aging | ageing | ageing |
favorite | favourite | favourite |
gray | grey | grey |
livable | liveable | livable |
movable | moveable | moveable |
orthopedic | orthopaedic | orthopaedic |
salable | saleable | saleable |
skeptical | sceptical | sceptical |
somber | sombre | sombre |
Don’t forget: Consistency is key!
Each word should of course be spelled the same throughout your document. However, it’s also important not to use a mix of English styles.
The minister first to China in 2013. ( ) |
The minister first to China in 2013. ( ) |
The minister first to China in 2013. ( ) |
In addition, the same spelling should generally be used for all forms of a word.
The is headquartered in Osaka, but it usually workshops in Tokyo. ( ) |
The of the samples varied greatly, but smallest sample was the most . ( ) |
Which type of English should I choose?
Some universities have a preference, so you may wish to check your school’s website for guidance. If you are free to decide yourself, it’s best to pick the style that feels most natural to you. Once you have done so, make sure that this is the language that is set for your document (in Microsoft Word, select Tools à Language).
Further understanding the differences
If you want to know more about spelling and other grammatical differences between these styles of English, the below tables provide more details. Bear in mind that the rules are not always very firm: there are many exceptions, and conventions are always changing!
Spelling: As can be seen, the variation usually relates to just one or two letters.
a | uses (e.g. ) | prefers , (e.g. ), but is flexible | almost always uses |
b | (e.g. ) | (e.g. etc.) | usage |
c | uses (e.g. ) | uses (e.g. ) | usage |
d | uses –c (e.g. ) | acceptable to use (e.g. ) | usage |
e | prefers (e.g. ), with certain exceptions for words in which the stressed syllable falls on the doubled consonant (e.g. ) | uses (e.g. ), with certain exceptions (e.g. ) | usage |
f | often for word modifications (e.g. ) | generally for word modifications (e.g. ) | : (e.g. ), like British; but sometimes drops : (e.g. ) |
g | (e.g. , etc.) | (e.g. , etc.) | usage |
Punctuation: Here the main differences relate to whether to use single or double quotation marks, and where to put other punctuation in relation to those quotation marks.
a | (“ ”), but alternate with single for quotations within quotations (e.g. ) | (‘ ’), but alternate with double for quotations within quotations (e.g. She said, ‘This model has been called “the best”’.) | usage |
b | Punctuation (e.g. . or ) rather than the speaker’s quotation (e.g. or ) | Punctuation quotation (e.g. . but ; also, but ) | usage |
Verb forms: The different styles of English do not always agree about whether singular or plural verbs should be used with certain nouns. There is also disagreement about some past forms of verbs.
a | Collective nouns (nouns referring to a group of individual things) take nouns (e.g. . or . or .) | Collective nouns (nouns referring to a group of individual things) take nouns (e.g. . or . or .) | usage |
b | for simple past tense and past participles (e.g. ) with the exception of common irregular verbs (e.g. ) | Verbs take for simple past tense and past participles, (e.g. but ); irregular verbs are conjugated the same | usage |
Abbreviations: There is also disagreement over how to use periods in abbreviations.
Most (e.g. ) | Title abbreviations (e.g. but ) | usage |
If someone is writing his or her document in British style of English, but he or she would like to cite some reference articles in the document. These articles were written in American English. Should be or she change the writing style for these articles or keep the original style?
As you know, citations/references are expressions specially worded by the author of the original text; therefore, the original form should be followed. For more information, please refer to “APA Style Book – Publication Manual of the American Psychological Association, Chapter 6.
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1. how do i use the online thesis checker.
Sign up for free, upload your thesis, and run any of ProWritingAid’s 25+ reports. You’ll see a number of suggestions that you can either accept or reject.
The thesis checker works with British English, American English, Australian English, and Canadian English. Just choose the one you’d like to use, and ProWritingAid will tailor its suggestions to match.
Not at all. The thesis checker won’t ever write the thesis for you. It will only point out possible edits and advise you on changes you need to make. You have full autonomy and can decide which changes to accept.
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Examples of thesis, collocations with thesis.
