Word usage Mechanics

Grammar and mechanics Check for typos and errors in spelling, subject-verb agreement, punctuation, and word usage (e.g., effect vs. affect, data). 

Qualification Some criteria that may have comprised the "Grammar-Usage-Mechanics" and "Word Choice" curricular criteria were not combined prior to this analysis. 

Likewise, according to the handbook, five skills are taught in each course Audience, Organization/Theme/Structure, Development, Sentence Structure, Word Choice, and Grammar-Usage-Mechanics (2-6). (See Appendix A Curricular Criteria for curricular criteria definitions.)... 

Grammar-Usage-Mechanics weak mechanics/grammar/usage—more than 8 but fewer than 15 different errors in about 400 words... 

A 6 essay stands out because of its thinking it has a strong point of view, which is developed in an organized, focused manner. Examples and evidence are used to support the point of view. There may be a few errors in grammar, usage, and/or mechanics, but word choice (vocabulary) and structure (varied sentences) show mastery of language and writing skills. 

Contains a general organizational plan and focus, with some unity and flow of ideas Demonstrates a sufficient but inconsistent command of language, with mostly appropriate word choice and some variation in sentence structure Contains some errors in grammar, usage, and mechanics... 

In catalysis, molecular structure determines the catalytic activity in the kinetic regime, and supramolecular structure controls the degree of usage of this catalytic activity in applied catalysis, as well as heat and mass transfer, mechanical and other properties. In other words, the absence of proper molecular structure causes the absence of catalysis, but one is restricted in preparation of a catalyst by the necessity to improve the supramolecular structure.4... 

There is one rubric that is easier to explain than the others Conventions/Mechanics. Translated, this means spelling, grammar, and correct usage of troublesome words like too, to, and two. These are the things that this rubric pays attention to. The NAEP quote states that writers should use appropriate conventions of written English. Of course we should. The harder we work on what we write, the more we should care about how we present it. 

Development of this kind of knowledge about excited states is likely to be slow, however moreover, the equipment is highly specialized and its use is more likely to be in the hands of spectroscopically oriented chemical physicists than in those of coordination chemists. For this reason, however, we can expect increasing collaboration between laboratories having different and complementary capabilities. There is another point to be made about laser spectroscopy. It is now possible to do state-to-state photochemistry on a long femtosecond time scale, that is, to pinpoint the vibrational level of the excited state and that of the immediately produced product state. At this point I believe that we have left the realm of chemistry and entered that of physics and spectroscopy for their own sake. What seems important to me, as a physical chemist, is to know the structure and electronic properties of thexi states rather than those of spectroscopic states. Notice that there are two distinct usages of the word "state" that of a thermodynamic state or ensemble, i.e. of a thexi state, and that of a particular molecular wave-mechanical or spectroscopic state. 

The quantum mechanical electron gas is sometimes called the degenerate electron gas because its heat capacity is degenerated from the classical value by the factor given in Eq. (28.3-16). This meaning of the word degenerate is different from the usage in previous chapters, where it applied to the number of states in an energy level. 

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