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The researchers looked for introductory proof for hypothesis that being rejected (ignored) prompts low (high) construal levels and the impacts of construal level on preference for visual or verbal portrayals

The researchers looked for introductory proof for hypothesis that being rejected (ignored) prompts low (high) construal levels and the impacts of construal level on preference for visual or verbal portrayals 6xa53
Purpose: The researchers looked for introductory proof for hypothesis that being rejected (ignored) prompts low (high) construal levels and the impacts of construal level on preference for visual or verbal portrayals - Participants and methods: 204 undergraduates students from an American college was randomly allotted to one of four retail exclusion conditions, including rejected, ignored, accepted, or no-scenario control experimental and to be expected to respond to several questions measuring their perception psychological distance to the experience, a manipulation check of retail exclusion, and alternative explanations by using Likert scale - Finding: The research found that rejected (ignored) retail exclusion s seen as increasingly proximal (distant), initiates lower (higher) construal levels and carries over to preferences for visual (textual) coupon codes. In addition, the powerful feeling of customer would be significantly dampened when they feel being rejected (ignored) by frontline staff judging their capacity to purchase or their financial standing.
Purpose: The researchers looked for introductory proof for hypothesis that being
You use this word too often, consider replacing it with
rejected
(
This phrase/word (depending on the context) can be potentially replaced with :
ignored
) prompts low (high) construal levels and the impacts of construal level on preference for visual or verbal portrayals

Consider using an m-dash if you do not want to join two words.
-
Participants and methods: 204 undergraduates students from an American college was
randomly
allotted to one of four retail exclusion conditions, including
You use this word too often, consider replacing it with
rejected
,
You use this word too often, consider replacing it with
ignored
,
This phrase/word is too simple and can be replaced with:
accepted
, or no-scenario control experimental and to be
This phrase/word (depending on the context) can be potentially replaced with :
expected
to respond to several questions measuring their perception psychological distance to the experience, a manipulation
This phrase/word (depending on the context) can be potentially replaced with :
check
of retail exclusion, and alternative explanations by using
Possible spelling mistake found.
Likert
scale

Consider using an m-dash if you do not want to join two words.
-
Finding: The research found that
You use this word too often, consider replacing it with
rejected
(
This phrase/word (depending on the context) can be potentially replaced with :
ignored
) retail exclusion s
This phrase/word (depending on the context) can be potentially replaced with :
seen
as
increasingly
proximal (distant), initiates lower (higher) construal levels and carries over to preferences for visual (textual) coupon codes.
In addition
, the powerful feeling of customer would be
significantly
dampened when they feel being
You use this word too often, consider replacing it with
rejected
(
This phrase/word (depending on the context) can be potentially replaced with :
ignored
) by
Possible spelling mistake found.
frontline
staff judging their capacity to
This phrase/word (depending on the context) can be potentially replaced with :
purchase
or their financial standing.

IELTS essay The researchers looked for introductory proof for hypothesis that being rejected (ignored) prompts low (high) construal levels and the impacts of construal level on preference for visual or verbal portrayals

Essay
  American English
1 paragraphs
150 words
This writing has been penalized,
text can't be
less than 250 words in Task 2
and less than 150 words in Task 1
4.0
Overall Band Score
Coherence and Cohesion: 5.5
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    One main idea per paragraph
  • Include an introduction and conclusion
  • Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • Vary your linking phrases using synonyms
Lexical Resource: 5.5
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.0
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • Support ideas with relevant, specific examples
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