wanyu/IteraTeR_full_sent huggingface dataset:
Original:  Guess and check p99 Make an orderly list p2 Eliminate possibilities p94 Use symmetry p199 Consider special cases p190 Use direct reasoning Solve an equation p172 Pólya advises teachers that asking students to immerse themselves in routine operations only, instead of enhancing their imaginative / judicious side is inexcusable.
Revised:  Guess and check p99 Make an orderly list p. 2 Eliminate possibilities p. 94 Use symmetry p. 199 Consider special cases p190 Use direct reasoning Solve an equation p172 Pólya advises teachers that asking students to immerse themselves in routine operations only, instead of enhancing their imaginative / judicious side is inexcusable.
Edit intent: fluency
Original:  Guess and check p99 Make an orderly list p2 Eliminate possibilities p94 Use symmetry p199 Consider special cases p190 Use direct reasoning Solve an equation p172 Pólya advises teachers that asking students to immerse themselves in routine operations only, instead of enhancing their imaginative / judicious side is inexcusable.
Revised:  Guess and check p99 Make an orderly list p2 Eliminate possibilities p94 Use symmetry p199 Consider special cases p. 190 Use direct reasoning Solve an equation p172 Pólya advises teachers that asking students to immerse themselves in routine operations only, instead of enhancing their imaginative / judicious side is inexcusable.
Edit intent: fluency
Original:  Guess and check p99 Make an orderly list p2 Eliminate possibilities p94 Use symmetry p199 Consider special cases p190 Use direct reasoning Solve an equation p172 Pólya advises teachers that asking students to immerse themselves in routine operations only, instead of enhancing their imaginative / judicious side is inexcusable.
Revised:  Guess and check p99 Make an orderly list p2 Eliminate possibilities p94 Use symmetry p199 Consider special cases p190 Use direct reasoning Solve an equation p. 172 Pólya advises teachers that asking students to immerse themselves in routine operations only, instead of enhancing their imaginative / judicious side is inexcusable.
Edit intent: fluency
Original:  Look for a pattern p108 Draw a picture pp103-108 Solve a simpler problem p114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p105, p29-32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Revised:  Look for a pattern p. 108 Draw a picture pp103-108 Solve a simpler problem p114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p105, p29-32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Edit intent: fluency
Original:  Look for a pattern p108 Draw a picture pp103-108 Solve a simpler problem p114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p105, p29-32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Revised:  Look for a pattern p108 Draw a picture pp. 103–108 Solve a simpler problem p114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p105, p29-32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Edit intent: fluency
Original:  Look for a pattern p108 Draw a picture pp103-108 Solve a simpler problem p114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p105, p29-32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Revised:  Look for a pattern p108 Draw a picture pp103-108 Solve a simpler problem p. 114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p105, p29-32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Edit intent: fluency
Original:  Look for a pattern p108 Draw a picture pp103-108 Solve a simpler problem p114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p105, p29-32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Revised:  Look for a pattern p108 Draw a picture pp103-108 Solve a simpler problem p114 Pólya notes that 'human superiority consists in going around an obstacle that cannot be overcome directly' Use a model p. 105, pp. 29–32 , for example, Pólya discusses the problem of water flowing into a cone as an example of what is required to visualize the problem, using a figure.
Edit intent: fluency
Original:  Pólya describes the method of analysis Be creative p172 (Pólya advises that this requires that the student have the patience to wait until the bright idea appears (subconsciously).)
Revised:  Pólya describes the method of analysis Be creative p. 172 (Pólya advises that this requires that the student have the patience to wait until the bright idea appears (subconsciously).)
Edit intent: fluency
Original:  Pólya mentions that much can be gained by taking the time to reflect and look back at what you have done, what worked and what did not, and with thinking about other problems where this could be useful. p .36 pp.14-19 Doing this will enable you to predict what strategy to use to solve future problems, if these relate to the original problem.
Revised:  Pólya mentions that much can be gained by taking the time to reflect and look back at what you have done, what worked and what did not, and with thinking about other problems where this could be useful. p . 36 pp. 14–19 Doing this will enable you to predict what strategy to use to solve future problems, if these relate to the original problem.
Edit intent: fluency
Original: Tutorial example upright=1.5|Tutorial illustration of isotope dilution analysis with fish counting in lakes Isotope dilution can be effectively explained using mark and recapture method from biology - a method commonly used in ecology to estimate the population sizeof fish .
Revised: Tutorial example upright=1.5|Tutorial illustration of isotope dilution analysis with fish counting in lakes Isotope dilution is analogous to the mark and recapture method from biology - a method commonly used in ecology to estimate the population sizeof fish .
Edit intent: clarity
Original: Tutorial example upright=1.5|Tutorial illustration of isotope dilution analysis with fish counting in lakes Isotope dilution can be effectively explained using mark and recapture method from biology - a method commonly used in ecology to estimate the population sizeof fish .
