Frequently Misspelt Words

The following are a list of the 100 most frequently misspelt words for Year 9 and 10 Australian high
school students. To improve students’ spelling, it is recommended that they use a range of strategies
(on the previous page) to memorise these words.

1 a lot 26 desperate 51 harassment 76 prejudice

2 absence 27 difference 52 humorous 77 privilege
3 accidentally 28 difficulty 53 imaginary 78 probably
4 accommodate 29 disappoint 54 immediately 79 purchases
5 acquired 30 doesn't 55 immensely 80 receipt
6 actually 31 embarrass 56 independent 81 receive
7 advertisement 32 employees 57 its (its paw*) 82 recommend
8 amateur 33 environment 58 jewellery 83 repaid
9 attendance 34 equipped 59 laboratory 84 repetition
10 beginning 35 exaggerate 60 losing 85 responsibility
11 believe 36 excellent 61 manufacturer 86 restaurant
12 benefit 37 excessive 62 necessary 87 schedule
13 business 38 existence 63 occasion 88 separate
14 certain 39 expense 64 occurred 89 similar
15 committee 40 experience 65 occurrence 90 sincerely
16 completely 41 familiar 66 opportunity 91 society
17 condemn 42 fascinate 67 pamphlet 92 studying
18 conscious 43 February 68 parliament 93 succeeded
19 convenient 44 fifteen 69 particularly 94 success
20 criticise 45 financial 70 performance 95 successful
21 decision 46 foreign 71 permanent 96 surprise
22 definite 47 fortunately 72 personnel 97 tragedy
23 definitely 48 government 73 pleasant 98 truly
24 description 49 guarantee 74 position 99 vehicle
25 desirable 50 guidance 75 possess 100 writing

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Frequently misspelt words for older students
The following is a list of commonly used words that are frequently misspelled:

A H P
acceptable harass pastime
accidentally height perseverance
accommodate hierarchy personnel
acquire humorous playwright
acquit I possession
a lot (two words) ignorance precede
amateur immediate principal (head of a school)
apparent independent principle (a belief or moral)
argument indispensable privilege
atheist inoculate pronunciation
B intelligence publicly
believe J Q
C jewellery questionnaire
calendar judgement R
category K receive/receipt
cemetery kernel recommend
changeable L referred
collectible leisure reference
column liaison relevant
committed library restaurant
conscience license (to permit) rhyme
conscientious licence (a permit) rhythm
conscious lightning S
consensus M schedule
D maintenance separate
discipline manoeuvre sergeant
drunkenness medieval supersede
dumbbell memento T
E millennium thank you
embarrass (ment) miniature threshold
exhilarate minuscule twelfth
exceed mischievous tyranny
existence misspell V
F N vacuum
fiery neighbour W
foreign noticeable weather
G O weird
gauge occasionally
grateful occurrence
guarantee

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Glossary of key words
This glossary contains key words that appear frequently in Board of Studies syllabuses, performance
descriptions and examinations. The purpose behind the glossary is to help students prepare better
for the HSC by showing them that certain key words are used similarly in examinations and tasks
across the different subjects they are studying. It is useful for all students to begin understanding
using these words from Year 7.

Account account for: state reasons for, report on. Give account of, narrate a series of events or
transactions
Analyse identify components and the relationship between; draw out and relate implications
Apply use, utilise, employ in a particular situation
Appreciate make a judgement about the value of
Assess make a judgement of value, quality outcomes, results or size
Analyse find the main ideas, discuss them and consider their relative importance
Calculate ascertain/determine from given facts, figures or information
Clarify make clear or plain
Classify arrange or include in classes/categories
Compare show how things are similar
Construct make: build: put together items or arguments
Contrast show things are different or opposite
Critically add a degree or level of accuracy, depth of knowledge and understanding, logic,
(analyse/evaluate) questioning, reflection and quality to analysis/evaluation
Deduce draw conclusions
Define state meaning and identify essential qualities
Demonstrate show by example
Describe provide characteristics and features
Discuss identify issues and provide points for and / or against
Distinguish recognise or note/indicate as being districts or different from; note differences
between
Evaluate make a judgement based on criteria; determine the value of
Examine inquire into
Explain relate cause and effect; make the relationship between things evident;
provide why and/or how
Extract choose relevant and /or appropriate information
Extrapolate infer from what is known
Identify recognise and name
Interpret draw meaning from
Inquire An inquiry is any process that has the aim of finding new knowledge, resolving doubt,
or solving a problem
Investigate plan, inquire into and draw conclusions about
Justify support and argument or conclusion
Outline sketch in general terms; indicate the main features
Persuade Convince the reader of your point view using language & evidence
Predict suggest what may happen based on available information
Propose put forward (for example a point of view, arguments, suggestion) for consideration or
action
Prove establish that something is true using logical reasoning and evidence
Recall present remembered ideas, facts or experiences
Recommend provide reasons in favour
Recount retell a series of events
State present ideas clearly and concisely. Details, illustrations or examples may be left out
Summarise express, concisely, the relevant
Synthesise put together various elements to make a whole

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MODALITY
This is the way writers express their attitude towards the topic and reveal/show how definite
they are. The writer takes a stance which can range from complete agreement to definite
disagreement.

