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This thesis examines how vocabulary sophistication indices relate to writing scores on an English for Specific Purposes post-entry diagnostic test for engineers (N=353). Multiple lexical sophistication approaches are compared to writing scores, and lexical profile differences between successful and unsuccessful students are analyzed.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-lexical-profile-analysis-of-a-diagnostic-writing-assessment-the-relationship-between-lexical-profiles-and-writing-proficiency/158306/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-lexical-profile-analysis-of-a-diagnostic-writing-assessment-the-relationship-between-lexical-profiles-and-writing-proficiency/158306.png","ImageObject",300,407,{"name":92,"@type":93},"Felix Montgomery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",21,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the thesis study about vocabulary and writing proficiency?","Question",{"text":113,"@type":114},"The study investigates the relationship between lexical profile measures of vocabulary sophistication and writing scores on a diagnostic writing assessment for engineering students.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How is the diagnostic writing assessment used in the research?",{"text":118,"@type":114},"Writing scores are drawn from a post-entry university diagnostic test in an English for Specific Purposes context for engineers, with a sample size of N=353.",{"name":120,"@type":111,"acceptedAnswer":121},"What lexical profile characteristics differentiate successful from unsuccessful students?",{"text":122,"@type":114},"Successful writing samples show higher presence of tokens and types, greater lexical stretch, stronger academic vocabulary, and more formulaic language.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},158306,1787998863,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},549768064778,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Lexical Profile Analysis of a Diagnostic Writing Assessment: The Relationship between Lexical Profiles and Writing Proficiency  \nby  \nRose Katagiri  \nA thesis submitted to the Faculty of Graduate and Postdoctoral Affairs in partial fulfillment of the requirements for the degree of  \nMaster of Arts in  \nApplied Linguistics and Discourse Studies  \nCarleton  \nUniversity  \nOttawa, Ontario  \n© 2019, Rose Katagiri  \nAbstract  \nEffective use of vocabulary contributes to academic language proficiency and academic success (Douglas, 2013) . Sophisticated vocabulary use relates to increased quality of writing (Laufer & Nation, 1995; Kyle & Crossley, 2015) . However, it is unclear which lexical sophistication characteristics contribute to writing quality assessments. Furthermore, previous studies focused on general assessments, rather than English for Specific Purposes diagnostic assessments which aid in early intervention for academic support. The present study investigates the relationship between vocabulary sophistication indices and writing scores (N = 353) on a post-entry university diagnostic test for engineers (Fox & Artemeva, 2017) . Multiple lexical sophistication approaches were compared to writing scores and differences in lexical profile characteristics of successful and unsuccessful students were compared. Results indicated that samples of successful writing have a higher presence of tokens, types, lexical stretch, academic vocabulary and formulaic language. The findings have pedagogical implications for remedial writing instruction of engineering students.  \nKeywords: lexical sophistication, lexical frequency profiling, diagnostic assessment, academic vocabulary, discipline-specific vocabulary, formulaic language, academic writing, English for Specific Purposes  \nTable of Contents  \nAbstract ........................................................................................................................................... ii  \nTable of Contents ........................................................................................................................... iii  \n[List of Tables ................................................................................................................................. vi](List of Tables ................................................................................................................................. vi)  \n[List of Figures ...............................](List of Figures ...............................)................................................................................................ vii  \nList of Acronyms ......................................................................................................................... viii  \nChapter 1: Introduction ................................................................................................................... 1  \n1.0 Research context and gaps ............................................................................................... 1  \n1.2 Guiding Research Questions ............................................................................................ 3  \n1.3 Organization of the thesis................................................................................................. 4  \nChapter 2: Literature Review .......................................................................................................... 5  \n2.0 Introduction ...................................................................................................................... 5  \n2.1 Importance of Vocabulary in Academic Writing ............................................................. 6  \n2.2 Lexical Sophistication ...................................................................................................... 9  \n2.3 Lexical Frequency Profiling ........................................................................................... 10  \n2.4 Lexical Frequency Profile and Lexica","cbCaidC7WnPrXYQ7","https://ap.wps.com/l/cbCaidC7WnPrXYQ7","pdf",815037,139,"English","# Chapter 1: Introduction\n## Research context and gaps\n## Guiding Research Questions\n## Organization of the thesis\n# Chapter 2: Literature Review\n## Importance of Vocabulary in Academic Writing\n## Lexical Sophistication\n## Lexical Frequency Profiling\n## Lexical Frequency Profile and Lexical Stretch\n## Tokens, Type, and Type-Token Ratio (TTR)\n## Specialized Vocabulary\n## Tool for the Automatic Analysis of Lexical Sophistication\n# Chapter 3: Methodology\n## Materials\n## Research Question 1: Holistic scores and vocabulary scores\n## Research Question 2: Lexical Frequency and Lexical Stretch\n## Research Questions 3a and 3b: Specialized Vocabulary\n## Research Question 3c: Academic Formulaic Language\n## Tool for Automatic Analysis of Lexical Sophistication (TAALES)\n# Chapter 4: Discussion\n## Research Question 1: Relationship between holistic and vocabulary scores\n## Research Question 2: Lexical Frequency and Lexical Stretch\n## Research Question 3a: Academic Vocabulary\n## Research Question 3b: D","[{\"question\":\"What does the thesis study about vocabulary and writing proficiency?\",\"answer\":\"The study investigates the relationship between lexical profile measures of vocabulary sophistication and writing scores on a diagnostic writing assessment for engineering students.\"},{\"question\":\"How is the diagnostic writing assessment used in the research?\",\"answer\":\"Writing scores are drawn from a post-entry university diagnostic test in an English for Specific Purposes context for engineers, with a sample size of N=353.\"},{\"question\":\"What lexical profile characteristics differentiate successful from unsuccessful students?\",\"answer\":\"Successful writing samples show higher presence of tokens and types, greater lexical stretch, stronger academic vocabulary, and more formulaic language.\"}]","A Lexical Profile Analysis of a Diagnostic Writing Assessment - The Relationship between Lexical Profiles and Writing Proficiency | PDF",350]