What is Primary 6 Vocabulary | Lexical Diversity — Vocabulary Variety Without Forced Synonyms or Losing Precision

Primary 6 lexical diversity is the range and variety of vocabulary a learner uses across a piece of writing or speech. Families searching for Grade 6 vocabulary variety, avoid repeating words, varied vocabulary, lexical diversity, synonyms for writing, better vocabulary in composition and 6th grade writing vocabulary often want more variety—but variety is useful only when it preserves precision, cohesion and naturalness.

Lexical diversity is commonly used in language research to describe variation in vocabulary use, and recent Cambridge research continues to treat it as a meaningful feature of learner language. But a higher count of different words is not automatically better writing. Replacing every repeated term with a synonym can damage cohesion; using rare alternatives can change meaning or register; and technical writing often benefits from repeating the exact key term. Primary 6 learners therefore need purposeful variety, not synonym stuffing.

This guide builds a Grade 6 lexical-diversity system for compositions, explanations, oral responses and cross-subject writing. It distinguishes necessary repetition from accidental repetition, teaches when a synonym is safe, shows how pronouns and category words can reduce clumsy repetition, connects lexical diversity to semantic fields and sentence structure, and explains why precision comes before variety. The goal is flexible expression around stable meaning.

The 50-second router

1. Identify repeated words.
2. Decide which repetition is necessary for clarity.
3. Replace only repetition that adds no value.
4. Use synonyms only when meaning and register survive.
5. Consider pronouns, category terms or sentence restructuring.
6. Read the whole paragraph for cohesion after changing vocabulary.

Lexical diversity is variety, not random difference

A text has useful diversity when vocabulary choices serve different ideas and functions while remaining coherent.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Some repetition is necessary

Key technical terms, names and central concepts often need to recur so readers can track the topic accurately.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Synonym substitution can break meaning

Near-synonyms may differ in intensity, attitude, grammar or collocation. A replacement should be tested in the full sentence.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Category words can reduce repetition

A text can move between a specific term and an accurate superordinate such as bus → vehicle when the broader label still preserves meaning.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Pronouns can help but create reference risk

Replacing a noun with it, they, this reduces repetition only if the reader can identify the referent immediately.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Sentence restructuring is an alternative to synonym hunting

Sometimes the best way to avoid awkward repetition is to combine sentences, omit repeated information or change the grammatical structure.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Semantic fields create rich but coherent vocabulary

A narrative about fear can use action, sensation, thought and setting vocabulary without cycling through ten synonyms for scared.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Variety should be local and global

Learners should notice repetition within one sentence and across the whole composition. A word used three times in one paragraph may feel repetitive even if overall diversity is high.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Lexical diversity differs by genre

A story may benefit from varied verbs and descriptions; a Science explanation may need stable terminology. The correct amount of variation depends on purpose.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Rare words do not guarantee diversity quality

One obscure word can increase a numerical diversity measure while making the text less natural. Human judgement remains necessary.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Cohesion and diversity must be balanced

The writer needs enough repetition to preserve topic continuity and enough variation to avoid monotonous, imprecise language.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

Revision should ask why a word repeats

If repetition reflects the central concept, keep it. If it reflects limited vocabulary or lazy sentence construction, revise it.

For the general concept, use How to Improve Vocabulary | Lexical Diversity. For the complementary need to keep a text connected, use Primary 6 Lexical Cohesion. This child owns the Grade 6 balance between variety and continuity.

A seven-step lexical-diversity audit

1. Highlight repeats

Mark repeated content words across the paragraph.

2. Classify

Necessary key term or accidental repetition?

3. Test synonym candidates

Check meaning, register and collocation.

4. Check reference

Could a pronoun or broader category work safely?

5. Restructure

Can the sentence be rewritten instead of substituting a word?

6. Read for cohesion

Did the revision break the topic chain?

7. Keep the best repetition

Not every repeated word is a flaw.

