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Dukewriting Lesson2-Answer

The document provides principles and examples for revising sentences to improve clarity through principles of cohesion, coherence and emphasis. The principles are to put new information last, use passive voice judiciously, and ensure the first and last sentences of a paragraph match. Exercises are given to revise sentences using these principles, with the answers providing revised versions that follow the principles.

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Salekin Mishu
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0% found this document useful (0 votes)
253 views2 pages

Dukewriting Lesson2-Answer

The document provides principles and examples for revising sentences to improve clarity through principles of cohesion, coherence and emphasis. The principles are to put new information last, use passive voice judiciously, and ensure the first and last sentences of a paragraph match. Exercises are given to revise sentences using these principles, with the answers providing revised versions that follow the principles.

Uploaded by

Salekin Mishu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Worksheet - Lesson 2: Cohesion, Coherence, and Emphasis

Principles:
1. Put new information last
2. Use passive voice judiciously
3. Make sure the first and last sentences of a paragraph match

Exercises (revise these sentences for clarity using the principles of this lesson):

1. These data were then subjected to hierarchical clustering using the Pearson
correlation as the distance metric.

Answer: we subjected the data to hierarchical clustering using the Pearson correlation
as the distance metric.

2. We designated the putative GRB target genes as the human TFs that were under a
HCNE density peak and whose orthologs were in conserved synteny with an array of
HCNEs in human:zebrafish alignments. Density peaks and syntenic regions were
downloaded from the Ancora Genome Browser.

Answer: Browser to designate the putative GRB target genes as the human TFs that
were under a HCNE density peak and whose orthologs were in conserved synteny
with an array of HCNEs in human:zebrafish alignments.

3. By analyzing all of the available mouse cDNA sequences, it was found that the
mouse genome encodes at least 44 000 distinct transcriptional units; a transcriptional
unit comprises all the RNAs that share a common exonic sequence transcribed from
the same genomic strand.

Answer: Transcriptional units comprise all the RNAs that share a common exonic
sequence transcribed from the same genomic strand; by analyzing all of the available
mouse cDNA sequences it was found that their genome encodes at least 44,000
different transcriptional units.

4. Improvements are expected in the predictive power of all the scores being computed
on multispecies alignments.

Answer: We expect improvements in the predictive power of computing all


scores on multispecies alignments.

5. With the development of molecular embryology and the coming of the post-genomic
era, the molecular mechanisms of morphological evolution have recently begun to be
elucidated.

Answer: The molecular mechanisms of morphological evolution have recently begun


to be elucidated with the development of molecular embryology and the coming of
the post-genomic era.

6. To assess the degree of enrichment of enhancer activities in predicted tissues, we


compared the relative frequency of enhancers for each of the three tissues examined
here with a background set of 528 previously tested sequences predicted to be
developmental enhancers on the basis of extreme sequence constraint that were not
associated with a prior tissue specificity prediction.

Answer: We compare the relative frequency of enhancers to assess their activities in


predicted tissues. Previously tested sequences predicted to be developmental
enhancers for each of the three tissues examined with a background set of 528 despite
extreme sequence constraint and unrelated to a prior tissue specificity prediction.

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