How to Improve Vocabulary | Proportion and Ratio — Use Half, Twice, Double, Per Cent, Per Capita and Ratio Precisely

This specialist guide continues the How to Improve Vocabulary series by treating proportion and ratio as a precision problem. The target is controlled language: identify the relation, choose the expression whose meaning and grammar fit, test a near alternative, and explain what changes.

Proportional language compresses a mathematical relationship into ordinary words. If the baseline, denominator or direction is hidden, a grammatically smooth sentence can still be numerically misleading. The wider complete vocabulary system owns learning, retrieval and transfer. This page owns the narrower distinctions named in its title so that neighbouring concepts remain useful instead of collapsing into a single vague vocabulary article.

The surrounding precision strand already separates scope and quantifiers, comparison and degree, approximation and precision, causal strength and contrast and concession. The same discipline governs this article: meaning first, grammar second, evidence third, register fourth, decoration last.

The article is long because recognition is not mastery. A learner needs repeated decisions across different contexts, deliberate near misses, repairs, genre transfer and retrieval. The point is not to memorise hundreds of sentences. It is to make the same distinction survive hundreds of changing situations.

Quick Read: Always Ask: Relative to What?

Half means one of two equal parts or 50 percent of a stated reference amount. The reference quantity must be recoverable.

Twice means two times the reference quantity in constructions such as ‘twice as large as’. Avoid ambiguous forms such as ‘twice smaller’.

Double can describe a value that is twice another value or a change in which a quantity becomes twice its starting value. State the baseline.

Per cent expresses a proportion per hundred and requires a denominator or reference base, even when context leaves it implicit.

Percentage points describe the arithmetic difference between two percentages; percent change describes relative change. They are not interchangeable.

Per capita means per person in a population; it says nothing by itself about how evenly the total is distributed.

A ratio compares two quantities in an ordered relationship, such as 3:2. Reversing the order reverses the ratio.

Scope Boundary

This owner covers ordinary lexical expression of ratios, proportions and rates. It does not replace mathematical instruction or statistical analysis. Approximate bounds and general comparative degree have separate owners.

When the decision belongs elsewhere, use the specialist owner. The Word-Choice Decision System remains the general method for comparing alternatives; the linked pages handle their own logic, scale, uncertainty and evidence burdens.

1. Core Principles

1. Name the baseline

Half, twice and double are meaningless without a reference quantity.

2. Keep direction explicit

Half as much and twice as much point in opposite directions.

3. Avoid twice smaller

The phrase is interpreted inconsistently; state half as large or 50 percent smaller when appropriate.

4. Double can be noun, adjective or verb

Grammar affects whether the sentence describes a value, a pair or a change.

5. Percent needs a denominator

Thirty percent of what population, amount or total?

6. Percent and percentage points differ

A rise from 20 to 30 percent is 10 percentage points but a 50 percent relative increase.

7. Per capita is an average rate

It divides a total by population but does not describe individual distribution.

8. Ratios are ordered

A:B and B:A answer different questions.

9. Units matter

Some ratios compare like units; rates can compare different units.

10. Counts and proportions can tell different stories

A larger population can increase counts while the percentage falls.

11. Approximation should be signalled

Use the approximation owner when the underlying numbers are estimates.

12. Do the arithmetic before the prose

A polished sentence cannot repair a wrong denominator.

2. Core Forms

1. half

half has a specific function here. It expresses one of two equal parts or 50 percent of a stated reference quantity. The nearest trap is 50 percent less, which can describe the same endpoint only when the baseline and direction are clear. Test it by asking: Half of which original quantity?

Model: The revised container uses half as much material as the original. Near miss: The revised container is half more efficient than the original. Repair: The revised container uses half as much material as the original. State the dimension rather than attaching half to an unclear comparative.

2. twice

twice has a specific function here. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. The nearest trap is two times more, which is interpreted inconsistently in ordinary language. Test it by asking: What is the reference value, and do I mean exactly two times that value?

Model: The larger tank holds twice as much water as the smaller tank. Near miss: The smaller tank is twice smaller than the larger one. Repair: The smaller tank has half the capacity of the larger one. Avoid constructions with unstable interpretation.

3. double

double has a specific function here. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. The nearest trap is increase by 100 percent, which describes the same doubling endpoint from a stated baseline. Test it by asking: Am I describing the final multiple or the size of the increase?

Model: Enrolment doubled from 200 to 400 students. Near miss: Enrolment doubled by 200 percent from 200 to 400. Repair: Enrolment doubled, increasing by 100 percent from 200 to 400. Doubling means the final value is 200 percent of the original, which is a 100 percent increase.

4. per cent

per cent has a specific function here. It expresses a proportion per hundred of an identified total or reference base. The nearest trap is percentage points, which compare percentage values arithmetically. Test it by asking: What is the denominator, and am I describing a level or a change?

Model: The pass rate rose from 70 per cent to 80 per cent. Near miss: The pass rate rose by 10 per cent when the writer means 10 percentage points. Repair: The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent. The relative increase is about 14.3 percent, a different statement.

5. per capita

per capita has a specific function here. It divides an aggregate quantity by the number of people in the relevant population. The nearest trap is per household or per user, which use different denominators. Test it by asking: Is the denominator actually people, and which population is included?