One hundred and eighteen lexical-diversity laboratories

Diversity Lab 1: vary vocabulary around justice without losing meaning

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where justice appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 2: vary vocabulary around strategy without losing meaning

A learner who understands the idea but not the level of certainty is revising a listening task about food systems, where strategy appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 3: vary vocabulary around criterion without losing meaning

A learner who uses impressive vocabulary when a simple word is more precise is revising a debate about school rules, where criterion appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 4: vary vocabulary around unlikely without losing meaning

A learner who knows a scale but not which contexts permit each step is revising an informational passage about learning habits, where unlikely appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 5: vary vocabulary around nearly without losing meaning

A learner who avoids repetition by using inaccurate synonyms is revising a news report about financial decisions, where nearly appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 6: vary vocabulary around issue without losing meaning

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where issue appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 7: vary vocabulary around certainty without losing meaning

A learner who states every claim as certain is revising a Science explanation about energy, where certainty appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 8: vary vocabulary around claim without losing meaning

A learner who knows many synonyms but cannot choose the best level of intensity is revising a school announcement about public spaces, where claim appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 9: vary vocabulary around moderate without losing meaning

A learner who uses overly specific details in a summary is revising a Secondary 1 preview text about transport, where moderate appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 10: vary vocabulary around probably without losing meaning

A learner who confuses strong evidence with certain proof is revising a Mathematics word problem about media literacy, where probably appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 11: vary vocabulary around stroll without losing meaning

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where stroll appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 12: vary vocabulary around evidence without losing meaning

A learner who cannot rank near-synonyms by intensity is revising a revision task about healthy habits, where evidence appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 13: vary vocabulary around system without losing meaning

A learner who chooses a word that is too general is revising an oral response about community service, where system appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 14: vary vocabulary around sequence without losing meaning

A learner who uses abstract nouns without clear examples is revising a project reflection about technology, where sequence appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 15: vary vocabulary around certain without losing meaning

A learner who can rank emotion words but not academic evaluative words is revising a documentary extract about digital safety, where certain appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 16: vary vocabulary around almost without losing meaning

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where almost appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 17: vary vocabulary around challenge without losing meaning

A learner who confuses possible with probable is revising a textbook section about sports, where challenge appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 18: vary vocabulary around relevance without losing meaning

A learner who repeats the same word in every sentence is revising a class discussion about teamwork, where relevance appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 19: vary vocabulary around argument without losing meaning

A learner who uses very with every strong adjective is revising a continuous-writing paragraph about weather, where argument appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 20: vary vocabulary around major without losing meaning

A learner who hedges everything until the sentence becomes vague is revising a digital article about friendship, where major appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 21: vary vocabulary around clearly without losing meaning

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where clearly appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 22: vary vocabulary around march without losing meaning

A learner who understands the idea but not the level of certainty is revising a listening task about food systems, where march appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 23: vary vocabulary around freedom without losing meaning

A learner who uses impressive vocabulary when a simple word is more precise is revising a debate about school rules, where freedom appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 24: vary vocabulary around pattern without losing meaning

A learner who knows a scale but not which contexts permit each step is revising an informational passage about learning habits, where pattern appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 25: vary vocabulary around precision without losing meaning

A learner who avoids repetition by using inaccurate synonyms is revising a news report about financial decisions, where precision appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 26: vary vocabulary around suggests without losing meaning

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where suggests appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 27: vary vocabulary around partly without losing meaning

A learner who states every claim as certain is revising a Science explanation about energy, where partly appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 28: vary vocabulary around difficulty without losing meaning

A learner who knows many synonyms but cannot choose the best level of intensity is revising a school announcement about public spaces, where difficulty appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 29: vary vocabulary around efficiency without losing meaning

A learner who uses overly specific details in a summary is revising a Secondary 1 preview text about transport, where efficiency appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 30: vary vocabulary around reason without losing meaning

A learner who confuses strong evidence with certain proof is revising a Mathematics word problem about media literacy, where reason appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 31: vary vocabulary around slight without losing meaning

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where slight appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 32: vary vocabulary around strongly without losing meaning

A learner who cannot rank near-synonyms by intensity is revising a revision task about healthy habits, where strongly appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 33: vary vocabulary around sprint without losing meaning

A learner who chooses a word that is too general is revising an oral response about community service, where sprint appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 34: vary vocabulary around temperature without losing meaning

A learner who uses abstract nouns without clear examples is revising a project reflection about technology, where temperature appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 35: vary vocabulary around relationship without losing meaning

A learner who can rank emotion words but not academic evaluative words is revising a documentary extract about digital safety, where relationship appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 36: vary vocabulary around accuracy without losing meaning

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where accuracy appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 37: vary vocabulary around indicates without losing meaning

A learner who confuses possible with probable is revising a textbook section about sports, where indicates appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 38: vary vocabulary around completely without losing meaning

