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Glosses that translate or define unfamiliar terms take single quotes; simple glosses require no comma before the definition (Turkic qazaq 'freebooter' is the root of Cossack; republic comes from Latin res publica, loosely meaning 'public affair'.). The {} template can be used for this; e.g. {{lang|es|casa}} {{gloss|house}} yields: casa ' house '.
Conceptual writing (often used interchangeably with conceptual poetry) is a style of writing which relies on processes and experiments.This can include texts which may be reduced to a set of procedures, a generative instruction or constraint, or a "concept" which precedes and is considered more important than the resulting text(s).
The similar term "science writing" instead refers to writing about a scientific topic for a general audience; this could be by scientists and/or journalists, for example.) Scientific writing is a specialized form of technical writing , and a prominent genre of it involves reporting about scientific studies such as in articles for a scientific ...
A science project is an educational activity for students involving experiments or construction of models in one of the science disciplines. Students may present their science project at a science fair, so they may also call it a science fair project. Science projects may be classified into four main types.
Wai wrote, "The conversation among scientists themselves has not yet included learning from science writers and editors themselves, and thus this new volume, in my view, is important to read for scientists to understand what it is that science writers do, what it means to tell a great story about science, and the incentive structure that science writers are under especially as journalism is ...
Academic writing often features prose register that is conventionally characterized by "evidence...that the writer(s) have been persistent, open-minded and disciplined in the study"; that prioritizes "reason over emotion or sensual perception"; and that imagines a reader who is "coolly rational, reading for information, and intending to formulate a reasoned response."
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Although projects are the primary vehicle for instruction in project-based learning, there are no commonly shared criteria for what constitutes an acceptable project. Projects vary greatly in the depth of the questions explored, the clarity of the learning goals, the content and structure of the activity, and guidance from the teacher.