It also shows the writer’s belief in the likelihood of an event occurring. This is particularly
helpful when writing a persuasive text.

E.g. Strong modality- Drivers must not drink and drive.

Tentative modality- “it might rain tomorrow,” stated mum.

Tentative Moderate Strong

• May • Would/wouldn’t • Must/mustn’t
• Could • Should/shouldn’t • Ought to (do this
• Possibly • Probably now…)
• Perhaps • Often • Have to
• Might • Ought to(think • Certainly
• Conceivable about…) • Necessary
• Sometimes • Frequently • Definitely
• Occasionally • Tends to • Undoubtedly
• Seldomly • Usually • Always
• Maybe • Likely • Never
• Minority • Regularly • Clearly
• Generally • Cannot
• Majority • Simply impossible

Conceivably … It appears probable… It is certain that…

It is possible that… It is usually the case that… It seems clear that…
It may be the case In the majority of cases… X is definitely…
That… The results suggest that it It is simply impossible for
Occasionally… is likely that… that…

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Persuasive and Emotive Language
Positive Negative
High modality: must, have to, should High modality: must not, have to, should not, never
Commands: Write, Do, Take action, Stop, Discover
Accurate Magic Abolish Never
Advantage Magnificent Aggravate Offend
Always Miracle Agony Ordeal
Announcing Most Appalled Outrageousness
Bargain Most Important Atrocious Produces disastrous results
Beseech New Now Awful Provoke
Best Popular Careless Repulsive
Certain Profitable Confusing Scandal
Certainly Proven Corrupting Severe
Confident Quick Cruel Shameful
Convenient Remarkable Damaging Shocking
Definitely Results Deplorable Spells the death of …
Delighted Revolutionary Disadvantages Strongly disagree
Easy Safe Disastrous Terrible
Ecstatic Save Disgusted Tragic
Effective Sensational Displeased Unreliable
Emphasise Should Dreadful Unstable
Entreat Startling Eliminate Wicked
Extremely Strongly agree/ recommend Harmful
Expect Strongly suggest Harsh
Freedom Superb Heaven forbid
Good Superior Horrible
Guaranteed Tremendous Inconsiderate
Health Truly Inferior
Highly effective/ likely Trustworthy Insensitive
Implore Urge Irritate
Improvement Very
Interesting Wanted
Introducing Workable
Investment Worthwhile Source:
Board of
Studies
Source: Board of Studies Page | 1
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HSC English (ESL) Language Study within an Area of Study – Extended Response

Vocabulary to improve extended responses

Compare Contrast
... akin to.... At the same time Other words for Other words for Other evaluative
All the same But ‘shows’ ‘emphasises’ terms
Also Contrastingly,
... analogous to... Conversely conveys accentuates achieves
As well Despite demonstrates amplifies affects
.... comparable to.... .... different to... depicts focuses engages
Equally ... distinguishes itself from... describes highlights creates
Furthermore For all that displays reinforces illustrates
Just as..., so too ... However explores strengthens implies
In addition In contrast,
expresses supports proves
In a similar way, .... is not... Rather
Nonetheless
indicates resolves
In like manner
... nothing like... means uses
Like...
Likewise Notwithstanding presents
... parallels On the contrary, reflects
... mirrors On the other hand, represents
Moreover There is a difference/ gap/ dis- reveals
... reflects tinction/ disparity between... suggests
... same as... Though symbolises
Similarly, Unlike...
Still Yet
Too
Explaining ideas Putting ideas in Cause and effect Concluding
order words
As already stated Afterwards As a result All in all…
Other ways of writing “creates a feeling of…” For example Finally Consequently All this evidence
For instance Firstly For points to…
conveys a sense of creates a sense of In other words Further For that reason All this leads to…
emphasises (makes stronger) her feeling of Namely Importantly Ini- Hence All this suggests
engenders (brings about) a feeling of Such as tially So that…
evokes (brings up)a feeling of That is Lastly Therefore Consequently
generates a feeling of Later Thus Finally
highlights her feeling of Most In conclusion
portrays (shows) a feeling of Next This results in
suggests that Secondly To sum up
Then
urce: Board of Studies
HSC English (ESL) Language Study So
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