A learner who repeats the same word in every sentence is revising a class discussion about teamwork, where completely appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 39: vary vocabulary around object without losing meaning

A learner who uses very with every strong adjective is revising a continuous-writing paragraph about weather, where object appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 40: vary vocabulary around effectiveness without losing meaning

A learner who hedges everything until the sentence becomes vague is revising a digital article about friendship, where effectiveness appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 41: vary vocabulary around result without losing meaning

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where result appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 42: vary vocabulary around substantial without losing meaning

A learner who understands the idea but not the level of certainty is revising a listening task about food systems, where substantial appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 43: vary vocabulary around slightly without losing meaning

A learner who uses impressive vocabulary when a simple word is more precise is revising a debate about school rules, where slightly appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 44: vary vocabulary around look without losing meaning

A learner who knows a scale but not which contexts permit each step is revising an informational passage about learning habits, where look appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 45: vary vocabulary around responsibility without losing meaning

A learner who avoids repetition by using inaccurate synonyms is revising a news report about financial decisions, where responsibility appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 46: vary vocabulary around category without losing meaning

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where category appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 47: vary vocabulary around importance without losing meaning

A learner who states every claim as certain is revising a Science explanation about energy, where importance appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 48: vary vocabulary around demonstrates without losing meaning

A learner who knows many synonyms but cannot choose the best level of intensity is revising a school announcement about public spaces, where demonstrates appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 49: vary vocabulary around vehicle without losing meaning

A learner who uses overly specific details in a summary is revising a Secondary 1 preview text about transport, where vehicle appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 50: vary vocabulary around item without losing meaning

A learner who confuses strong evidence with certain proof is revising a Mathematics word problem about media literacy, where item appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 51: vary vocabulary around confidence without losing meaning

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where confidence appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 52: vary vocabulary around cause without losing meaning

A learner who cannot rank near-synonyms by intensity is revising a revision task about healthy habits, where cause appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 53: vary vocabulary around significant without losing meaning

A learner who chooses a word that is too general is revising an oral response about community service, where significant appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 54: vary vocabulary around fairly without losing meaning

A learner who uses abstract nouns without clear examples is revising a project reflection about technology, where fairly appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 55: vary vocabulary around glance without losing meaning

A learner who can rank emotion words but not academic evaluative words is revising a documentary extract about digital safety, where glance appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 56: vary vocabulary around factor without losing meaning

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where factor appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 57: vary vocabulary around principle without losing meaning

A learner who confuses possible with probable is revising a textbook section about sports, where principle appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 58: vary vocabulary around severity without losing meaning

A learner who repeats the same word in every sentence is revising a class discussion about teamwork, where severity appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 59: vary vocabulary around proves without losing meaning

A learner who uses very with every strong adjective is revising a continuous-writing paragraph about weather, where proves appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 60: vary vocabulary around transport without losing meaning

A learner who hedges everything until the sentence becomes vague is revising a digital article about friendship, where transport appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 61: vary vocabulary around device without losing meaning

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where device appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 62: vary vocabulary around reluctance without losing meaning

A learner who understands the idea but not the level of certainty is revising a listening task about food systems, where reluctance appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 63: vary vocabulary around effect without losing meaning

A learner who uses impressive vocabulary when a simple word is more precise is revising a debate about school rules, where effect appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 64: vary vocabulary around extreme without losing meaning

A learner who knows a scale but not which contexts permit each step is revising an informational passage about learning habits, where extreme appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 65: vary vocabulary around quite without losing meaning

A learner who avoids repetition by using inaccurate synonyms is revising a news report about financial decisions, where quite appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 66: vary vocabulary around stare without losing meaning

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where stare appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 67: vary vocabulary around significance without losing meaning

A learner who states every claim as certain is revising a Science explanation about energy, where significance appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 68: vary vocabulary around method without losing meaning

A learner who knows many synonyms but cannot choose the best level of intensity is revising a school announcement about public spaces, where method appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 69: vary vocabulary around frequency without losing meaning

A learner who uses overly specific details in a summary is revising a Secondary 1 preview text about transport, where frequency appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 70: vary vocabulary around may without losing meaning

A learner who confuses strong evidence with certain proof is revising a Mathematics word problem about media literacy, where may appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 71: vary vocabulary around bus without losing meaning

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where bus appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 72: vary vocabulary around tool without losing meaning

A learner who cannot rank near-synonyms by intensity is revising a revision task about healthy habits, where tool appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 73: vary vocabulary around influence without losing meaning