Model: Annual water use per capita fell even though the city’s total population increased. Near miss: Income per capita means every resident receives the same income. Repair: Income per capita is the total income measure divided by the population; individual incomes can differ greatly. An average rate is not a distribution claim.

6. ratio

ratio has a specific function here. It expresses an ordered quantitative relationship between two quantities. The nearest trap is proportion, which often expresses a part relative to a whole. Test it by asking: Which quantity comes first, which comes second, and are the units clear?

Model: The ratio of red tiles to blue tiles is 3:2. Near miss: The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles. Repair: The ratio of red tiles to blue tiles is 3:2. Order is part of the meaning.

3. Pairwise Decisions

1. half versus twice

half and twice may occur in writing about the same subject, but they are not automatic replacements. It expresses one of two equal parts or 50 percent of a stated reference quantity. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

2. half versus double

half and double may occur in writing about the same subject, but they are not automatic replacements. It expresses one of two equal parts or 50 percent of a stated reference quantity. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

3. half versus per cent

half and per cent may occur in writing about the same subject, but they are not automatic replacements. It expresses one of two equal parts or 50 percent of a stated reference quantity. It expresses a proportion per hundred of an identified total or reference base. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

4. half versus per capita

half and per capita may occur in writing about the same subject, but they are not automatic replacements. It expresses one of two equal parts or 50 percent of a stated reference quantity. It divides an aggregate quantity by the number of people in the relevant population. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

5. half versus ratio

half and ratio may occur in writing about the same subject, but they are not automatic replacements. It expresses one of two equal parts or 50 percent of a stated reference quantity. It expresses an ordered quantitative relationship between two quantities. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

6. twice versus double

twice and double may occur in writing about the same subject, but they are not automatic replacements. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

7. twice versus per cent

twice and per cent may occur in writing about the same subject, but they are not automatic replacements. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. It expresses a proportion per hundred of an identified total or reference base. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

8. twice versus per capita

twice and per capita may occur in writing about the same subject, but they are not automatic replacements. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. It divides an aggregate quantity by the number of people in the relevant population. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

9. twice versus ratio

twice and ratio may occur in writing about the same subject, but they are not automatic replacements. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. It expresses an ordered quantitative relationship between two quantities. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

10. double versus per cent

double and per cent may occur in writing about the same subject, but they are not automatic replacements. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. It expresses a proportion per hundred of an identified total or reference base. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

11. double versus per capita

double and per capita may occur in writing about the same subject, but they are not automatic replacements. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. It divides an aggregate quantity by the number of people in the relevant population. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

12. double versus ratio

double and ratio may occur in writing about the same subject, but they are not automatic replacements. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. It expresses an ordered quantitative relationship between two quantities. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

13. per cent versus per capita

per cent and per capita may occur in writing about the same subject, but they are not automatic replacements. It expresses a proportion per hundred of an identified total or reference base. It divides an aggregate quantity by the number of people in the relevant population. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

14. per cent versus ratio

per cent and ratio may occur in writing about the same subject, but they are not automatic replacements. It expresses a proportion per hundred of an identified total or reference base. It expresses an ordered quantitative relationship between two quantities. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

15. per capita versus ratio

per capita and ratio may occur in writing about the same subject, but they are not automatic replacements. It divides an aggregate quantity by the number of people in the relevant population. It expresses an ordered quantitative relationship between two quantities. To decide, identify what is being measured or related, what baseline or category is assumed, how strong the wording is, and what a careful reader would infer. A good substitution test makes the semantic difference visible.

4. Precision Laboratory: Ninety Decisions

1. half: a data commentary

In a data commentary, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check logical direction. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

2. twice: a comprehension answer

In a comprehension answer, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check baseline. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

3. double: a formal email

In a formal email, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check time window. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

4. per cent: a research summary

In a research summary, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check reader expectation. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

5. per capita: a literature response

In a literature response, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check cohesion. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

6. ratio: a comparison review

In a comparison review, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check denominator. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

7. half: an argumentative paragraph

In an argumentative paragraph, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check claim strength. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

8. twice: a reflective journal

In a reflective journal, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check sentence rhythm. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

9. double: a history essay

In a history essay, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check spatial frame. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

10. per cent: a speech

In a speech, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check punctuation. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

11. per capita: a public notice

In a public notice, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check evidence. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

12. ratio: a parent-teacher note

In a parent-teacher note, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check category boundary. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

13. half: a problem-solution paragraph

In a problem-solution paragraph, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check register. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

14. twice: a school report

In a school report, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check ambiguity. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

15. double: a narrative scene

In a narrative scene, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check measurement. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

16. per cent: a geography response

In a geography response, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check scope. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

17. per capita: a project evaluation

In a project evaluation, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check logical direction. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

18. ratio: a set of instructions

In a set of instructions, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check baseline. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

19. half: an oral answer

In an oral answer, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check time window. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

20. twice: a science explanation

In a science explanation, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check reader expectation. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

21. double: a data commentary

In a data commentary, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check cohesion. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

22. per cent: a comprehension answer

In a comprehension answer, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check denominator. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

23. per capita: a formal email

In a formal email, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check claim strength. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