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in a position that is safe from harm or from which harm cannot be done
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I searched online and I understood that "master's degree" retains the apostrophe, while the relative thesis is commonly referred to as "master thesis". However, of the forms
Which one is wrong, which is right and which should be preferable to use on a thesis cover? I know that in English theses it's common to use the phrase "Thesis prepared for the Degree of Master of Science" but I can't do this. Thanks.
https://ell.stackexchange.com/questions/24377/use-master-thesis-or-masters-thesis
"Grammatically speaking, master's thesis unequivocally means a thesis of a master. Master thesis can be read the same way, but also as primary, principle or main thesis.
Stick with master's thesis."
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=master%27s+thesis&btnG=
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Research in Language
lesley Curnick , Dan Frost , Una Cunningham , Alexander Kautzsch
Princess Lawer
British English is the variety of English taught in Ghanaian schools, but influences of American English due to different media exposure have affected students' use of English. The objective of this study was to investigate the extent to which University of Ghana students mix American English with British English and their ability to differentiate between the two varieties. It also sought to examine students' attitudes towards these two varieties of English. The sample group used in this investigation consisted of twenty students from University of Ghana. They filled in a questionnaire which investigated vocabulary and had a spelling dictation to investigate spelling. The study showed that all of the students mixed American and British features but could not differentiate between the two varieties. Though students chose British English as the correct form of English in Ghana, a majority of the students had a higher preference for American English. However, most of them thought that none of the two varieties was superior to the other. The study has shown that American English is gradually finding its way into the Ghanaian community and is affecting students' correct usage of British English.
PhD dissertation, University of Cambridge
Alison Edwards
This thesis revolves around two main research questions: ‘Should the English used in the Netherlands be considered a second-language variety or should it simply be regarded as learner English?’ and ‘Can Schneider’s Dynamic Model be extended to account for non-postcolonial, Expanding Circle contexts such as the Netherlands?’ Chapter 1 describes the motivations for the project and the theoretical and methodological framework. Chapter 2 explores the relevant models in the field of World Englishes (WEs) and identifies a lack of in-depth research on European settings in general and the Netherlands in particular, despite their dynamism in terms of the spread and development of English. Chapters 3 to 5 address three criteria established to answer research question 1, concerning the functions of, attitudes towards and forms of English in the Netherlands, respectively. Chapter 3, on the functions of English in the Netherlands, develops a comprehensive sociolinguistic profile covering the history of English contact, the present demographics of English spread, and the domains of education, science, business, advertising, public administration and the media. It reveals a widespread assumption of English competence in daily life in the Netherlands and increasing intranational use of English to construct cosmopolitan, scholarly or subculture identities. On this basis, the chapter concludes that English functions as a second language in Dutch society. Chapter 4 explores the second criterion for research question 1, attitudes towards English, by way of a large-scale questionnaire. Some results support the notion of English as a second language in the Netherlands; for example, it is acquired in wider society and not just within the confines of the foreign-language classroom. Others, however, are indicative of a foreign or learner language; in particular, BrE remains the main target model and ‘Dutch English’ is rarely viewed in a positive light. The chapter also identifies three groups of people: an instrumental group, whose participants regard English as personally important, but place great value on Dutch as well; and two peripheral groups: an anglophile group and an anti-English group. Chapter 5 focuses on the third criterion for research question 1, the forms of English in the Netherlands. It first outlines a range of potential morphosyntactic, lexical and pragmatic/discoursal features of Dutch English. Next, it describes the development of the Corpus of Dutch English, the first Expanding Circle corpus based on the design of the written components of the International Corpus of English (ICE). The chapter then presents a case study of the progressive aspect. The first part, a comparative corpus analysis, reveals no strict divide between Dutch English and the second-language varieties under investigation, yet marked differences compared to Dutch learner data. In the second part, a grammaticality judgement survey, some evidence of developing local norms is identified. The findings from chapters 3 to 5 make clear that, in answer to research question 1, the Netherlands cannot be said unequivocally to be either a second-language or a learner variety. It is acknowledged, however, that this is partly attributable to the categorical nature of the question. Therefore, Chapter 6 turns to research question 2, seeking to determine whether the developments in the Netherlands can better be explained by a developmental approach such as Schneider’s (2003, 2007) Dynamic Model. It identifies a number of developments in the Netherlands, both historical and present-day, that parallel the predictions of the first three phases of the Dynamic Model. However, as Schneider (2014) himself recently noted, these need to be selectively extracted from what is predominantly a colonial framework. The thesis concludes that this and other models need to move away from a colonisation-driven approach and towards a globalisation-driven one to explain the continued spread and evolution of English today.
These proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference include a front piece, 15 full length papers, 8 teaching tips and 10 reviews,
The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning.
Despoina Panou
The present paper addresses the issue of English-Greek idiom translation in the news press and aims at giving a detailed description of the idiomtranslation strategies employed in the Greek financial press. To this end, 121 instances of idioms were examined, taken from a 101,202-word sample of 2009 news material translated into Greek. A new idiom classification was proposed distinguishing idioms into inward and outward, the former subdivided into cognitively and affectively-oriented idioms and the latter into general outward and business idioms. The results obtained indicate that business idioms accounted for the biggest percentage in the corpus examined whereas in terms of idiom-translation strategy, omission was the preferred strategy for both inward and outward idioms. With respect to the parameters that influence translators’ choices, it was argued that in adhering to idiomatic meaning, translators were prompted to take into account idiom and genre-related parameters. On the other hand, syntactic, semantic, pragmatic, cognitive and genre parameters gained prominence when there was idiom literalization. Lastly, idiom omission seemed to rely on pragmatic, cognitive and genre parameters whereas idiom compensation largely depended on pragmatic and genre ones. On these grounds, a new idiom translation model is presented where it is assumed that an awareness of idioms’ sensitivity to genre conventions and a realization of the multiplicity of parameters that affect the choice of idiom-translation strategy are essential for appropriateness to be met in Greek financial news translation.
MD. F A R U Q U Z Z A M A N AKAN
This research paper attempts to focus on the main and major differences and idiosyncrasies of grammar and grammar related issues in British and American English. These differences have a great influence on learning and using the English language. In fact, British and American English are one language having two (slightly) different grammars. Although there is a popular notion about American English to be more simplified and flexible, we have to keep it in mind about the subtleties, complexities and identifications too. American English is now different from its British mother and we could say it is more than another dialect due to its importance as well as control over the world affairs at present. The fall of the then USSR, the US popular media, open market, globalization, the internet etc have made American English more powerful than ever before. But still today, the number of British English users is more than that of American English. Sometimes, it is noticed by and large that the misuse and the misconception in handling these two major varieties of English pose various problems. So, the main concern of this current paper is to remove the possible mistakes and confusions about the two different but related varieties of English, specially in most of the areas of grammar, syntax and the like.
Daniela Graf
English as a Lingua Franca (ELF) research provides valuable insights for English Language Teaching (ELT). An ELF-based approach in ELT prepares students for global communication in English. The English language is used as a means of communication between speakers from a large range of first-language and socio-cultural backgrounds and with different experiences and levels of learning and using English. Research on ELF communication has shown that this English, mutually negotiated in each contact situation, is particularly flexible and fluid. The material and tasks in English textbooks should be adjusted to this use of English. On the phonological level, ELF research has focused on how intelligibility is established and maintained. The most influential work to date is Jenkin’s (2000) Lingua Franca Core (LFC), which presents a set of phonological features essential for intelligibility in ELF interactions. The LFC was a starting point for further, more process-based, studies. The results of these studies challenge established views on phonological proficiency. Phonological ELF research demands adjustments of teaching material. The empirical part of this thesis reviews the listening material and the pronunciation tasks in the textbook Global by Macmillan. Global is a recent six-level English course for adult learners of English for global communication. In the analysis, a selection of Global’s promotional texts is examined and contrasted to the conception of English reflected in the coursebooks and audio-CDs. The empirical investigation of the listening material primarily focuses on the linguistic background of the speakers and is complemented by an e-mail interview with a Macmillan representative. The pronunciation model underlying the course is examined, and the pronunciation tasks dealing with individual phonemes are compared with the LFC. Suggestions for working with the material in the ELF-based language classroom are given.