A learner who chooses a word that is too general is revising an oral response about community service, where influence appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 74: vary vocabulary around support without losing meaning

A learner who uses abstract nouns without clear examples is revising a project reflection about technology, where support appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 75: vary vocabulary around possible without losing meaning

A learner who can rank emotion words but not academic evaluative words is revising a documentary extract about digital safety, where possible appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 76: vary vocabulary around very without losing meaning

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where very appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 77: vary vocabulary around peer without losing meaning

A learner who confuses possible with probable is revising a textbook section about sports, where peer appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 78: vary vocabulary around risk without losing meaning

A learner who repeats the same word in every sentence is revising a class discussion about teamwork, where risk appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 79: vary vocabulary around resource without losing meaning

A learner who uses very with every strong adjective is revising a continuous-writing paragraph about weather, where resource appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 80: vary vocabulary around likelihood without losing meaning

A learner who hedges everything until the sentence becomes vague is revising a digital article about friendship, where likelihood appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 81: vary vocabulary around might without losing meaning

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where might appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 82: vary vocabulary around train without losing meaning

A learner who understands the idea but not the level of certainty is revising a listening task about food systems, where train appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 83: vary vocabulary around emotion without losing meaning

A learner who uses impressive vocabulary when a simple word is more precise is revising a debate about school rules, where emotion appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 84: vary vocabulary around consequence without losing meaning

A learner who knows a scale but not which contexts permit each step is revising an informational passage about learning habits, where consequence appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 85: vary vocabulary around source without losing meaning

A learner who avoids repetition by using inaccurate synonyms is revising a news report about financial decisions, where source appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 86: vary vocabulary around probable without losing meaning

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where probable appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 87: vary vocabulary around extremely without losing meaning

A learner who states every claim as certain is revising a Science explanation about energy, where extremely appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 88: vary vocabulary around gaze without losing meaning

A learner who knows many synonyms but cannot choose the best level of intensity is revising a school announcement about public spaces, where gaze appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 89: vary vocabulary around probability without losing meaning

A learner who uses overly specific details in a summary is revising a Secondary 1 preview text about transport, where probability appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 90: vary vocabulary around capacity without losing meaning

A learner who confuses strong evidence with certain proof is revising a Mathematics word problem about media literacy, where capacity appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 91: vary vocabulary around certainty without losing meaning

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where certainty appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 92: vary vocabulary around could without losing meaning

A learner who cannot rank near-synonyms by intensity is revising a revision task about healthy habits, where could appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 93: vary vocabulary around movement without losing meaning

A learner who chooses a word that is too general is revising an oral response about community service, where movement appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 94: vary vocabulary around feeling without losing meaning

A learner who uses abstract nouns without clear examples is revising a project reflection about technology, where feeling appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 95: vary vocabulary around process without losing meaning

A learner who can rank emotion words but not academic evaluative words is revising a documentary extract about digital safety, where process appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 96: vary vocabulary around context without losing meaning

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where context appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 97: vary vocabulary around likely without losing meaning

A learner who confuses possible with probable is revising a textbook section about sports, where likely appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 98: vary vocabulary around absolutely without losing meaning

A learner who repeats the same word in every sentence is revising a class discussion about teamwork, where absolutely appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 99: vary vocabulary around problem without losing meaning

A learner who uses very with every strong adjective is revising a continuous-writing paragraph about weather, where problem appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 100: vary vocabulary around possibility without losing meaning

A learner who hedges everything until the sentence becomes vague is revising a digital article about friendship, where possibility appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 101: vary vocabulary around trend without losing meaning

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where trend appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 102: vary vocabulary around minor without losing meaning

A learner who understands the idea but not the level of certainty is revising a listening task about food systems, where minor appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 103: vary vocabulary around perhaps without losing meaning

A learner who uses impressive vocabulary when a simple word is more precise is revising a debate about school rules, where perhaps appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 104: vary vocabulary around walk without losing meaning

A learner who knows a scale but not which contexts permit each step is revising an informational passage about learning habits, where walk appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 105: vary vocabulary around justice without losing meaning

A learner who avoids repetition by using inaccurate synonyms is revising a news report about financial decisions, where justice appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 106: vary vocabulary around strategy without losing meaning

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where strategy appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 107: vary vocabulary around criterion without losing meaning

