Question: What words do people often confuse in place of primary structure?
About the article "Nucleic acid sequence", section "Abstract".

Candidate passages:
The idiosyncratic rules of communication tell what type of words and language are to be used when speaking with people.
Different word choice is adjusted due to the relationships between the communicators, the context of the conversation, the content of the conversation, and the cultural differences between the communicators.
Jargon is a specialized language between certain people or professionals, and it is one example of how different words and language are used between people.
Doctors or lawyers use jargon relating to their professions when communicating with other professionals, but adjust their word choices when speaking with patients or clients so they do not confuse or create misunderstandings. 
The architectural mnemonic was a key group of techniques employed in the art of memory.
It is based on the use of places (Latin "loci"), which were memorized by practitioners as the framework or ordering structure that would 'contain' the images or signs 'placed' within it to record experience or knowledge.
To use this method one might walk through a building several times, viewing distinct places within it, in the same order each time.
After the necessary repetitions of this process, one should be able to remember and visualize each of the places reliably and in order.
If one wished to remember, for example, a speech, one could break up the content of the speech into images or signs used to memorize its parts, which would then be 'placed' in the locations previously memorized.
The components of the speech could then be recalled in order by imagining that one is walking through the building again, visiting each of the loci in order, viewing the images there, and thereby recalling the elements of the speech in order.
A reference to these techniques survives to this day in the common English phrases "in the first place", "in the second place", and so forth.
These techniques, or variants, are sometimes referred to as "the method of loci", which is discussed in a separate section below.
The primary source for the architectural mnemonic is the anonymous "Rhetorica ad Herennium", a Latin work on rhetoric from the first century BCE.
It is unlikely that the technique originated with the author of the "Ad Herennium".
The technique is also mentioned by Cicero and Quintilian.
According to the account in the "Ad Herennium" (Book III) backgrounds or 'places' are like wax tablets, and the images that are 'placed' on or within them are like writing.
Real physical locations were apparently commonly used as the basis of memory places, as the author of the "Ad Herennium" suggestsit will be more advantageous to obtain backgrounds in a deserted than in a populous region, because the crowding and passing to and fro of people confuse and weaken the impress of the images, while solitude keeps their outlines sharp.
However, real physical locations were not the only source of places.
The author goes on to suggestif we are not content with our ready-made supply of backgrounds, we may in our imagination create a region for ourselves and obtain a most serviceable distribution of appropriate backgrounds.
Places or backgrounds hence require, and reciprocally impose, order (often deriving from the spatial characteristics of the physical location memorized, in cases where an actual physical structure provided the basis for the 'places').
This order itself organizes the images, preventing confusion during recall.
The anonymous author also advises that places should be well lit, with orderly intervals, and distinct from one another.
He recommends a virtual 'viewing distance' sufficient to allow the viewer to encompass the space and the images it contains with a single glance.
Turning to images, the anonymous author asserts that they are of two kinds: those establishing a likeness based upon subject, and those establishing a likeness based upon a word.
This was the basis for the subsequent distinction, commonly found in works on the art of memory, between 'memory for words' and 'memory for things'.
He provides the following famous example of a likeness based upon subject:Often we encompass the record of an entire matter by one notation, a single image.
For example, the prosecutor has said that the defendant killed a man by poison, has charged that the motive for the crime was an inheritance, and declared that there are many witnesses and accessories to this act.
If in order to facilitate our defense we wish to remember this first point, we shall in our first background form an image of the whole matter.
We shall picture the man in question as lying ill in bed, if we know his person.
If we do not know him, we shall yet take some one to be our invalid, but not a man of the lowest class, so that he may come to mind at once.
And we shall place the defendant at the bedside, holding in his right hand a cup, and in his left hand tablets, and on the fourth finger a ram's testicles (Latin "testiculi" suggests "testes" or witnesses).
In this way we can record the man who was poisoned, the inheritance, and the witnesses.
In order to memorize likenesses based on words he provides an example of a verse and describes how images may be placed, each of which corresponds to words in the verse.
He notes however that the technique will not work without combination with rote memorization of the verse, so that the images call to mind the previously memorized words.
The architectural mnemonic was also related to the broader concept of learning and thinking.
Aristotle considered the technique in relation to topica, or conceptual areas or issues.
In his "Topics" he suggestedFor just as in a person with a trained memory, a memory of things themselves is immediately caused by the mere mention of their places, so these habits too will make a man readier in reasoning, because he has his premisses classified before his mind's eye, each under its number. 
The following is a rough classification of determiners used in English, including both words and phrases:  "Definite determiners", which imply that the referent of the resulting noun phrase is defined specifically: *The definite article "the".
*The demonstratives "this" and "that", with respective plural forms "these" and "those".
*Possessives, including those corresponding to pronouns – "my", "your", "his", "her", "its", "our", "their", "whose" – and the Saxon genitives formed from other nouns, pronouns and noun phrases ("one's", "everybody's", "Mary's", "a boy's", "the man we saw yesterday's").
These can be made more emphatic with the addition of "own" or "very own".
