Examples of sentences containing there,
taken from ms submitted to S&G. |
Suggestions to improve the style.
Other wording is often possible (and may indeed be better). If you
have other suggestions, please send them. |
Avoid: |
Instead: |
There
are many different forms that written debriefing can take. |
Written debriefing can take many different forms. |
there seems to be a general
feeling that wargames are complicated |
it is generally felt that
wargames are complicated |
There were
also differences in atmosphere. |
In addition,
we noticed differences in atmosphere. |
|
|
, there was little difference between having one guild leader, a group of
guild leaders, or no guild leader |
little difference was detected among one guild leader, a group of guild
leaders, or no guild leader |
there is an overall downward trend in leadership |
an
overall downward trend occurs in leadership |
There appears to be no clear relationship between self-ratings of workplace |
No
clear relationship appears between self-ratings of workplace |
|
|
There is
certainly evidence that differences exist |
We certainly find evidence that differences exist. |
There were three overarching questions
that we sought to address in this work: |
We sought to address three overarching questions in this work |
There are several ways to measure the quality of |
We used several ways to measure the quality of |
|
|
?? |
To determine whether or not a significant difference existed in the
proportions |
There were three aspects of social
loafing that we looked at more closely, including gaze, |
We looked more closely at three aspects of social loafing, including gaze,
|
There was a higher proportion of this science talk coming from students in |
A higher proportion of this science talk came from students in
|
|
|
when there was a disconnect between the game’s organization and science
content |
when a disconnect arose between the game’s organization and science content |
there was a mismatch between |
|
there were no dramatic differences after only one gaming session |
no dramatic differences occurred after only one gaming session |
|
|
... showed me
that there was much more to effective teaching than lecturing and quizzing. |
...
showed
me that effective teaching
involved
much more than lecturing and quizzing |
There are many ways that simulation participants might utilize the
constraint-based resource utilization approach |
Simulation
participants might utilize the constraint-based resource utilization
approach
in
many ways |
There are many ways that simulation participants might utilize the
constraint-based resource utilization approach in complicated product input
and pricing settings. |
In complicated product input and pricing settings, simulation participants
might utilize the constraint-based resource utilization approach in many
ways. |
|
|
Preliminary analyses indicated that there were no statistically significant
differences across condition except for gender. |
Preliminary analyses indicated no statistically significant differences
across condition except for gender. |
There will not be a change in performance-approach goal orientation.
|
Performance-approach goal orientation will not change. |
There were 8 males and 18 females in the cinematic condition while there
were 13 males and 12 females in the control condition.
|
The
cinematic
condition contained 8 males and 18 females, and the control condition had 13
males and 12 females.
|
|
|
Wait-and-see is a useful
strategy when there are short lags between the detection of a problem ... |
Wait-and-see is a useful strategy when short lags
exist between the detection of a problem ... |
There may be other variables
(sometimes called auxiliaries or converters) that represent intermediary
values. |
Other variables (sometimes called auxiliaries or converters) may represent
intermediary values. |
There are two main reasons for
using the free-to-play model. |
The free-to-play model offers two main
advantages. |
|
|
In addition to learner
considerations, there is a lot of room for improvement in the simulation
community regarding instructional design and facilitation practices |
In addition to learner considerations,
much room for improvement exists in the simulation community regarding
instructional design and facilitation practices |
While there is some truth in
both of these characterizations, they offer ... |
Although we may find some truth in both of these characterizations, they
offer
...
Although both of these characterizations
contain some truth, they offer ... |
While there are reliable
individual differences in preference/ability for these |
Although reliable individual differences
exist in preference/ability for these |
|
|
In short, experience is all
there is |
In short, experience is all we have |
We contend there has been a
persistent conceptual conflation of simulation and imitation at the heart of
claims for the power of learning through game-based simulations. |
We contend that a persistent conceptual conflation of simulation and
imitation has been at the heart of claims for the power of learning through
game-based simulations. |
There were obvious political and financial advantages to be attained by obtaining as full and complete a census count as possible for all cities and
schools. |
Obtaining as
full and complete a census count as possible for all cities and schools had
obvious political and financial advantages
|
|
|
There
was a significantly greater frequency of participants who decided to
preserve |
A significantly greater frequency of
participants decided to preserve |
There
were ten participants who had enough money in their treasury to |
Ten
participants had enough money in their treasury to protect |
..., indicating that there was
more between –as opposed to within- group variance in responses. |
..., indicating that between-group response variance was greater than
within-group variance.
|
|
|
..., there is no central
authority that is able to decide |
..., no central authority
is able to decide |
it soon became apparent that
there was insufficient support for a gaming simulation approach. |
it soon became apparent that a gaming
simulation approach attracted insufficient support. |
There is little known about the
effects on |
Little is known about the effects on |
|
|
for each of these engagement dimensions exists a volitional counterpart
|
for each of these engagement dimensions a volitional counterpart exists |
there were
clear differences in the design and application of game mechanics described
by our participants. |
our
participants described clear differences in the design and application of
game mechanics. |
For several years, there has been a growing
interest of computer-supported education practitioners in digital game-based
learning. |
For several years, computer-supported education practitioners have shown a
growing interest in digital game-based learning.