24. ratio: a research summary

In a research summary, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check sentence rhythm. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

25. half: a literature response

In a literature response, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check spatial frame. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

26. twice: a comparison review

In a comparison review, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check punctuation. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

27. double: an argumentative paragraph

In an argumentative paragraph, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check evidence. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

28. per cent: a reflective journal

In a reflective journal, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check category boundary. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

29. per capita: a history essay

In a history essay, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check register. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

30. ratio: a speech

In a speech, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check ambiguity. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

31. half: a public notice

In a public notice, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check measurement. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

32. twice: a parent-teacher note

In a parent-teacher note, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check scope. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

33. double: a problem-solution paragraph

In a problem-solution paragraph, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check logical direction. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

34. per cent: a school report

In a school report, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check baseline. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

35. per capita: a narrative scene

In a narrative scene, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check time window. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

36. ratio: a geography response

In a geography response, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check reader expectation. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

37. half: a project evaluation

In a project evaluation, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check cohesion. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

38. twice: a set of instructions

In a set of instructions, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check denominator. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

39. double: an oral answer

In an oral answer, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check claim strength. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

40. per cent: a science explanation

In a science explanation, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check sentence rhythm. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

41. per capita: a data commentary

In a data commentary, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check spatial frame. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

42. ratio: a comprehension answer

In a comprehension answer, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check punctuation. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

43. half: a formal email

In a formal email, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check evidence. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

44. twice: a research summary

In a research summary, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check category boundary. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

45. double: a literature response

In a literature response, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check register. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

46. per cent: a comparison review

In a comparison review, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check ambiguity. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

47. per capita: an argumentative paragraph

In an argumentative paragraph, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check measurement. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

48. ratio: a reflective journal

In a reflective journal, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check scope. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

49. half: a history essay

In a history essay, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check logical direction. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

50. twice: a speech

In a speech, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check baseline. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

51. double: a public notice

In a public notice, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check time window. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

52. per cent: a parent-teacher note

In a parent-teacher note, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check reader expectation. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

53. per capita: a problem-solution paragraph

In a problem-solution paragraph, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check cohesion. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

54. ratio: a school report

In a school report, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check denominator. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

55. half: a narrative scene

In a narrative scene, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check claim strength. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

56. twice: a geography response

In a geography response, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check sentence rhythm. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

57. double: a project evaluation

In a project evaluation, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check spatial frame. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

58. per cent: a set of instructions

In a set of instructions, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check punctuation. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

59. per capita: an oral answer

In an oral answer, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check evidence. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

60. ratio: a science explanation

In a science explanation, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check category boundary. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

61. half: a data commentary

In a data commentary, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check register. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

62. twice: a comprehension answer

In a comprehension answer, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check ambiguity. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

63. double: a formal email

In a formal email, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check measurement. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

64. per cent: a research summary

In a research summary, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check scope. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

65. per capita: a literature response

In a literature response, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check logical direction. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

66. ratio: a comparison review

In a comparison review, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check baseline. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

67. half: an argumentative paragraph

In an argumentative paragraph, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check time window. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

68. twice: a reflective journal

In a reflective journal, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check reader expectation. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

69. double: a history essay

In a history essay, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check cohesion. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

70. per cent: a speech

In a speech, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check denominator. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

71. per capita: a public notice

In a public notice, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check claim strength. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

72. ratio: a parent-teacher note

In a parent-teacher note, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check sentence rhythm. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

73. half: a problem-solution paragraph

In a problem-solution paragraph, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check spatial frame. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

74. twice: a school report

In a school report, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check punctuation. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

75. double: a narrative scene

In a narrative scene, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check evidence. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

76. per cent: a geography response

In a geography response, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check category boundary. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

77. per capita: a project evaluation

In a project evaluation, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check register. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

78. ratio: a set of instructions

In a set of instructions, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check ambiguity. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

79. half: an oral answer

In an oral answer, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check measurement. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

80. twice: a science explanation

In a science explanation, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check scope. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

81. double: a data commentary

In a data commentary, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check logical direction. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

82. per cent: a comprehension answer

In a comprehension answer, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check baseline. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

83. per capita: a formal email

In a formal email, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check time window. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

84. ratio: a research summary

In a research summary, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check reader expectation. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

85. half: a literature response

In a literature response, begin from the intended relation rather than the vocabulary item. Compare “The revised container uses half as much material as the original.” with “The revised container is half more efficient than the original.” and “The revised container uses half as much material as the original.”. Check cohesion. Then create a second example on an unrelated topic and a third version that avoids half while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

86. twice: a comparison review

In a comparison review, begin from the intended relation rather than the vocabulary item. Compare “The larger tank holds twice as much water as the smaller tank.” with “The smaller tank is twice smaller than the larger one.” and “The smaller tank has half the capacity of the larger one.”. Check denominator. Then create a second example on an unrelated topic and a third version that avoids twice while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

87. double: an argumentative paragraph

In an argumentative paragraph, begin from the intended relation rather than the vocabulary item. Compare “Enrolment doubled from 200 to 400 students.” with “Enrolment doubled by 200 percent from 200 to 400.” and “Enrolment doubled, increasing by 100 percent from 200 to 400.”. Check claim strength. Then create a second example on an unrelated topic and a third version that avoids double while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