A learner who states every claim as certain is revising a Science explanation about energy, where criterion appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 108: vary vocabulary around unlikely without losing meaning

A learner who knows many synonyms but cannot choose the best level of intensity is revising a school announcement about public spaces, where unlikely appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 109: vary vocabulary around nearly without losing meaning

A learner who uses overly specific details in a summary is revising a Secondary 1 preview text about transport, where nearly appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 110: vary vocabulary around issue without losing meaning

A learner who confuses strong evidence with certain proof is revising a Mathematics word problem about media literacy, where issue appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 111: vary vocabulary around certainty without losing meaning

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where certainty appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 112: vary vocabulary around claim without losing meaning

A learner who cannot rank near-synonyms by intensity is revising a revision task about healthy habits, where claim appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 113: vary vocabulary around moderate without losing meaning

A learner who chooses a word that is too general is revising an oral response about community service, where moderate appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 114: vary vocabulary around probably without losing meaning

A learner who uses abstract nouns without clear examples is revising a project reflection about technology, where probably appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 115: vary vocabulary around stroll without losing meaning

A learner who can rank emotion words but not academic evaluative words is revising a documentary extract about digital safety, where stroll appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 116: vary vocabulary around evidence without losing meaning

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where evidence appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 117: vary vocabulary around system without losing meaning

A learner who confuses possible with probable is revising a textbook section about sports, where system appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Diversity Lab 118: vary vocabulary around sequence without losing meaning

A learner who repeats the same word in every sentence is revising a class discussion about teamwork, where sequence appears repeatedly. First decide which occurrences are necessary lexical anchors and which are accidental repetition. For one replaceable instance, generate two alternatives: a true synonym or near-synonym, and a structural solution such as a pronoun, category term or sentence rewrite. Test each option for meaning, register, collocation and reference clarity. Keep the version that preserves precision and cohesion, even if that means retaining the original word. Then revise a second sentence using a different strategy. The target is controlled variety, not maximising the number of different words.

Where this fits in the eduKate Primary 6 vocabulary architecture

This article is a specialist child of the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility vocabulary owner or the Primary 6 vocabulary practice owner. The master Vocabulary router and Vocabulary Learning Hub remain the wider routes across vocabulary levels and problems.

The lane remains add-only. Each child owns one distinct search and teaching job, then routes into existing specialist pages instead of rewriting them.

Sources and further reading

• Reading Rockets — Vocabulary Instructional Guidelines and Classroom Examples.
• Reading Rockets — Content Area Vocabulary Learning.
• Cambridge Dictionary — Hedges.
• Cambridge Dictionary — Gradable Adjectives and Degree.
• Cambridge Dictionary — Intensifiers.
• Cambridge Dictionary — Degree Adverbs.
• Cambridge Core — Lexical Diversity and Language Proficiency (2026).
• IES — Word Knowledge Instruction and Grade 5 Writing.
• MOE Singapore — English Language Syllabus 2020 Primary.
• SEAB — 2026 PSLE English Language syllabus.

Extended Primary 6 application fieldbook

Fieldbook 1: justice in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where justice repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 2: category in a project reflection

A learner who chooses a word that is unnecessarily specific is revising a project reflection about media literacy, where category repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 3: certainty in a Science explanation

A learner who uses many different words but loses cohesion is revising a Science explanation about weather, where certainty repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 4: strongly in a digital article

A learner who writes vague nouns where a specific referent is needed is revising a digital article about public spaces, where strongly repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 5: peer in an oral response

A learner who knows concrete examples but struggles with abstract labels is revising an oral response about sports, where peer repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 6: relevance in a peer explanation

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where relevance repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 7: effect in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is revising a continuous-writing paragraph about digital safety, where effect repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 8: unlikely in a revision task

A learner who writes vague nouns where a specific referent is needed is revising a revision task about learning habits, where unlikely repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 9: vehicle in a news report

A learner who knows concrete examples but struggles with abstract labels is revising a news report about community service, where vehicle repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 10: feeling in a class discussion

A learner who chooses a word that is unnecessarily specific is revising a class discussion about food systems, where feeling repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 11: relationship in a graph explanation

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where relationship repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 12: likelihood in an informational passage

A learner who writes vague nouns where a specific referent is needed is revising an informational passage about friendship, where likelihood repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 13: clearly in a textbook section

