Lines 124 - 128: Again, there are a lot of normative statements (i.e. “should”) in here that may not be reflective of social preferences or follow from evidence provided in the paper or relevant citations. Perspective pieces are more compelling when it is clear that there is an obvious need for something the authors are arguing for. Indeed, our vision for inclusive and sustainable Indigenous performing arts pedagogies builds on transgressive learning. Through transgressive and eco-creative learning approaches, in parallel to the co-creation of the nature-based structures, researchers regularly engage with knowledge bearers, educators and learners to generate new forms of eco-knowledge and learning material through the science, arts and music. Researchers closely document testimonials throughout the co-design, manufacturing and testing of the nature-based structures. These interactions form the core mediators among all objectives of the research and will be translated into shared TCEs as transgressive pedagogical tools for communicable science. Transgressive eco-creative pedagogical intervention are aimed to empower the community and revalue Indigenous ways of knowing and being by giving the knowledge bearers agency as well as by disseminating the developing knowledge in accessible and creative ways. The value and sustainability of this kind of knowledge and pedagogical approach is incalculable. Pedagogically, the development of Indigenous and transgressive learning approaches adds to the emerging data on STEAM (Science, Technology, Engineering, Arts and Mathematics) learning education, a proposed goal of curriculum development (Barajas-López and Bang, Reference Barajas-López and Bang2018; O’Connor, Reference O’Connor, Corbett and Gereluk2020). It should also be refreshing and light, like a cool breeze on a hot summer day. And of course, it should be easy to make, so anyone can enjoy it at home. Lines 122 - 124: Economics has subfields dedicated to sustainability issues (environmental and ecological economics) and also has long considered distributional issues. Perhaps what you mean is that decision makers should look beyond purely business interests to include non-market environmental goods and services and distributional consequences? Also, I’d rely on SDG 10 for the social equity citation, as (Okafor-Yarwood et al., 2020) cites UNEP for their rationale for social equity in the blue economy, and UNEPs role is to help meet the SDGs. SDG 10 is more direct. Maybe creating a memory of writing in the waves of the ocean will turn out to be therapeutic for you or for your student writers. Plus, you’ll improve your writing skills in the process.

Lines 342 - 344: Not including biodiversity in ecosystem service valuation is common. This generally relates to challenges with valuing it appropriately as it is a concept of variance, risk, and optionality for low probability outcomes (bioprospecting, environmental tipping points that affect other services) - or is a quality attribute of other direct services (seeing more species during eco-tourism trips could be valuable). Moreover, people often conflate biodiversity with other ecosystem services, which does nothing to help the situation. Part of the challenge of understanding the value of indigenous knowledge of biodiversity lies in our collective poor understanding of the value of biodiversity itself. Line 352a - community participatory action Benefit-sharing – this title could be more explanatory of the section. Why is benefit capitalised?

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Line 300 Some more references on where plant material has been used for craft making, weaving, particularly on development/conservation projects etc would be good, this reference is old. Use the ocean writing prompts to help get your creative juices flowing. I know they’ll help you describe the ocean in finer, more meaningful detail. 10 Creative Ocean Writing Prompts

D. Jin, A. D. Ashton, P. Hoagland, Optimal responses to shoreline changes: An integrated economic and geological model with application to curved coasts. Nat. Resour. Model. 26, 572–604 (2013) There are endless ways to write about the ocean and doing so will help you improve your ocean writing skills. More Ocean Writing and Related Resources Maybe you’ve learned about oceans in your science or geography lessons. If so, consider sourcing knowledge from those lessons to inform your writing. In addition, you’ll find some fictional pieces that beautifully incorporate the ocean into the story – sometimes as a character – like Ernest Hemingway’s critically acclaimed novel, The Old Man and the Sea.

Line 359 – its unclear how weaving is incorporated in the IMIsEE project. A brief paragraph detailing what the project actually entails is required so there is some context. The last half of the paper comes across as a proposal for funding, versus a research paper. It seems like a potentially good research project, but as a reader I’m left wondering why it is included here. I could see finishing this off as a perspective piece, or even as a literature review, but as it is now it seems to be trying to do too many things at once and doesn’t make for a coherent overall read. Line 25 – give global average rate of Sea level rise (Ipcc 2019) rather than saying levels have increased significantly

Oceans also have a very distinct smell. Consider incorporating that element into your writing by focusing on characters smelling the ocean’s saltiness in the air. Ocean Writing Even If You’ve Never Seen One Line 14 – suggest changing the word constraints to ‘challenges’ or similar. Climate change impacts may not necessarily always be constraints. The ocean has always been a source of wonder and inspiration. It has been described in countless ways by poets, travelers, scientists, and dreamers alike.Line 40 – Is ‘signed’ the correct word to use here? This sentence is confusing to me. Suggest rewording. Its unclear to me how protecting natural biodiversity avoids pandemics. Line 322-323 – reiterate why and explain what the approaches are needed for – more linkage to the coastal nature-based solutions here would be help integrate the broad themes of the review Some students may never have seen the ocean before, so describing oceans can be challenging, particularly for younger writers. Describe a calm sea using very descriptive adjectives and words that evoke a lot of feeling as you write them. Oceans are also a magnificent part of nature. They’re home to unique wildlife. Ocean animals, like sharks, dolphins, crabs, whales, and seahorses capture kids’ imaginations every time. Humans also use the ocean for traveling, leisurely activities, and even some unpleasant things, such as waste disposal.

Figure 2. Examples of woven crafted objects made using the plant Cyperus textilis, locally known as imizi (photo by: Francesca Porri). This review is original and is not under consideration for publication elsewhere, nor has it been previously published. Whether writing a creative piece or a persuasive essay, you should know how to describe oceans and water sources.

Words To Describe The Ocean

When we think of words to describe the ocean, we might think of blue, salt, sand, depth and creatures. The above ocean adjectives are but a drop in the ocean (pun intended), yet they hope to capture a glimpse of its multifaceted charm.