88. per cent: a reflective journal

In a reflective journal, begin from the intended relation rather than the vocabulary item. Compare “The pass rate rose from 70 per cent to 80 per cent.” with “The pass rate rose by 10 per cent when the writer means 10 percentage points.” and “The pass rate rose by 10 percentage points, from 70 per cent to 80 per cent.”. Check sentence rhythm. Then create a second example on an unrelated topic and a third version that avoids per cent while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

89. per capita: a history essay

In a history essay, begin from the intended relation rather than the vocabulary item. Compare “Annual water use per capita fell even though the city’s total population increased.” with “Income per capita means every resident receives the same income.” and “Income per capita is the total income measure divided by the population; individual incomes can differ greatly.”. Check spatial frame. Then create a second example on an unrelated topic and a third version that avoids per capita while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

90. ratio: a speech

In a speech, begin from the intended relation rather than the vocabulary item. Compare “The ratio of red tiles to blue tiles is 3:2.” with “The ratio of red to blue is 2:3 when there are three red tiles for every two blue tiles.” and “The ratio of red tiles to blue tiles is 3:2.”. Check punctuation. Then create a second example on an unrelated topic and a third version that avoids ratio while preserving the idea. If the learner cannot state what the target contributes, the decision is not yet stable.

5. Genre Transfer

1. academic essay

In a academic essay, half should be selected for function rather than prestige. It expresses one of two equal parts or 50 percent of a stated reference quantity. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

2. science report

In a science report, twice should be selected for function rather than prestige. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

3. history essay

In a history essay, double should be selected for function rather than prestige. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

4. geography response

In a geography response, per cent should be selected for function rather than prestige. It expresses a proportion per hundred of an identified total or reference base. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

5. literature analysis

In a literature analysis, per capita should be selected for function rather than prestige. It divides an aggregate quantity by the number of people in the relevant population. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

6. comprehension answer

In a comprehension answer, ratio should be selected for function rather than prestige. It expresses an ordered quantitative relationship between two quantities. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

7. creative writing

In a creative writing, half should be selected for function rather than prestige. It expresses one of two equal parts or 50 percent of a stated reference quantity. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

8. reflective writing

In a reflective writing, twice should be selected for function rather than prestige. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

9. formal email

In a formal email, double should be selected for function rather than prestige. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

10. speech

In a speech, per cent should be selected for function rather than prestige. It expresses a proportion per hundred of an identified total or reference base. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

11. data commentary

In a data commentary, per capita should be selected for function rather than prestige. It divides an aggregate quantity by the number of people in the relevant population. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

12. project evaluation

In a project evaluation, ratio should be selected for function rather than prestige. It expresses an ordered quantitative relationship between two quantities. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

13. research summary

In a research summary, half should be selected for function rather than prestige. It expresses one of two equal parts or 50 percent of a stated reference quantity. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

14. instructions

In a instructions, twice should be selected for function rather than prestige. It expresses a value equal to two times a reference quantity, often in ‘twice as … as’ constructions. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

15. public notice

In a public notice, double should be selected for function rather than prestige. It can mean twice the amount or describe a change in which a quantity becomes twice its original value. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

16. oral presentation

In a oral presentation, per cent should be selected for function rather than prestige. It expresses a proportion per hundred of an identified total or reference base. Write an accurate version, a deliberate near miss and a plain paraphrase. Then transfer the same distinction to a different subject. Transfer matters because a definition remembered only with its original example is fragile knowledge.

6. Error Clinic

1. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test register, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

2. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test punctuation, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

3. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test claim strength, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

4. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test reader expectation, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

5. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test logical direction, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

6. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test ambiguity, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

7. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test evidence, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

8. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test sentence rhythm, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

9. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test cohesion, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

10. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test baseline, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

11. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test measurement, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

12. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test category boundary, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

13. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test spatial frame, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

14. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test denominator, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

15. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test time window, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

16. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test scope, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

17. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test register, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

18. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test punctuation, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

19. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test claim strength, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

20. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test reader expectation, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

21. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test logical direction, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

22. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test ambiguity, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

23. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test evidence, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

24. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test sentence rhythm, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

25. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test cohesion, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

26. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test baseline, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

27. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test measurement, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

28. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test category boundary, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

29. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test spatial frame, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

30. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test denominator, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

31. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test time window, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

32. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test scope, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

33. Diagnose before replacing

When half looks doubtful, state the intended meaning first. Identify the grammatical structure, test register, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

34. Diagnose before replacing

When double looks doubtful, state the intended meaning first. Identify the grammatical structure, test punctuation, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

35. Diagnose before replacing

When per capita looks doubtful, state the intended meaning first. Identify the grammatical structure, test claim strength, compare the nearest alternative and only then rewrite. A locally fluent replacement can still damage the paragraph if it changes the baseline, direction, category or evidence burden. The repair succeeds only when the surrounding reasoning still holds.

