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In the second exercise, the gathered insights were categorized into a STEP matrix: Social, Technological, Economic and Political.
In the second exercise, students study the natural history of this interaction, examining how rotifers catch prey, and examining how both uni- and multicellular yeast fare in the face of predation.
In the second exercise, the samples were recounted after the hematology analyzers were recalibrated with a common calibrant consisting of porcine platelets at a targeted concentration of 0.5 × 1012/L.
In the second exercise, the surgeon simulates the traction tissues.
Similar treadmill speed profile was repeated in the second exercise cycle for each subject.
In the second exercise, students act as designers, and modify representative lizards from five allopatric populations by adding different traits (e.g., neck frills).
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The variables are the same as in the first exercise, but now we have another index i that refers to countries.
In the third exercise, students quantify the relative survival of uni- and multicellular yeast during predation, then analyze their results statistically.
In the first exercise, we give them a box and tell them they have 3 hours to design a particular widget.
Though the use of narrative resources in the first exercise was scarce, it grew considerably across the whole process of construction of future scenarios along the whole second exercise.
In the first exercise, students observe the yeast (both uni- and multicellular) and rotifer separately, and formulate a prediction on if the rotifers will preferentially consume uni- or multicellular yeast.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com