|
|
|
there
exists an argument between |
an
argument exists between |
there
were relatively few comments on the issue raised |
they made
relatively few comments on the issue raised |
but
because there exist
alternative terms used for similar or overlapping concepts, |
but
because
alternative terms exist for similar or overlapping concepts, |
|
|
There remain questions in the literature about
|
Questions in the literature remain about whether
|
there was very little evidence for a relationship among
|
little evidence appeared for a relationship among
|
There was a positive relationship between mouse action and presence measures |
We found
a positive relationship between mouse action and presence measures |
|
|
however, there are usually multiple attributes that keep players engaged |
however, multiple attributes usually keep players engaged |
There was a wide range of response with respect to how much time students
spent playing games outside of school, |
We fouind a wide range of response with respect to how much time students
spent playing games outside of school, |
There was no bias towards platform
|
We found no bias towards platform As part of this study,
|
|
|
however, there are usually multiple attributes that keep players engaged |
however, multiple attributes usually keep players engaged |
There was a wide range of response with respect to how much time students
spent playing games outside of school, |
We fouind a wide range of response with respect to how much time students
spent playing games outside of school, |
There was no bias towards platform
|
We found no bias towards platform As part of this study,
|
|
|
As part of this study, there was no formal debriefing process |
As part of this study, no formal debriefing was undertaken.
|
The authors hypothesize that there would be an optimal balance of challenge
to skill in a learning or training situation that would represent a middle
range of intrinsic load |
We hypothesized that we would identify an optimal balance of challenge to
skill in a learning or training situation that would represent a middle
range of intrinsic load. |
Results from four one-way analysis of variances (ANOVA) indicated that there
were significant main effects between |
Results from four one-way analysis of variances (ANOVA) indicated
significant main effects between |
|
|
There were no significant differences between
|
We found no significant differences between
|
This rise in germane load helps explain why there was no significant
difference in overall |
This rise in germane load helps explain the lack of significant difference
in overall |
The Frustration condition participants might, however, have high enough
intrinsic load that there was neither the headroom nor inclination to
increase germane load. |
In the Frustration condition participants might, however, have high enough
intrinsic load that they experienced neither the headroom nor inclination to
increase germane load |
|
|
if the task load is too high, there remain no additional working memory
resources available |
if the task load is too high, no additional working memory resources remain
available |
There was an opening interview to explore participants’
|
We conducted an opening interview to explore participants’
|
For WOW play, there were interviews after one hour, ten hours, and 20 hours
|
For WOW play, we did interviews after one hour, ten hours, and 20 hours |
|
|
In combination with the rising appeal of digital games, there has been an
increasing amount of academic interest in games and learning and how we may
use games for educational purposes |
Along with the rising appeal of digital games, we have seen increased
academic interest in games and learning and how we may use games for
educational purposes |
There have been several attempts to classify informal learning |
Several attempts have been made to classify informal learning |
garding how people learn from games, there were three distinct ways
of doing so |
|
|
|
Additionally, there were also several references to how games helped
|
Additionally, we found several references to how games helped
|
even single-player play (e.g. if there is an audience),
|
even single-player play (e.g. if an audience is present),
|
Moreover, while researchers often use engagement as a way of representing
that learning has taken place, and there might be an intuitive connection
might exist between the two concepts, little robust evidence |
Moreover, although researchers often use engagement as a way of representing
that learning has taken place, and point to a possible intuitive connection
between the two concepts, little robust evidence |
|
|
When engagement is constructed in its behavioural sense (i.e. participation
and behaviour) there is a strong link between engagement and student
achievement |
When engagement is constructed in its behavioural sense (i.e. participation
and behaviour), we see a strong link between engagement and student
achievement |
There is evidence that a relationship exists between scores in
|
We
have evidence that a relationship exists between scores in |
Researchers have also shown a link between intrinsic motivation and learning
... but at present, there simply is not enough robust evidence to be able to
make definite claims for other forms of engagement |
Researchers have also shown a link between intrinsic motivation and learning
..., but at present, we have insufficient robust evidence to be able to make
definite claims for other forms of engagement |
|
|
but
even with the cleverest design, there can never be a guarantee that this is
the case. |
but
even with the cleverest design, we can never guarantee that this is the
case. |
Second, there is a lack of robust evidence that engagement, in its many
forms, has a direct relationship with learning. |
Second, we have little robust evidence that engagement, in its many forms,
has a direct relationship with learning. |
researchers need to be wary of assuming a link between the two without first
establishing what forms of engagement they are considering (and what forms
of learning) and whether there is compelling evidence that a relationship
exists.
|
researchers need to be wary of assuming a link between the two without first
establishing what forms of engagement they are considering (and what forms
of learning) and whether we have compelling evidence that a relationship
exists. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|