7. Retrieval Workbook

1. Build, replace, explain

Create a sentence in a speech that genuinely requires per cent. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

2. Build, replace, explain

Create a sentence in a project evaluation that genuinely requires per capita. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

3. Build, replace, explain

Create a sentence in a research summary that genuinely requires ratio. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

4. Build, replace, explain

Create a sentence in a public notice that genuinely requires half. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

5. Build, replace, explain

Create a sentence in a set of instructions that genuinely requires twice. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

6. Build, replace, explain

Create a sentence in a literature response that genuinely requires double. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

7. Build, replace, explain

Create a sentence in a parent-teacher note that genuinely requires per cent. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

8. Build, replace, explain

Create a sentence in an oral answer that genuinely requires per capita. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

9. Build, replace, explain

Create a sentence in a comparison review that genuinely requires ratio. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

10. Build, replace, explain

Create a sentence in a problem-solution paragraph that genuinely requires half. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

11. Build, replace, explain

Create a sentence in a science explanation that genuinely requires twice. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

12. Build, replace, explain

Create a sentence in an argumentative paragraph that genuinely requires double. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

13. Build, replace, explain

Create a sentence in a school report that genuinely requires per cent. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

14. Build, replace, explain

Create a sentence in a data commentary that genuinely requires per capita. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

15. Build, replace, explain

Create a sentence in a reflective journal that genuinely requires ratio. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

16. Build, replace, explain

Create a sentence in a narrative scene that genuinely requires half. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

17. Build, replace, explain

Create a sentence in a comprehension answer that genuinely requires twice. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

18. Build, replace, explain

Create a sentence in a history essay that genuinely requires double. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

19. Build, replace, explain

Create a sentence in a geography response that genuinely requires per cent. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

20. Build, replace, explain

Create a sentence in a formal email that genuinely requires per capita. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

21. Build, replace, explain

Create a sentence in a speech that genuinely requires ratio. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

22. Build, replace, explain

Create a sentence in a project evaluation that genuinely requires half. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

23. Build, replace, explain

Create a sentence in a research summary that genuinely requires twice. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

24. Build, replace, explain

Create a sentence in a public notice that genuinely requires double. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

25. Build, replace, explain

Create a sentence in a set of instructions that genuinely requires per cent. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

26. Build, replace, explain

Create a sentence in a literature response that genuinely requires per capita. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

27. Build, replace, explain

Create a sentence in a parent-teacher note that genuinely requires ratio. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

28. Build, replace, explain

Create a sentence in an oral answer that genuinely requires half. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

29. Build, replace, explain

Create a sentence in a comparison review that genuinely requires twice. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

30. Build, replace, explain

Create a sentence in a problem-solution paragraph that genuinely requires double. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

31. Build, replace, explain

Create a sentence in a science explanation that genuinely requires per cent. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

32. Build, replace, explain

Create a sentence in an argumentative paragraph that genuinely requires per capita. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

33. Build, replace, explain

Create a sentence in a school report that genuinely requires ratio. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

34. Build, replace, explain

Create a sentence in a data commentary that genuinely requires half. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

35. Build, replace, explain

Create a sentence in a reflective journal that genuinely requires twice. Replace it with the nearest alternative and label four things: intended relation, grammar, reader inference and evidence or measurement. Finish with a third example on a different subject. If the difference disappears, strengthen the contrast rather than memorising another definition.

8. Teaching and Independent Practice

For independent practice, collect authentic sentences from reading and from the learner’s own drafts. Mark the decision point, predict the function, test a replacement and record one contrastive note. Later, rebuild the example from meaning rather than rereading it. Retrieval should force a decision.

For teaching, ask replacement questions: “What would change if we used the other form?” “What does this expression make the reader assume?” “What baseline, category, direction or denominator is hidden?” These questions expose partial understanding much faster than a dictionary-definition task alone.

9. Further Study

For general reference, use the British Council English grammar reference and Cambridge Dictionary grammar reference. Proportion connects directly to Approximation and Precision when the numbers are bounded or estimated, to Comparison and Degree when the writer shifts from ratios to qualitative comparison, and to Change and Trend when proportions move over time. Use the hub to cross into the rest of the cluster.

10. Final Checklist

1. What relation am I expressing?

Final check: 1. What relation am I expressing? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

2. What is the baseline or reference point?

Final check: 2. What is the baseline or reference point? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

3. What structure follows the expression?

Final check: 3. What structure follows the expression? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

4. What would the nearest alternative change?

Final check: 4. What would the nearest alternative change? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

5. Does the word exaggerate the evidence?

Final check: 5. Does the word exaggerate the evidence? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

6. Is the direction clear?

Final check: 6. Is the direction clear? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

7. Is the category or frame clear?

Final check: 7. Is the category or frame clear? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

8. Can I paraphrase the relation plainly?

Final check: 8. Can I paraphrase the relation plainly? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

9. Can I transfer it to a new context?

Final check: 9. Can I transfer it to a new context? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

10. Is a simpler expression already accurate?

Final check: 10. Is a simpler expression already accurate? Give the reference point, comparison or boundary that makes the wording interpretable, then compare the nearest competing expression. Keep the wording only if it matches the evidence and the intended level of precision.

Advanced Application: Transfer Problems

Application 1: half — a science explanation

In a science explanation, create a sentence using half and state the baseline quantity explicitly. Replace half with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a comprehension answer. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 2: twice — an oral response

Build a worked example in an oral response around twice. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test denominator. Change one fact so that twice becomes inaccurate, repair the wording, and rebuild the decision in a geography explanation. This trains the boundary of the expression rather than mere recognition.