*Interrogatives "which", "what" (these can be followed by "-ever" for emphasis).
*Relative determiners: "which" (quite formal and archaic, as in "He acquired two dogs and three cats, which animals were then..."); also "whichever" and "whatever" (which are of the type that form clauses with no antecedent: "I'll take whatever money they've got").
"Indefinite determiners": *The indefinite article "a" or "an" (the latter is used when followed by a vowel sound).
*The word "some", pronounced [s(ə)m] (see Weak and strong forms in English), used as an equivalent of the indefinite article with plural and non-count nouns (a partitive).
*The strong form of "some", pronounced [sʌm], as in "Some people prefer dry wine"; this can also be used with singular count nouns ("There's some man at the door").
For words such as "certain" and "other" see below.
*The word "any", often used in negative and interrogative contexts in place of the article-equivalent "some" (and sometimes also with singular count nouns).
It can also be used to express alternative (see below).
"Quantifiers", which quantify a noun: *Basic words indicating a large or small quantity: "much/many", "little/few", and their comparative and superlative forms "more", "most", "less/fewer", "least/fewest".
Where two forms are given, the first is used with non-count nouns and the second with count nouns (although in colloquial English "less" and "least" are frequently also used with count nouns).
The basic forms can be modified with adverbs, especially "very", "too" and "so" (and "not" can also be added).
Note that unmodified "much" is quite rarely used in affirmative statements in colloquial English.
*Phrases expressing similar meanings to the above: "a lot of", "lots of", "plenty of", "a great deal of", "tons of", etc.
Many such phrases can alternatively be analyzed as nouns followed by a preposition, but their treatment as phrasal determiners is supported by the fact that the resulting noun phrase takes the number of the following noun, not the noun in the phrase ("a lot of people" would take a plural verb, even though "lot" is singular).
*Words and phrases expressing some unspecified or probably quite small amount: "a few/a little" (learners often confuse these with "few/little"), "several", "a couple of", "a bit of", "a number of" etc.
*Cardinal numbers: "zero" (quite rare as determiner), "one", "two", etc.
In some analyses these may not be treated as determiners.
*Other phrases expressing precise quantity: "a pair of", "five litres of", etc.
*Words and phrases expressing multiples or fractions: "half", "half of", "double", "twice", "three times", "twice as much", etc.
Those like "double" and "half" (without "of") are generally used in combination with definite determiners (see below).
*Words expressing maximum, sufficient or zero quantity: "all", "both", "enough", "sufficient", "no".
*Note that many of these quantifiers can be modified by adverbs and adverbial phrases such as "almost", "over", "more than", "less than", when the meaning is appropriate.
Words that enumerate over a group or class, or indicate alternatives: *"each", "every" (note that "every" can be modified by adverbs such as "almost" and "practically", whereas "each" generally cannot.
However, also note "every other", which refers to each second member in a series.)
*"any" (as in "any dream will do"; see also under "indefinite determiners" above), "either", "neither"  "Personal determiners": *The words "you" and "we"/"us", in phrases like "we teachers; you guys" can be analysed as determiners.
:Examples:  ::"As all we teachers know .
.
."
::"Us girls must stick together. "
(informal) :These examples can be contrasted with a similar but different use of "pronouns" in an appositional construction, where the use of other pronouns is also permitted but the pronouns "cannot" be preceded by the (pre-) determiner "all".
:Examples:  ::"I/we, the undersigned, .
.
.
, "  ::"We, the undersigned, .
.
.
, " :but "not" :*All we, the undersigned, .
.
."
Other cases: *The words "such" and exclamative "what" (these are followed by an indefinite article when used with a singular noun, as in "such a treat", "what a disaster!")
*Noun phrases used as determiners, such as "this colour" and "what size" (as in "I like this colour furniture; What size shoes do you take?)
*Words such as "same", "other", "certain", "different", "only", which serve a determining function, but are grammatically more likely to be classed simply as adjectives, in that they generally require another determiner to complete the phrase (although they still come before other adjectives).
Note that the indefinite article in combination with "other" is written as the single word "another".
Consult Wiktionary for more information on the meanings and usage of the words listed here.
It also contains a fairly complete list of words that can be classed as determiners in English. 
The book "Bloody Scotland" drew the ire of the Scottish Separatist Group, who claimed it promoted a "UK centric, anti-Scottish viewpoint of Scottish history".
They pointed to a featured haggis recipe: "cook the haggis until it looks like a hedgehog after the fifteenth lorry has run over it".
They reported the book to the Commission for Racial Equality, who rejected their claim.
The National Trust was unhappy with "Cruel Kings and Mean Queens" because it made fun of Prince Charles, the trust's patron, and Queen Elizabeth II.
"Slimy Stuarts" has been accused of anti-Catholic views.
In the series, there are two books entitled "The Horrible History of the World" and "The Wicked History of the World"; however, they are the same book with different headings.
To confuse things further, compact and mini editions were planned for release at the end of 2007.
The same incident occurred with "The Horribly Huge Quiz Book"/ "Massive Millennium Quiz Book", and "The Mad Millennium" /"Mad Millennium Play".