Revised: Tutorial example upright=1.5|Tutorial illustration of isotope dilution analysis with fish counting in lakes Isotope dilution can be effectively explained using mark and recapture method , commonly used in ecology to estimate the population sizeof fish .
Edit intent: coherence
Original: Tutorial example upright=1.5|Tutorial illustration of isotope dilution analysis with fish counting in lakes Isotope dilution can be effectively explained using mark and recapture method from biology - a method commonly used in ecology to estimate the population sizeof fish .
Revised: Tutorial example upright=1.5|Tutorial illustration of isotope dilution analysis with fish counting in lakes Isotope dilution can be effectively explained using mark and recapture method from biology - a method commonly used in ecology to estimate population size .
Edit intent: clarity
Original:  Assume that the number of fish in a pond is to be determined. Five labeled fish are added to the pond during the first visit (nB = 5).
Revised:  Assume that the number of fish (nA) in a lake. For the purpose of this example, assume all fish native to the lake are blue. On their first visit to the lake, an ecologist adds five yellow fish (nB = 5).
Edit intent: meaning-changed
Original:  From here, we can estimate the original number of fish in the pond, nA : This is a simplified view of isotope dilution yet it illustrates the salient features of isotope dilution .
Revised:  From here, we can estimate the original number of fish native to the lake can be calculated using the following equation : This is a simplified view of isotope dilution yet it illustrates the salient features of isotope dilution .
Edit intent: meaning-changed
Original:  This can occur, for example, when the lake already contains a small number of labeled fish from the previous field experiments . In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  This can occur, for example, when the lake already contains a small number of labeled fish from the previous field experiments ; and vice versa, where the amount of marked fish added contains a small number of unmarked fish. In a laboratory setting, an unknown (the "lake") may contain a quantity of a compound that is naturally present in dominant ("blue") and lesser ("yellow") isotopic forms. A standard that is enriched with the lesser isotopic form may then be added to the unknown, which can be subsequently analyzed. Keeping to the fish analogy, the following expression can be employed: where RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Edit intent: meaning-changed
Original:  In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  In such situation, the following expression can be employed: where , as indicated above, nA and nB represent the number of fish in the lake and the number of fish added to the lake, respectively; RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Edit intent: meaning-changed
Original:  In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  In such situation, the following expression can be employed: where RA is the ratio of the native-to-marked fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Edit intent: fluency
Original:  In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  In such situation, the following expression can be employed: where RA is the ratio of the native-to-labeled fish in the lake prior to the addition of marked fish; RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Edit intent: meaning-changed
Original:  In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  In such situation, the following expression can be employed: where RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-marked fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Edit intent: fluency
Original:  In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  In such situation, the following expression can be employed: where RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the amount of marked fish added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Edit intent: clarity
Original:  In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  In such situation, the following expression can be employed: where RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the lake; finally, RAB is the ratio of the native-to-labeled fish captured during the second visit.
Edit intent: clarity
Original:  In such situation, the following expression can be employed: where  RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-labeled fish captured during the second visit.
Revised:  In such situation, the following expression can be employed: where RA is the ratio of the native-to-labeled fish in the lake , RB is the ratio of the native-to-labeled fish in the lot of nB marked fish which are added to the pond, and RAB is the ratio of the native-to-marked fish captured during the second visit.
Edit intent: fluency
Original:  The most differentiated tumor would have the lowest score, Gleason 2 (1+1), while the most differentiated neoplasm (not resembling native prostate tissue) would have a the higest score, Gleason 10 (5+5).
Revised:  The most differentiated tumor would have the lowest score, Gleason 2 (1+1), while the most differentiated neoplasm (not resembling native prostate tissue) would have the higest score, Gleason 10 (5+5).
Edit intent: fluency
Original:  Score descriptions Using this system  the most well-differentiated tumors have a Gleason score/grade of 2, and the least-differentiated tumors a score of 10. Range by definition is from 2-10, with architectural type being from 1-5 and always doubled or added together accordingly as described above.
Revised:  Score descriptions Using this system , the most well-differentiated tumors have a Gleason score/grade of 2, and the least-differentiated tumors a score of 10. Range by definition is from 2-10, with architectural type being from 1-5 and always doubled or added together accordingly as described above.
Edit intent: fluency
Original:  Score descriptions Using this system  the most well-differentiated tumors have a Gleason score/grade of 2, and the least-differentiated tumors a score of 10. Range by definition is from 2-10, with architectural type being from 1-5 and always doubled or added together accordingly as described above.
Revised:  Score descriptions Using this system the most well-differentiated tumors have a Gleason score/grade of 2, and the least-differentiated tumors a score of 10. Range by definition is from 2-10, with architectural type from 1-5 and always doubled or added together accordingly as described above.
