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In an orthographic learning paradigm, we asked children in Grades 3 and 5 to read nonwords embedded in short stories.
We asked children around the world which rights are most important to them.
The results were so wonderful that we asked children to reimagine their favourite characters from the ever-popular tales in an original short story – our only prerequisite was that the story be as original and interesting as possible.
We asked children's, teen and YA authors plus keen teens to share their reading lists with us.
At the end of each workshop, we asked children to fill in a questionnaire regarding the proposed SNS.
If we asked children twenty years ago what they wanted to be, they would say a doctor, or fireman, or race car driver.
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In each Taskforce 1000 case, we asked child protection case workers to put together genograms – powerful extended versions of family trees that can reveal relationships and experiences over generations – to tell the child's story.
On most issues we ask children to listen to their parents.
Susan Sontag said, "A writer, I think, is someone who pays attention to the world". We ask children to use "visual imagery" in their writing on a daily basis.
For in our Third Golden Age, we ask children to confront not only the traditional enemies such as school bullies or Dark Lords, but Death itself.
We ask children who have been diagnosed with either DMD or BMD and their unaffected siblings to spend a few hours with us answering questions and taking paper-and-pencil and computer tests.
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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