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Using this evidence from students, instructors can identify common misconceptions held by those students, plan class activities to address these misconceptions, spend less time on those ideas that students already seem to know, and, finally, share this clicker evidence with students to explain why course time is being spent on some particular topics more than others.
Similar(59)
Why such a large epidemic of CHIKV infections could occur and why courses of disease were so unusually severe are unclear.
Why, of course.
Why of course it is.
Why, of course there is.
"Why, of course you can".
Why – of course you can".
Why, of course I am, darling.
"Why, of course, dear," the other said.
OK? JUAN ANTONIO Why, of course.
That's why the course is popular".
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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