The readability of a text is only partially due to its language materials.

     Consistency of point of view, coherence, text layout on a page (including used of subsections), use of diagrams, maps, ,charts, or other illustrations make the text more accessible as a system of information (not just as a system of language).

     From the reader's end, interest, familiarity with the topic or with the context of the text, individual prior knowledge and ability to activate a schema that helps organize incoming information and fix it in memory all make one text more readable (physicists read physics texts more easily than others do, no matter in what language).

     Remember that the more readable text usually:

     - is more redundant or longer, with more than one point at which a reader can access it (including illustrations, titles, restatements, and the like);

     - is organized around concrete situations or references rather than around abstract principles (unless the abstract principle involved has an exact equivalent in an L1 topic familar to the students);

     -identifies the unfamiliar -- obscure, alien, or taboo activities, situations, and responses -- with reference to the familiar, again in order to faciltate the readers' connections and comparisons (what is concrete and familiar to you may be abstract to someone else who has not experienced it);

     -deals with topics of interest or familar to the intended readers (so that it allows for communication and expressions from within readers' frames of reference);

     -fits the reader demographics (e.g. is "age appropriate") according to the norms of both the L1 and L2 cultures (it must allow for connections and comparisons, as the Standards indicate).