasal Verbs, Why Learn G2 Vocabulary and How to Learn G2 Vocabulary.
For the wider system, use the Master SEC English Vocabulary Guide, Vocabulary Learning Hub, English Learning Hub, Study & Learning Methods Hub, Examinations & Assessment Hub and Tuition & Teaching Hub. Use G2/K200 when the learner’s English subject level is G2; Secondary 1–4 pages remain separate year-level owners.
SEC Vocabulary Hub: Browse the complete SEC English Vocabulary Hub for G1, G2, G3, Essential, Advanced and Secondary 1–4 routes.