Below is a list of words related to tag_hash_104. You can click words for definitions. Sorry if there's a few unusual suggestions! The algorithm isn't perfect, but it does a pretty good job for common-ish words. Here's the list of words that are related to tag_hash_105:
Related Words runs on several different algorithms which compete to get their results higher in the list. One such algorithm uses word embedding to convert words into many dimensional vectors which represent their meanings. The vectors of the words in your query are compared to a huge database of of pre-computed vectors to find similar words. Another algorithm crawls through Concept Net to find words which have some meaningful relationship with your query. These algorithms, and several more, are what allows Related Words to give you... related words - rather than just direct synonyms.
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As well as finding words related to other words, you can enter phrases and it should give you related words and phrases, so long as the phrase/sentence you entered isn't too long. You will probably get some weird results every now and then - that's just the nature of the engine in its current state.
Self-plagiarism occurs when a student submits his or her own previous work, or mixes parts of previous works, without permission from all professors involved. For example, it would be unacceptable to incorporate part of a term paper you wrote in high school into a paper assigned in a college course. Self-plagiarism also applies to submitting the same piece of work for assignments in different classes without previous permission from both professors.
Accidental plagiarism occurs when a person neglects to cite their sources, or misquotes their sources, or unintentionally paraphrases a source by using similar words, groups of words, and/or sentence structure without attribution. (See example for mosaic plagiarism.) Students must learn how to cite their sources and to take careful and accurate notes when doing research. (See the section on note-taking section within the Prevention of Plagiarism in College website which is also highlighted on the Writing Resources page by the Baldwin Center for Learning and Teaching.) Lack of intent does not absolve the student of responsibility for plagiarism. Cases of accidental plagiarism are taken as seriously as any other plagiarism and are subject to the same range of consequences as other types of plagiarism.
Parallel structure should be used for items in a series, and be sure that three or more items are separated by commas. A comma should never go after the last item. The series can consist of words, phrases, or clauses.
Please note that "bank", "credit union", "trust" and/or similar word(s) may not be used in Georgia if the entity engages/proposes to engage primarily in the business of lending of money, underwriting or sale of securities, acting as a financial planner, financial service provider, investment or trust adviser, or acting as a loan broker unless such entity is affiliated with a federally insured financial institution.
By submitting this application and signing below, the undersigned certifies that the information contained in this application is true, correct, and complete. The undersigned additionally certifies that he/she understands the penalties for submitting incorrect or false information, including, but not limited to, denial of the application and charges under O.C.G.A. 16-10-20 as outlined above. The undersigned further certifies that he/she has the authority to submit this application on behalf of the entity.
Morphology is the study of words and their parts. Morphemes, like prefixes, suffixes and base words, are defined as the smallest meaningful units of meaning. Morphemes are important for phonics in both reading and spelling, as well as in vocabulary and comprehension.
Teaching morphemes unlocks the structures and meanings within words. It is very useful to have a strong awareness of prefixes, suffixes and base words. These are often spelt the same across different words, even when the sound changes, and often have a consistent purpose and/or meaning.
If a word has an inflectional morpheme, it is still the same word, with a few suffixes added. So if you looked up in the dictionary, then only the base word would get its own entry into the dictionary. Skipping and skipped are listed under skip, as they are inflections of the base word. Skipping and skipped do not get their own dictionary entry.
Another example is : run (base form), running (present progressive), ran (past tense). In this example the past tense marker changes the vowel of the word: run (rhymes with fun), to ran (rhymes with can). However, the inflectional morphemes -ing and past tense morpheme are added to the base word , and are listed in the same dictionary entry.
Derivational morphemes are different to inflectional morphemes, as they do derive/create a new word, which gets its own entry in the dictionary. Derivational morphemes help us to create new words out of base words.
Students with reading learning difficulties may have problems with one or more components of literacy (phonology, orthography and oral language). For these students, the teaching of word morphology (a sub-component of oral language) has the potential to help improve both word decoding and reading comprehension, as word morphology transfers to other components of reading (Good et al. 2015). The development of morphemic awareness involves the teaching of prefixes, suffixes and base/root words to build a conscious awareness of morphemic structures in words and the meaning of various morphemes.
Word morphology research focused on teaching students with reading learning difficulties highlights several strategies, which can be used to support students struggling to learn to read (Denston et al. 2015; Fallon and Katz 2020; Good et al. 2015). The research suggests:
Students with learning difficulties who are at different stages in their learning to other students in the class often require more focused word morphology instruction. For students in the early years of primary school it is recommended that structured word morphology teaching includes:
Teaching word morphology to students with literacy learning difficulties from Grade 3 onwards involves consideration of the diverse range of subject-specific words used in texts and the increased complexity of the morphological patterns. To be effective, the teaching of word morphology in these year levels benefits from the inclusion of:
Compound words (or compounds) are created by joining free morphemes together. Remember that a free morpheme is a morpheme that can stand along as its own word (unlike bound morphemes - e.g. -ly, -ed, re-, pre-). Compounds are a fun and accessible way to introduce the idea that words can have multiple parts (morphemes). Teachers can highlight that these compound words are made up of two separate words joined together to make a new word. For example dog + house = doghouse
Highlighting the morphology of words is useful for explaining phonics patterns (graphemes) and spelling rules, as well as discovering the meanings of unfamiliar words, and demonstrating how words are linked together. Highlighting and analysing morphemes is also useful, therefore, for providing comprehension strategies.
The thesaurus in Sketch Engine is an automatically generated list of synonyms or words belonging to the same category (semantic field). The list is produced based on the context in which the words appear in the selected text corpus. Only nouns, adjectives, verbs and adverbs are supported in most corpora.
Because no manual work is involved, the synonym lists can be generated for any word in the language provided a sufficient number of occurrences is found in the corpus. This is why synonym lists can be generated even for rare words which would not be included in traditional thesauri.
Synonyms are identified automatically based on the context in which they occur. This draws on the theory of distributional semantics which says, in a nutshell, that words that appear in the same context are similar in meaning. In Sketch Engine, this means that words which keep similar collocations are similar in meaning. The word sketch is key in determining the similarity. To determine synonyms of the search word, the word sketches of all words with the same part of speech are compared and those that share the largest proportion of collocates are listed as similar words. The score given for each synonym indicates the percentage of shared collocates.
The thesaurus quality is heavily dependent on rich word sketches containing lots of collocates which is consequently dependent on a high frequency of the search word as well as high frequency of the potential synonyms. This means that a very large corpus is needed. A size of around 100,000 words is the bare minimum to produce some usable result for high-frequency words. However, a much larger corpus is needed for rare words to ensure sufficient frequency. The use of our multi-billion word corpora is highly recommended.
The synonym list may contain words which should not be included. This is a result of automatic processing. Sketch Engine cannot determine the similarity in meaning directly, it can only compare the collocates. If the two words share the same collocates, they will be listed as synonyms even though the meaning is not similar. Such occasional inaccuracies do not make the tool less useful. To avoid this, use a larger corpus. Thesaurus for extremely rare words (frequency of just a few hundred words or less) will inevitably produce poor results or may not produce the thesaurus at all.
The score, which can be displayed using view options, is simply a percentage of the shared collocates. To establish this, the word sketch of the search word is compared to the word sketches of all other words in the corpus with the same part of speech. Each grammatical relation is compared separately. Please refer to Statistics used in Sketch Engine for the formula and details. 152ee80cbc
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