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  PoS   WORD HIS EDU SOC LAW HUM PHIL SCI MED BUS
1  N    ERUPTION 88 5 123 90 41 38 568 45 8
2  J    COMMONPLACE 112 45 144 111 165 115 156 31 23
3  J    PERSUASIVE 115 66 126 157 134 207 86 18 26
4  V    EMANATE 199 57 127 118 108 104 220 37 10
5  J    UNREALISTIC 151 112 150 114 55 125 131 58 24
6  N    MUNICIPALITY 209 20 206 368 28 38 387 41 39
7  J    SIMULTANEOUS 138 166 233 103 205 109 294 161 20
8  V    OUTWEIGH 114 40 136 193 37 108 167 73 32
9  N    INTRUSION 114 46 117 134 108 138 185 14 12
10  J    INTENTIONAL 75 94 141 133 126 353 151 65 15
 

course(s) has been structured either singularly or in combination around one of two approaches. These two approaches are: 1) activity-based physical education (APE) where students take an activity/ skill oriented course or 2) conceptually-based physical education (CPE) where students take a one-to-three credit lecture/laboratory course in which the theoretical concepts of activity are presented. The APE approach to general education has been the "norm "until the 1970's when many universities developed "multidimensional "(concepts) courses. By 1978, more than 300 junior and senior colleges had implemented a concepts course (Corbin &; Laurie, 1978). Trimble and Hensley (1990) reported that 52% of the colleges and universities surveyed offered a concepts course and that 33% of all institutions accepted this course as the required PE course. Research has investigated the value of required college PE (Brynteson, Hoag, &; Schollmeier, 1980; Brynteson, Adams, &; Schollmeier, 1990; Corbin &; Laurie

 
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[ACADEMIC] Physical Educator (1995)
 



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