Application 3: double — a public notice

Imagine a careful reader challenges double in a public notice. Defend the expression using multiplicative versus additive change and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a classroom discussion. Good precision makes the hidden reference point visible enough to inspect.

Application 4: per cent — a reflective paragraph

Write two versions of one idea in a reflective paragraph: one with per cent, one with a weaker or more neutral alternative. Compare the claims, paying attention to percentage points. Next, rewrite for a report conclusion while preserving the same underlying relation. Keep per cent only if the stronger or more specific wording is justified.

Application 5: per capita — a short speech

Create a deliberate near miss with per capita in a short speech. Diagnose the error through population denominator, repair it with the smallest possible change, and then produce a fresh correct example in a history paragraph. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 6: ratio — a data commentary

In a data commentary, create a sentence using ratio and state the ratio order explicitly. Replace ratio with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a project evaluation. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 7: half — a narrative scene

Build a worked example in a narrative scene around half. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test absolute versus relative change. Change one fact so that half becomes inaccurate, repair the wording, and rebuild the decision in a research summary. This trains the boundary of the expression rather than mere recognition.

Application 8: twice — a literature response

Imagine a careful reader challenges twice in a literature response. Defend the expression using baseline quantity and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a technical note. Good precision makes the hidden reference point visible enough to inspect.

Application 9: double — a comparison review

Write two versions of one idea in a comparison review: one with double, one with a weaker or more neutral alternative. Compare the claims, paying attention to denominator. Next, rewrite for a problem-solution paragraph while preserving the same underlying relation. Keep double only if the stronger or more specific wording is justified.

Application 10: per cent — a revision note

Create a deliberate near miss with per cent in a revision note. Diagnose the error through multiplicative versus additive change, repair it with the smallest possible change, and then produce a fresh correct example in a policy note. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 11: per capita — a formal email

In a formal email, create a sentence using per capita and state the percentage points explicitly. Replace per capita with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a parent update. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 12: ratio — a comprehension answer

Build a worked example in a comprehension answer around ratio. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test population denominator. Change one fact so that ratio becomes inaccurate, repair the wording, and rebuild the decision in a set of instructions. This trains the boundary of the expression rather than mere recognition.

Application 13: half — a geography explanation

Imagine a careful reader challenges half in a geography explanation. Defend the expression using ratio order and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in an exam response. Good precision makes the hidden reference point visible enough to inspect.

Application 14: twice — a classroom discussion

Write two versions of one idea in a classroom discussion: one with twice, one with a weaker or more neutral alternative. Compare the claims, paying attention to absolute versus relative change. Next, rewrite for a science explanation while preserving the same underlying relation. Keep twice only if the stronger or more specific wording is justified.

Application 15: double — a report conclusion

Create a deliberate near miss with double in a report conclusion. Diagnose the error through baseline quantity, repair it with the smallest possible change, and then produce a fresh correct example in an oral response. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 16: per cent — a history paragraph

In a history paragraph, create a sentence using per cent and state the denominator explicitly. Replace per cent with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a public notice. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 17: per capita — a project evaluation

Build a worked example in a project evaluation around per capita. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test multiplicative versus additive change. Change one fact so that per capita becomes inaccurate, repair the wording, and rebuild the decision in a reflective paragraph. This trains the boundary of the expression rather than mere recognition.

Application 18: ratio — a research summary

Imagine a careful reader challenges ratio in a research summary. Defend the expression using percentage points and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a short speech. Good precision makes the hidden reference point visible enough to inspect.

Application 19: half — a technical note

Write two versions of one idea in a technical note: one with half, one with a weaker or more neutral alternative. Compare the claims, paying attention to population denominator. Next, rewrite for a data commentary while preserving the same underlying relation. Keep half only if the stronger or more specific wording is justified.

Application 20: twice — a problem-solution paragraph

Create a deliberate near miss with twice in a problem-solution paragraph. Diagnose the error through ratio order, repair it with the smallest possible change, and then produce a fresh correct example in a narrative scene. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 21: double — a policy note

In a policy note, create a sentence using double and state the absolute versus relative change explicitly. Replace double with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a literature response. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 22: per cent — a parent update

Build a worked example in a parent update around per cent. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test baseline quantity. Change one fact so that per cent becomes inaccurate, repair the wording, and rebuild the decision in a comparison review. This trains the boundary of the expression rather than mere recognition.

Application 23: per capita — a set of instructions

Imagine a careful reader challenges per capita in a set of instructions. Defend the expression using denominator and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a revision note. Good precision makes the hidden reference point visible enough to inspect.

Application 24: ratio — an exam response

Write two versions of one idea in an exam response: one with ratio, one with a weaker or more neutral alternative. Compare the claims, paying attention to multiplicative versus additive change. Next, rewrite for a formal email while preserving the same underlying relation. Keep ratio only if the stronger or more specific wording is justified.

