The phrase "and proceeded to interpret" is correct and usable in written English.
It can be used when describing an action that follows another action, particularly in contexts involving analysis or explanation.
Example: "After gathering the data, the researcher analyzed the results and proceeded to interpret the findings for the audience."
Alternatives: "and went on to interpret" or "and continued to interpret".
With that mindset in place, the highly-decorated retired Marine Corps general in command of the probability and risk-assessment team proceeded to interpret the various information coming into his office in a manner fully consistent with his pre-judgment, while disregarding the rest.
On his last birthday, in 2011, he tweeted that he'd just run on grass and that it was the perfect present, which the British new media proceeded to interpret and broadcast as "Stuart Holden is back in training!" His manager wasn't happy.
By successfully eliminating gross differences in behavioural performance, we can proceed to interpret changes in the BOLD response more clearly with respect to the experimental variables of most interest – i.e., the spatially-selective influence of the functional part of a tool on visual processing.
We therefore regard it a valuable exercise to consider possible explanations for the incongruence in our results before proceeding to interpret the more robust lineages (in most cases, prioritizing our nuclear phylogenies).
Kartēr managed to reestablish orthodox Zoroastrianism and proceeded to persecute all other religions, especially the Zandīks (Zoroastrian heretics, perhaps Zurvanites), who insisted on interpreting the Avesta in the light of their own thinking.
The DNA repair machinery might interpret these fragments as damaged pieces of DNA and proceed to its elimination [ 20].
Fix these, and proceed to step seven.
Equip it, and proceed to a level.
When an administration at first ignores and then proceeds to selectively interpret the Geneva conventions, abuses are certain to occur.
An awareness of the 'affordances and constraints of measures in light of characteristics of distribution' (Lehrer et al., 2011, p. 275) was becoming apparent as the students proceeded to represent and interpret their data by generating a range of representations, both hand-drawn and using the TinkerPlots software.
