Halliday & Matthiessen (1999: 542):
It is with the "new learning" of the Renaissance that a distinct language of science begins to emerge, with a vastly greater dependence on grammatical metaphor. The earlier exercises in nominalisation had been abstract but only minimally metaphorical; there is a trace of grammatical metaphor in expressions like conclusion and the same number of altitude, but no more than is found in the language of daily life.