Application 25: half — a science explanation

Create a deliberate near miss with half in a science explanation. Diagnose the error through percentage points, repair it with the smallest possible change, and then produce a fresh correct example in a comprehension answer. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 26: twice — an oral response

In an oral response, create a sentence using twice and state the population denominator explicitly. Replace twice with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a geography explanation. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 27: double — a public notice

Build a worked example in a public notice around double. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test ratio order. Change one fact so that double becomes inaccurate, repair the wording, and rebuild the decision in a classroom discussion. This trains the boundary of the expression rather than mere recognition.

Application 28: per cent — a reflective paragraph

Imagine a careful reader challenges per cent in a reflective paragraph. Defend the expression using absolute versus relative change and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a report conclusion. Good precision makes the hidden reference point visible enough to inspect.

Application 29: per capita — a short speech

Write two versions of one idea in a short speech: one with per capita, one with a weaker or more neutral alternative. Compare the claims, paying attention to baseline quantity. Next, rewrite for a history paragraph while preserving the same underlying relation. Keep per capita only if the stronger or more specific wording is justified.

Application 30: ratio — a data commentary

Create a deliberate near miss with ratio in a data commentary. Diagnose the error through denominator, repair it with the smallest possible change, and then produce a fresh correct example in a project evaluation. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 31: half — a narrative scene

In a narrative scene, create a sentence using half and state the multiplicative versus additive change explicitly. Replace half with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a research summary. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 32: twice — a literature response

Build a worked example in a literature response around twice. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test percentage points. Change one fact so that twice becomes inaccurate, repair the wording, and rebuild the decision in a technical note. This trains the boundary of the expression rather than mere recognition.

Application 33: double — a comparison review

Imagine a careful reader challenges double in a comparison review. Defend the expression using population denominator and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a problem-solution paragraph. Good precision makes the hidden reference point visible enough to inspect.

Application 34: per cent — a revision note

Write two versions of one idea in a revision note: one with per cent, one with a weaker or more neutral alternative. Compare the claims, paying attention to ratio order. Next, rewrite for a policy note while preserving the same underlying relation. Keep per cent only if the stronger or more specific wording is justified.

Application 35: per capita — a formal email

Create a deliberate near miss with per capita in a formal email. Diagnose the error through absolute versus relative change, repair it with the smallest possible change, and then produce a fresh correct example in a parent update. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 36: ratio — a comprehension answer

In a comprehension answer, create a sentence using ratio and state the baseline quantity explicitly. Replace ratio with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a set of instructions. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 37: half — a geography explanation

Build a worked example in a geography explanation around half. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test denominator. Change one fact so that half becomes inaccurate, repair the wording, and rebuild the decision in an exam response. This trains the boundary of the expression rather than mere recognition.

Application 38: twice — a classroom discussion

Imagine a careful reader challenges twice in a classroom discussion. Defend the expression using multiplicative versus additive change and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a science explanation. Good precision makes the hidden reference point visible enough to inspect.

Application 39: double — a report conclusion

Write two versions of one idea in a report conclusion: one with double, one with a weaker or more neutral alternative. Compare the claims, paying attention to percentage points. Next, rewrite for an oral response while preserving the same underlying relation. Keep double only if the stronger or more specific wording is justified.

Application 40: per cent — a history paragraph

Create a deliberate near miss with per cent in a history paragraph. Diagnose the error through population denominator, repair it with the smallest possible change, and then produce a fresh correct example in a public notice. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 41: per capita — a project evaluation

In a project evaluation, create a sentence using per capita and state the ratio order explicitly. Replace per capita with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a reflective paragraph. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 42: ratio — a research summary

Build a worked example in a research summary around ratio. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test absolute versus relative change. Change one fact so that ratio becomes inaccurate, repair the wording, and rebuild the decision in a short speech. This trains the boundary of the expression rather than mere recognition.

Application 43: half — a technical note

Imagine a careful reader challenges half in a technical note. Defend the expression using baseline quantity and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a data commentary. Good precision makes the hidden reference point visible enough to inspect.

Application 44: twice — a problem-solution paragraph

Write two versions of one idea in a problem-solution paragraph: one with twice, one with a weaker or more neutral alternative. Compare the claims, paying attention to denominator. Next, rewrite for a narrative scene while preserving the same underlying relation. Keep twice only if the stronger or more specific wording is justified.

Application 45: double — a policy note

Create a deliberate near miss with double in a policy note. Diagnose the error through multiplicative versus additive change, repair it with the smallest possible change, and then produce a fresh correct example in a literature response. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 46: per cent — a parent update

In a parent update, create a sentence using per cent and state the percentage points explicitly. Replace per cent with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a comparison review. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 47: per capita — a set of instructions

Build a worked example in a set of instructions around per capita. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test population denominator. Change one fact so that per capita becomes inaccurate, repair the wording, and rebuild the decision in a revision note. This trains the boundary of the expression rather than mere recognition.

Application 48: ratio — an exam response

Imagine a careful reader challenges ratio in an exam response. Defend the expression using ratio order and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a formal email. Good precision makes the hidden reference point visible enough to inspect.

Application 49: half — a science explanation

Write two versions of one idea in a science explanation: one with half, one with a weaker or more neutral alternative. Compare the claims, paying attention to absolute versus relative change. Next, rewrite for a comprehension answer while preserving the same underlying relation. Keep half only if the stronger or more specific wording is justified.