The Year’s Work in English Studies
Agnes Marszalek
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toker toptas
Ali Karakaş
In Johannesson, N.-L., G. Melchers, & B. Björkman (eds.) Of Butterflies and Birds, of Dialects and Genres: Essays in Honour of Philip Shaw. Stockholm: Acta Universitatis Stockholmiensis, Stockholm Studies in English 104
Diane Pecorari
Akiko Okamura
Debby Mulya
Öznur Semiz , Mustafa Gul
Öznur Semiz
Giannhs Kenanidhs
10th PSLLT Proceedings
John Levis , Charles Nagle , Erin F. Todey
Skinny Tàlàl
Bridget Fonkeu
Modern Language Journal
Karim Sadeghi
Jonathan Newton
ICAME Journal 35: 248–52
Anne-Christine Gardner
The Modern Language Journal
diana pulido
Matilde Scaramucci
Jean Janecki
Nelleke Oostdijk
Frank Daulton
International Journal of Applied Linguistics & English Literature [IJALEL]
Mary O'Brien , John Levis
Dounia Boumaza
Katerina Pauliuc
Anna Feldman
John Levis , Shannon McCrocklin
Claudia Gutierrez
Ton de Kraay
Advances in Language and Literary Studies [ALLS] , Fernandes Arung
Azizah Nur Rahmawati
VIenna English Working paperS
Christiane Dalton-Puffer
Language Issues
Susan McDowell
Science Park Research Organization & Counselling
Proceedings of the EPIP4, 4th International Conference on English Pronunciation: Issues & Practices. Prague: University of Prague, 91-94.
Pekka Lintunen , Aleksi Mäkilähde
Applied Linguistics Review
Judit Szitó
Caroline Fell Kurban
What is the plural of thesis.
The Quick Answer
Table of Contents
The standard rules for forming the plurals, why is there confusion over the plural of thesis.
Type | Example of Type | Forming the Plural | Plural |
---|---|---|---|
Most Nouns | add s | ||
Noun Ending s, sh, ch, x or z | add es | ||
Nouns ending [consonant] o | add either s or es (There are no rules for this - you have to know.) | ||
Nouns ending [vowel] o | add s | ||
Nouns ending [consonant] y | change the y to an i and add es | ||
Nouns ending [vowel] y | add s | ||
Nouns ending f or fe | ves and/or s (There are no rules - you have to know.) | ||
Nouns ending is | | change the "is" to "es" | |
Exceptions | some nouns undergo a vowel or letters change | ||
More exceptions | some nouns do not change at all | ||
Foreign rulings | some nouns adopt foreign rulings |
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Outgoing links to the British Library, Ordnance Survey, and BCW Regimental wiki are broken because of temporary problems with those sites. See Project:Known issues for more information.
Margaret J.-M. Soenmez, English spelling in the seventeenth century: a study of the nature of standardisation as seen through the MS and printed versions of the Duke of Newcastles A New Method ... (Ph.D. thesis, Durham University, 1993).
You can use the links below to find whether copies are available from EThOS or an institutional repository.
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This page contains thesis metadata from the British Library's EThOS dataset (2021 version) compiled by Heather Rosie. Made available under Creative Commons Attribution 4.0 licence (CC-BY).
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COMMENTS
However, it's also best to avoid mixing US English and UK English. Examples: Mixing different styles of English. The defense minister first travelled to China in 2013. The defense minister first traveled to China in 2013. The defence minister first travelled to China in 2013. In addition, the same spelling should generally be used for all ...
For a thesis, especially a technical one, the main difference is spelling. Almost all the formal-type and -level written sentences are the same. ... The International Union of Pure and Applied Chemistry has settled on the British spelling (and pronunciation) of aluminium (not the American aluminum), but the American spelling of sulfur (not the ...
5.1 British versus American Spelling. There are two main forms of formal English: British and American. A thesis written in English should use one of these forms consistently, and university or department guidelines (or the style guides they recommend) may indicate which form of English is most acceptable.
This free guide provides an overview of the most common spelling differences in research papers when choosing American English or British English. In a simpler world, English would be written the same way everywhere. However, when Noah Webster set out to create an American English dictionary in the early 1800s, he did more than just add new ...
When you are writing a paper for a class in the United States, it is sensible to use American spelling, but in other contexts British spelling may be appropriate. Read our post on writing a thesis in British English. Filed Under: spelling, writing tips. Published 26 December 2018. Get MLA Style News from The Source.
It may be useful to note that in the journals that I submit to and read, I've seen both American and British spelling. (I think many editors typically let the authors choose which they prefer.) So my suggestion is this: choose either American or British spelling and stay consistent throughout your paper. Don't lose any sleep over this.