A learner who knows concrete examples but struggles with abstract labels is revising a textbook section about transport, where clearly repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 14: stare in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is revising a Mathematics word problem about teamwork, where stare repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 15: certainty in a debate

A learner who uses many different words but loses cohesion is revising a debate about energy, where certainty repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 16: cause in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where cause repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 17: likely in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is revising a Secondary 1 preview text about financial decisions, where likely repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 18: completely in a listening task

A learner who chooses a word that is unnecessarily specific is revising a listening task about technology, where completely repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 19: emotion in a documentary extract

A learner who uses many different words but loses cohesion is revising a documentary extract about school rules, where emotion repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 20: pattern in a school announcement

A learner who writes vague nouns where a specific referent is needed is revising a school announcement about healthy habits, where pattern repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 21: frequency in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where frequency repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 22: probably in a project reflection

A learner who chooses a word that is unnecessarily specific is revising a project reflection about media literacy, where probably repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 23: glance in a Science explanation

A learner who uses many different words but loses cohesion is revising a Science explanation about weather, where glance repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 24: possibility in a digital article

A learner who writes vague nouns where a specific referent is needed is revising a digital article about public spaces, where possibility repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 25: result in an oral response

A learner who knows concrete examples but struggles with abstract labels is revising an oral response about sports, where result repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 26: probable in a peer explanation

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where probable repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 27: partly in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is revising a continuous-writing paragraph about digital safety, where partly repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 28: tool in a revision task

A learner who writes vague nouns where a specific referent is needed is revising a revision task about learning habits, where tool repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 29: system in a news report

A learner who knows concrete examples but struggles with abstract labels is revising a news report about community service, where system repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 30: severity in a class discussion

A learner who chooses a word that is unnecessarily specific is revising a class discussion about food systems, where severity repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 31: perhaps in a graph explanation

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where perhaps repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 32: look in an informational passage

A learner who writes vague nouns where a specific referent is needed is revising an informational passage about friendship, where look repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 33: probability in a textbook section

A learner who knows concrete examples but struggles with abstract labels is revising a textbook section about transport, where probability repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 34: reason in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is revising a Mathematics word problem about teamwork, where reason repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 35: possible in a debate

A learner who uses many different words but loses cohesion is revising a debate about energy, where possible repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 36: almost in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where almost repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 37: device in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is revising a Secondary 1 preview text about financial decisions, where device repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 38: strategy in a listening task

A learner who chooses a word that is unnecessarily specific is revising a listening task about technology, where strategy repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 39: importance in a documentary extract

A learner who uses many different words but loses cohesion is revising a documentary extract about school rules, where importance repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 40: could in a school announcement

A learner who writes vague nouns where a specific referent is needed is revising a school announcement about healthy habits, where could repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 41: sprint in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where sprint repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 42: risk in a project reflection

A learner who chooses a word that is unnecessarily specific is revising a project reflection about media literacy, where risk repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 43: argument in a Science explanation

A learner who uses many different words but loses cohesion is revising a Science explanation about weather, where argument repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 44: extreme in a digital article

A learner who writes vague nouns where a specific referent is needed is revising a digital article about public spaces, where extreme repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 45: nearly in an oral response

A learner who knows concrete examples but struggles with abstract labels is revising an oral response about sports, where nearly repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 46: item in a peer explanation

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where item repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 47: process in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is revising a continuous-writing paragraph about digital safety, where process repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 48: accuracy in a revision task

A learner who writes vague nouns where a specific referent is needed is revising a revision task about learning habits, where accuracy repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 49: might in a news report

A learner who knows concrete examples but struggles with abstract labels is revising a news report about community service, where might repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 50: march in a class discussion

A learner who chooses a word that is unnecessarily specific is revising a class discussion about food systems, where march repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 51: significance in a graph explanation

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where significance repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 52: claim in an informational passage

A learner who writes vague nouns where a specific referent is needed is revising an informational passage about friendship, where claim repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 53: significant in a textbook section

A learner who knows concrete examples but struggles with abstract labels is revising a textbook section about transport, where significant repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 54: absolutely in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is revising a Mathematics word problem about teamwork, where absolutely repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 55: object in a debate

A learner who uses many different words but loses cohesion is revising a debate about energy, where object repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 56: consequence in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where consequence repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 57: precision in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is revising a Secondary 1 preview text about financial decisions, where precision repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 58: may in a listening task