Also, there were two different covers for "Horrible Christmas", as well as new paperback, compact and mini editions.
Much of what are proclaimed as 'facts' are, debatably, exciting myths and legends.
The books, for example, claim that Shakespeare invented the evil actions he attributed to Richard III and present Caligula as being insane.
Some of these falsities are listed in the song "It’s Not True" in the CBBC TV series.
"Promoting Reading for Pleasure in the Primary School" argues that the series provides an extensive level of detail for the subject material, and uses strong, authentic sources.
The series has been described as a "popular iconoclasm, a challenge to standard narratives".
However other critics suggest that this is a "deliberate attempt to provide alternate readings" on principle.
Teachers' omniscient authority is undermined in sections such as 'Test Your Teacher', which says "Your teachers will tell you all about the legions and what they wore and how they lived.
But they don't know everything."
By these tokens, the series could be taken to suggest that formal education provides an approved, abridged version of history, one which leaves out all the gory, interesting bits.
Thus certain authors argue that any histories that do not focus on spectacular events are now deemed boring to younger readers.
The use of non-linear structure has raised the concern that the books are encouraging shorter concentration spans, that longer narratives develop.
"Horrible Histories" has received much praise.
It is cited as a non-fiction series which has successfully used a formula to entice young children into reading: "The information here is densely packed, at a suitable level for Key Stages 2 and 3, historically accurate and complete with cautions about history being interpretive, but the success lies in the humorous and varied way that the subjects are presented".
In "Words, words, words", Janet Allen notes the books are "delightful combinations or cartoons, graphs and charts, narration, letters and wanted posters that convey a vast amount of information about those periods".
Other critics also praise the wide variety of media in the books, such as recipes, quizzes and newspaper extracts; use of comic strip is particularly noted.
The series is also recognised as an effective trigger for debates in English lessons.
The humour of the books has been identified as a major aspect of the series' success along with the story-telling skill.
The series is notable for being historical non-fiction that young people read for pleasure, the first of its kind, pioneering a genre.
"Consuming history" by Jerome De Groot, cites "Horrible Histories" as a series which demonstrates the "flexibility and dynamism of the 'historical' form" in children's books, another possible market for those types of books.
It explains that the books "play on children's fascination with goriness" and that they are "mischievous, irreverent and iconoclastic, appealing to a child audience's desire for silly jokes, presenting history as something tactile and simple".
Interactivity is attributed to the re-printable recipes and "what would you do?"
multiple choice sections.
Groot compares the use of illustration to Glen Thompson's "For Beginners" comic books of the mid-1980s.
"Horrible Histories" are noted for making "heavy use of visual and verbal textual interplay".
While the series' direct address to its child audience makes the series a popular choice for independent reading, it can make the books ineffective as read-aloud books due to their personalized style of writing and the visual aspects of the books.
However, some teachers have reported as using these books in a read-aloud manner.
"Consuming history" by Jerome De Groot suggests that "the series' wider popularity is due to their tone and style rather than their content".
While discussing the graphic violence in games such as "Counter-Strike", "Grand Theft Auto" and "Half Life", the author Judy Arnall notes that children in many societies, current and historical, often witness events much more horrific than those featured in the games.
She cites "The Wicked History of the World" as giving a good context for this. 
The use of argument mapping has occurred within a number of disciplines, such as philosophy, management reporting, military and intelligence analysis, and public debates.
"Logical Structure": Argument maps display an argument’s logical structure more clearly than does the standard linear way of presenting arguments.
"Critical Thinking Concepts": In learning to argument map, students master such key critical thinking concepts as “reason”, “objection”, “premise”, “conclusion”, “inference”, “rebuttal”, “unstated assumption”, “co-premise”, “strength of evidence”, “logical structure”, “independent evidence”, etc.
Mastering such concepts is not just a matter of memorizing their definitions or even being able to apply them correctly; it is also understanding why the distinctions these words mark are important and using that understanding to guide one’s reasoning.
"Visualization": Humans are highly visual and argument mapping may provide students with a basic set of visual schemas with which to understand argument structures.
"More Careful Reading and Listening": Learning to argument map teaches people to read and listen more carefully, and highlights for them the key questions “What is the logical structure of this argument?” and “How does this sentence fit into the larger structure?” In-depth cognitive processing is thus more likely.
"More Careful Writing and Speaking": Argument mapping helps people to state their reasoning and evidence more precisely, because the reasoning and evidence must fit explicitly into the map’s logical structure.
"Literal and Intended Meaning": Often, many statements in an argument do not precisely assert what the author meant.
Learning to argument map enhances the complex skill of distinguishing literal from intended meaning.
"Externalization": Writing something down and reviewing what one has written often helps reveal gaps and clarify one’s thinking.
Because the logical structure of argument maps is clearer than that of linear prose, the benefits of mapping will exceed those or ordinary writing.
"Anticipating Replies": Important to critical thinking is anticipating objections and considering the plausibility of different rebuttals.
Mapping develops this anticipation skill, and so improves analysis.