Edit intent: fluency
Original:  Score descriptions Using this system  the most well-differentiated tumors have a Gleason score/grade of 2, and the least-differentiated tumors a score of 10. Range by definition is from 2-10, with architectural type being from 1-5 and always doubled or added together accordingly as described above.
Revised:  Score descriptions Using this system the most well-differentiated tumors have a Gleason score/grade of 2, and the least-differentiated tumors a score of 10. Range by definition is from 2-10, with architectural type being from 1-5 , and always added together or doubled, as described above.
Edit intent: clarity
Original:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10  high-grade neoplasm.
Revised:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 as well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10 high-grade neoplasm.
Edit intent: clarity
Original:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10  high-grade neoplasm.
Revised:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10 high-grade neoplasm.
Edit intent: fluency
Original:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10  high-grade neoplasm.
Revised:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 as intermediately-differentiated , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10 high-grade neoplasm.
Edit intent: meaning-changed
Original:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10  high-grade neoplasm.
Revised:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 as moderately to poorly differentiated (either 3+4=7, where the majority is pattern 3, or 4+3=7 in which pattern 4 dominates and indicates less differentiation., and Grade 8-10 high-grade neoplasm.
Edit intent: meaning-changed
Original:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10  high-grade neoplasm.
Revised:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10 as " high-grade neoplasm.
Edit intent: clarity
Original:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10  high-grade neoplasm.
Revised:  Gleason scores are often grouped together, based on similar behaviour: Grade 2-4 being well-differentiated neoplasm , Grade 5-6 intermediate-grade neoplasm , Grade 7 moderately - poorly differentiated grade neoplasm, Grade 8-10 high-grade ."
Edit intent: fluency
Original:  Thus the main difference between Gleason 1 and 2 is the density of packing of the glands seen and invasion is possible in Gleason 2,  not in Gleason 1 by definition.
Revised:  Thus the main difference between Gleason 1 and 2 is the density of packing of the glands seen ; invasion is possible in Gleason 2, not in Gleason 1 by definition.
Edit intent: coherence
Original:  Thus the main difference between Gleason 1 and 2 is the density of packing of the glands seen and invasion is possible in Gleason 2,  not in Gleason 1 by definition.
Revised:  Thus the main difference between Gleason 1 and 2 is the density of packing of the glands seen and invasion is possible in Gleason 2, but by definition not in Gleason 1 by definition.
Edit intent: meaning-changed
Original:  Thus the main difference between Gleason 1 and 2 is the density of packing of the glands seen and invasion is possible in Gleason 2,  not in Gleason 1 by definition.
Revised:  Thus the main difference between Gleason 1 and 2 is the density of packing of the glands seen and invasion is possible in Gleason 2, not in Gleason 1.
Edit intent: clarity
Original:  They look fused together, difficult to distinguish, with rare lumen formation vs Gleason 1-3 which usually all have open lumens (spaces) within the glands, or they can be cribriform-(resembling the cribriform plate/similar to a sieve .
Revised:  They look fused together, difficult to distinguish, with rare lumen formation vs Gleason 1-3 which usually all have open lumens (spaces) within the glands, or can be cribriform-(resembling the cribriform plate/similar to a sieve .
Edit intent: fluency
Original:  They look fused together, difficult to distinguish, with rare lumen formation vs Gleason 1-3 which usually all have open lumens (spaces) within the glands, or they can be cribriform-(resembling the cribriform plate/similar to a sieve . An item with many perforations).
Revised:  They look fused together, difficult to distinguish, with rare lumen formation vs Gleason 1-3 which usually all have open lumens (spaces) within the glands, or they can be cribriform-(resembling the cribriform plate/similar to a sieve : an item with many perforations).
Edit intent: fluency
Original:  The majority of treatable/treated cancers are of Gleason scores 5 - 7 and are detected due to biopsy after abnormal digital rectal exam or prostate specific antigen evaluation . A Gleason score of 7 can be 3+4= 7, where the majority is pattern 3, or it can be 4+3=7 in which pattern 4 dominates, resulting in a more advanced stage .
Revised:  The majority of treatable/treated cancers are of Gleason scores 5-7 and are detected due to biopsy after abnormal digital rectal exam or prostate specific antigen evaluation . A Gleason score of 7 can be 3+4= 7, where the majority is pattern 3, or it can be 4+3=7 in which pattern 4 dominates, resulting in a more advanced stage .
Edit intent: fluency
Original:  The majority of treatable/treated cancers are of Gleason scores 5 - 7 and are detected due to biopsy after abnormal digital rectal exam or prostate specific antigen evaluation . A Gleason score of 7 can be 3+4= 7, where the majority is pattern 3, or it can be 4+3=7 in which pattern 4 dominates, resulting in a more advanced stage .
Revised:  The majority of treatable/treated cancers are of Gleason scores 5 - 7 and are detected due to biopsy after abnormal digital rectal exam or prostate specific antigen evaluation .
Edit intent: coherence