add some explanations

ch1.tex

@@ -8,7 +8,7 @@ You should use the standard \emph{citations}\todo{Use \textbackslash{}emph comma
 \begin{description}
 \item[Obtaining bibTeX citation] Go to Google Scholar\footnote{\url{https://scholar.google.com}}\todo{This footnote is an acceptable way to `cite' webpages or URLs. Documents without proper titles, authors and publishers generally do not form citations. For this reason, avoid citations of wikipedia pages.}, find the relevant literature, click the tiny double-quote button below the link, and copy the bibTeX entry.
 \item[Saving the citation] Insert the bibTeX entry to the file \texttt{refs.bib}. On the first line of the entry you should see the short reference name --- from Scholar, it usually looks like \texttt{author2015title} --- you will use that to refer to the citation.
-\item[Using the citation] Use the \verb|\cite| command to typeset the citation number correctly in the text; a long citation description will be automaticaly added to the bibliography at the end of the thesis. Always use a non-breakable space before the citing parenthesis to avoid unacceptable line breaks:
+\item[Using the citation] Use the \verb|\cite| command to typeset the citation number correctly in the text; a long citation description will be automatically added to the bibliography at the end of the thesis. Always use a non-breakable space before the citing parenthesis to avoid unacceptable line breaks:
 \begin{Verbatim}
 Trees utilize gravity to invade ye
 noble sires~\cite{newton1666apple}.
@@ -38,10 +38,10 @@ Strictly adhere to the English word order rules. The sentences follow a fixed st
 
 Mind the rules for placing commas:
 \begin{itemize}
-\item Use the \emph{Oxford comma} before `and' and `or' at the end of a longer, comma-separated list of items. Certainly use it to disambiguate any possible mixtures of conjunctions: \textit{`The car is available in red, red and green, and green versions.'}
 \item Do not use the comma before subordinate clauses that begin with `that' (like this one). English does not use subordinate clauses as often as Slavic languages because the lack of a suitable word inflection method makes them hard to understand. In scientific English, try to avoid them as much as possible. Ask doubtfully whether each `which' and `when' is necessary --- most of these helper conjunctions can be removed by converting the clause to non-subordinate.
 
 As an usual example, \xxx{\textit{`The sentence, which I wrote, seemed ugly.'}} is perfectly bad; slightly improved by \xxx{\textit{`The sentence that I wrote seemed ugly.'}}, which can be easily reduced to \textit{`The sentence I wrote seemed ugly.'}. A final version with added storytelling value could say \textit{`I wrote a sentence but it seemed ugly.'}
+\item Use the \emph{Oxford comma} before `and' and `or' at the end of a longer, comma-separated list of items. Certainly use it to disambiguate any possible mixtures of conjunctions: \textit{`The car is available in red, red and green, and green versions.'} Remember that English `or' is typically understood more like `either this or that, but not both,' and the use of `and` is much more appropriate in cases such as possibility overviews, and example listings (like in this sentence).
 \item Consider placing extra commas around any parts of the sentence that break the usual word order, especially if they are longer than a single word.
 \end{itemize}
 
@@ -49,4 +49,10 @@ Do not write long sentences. One sentence should contain exactly one fact. Multi
 
 Every noun needs a determiner (`a', `the', `my', `some', \dots); the exceptions to this rule, such as non-adjectivized names and indeterminate plural, are relatively scarce. Without a determiner, a noun can be easily mistaken for something completely different, such as an adjective or a verb.
 
-Consult the books by \citet{glasman2010science} and \citet{sparling1989english} for more useful details.
+Do not write sentences in passive voice, unless you explicitly need to highlight that something has passively subjected itself to an action. Active voice is more preferable in the theses because it clearly highlights the actors and their contributions --- typically, \textit{`you did it'} instead of \textit{`it was done'} by a mysterious entity, which the reviewers rarely envision as yourself. Writing in active voice additionally benefits the explanation of complex processes: There, the word order forces you to identify the acting subject as the first word in the sentence, which further disambiguates how the individual process parts are triggered and ordered.
+
+Although English can express a whopping 65 of base verb tenses and their variants, scientific literature often suppresses this complexity and uses only several basic tenses where the meaning is clearly defined. Typically, you state facts in present simple (\textit{`Theorem 1 proves that Gadget B works as intended.'}), talk about previous work and experiments done in past simple (\textit{`We constructed Gadget B from Gizmo C, which was previously prepared by Tinkerer et al.'}), and identify achieved results in present perfect (\textit{`We have succeeded in constructing Technology T.'}). Avoid using future tense, except for sections that explicitly describe future work --- as a typical mistake, if you state that the thesis \emph{will} describe something in later chapters, you imply that the description is not present there yet. 
+
+Try to avoid overusing gerunds (verbs that end with `-ing'). It is convenient to write shorter sentences by using gerunds as adjectives, but these are typically quite hard to understand because the readers may easily confuse the intended adjectives with verbs. If your sentence contains two gerunds close to each other, it may need a rewrite.
+
+Consult the book by \citet{glasman2010science} for more useful details and recommended terminology for writing about the scientific research. Very pragmatically, the book by \citet{sparling1989english} also describes many mistakes that Czech and Slovak (and generally Slavic) writers commonly make when writing English.