Application 50: twice — an oral response

Create a deliberate near miss with twice in an oral response. Diagnose the error through baseline quantity, repair it with the smallest possible change, and then produce a fresh correct example in a geography explanation. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 51: double — a public notice

In a public notice, create a sentence using double and state the denominator explicitly. Replace double with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a classroom discussion. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 52: per cent — a reflective paragraph

Build a worked example in a reflective paragraph around per cent. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test multiplicative versus additive change. Change one fact so that per cent becomes inaccurate, repair the wording, and rebuild the decision in a report conclusion. This trains the boundary of the expression rather than mere recognition.

Application 53: per capita — a short speech

Imagine a careful reader challenges per capita in a short speech. Defend the expression using percentage points and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a history paragraph. Good precision makes the hidden reference point visible enough to inspect.

Application 54: ratio — a data commentary

Write two versions of one idea in a data commentary: one with ratio, one with a weaker or more neutral alternative. Compare the claims, paying attention to population denominator. Next, rewrite for a project evaluation while preserving the same underlying relation. Keep ratio only if the stronger or more specific wording is justified.

Application 55: half — a narrative scene

Create a deliberate near miss with half in a narrative scene. Diagnose the error through ratio order, repair it with the smallest possible change, and then produce a fresh correct example in a research summary. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 56: twice — a literature response

In a literature response, create a sentence using twice and state the absolute versus relative change explicitly. Replace twice with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a technical note. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 57: double — a comparison review

Build a worked example in a comparison review around double. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test baseline quantity. Change one fact so that double becomes inaccurate, repair the wording, and rebuild the decision in a problem-solution paragraph. This trains the boundary of the expression rather than mere recognition.

Application 58: per cent — a revision note

Imagine a careful reader challenges per cent in a revision note. Defend the expression using denominator and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a policy note. Good precision makes the hidden reference point visible enough to inspect.

Application 59: per capita — a formal email

Write two versions of one idea in a formal email: one with per capita, one with a weaker or more neutral alternative. Compare the claims, paying attention to multiplicative versus additive change. Next, rewrite for a parent update while preserving the same underlying relation. Keep per capita only if the stronger or more specific wording is justified.

Application 60: ratio — a comprehension answer

Create a deliberate near miss with ratio in a comprehension answer. Diagnose the error through percentage points, repair it with the smallest possible change, and then produce a fresh correct example in a set of instructions. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 61: half — a geography explanation

In a geography explanation, create a sentence using half and state the population denominator explicitly. Replace half with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to an exam response. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 62: twice — a classroom discussion

Build a worked example in a classroom discussion around twice. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test ratio order. Change one fact so that twice becomes inaccurate, repair the wording, and rebuild the decision in a science explanation. This trains the boundary of the expression rather than mere recognition.

Application 63: double — a report conclusion

Imagine a careful reader challenges double in a report conclusion. Defend the expression using absolute versus relative change and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in an oral response. Good precision makes the hidden reference point visible enough to inspect.

Application 64: per cent — a history paragraph

Write two versions of one idea in a history paragraph: one with per cent, one with a weaker or more neutral alternative. Compare the claims, paying attention to baseline quantity. Next, rewrite for a public notice while preserving the same underlying relation. Keep per cent only if the stronger or more specific wording is justified.

Application 65: per capita — a project evaluation

Create a deliberate near miss with per capita in a project evaluation. Diagnose the error through denominator, repair it with the smallest possible change, and then produce a fresh correct example in a reflective paragraph. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 66: ratio — a research summary

In a research summary, create a sentence using ratio and state the multiplicative versus additive change explicitly. Replace ratio with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a short speech. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Application 67: half — a technical note

Build a worked example in a technical note around half. First name the baseline, category, anchor or pattern that matters. Then write the sentence and test percentage points. Change one fact so that half becomes inaccurate, repair the wording, and rebuild the decision in a data commentary. This trains the boundary of the expression rather than mere recognition.

Application 68: twice — a problem-solution paragraph

Imagine a careful reader challenges twice in a problem-solution paragraph. Defend the expression using population denominator and the evidence available in the sentence. Then write a counterexample where that defence fails and choose a better form. Repeat the distinction in a narrative scene. Good precision makes the hidden reference point visible enough to inspect.

Application 69: double — a policy note

Write two versions of one idea in a policy note: one with double, one with a weaker or more neutral alternative. Compare the claims, paying attention to ratio order. Next, rewrite for a literature response while preserving the same underlying relation. Keep double only if the stronger or more specific wording is justified.

Application 70: per cent — a parent update

Create a deliberate near miss with per cent in a parent update. Diagnose the error through absolute versus relative change, repair it with the smallest possible change, and then produce a fresh correct example in a comparison review. A strong repair explains both the mathematical, spatial, categorical or trend relation and the wording that encodes it.

Application 71: per capita — a set of instructions

In a set of instructions, create a sentence using per capita and state the baseline quantity explicitly. Replace per capita with the nearest alternative and calculate or describe what the reader would now infer differently. Transfer the same decision to a revision note. The exercise is complete only when the reference frame or quantitative relationship remains recoverable without guessing.

Closing Principle

Proportion language is precise only when the baseline, denominator and direction are visible. Do the mathematics first; then choose the wording that lets the reader reconstruct the same relationship.