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Vocabulary profiles show that the General Service List (GSL) and Academic Word List (AWL) cover about 94% of a typical paper, with 3,000 and 5,000 word families covering 95% and 98% respectively; only 0.6% comes from beyond the 8,000-word boundary, supporting frequency-based vocabulary learning and informing EAP materials design.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Novice Level Writing  \nCompetency  \nScott Roy Douglas  \nUniversity of British Columbia, Okanagan Campus  \nAbstract  \nThis study builds on previous work exploring reading and listening lexical thresholds (Nation, 2006; Laufer & Ravenhorst-Kalovski, 2010; Schmitt, Jiang, & Grabe, 2011) in order to investigate productive vocabulary targets that mark successful entry-level undergraduate writing. Papers that passed the Effective Writing Test (EWT) were chosen to create a corpus of novice university level writing (N = 120) . Vocabulary profiles were generated, with results indicating the General Service List (GSL) and the Academic Word List (AWL) cover an average of 94% of a typical paper. Further analysis pointed to 3,000 word families and 5,000 word families covering 95% and 98% respectively of each paper. Low frequency lexical choices from beyond the 8,000 word family boundary accounted for only 0.6% coverage. These results support the frequency principle of vocabulary learning (Coxhead, 2006), and provide lexical targets for English for Academic Purposes (EAP) curriculum development and materials design.  \nRésumé  \nCette étude s'appuie sur des travaux antérieurs qui explorent les niveaux lexicaux pour la lecture et l’écoute (Laufer et Ravenhorst-Kalovski, 2010 ; Nation, 2006; Schmitt, Jiang et Grabe, 2011) . Elle a pour but d'étudier les niveaux de production lexicale qui marquentl'écriture à l'entrée à l'université anglophone. Pour créer un corpus d'écriture de niveau universitaire novice, 120 articles qui ont passé le Effective Writing Test (EWT) ont été choisis. Des profils de vocabulaire ont été générés et les résultats signalent que la General Service List (GSL) et la Academic Word List (AWL) couvrent une moyenne de 94% d'un document typique. En plus, 3 000 familles de mots et 5 000 familles de mots couvrent 95% et 98% respectivement de chaque article. Les choix de basses fréquences lexicales au-delà de la limite de 8 000 mots ne représentaient que 0,6% de la couverture. Ces résultatsappuient le principe fréquence de l'apprentissage du vocabulaire (Coxhead, 2006) et fournissent des niveaux lexicaux pour les programmes d’anglais à des fins académiques.  \nThe Canadian Journal of Applied Linguistics: 16, 1 (2013): 152-170  \nCJAL * RCLA Douglas 153  \nThe Lexical Breadth of Undergraduate Novice Level Writing Competency  \nIntroduction  \nLamentations about the poor writing skills of university students are plentiful in the popular press (for examples see Gilmour, 2010; Kelley, 2010), with particular accusations aimed at the “meagre” vocabularies of undergraduate students (Wilce, 2006) . In Canada, the focus on supposedly poor writing skills has implications for the increasing numbers of linguistically diverse students enrolling in English medium institutions of higher education. The demographic make up of Canadian universities is changing. This demographic shift is due, in part, to high immigration levels that have led to a change in the languages people speak on a daily basis. For example, in cities such as Vancouver, 31% of the population reports speaking an immigrant language at home, with Punjabi, Chinese, and Tagalog being the most common (Statistics Canada, 2012) . As the children of these families make their way through the K-12 school system, their families have strong aspirations for them to continue on to post-secondary education (Grayson, 2008; Krahn & Taylor, 2005) . This is evidenced by the relatively high percentage of high school graduates from linguistically diverse backgrounds in the first year admissions of universities such as the University of Calgary (Roessingh & Douglas, 2012) .  \nThis increase in domestic students from non-English-speaking backgrounds is coupled with greater numbers of international students coming to study in Canada. For example, the British Columbia (BC) government has set ambitious goals to increase the number of international students coming to BC by ","cbCaio6ZnOgN8GSy","https://ap.wps.com/l/cbCaio6ZnOgN8GSy","pdf",274650,"English","# Introduction\n## Context of university writing competence\n## Lexical demands and student diversity\n## Misconceptions about developmental writing processes","[{\"question\":\"What corpus and selection method were used to study novice writing?\",\"answer\":\"Papers that passed the Effective Writing Test (EWT) were selected to build a novice university-level writing corpus with N=120.\"},{\"question\":\"How much of a typical novice paper is covered by the GSL and AWL?\",\"answer\":\"The General Service List (GSL) and the Academic Word List (AWL) cover an average of 94% of a typical paper.\"},{\"question\":\"What did the study find about low-frequency word families beyond the 8,000 boundary?\",\"answer\":\"Low-frequency lexical choices beyond the 8,000 word family boundary account for only 0.6% of coverage.\"}]","The Lexical Breadth of Undergraduate Novice Level Writing Competency - read online free | PDF",1792081399,48]