In British spelling, verbs ending in a vowel plus l double the l when adding endings that begin with a vowel (e.g. travel, travelled, traveller). In American English the l is not doubled (travel, traveled, traveler). British English words that are spelled with the double vowels ae or oe (e.g. archaeology, manoeuvre) are just spelled with an e ...
Lose the 'l'. You might've noticed from the table that the British add extra l's to certain words (e.g., travelled or labelled).But, for words that have a double-l before a suffix is added, the second l is eliminated when an -ly enters the picture.For example, Americans write skillfully, whereas the British write skilfully. (The word skill has a double-l before the addition of a suffix ...
Always use academic English. Whether you write your thesis in American or British English, make sure that you always use academic English. This means that you use an academic style of writing for your thesis. You can read exactly what academic English means on our site. Also, beware of these common mistakes found in English-language theses.
spelling (The story of English spelling 2013: para 2-7). Among researchers who have been interested in the origin of English spelling are Tennyson (1845), Lubbock (1908), Carnegie (1915), Dewey (1886), Wells (20th century), Kiisk (2008). In most instances, English words are very difficult to convert from spoken sounds
The differences between American-English and British-English when writing your thesis When you are writing your thesis, one of the first things you have to decide is what style of English you will use. The most common options are American, British, or Australian English. ... This article will help you make spelling choices that match the ...
The more common British spelling "camomile", corresponding to the immediate French source, is the older in English, while the spelling "chamomile" more accurately corresponds to the ultimate Latin and Greek source. [141] In the UK, according to the OED, "the spelling cha-is chiefly in pharmacy, after Latin; that with ca-is literary and popular".
1 Spelling Set the document language to English before you start writing. Use either British or American orthography. Be consistent! 2 Title page The title page has to include your name, matriculation number, title of the paper, course title, term, and name of the course instructor. Use title-casing for your title of the paper, i.e. capitalise
So much more than spelling and grammar! Debra Callender. If you're an English teacher, you need to take a look at this tool—it reinforces what you're teaching, highlights strengths and weaknesses, and makes it easier to personalize instruction. ... The thesis checker works with British English, American English, Australian English, and ...
THESIS definition: 1. a long piece of writing on a particular subject, especially one that is done for a higher…. Learn more.
I searched online and I understood that "master's degree" retains the apostrophe, while the relative thesis is commonly referred to as "master thesis". However, of the forms. Master thesis; Master's degree thesis; Master degree thesis; Which one is wrong, which is right and which should be preferable to use on a thesis cover?
Jack wants to rest awhile, but he has to go to work in a while. Awhile = for a period of time. A while = a period of time. Apart vs a part. The twins were born 2 minutes apart, and when one of them a way, it feels like a part of them is missing. Apart = separation, distance. A part = a piece.
However, this paper deals particularly with the spelling differences between British English and American English since spelling seems to cause confusion and problems to the learners of English the most. The American spelling is considered to be informal; therefore, the essay focuses on the standard British English spelling of words through ...
defence with a c is the correct spelling for British English. defense with an s is the correct spelling for American English. Defence and defense are both correct ways to spell the same word. The difference between them, the fact that one's spelled with a c and the other with an s, comes down to the part of the world in which they are used.
Yes, this grammar checker covers the following mistakes: 1. Grammar: Correction of grammatical errors such as subject-verb agreement, tense usage, and sentence structure 2. Spelling: identification and correction of spelling errors, including typos and commonly confused words. 3. Punctuation: Detection and rectification of punctuation errors, including incorrect use of commas, periods, colons ...
The thesis concludes that this and other models need to move away from a colonisation-driven approach and towards a globalisation-driven one to explain the continued spread and evolution of English today. ... if any, Swedish students possess in order to distinguish between American and British English spelling and vocabulary. This essay will ...
Read more about English spelling rules. Why Is There Confusion over the Plural of Thesis? "Theses" is the only way to make the noun "thesis" plural. Confusion arises because some mistakenly believe that all nouns ending in "s" should form a plural that adds "es" to the end of the word.
Margaret J.-M. Soenmez, English spelling in the seventeenth century: a study of the nature of standardisation as seen through the MS and printed versions of the Duke of Newcastles A New Method ... (Ph.D. thesis, Durham University, 1993).