Sentence examples for examples of answer from inspiring English sources

One would expect that any benefit gained from being guided in the development of an outline for a SAQ answer and seeing worked examples of answer outlines would be greatest with the first exposure to these exercises and that the effect would become less prominent as students became more accustomed to the process of formulating written answers (Libarkin and Ording, 2012).

Figure 5 Examples of answers given by students in the assessment of the knowledge about natural selection.

Examples of answers were 'it was fun to hide the program' and 'because I can write a message'.

More than one third of the students justified the similarities between the two species with their shared ancestry (Figure 9). Figure 9 Examples of answers given by students in the assessment of the knowledge about macroevolution.

Most students correctly predicted that smaller populations would harbor less genetic diversity than larger ones, although only one-third of the students correctly justified their predictions (Figure 7). Figure 7 Examples of answers given by students in the assessment of the knowledge about genetic drift.

Examples of answers given by participants that were placed in this category were 'easy because the ED is always open' and 'not having to make an appointment'inabilitylito to get through to the physician by telephone or get a timely appointment'closelose to home'quickuick service' and 'more flexible openings hours'.

Examples of answering options are level of attractiveness (very nice - not nice), comprehensibility (very clear - not clear) and level of personalisation (very personal - not personal).

Examples of answering alternatives were: 'yes', 'no' or 'do not know', and 'agree perfectly'agreeree somewhat', 'agree to some degree' and 'do not agree at all'.

They tried to actively involve all students in the discussion and gave no examples of answers or summaries, since this could steer the discussion.

Examples of answers that were not directly related to the three principles of ethics include, "conduct ethically sound research," "non-personalizing issues" "non-exploitation," and "notification of side effects".

In order to avoid repetition, and to facilitate the overview of answers given, a table with examples of answers from the staff questionnaires and FGDs is available under additional file 1. Table 3 provides a summary of staff opinions regarding the perceived advantages and disadvantages of the revised case classification; 75.9% are positive while 24.1% had negative comments.