A learner who chooses a word that is unnecessarily specific is revising a listening task about technology, where may repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 59: stroll in a documentary extract

A learner who uses many different words but loses cohesion is revising a documentary extract about school rules, where stroll repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 60: factor in a school announcement

A learner who writes vague nouns where a specific referent is needed is revising a school announcement about healthy habits, where factor repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 61: trend in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where trend repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 62: substantial in a project reflection

A learner who chooses a word that is unnecessarily specific is revising a project reflection about media literacy, where substantial repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 63: extremely in a Science explanation

A learner who uses many different words but loses cohesion is revising a Science explanation about weather, where extremely repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 64: difficulty in a digital article

A learner who writes vague nouns where a specific referent is needed is revising a digital article about public spaces, where difficulty repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 65: influence in an oral response

A learner who knows concrete examples but struggles with abstract labels is revising an oral response about sports, where influence repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 66: sequence in a peer explanation

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where sequence repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 67: proves in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is revising a continuous-writing paragraph about digital safety, where proves repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 68: walk in a revision task

A learner who writes vague nouns where a specific referent is needed is revising a revision task about learning habits, where walk repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 69: responsibility in a news report

A learner who knows concrete examples but struggles with abstract labels is revising a news report about community service, where responsibility repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 70: capacity in a class discussion

A learner who chooses a word that is unnecessarily specific is revising a class discussion about food systems, where capacity repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 71: slight in a graph explanation

A learner who uses many different words but loses cohesion is revising a graph explanation about biodiversity, where slight repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 72: very in an informational passage

A learner who writes vague nouns where a specific referent is needed is revising an informational passage about friendship, where very repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 73: challenge in a textbook section

A learner who knows concrete examples but struggles with abstract labels is revising a textbook section about transport, where challenge repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 74: reluctance in a Mathematics word problem

A learner who chooses a word that is unnecessarily specific is revising a Mathematics word problem about teamwork, where reluctance repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 75: criterion in a debate

A learner who uses many different words but loses cohesion is revising a debate about energy, where criterion repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 76: demonstrates in a situational-writing email

A learner who writes vague nouns where a specific referent is needed is revising a situational-writing email about inventions, where demonstrates repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 77: movement in a Secondary 1 preview text

A learner who knows concrete examples but struggles with abstract labels is revising a Secondary 1 preview text about financial decisions, where movement repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 78: temperature in a listening task

A learner who chooses a word that is unnecessarily specific is revising a listening task about technology, where temperature repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 79: resource in a documentary extract

A learner who uses many different words but loses cohesion is revising a documentary extract about school rules, where resource repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 80: major in a school announcement

A learner who writes vague nouns where a specific referent is needed is revising a school announcement about healthy habits, where major repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 81: quite in a narrative passage

A learner who knows concrete examples but struggles with abstract labels is revising a narrative passage about environmental change, where quite repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 82: issue in a project reflection

A learner who chooses a word that is unnecessarily specific is revising a project reflection about media literacy, where issue repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 83: confidence in a Science explanation

A learner who uses many different words but loses cohesion is revising a Science explanation about weather, where confidence repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 84: context in a digital article

A learner who writes vague nouns where a specific referent is needed is revising a digital article about public spaces, where context repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 85: indicates in an oral response

A learner who knows concrete examples but struggles with abstract labels is revising an oral response about sports, where indicates repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 86: train in a peer explanation

A learner who chooses a word that is unnecessarily specific is revising a peer explanation about water conservation, where train repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 87: freedom in a continuous-writing paragraph

A learner who uses many different words but loses cohesion is revising a continuous-writing paragraph about digital safety, where freedom repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 88: method in a revision task

A learner who writes vague nouns where a specific referent is needed is revising a revision task about learning habits, where method repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 89: moderate in a news report

A learner who knows concrete examples but struggles with abstract labels is revising a news report about community service, where moderate repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.

Fieldbook 90: fairly in a class discussion

A learner who chooses a word that is unnecessarily specific is revising a class discussion about food systems, where fairly repeats. Decide which repetitions are necessary lexical anchors. For one unnecessary repeat, compare a synonym, a category term, a pronoun and a sentence restructuring option. Reject any revision that changes meaning, register or reference clarity. Read the paragraph again for cohesion. The target is purposeful variety around stable meaning, not synonym count.