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  PoS   WORD HIS EDU SOC LAW HUM PHIL SCI MED BUS
1  J    DEFICIENT 61 98 72 43 36 72 85 139 3
2  V    IMBUE 102 14 88 36 111 84 49 6 8
3  J    ENGLISH-SPEAKING 136 52 144 68 43 104 20 24 14
4  R    BIOLOGICALLY 37 17 75 22 22 115 267 56 3
5  J    AGGREGATE 99 46 276 134 12 24 206 41 27
6  V    PARAPHRASE 55 39 40 59 98 74 43 10 18
7  J    LOCALIZED 54 15 137 35 78 25 260 145 4
8  V    RE-EVALUATE 69 46 52 32 48 43 79 45 19
9  N    REPLICATION 26 176 191 18 63 139 176 124 8
10  J    IDIOSYNCRATIC 33 52 122 51 126 78 58 9 13
 

our curriculum and accountable for student learning? Those nagging questions, which motivated the original audit, were driving us to the same conclusion as before - we needed a format external review of how well we had responded to the original audit recommendations, thus the request for a comprehensive post-audit. This article reviews the finding and recommendations of the first audit and the motivation and activities related to a post-audit. In the early 1980s, those responsible for managing curriculum in the Topeka Public Schools (Kansas) were concerned that the curriculum was like a wild animal marauding out of control. We wanted to control it but our district, like most others, was paralyzed because of past traditions, board involvement, teacher ownership, and other factors. Similarly, parents were frightened by change, as reflected in the question, "What are you trying to teach my child? "Our public, not unlike the rest of the country, was clamoring for accountability.

 
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[ACADEMIC] Education (1992)
 



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