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Academic proofreading for grammar, style, and consistency. Fix common errors while maintaining formal academic tone.
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Baseado na classificação ocupacional SOC
Write academic abstracts for thesis, journal articles, and conference papers. Follow IMRAD or structured formats with appropriate length.
Guide for quantitative, qualitative, and mixed methods data analysis. Statistical test selection, interpretation, and tool recommendations (SPSS, R, Python).
Check research ethics compliance for human subjects research. Covers consent, confidentiality, risk assessment, and approval requirements.
Select and justify research methodology. Compare approaches, choose designs, and write methodology chapters for thesis and research proposals.
Interpret quantitative and qualitative findings for Discussion sections. Explain results, relate to literature, and discuss implications.
Pre-submission checklist for thesis, journal articles, and conference papers. Format verification, requirement compliance, and final polishing.
| name | proofreader-academic |
| version | 1.0.0 |
| description | Academic proofreading for grammar, style, and consistency. Fix common errors while maintaining formal academic tone. |
| allowed-tools | ["Read","Write","Edit"] |
Proofread untuk grammar, style, dan consistency dalam academic writing.
| Error | Wrong | Right |
|---|---|---|
| Subject-verb agreement | The data shows | The data show |
| Tense consistency | The study finds... Participants completed... | The study found... Participants completed... |
| Comma splice | The results were significant, they indicate... | The results were significant; they indicate... |
| Dangling modifier | Having completed the survey, the analysis began | After participants completed the survey, the analysis began |
| Wrong word | Affect/effect, comprise/compose | affect (verb), effect (noun); comprise (include) |
| Issue | Casual | Academic |
|---|---|---|
| Contractions | don't, can't, won't | do not, cannot, will not |
| Informal phrases | a lot of, lots of | many, numerous, substantial |
| Vague quantifiers | very, really, quite | significantly, considerably |
| Personal opinions | I think, I believe | The evidence suggests |
| Direct address | you can see | the results indicate |
| Section | Tense | Example |
|---|---|---|
| Introduction | Present | Current research shows... |
| Literature | Past/Present | Smith (2020) found... |
| Method | Past | Data were collected... |
| Results | Past | The analysis revealed... |
| Discussion | Present/Past | These findings suggest... |
Academic preference: Passive for objectivity
| Active | Passive (Academic) |
|---|---|
| I analyzed the data | The data were analyzed |
| We conducted interviews | Interviews were conducted |
| Participants completed the survey | The survey was completed |
But: Use active when agent matters:
| Wordy | Concise |
|---|---|
| due to the fact that | because |
| in order to | to |
| at this point in time | now |
| in the event that | if |
| prior to | before |
| subsequent to | after |
| with regard to | regarding |
| in the vicinity of | near |
| Weak (verb → noun) | Strong |
|---|---|
| make an assumption | assume |
| conduct an analysis | analyze |
| provide a description | describe |
| give an explanation | explain |
| come to a conclusion | conclude |
✅ Be precise
✅ Be objective
✅ Hedge appropriately
✅ Use formal vocabulary
| Informal | Formal |
|---|---|
| show | demonstrate, illustrate |
| big | substantial, significant |
| get | obtain, acquire |
| look at | examine, investigate |
| thing | factor, element, component |
| good | effective, beneficial |
| bad | ineffective, problematic |
| help | facilitate, assist |
| use | utilize, employ |
❌ Avoid:
| Strength | Phrases |
|---|---|
| Weak | might, could, may, possibly |
| Moderate | suggests, indicates, appears to |
| Strong | demonstrates, shows, confirms |
Examples:
| Function | Phrases |
|---|---|
| Addition | furthermore, moreover, in addition, additionally |
| Contrast | however, nevertheless, conversely, in contrast |
| Cause | therefore, thus, consequently, as a result |
| Example | for instance, for example, specifically |
| Emphasis | notably, particularly, especially, significantly |
| Neutral | Tentative | Strong |
|---|---|---|
| states | suggests | demonstrates |
| notes | implies | proves |
| discusses | proposes | confirms |
| describes | indicates | establishes |
If marking hard copy:
| Symbol | Meaning |
|---|---|
| SP | Spelling |
| GR | Grammar |
| P | Punctuation |
| AWK | Awkward phrasing |
| WW | Wrong word |
| VT | Verb tense |
| REF | Citation needed |
| CAP | Capitalization |
| # | Number error |
| ∎ | Paragraph break |
Before:
A lot of students use their phones in class which is a big problem and teachers don't like it.
After:
Frequent smartphone use during instruction presents a substantial challenge to classroom management, as reported by educators.
Changes:
Before:
We did a study to look at how AI helps students learn better.
After:
This study examined the effect of artificial intelligence integration on student learning outcomes.
Changes:
