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Spell out: Used to indicate that an abbreviation should be spelled out, such as in its first use stet: Let it stand: Indicates that proofreading marks should be ignored and the copy unchanged tr: transpose: Transpose the two words selected wf: Wrong font: Put text in correct font ww [3] Wrong word: Wrong word used (e.g. to/too)
Luhn proposed to assign more weight to sentences at the beginning of the document or a paragraph. Edmundson stressed the importance of title-words for summarization and was the first to employ stop-lists in order to filter uninformative words of low semantic content (e.g. most grammatical words such as of , the , a ).
A paragraph (from Ancient Greek παράγραφος (parágraphos) 'to write beside') is a self-contained unit of discourse in writing dealing with a particular point or idea. Though not required by the orthographic conventions of any language with a writing system , paragraphs are a conventional means of organizing extended segments of prose .
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So-called can mean commonly named, falsely named, or contentiously named, and it can be difficult to tell these apart. Simply called is preferable for the first meaning; detailed and attributed explanations are preferable for the others. Misused punctuation can also have similar effects.
To write in an opinionated and subjective manner, as in an editorial. [2] endnote A paragraph presented after the end of an article, usually in a different type, giving additional information about the writer of the article, or, in the case of a review, the details of the publication or performance being reviewed. [2] erratum. Also in plural ...
A "for topics of the same name ..." disambiguation link is sometimes put at the beginning of an article to link to another article discussing another meaning of the article title. In such cases, the line should be italicized and indented using hatnote templates. Do not make this initial link a section. See also WP:Hatnote.
The Jane Schaffer method is a formula for essay writing that is taught in some U.S. middle schools and high schools.Developed by a San Diego teacher named Jane Schaffer, who started offering training and a 45-day curriculum in 1995, it is intended to help students who struggle with structuring essays by providing a framework.