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American spelling avoids -ise endings in words like organize, realize and recognize. [58] British spelling mostly uses -ise (organise, realise, recognise), though -ize is sometimes used. [58] The ratio between -ise and -ize stood at 3:2 in the British National Corpus up to 2002. [59]
Oxford spelling (also Oxford English Dictionary spelling, Oxford style, or Oxford English spelling) is a spelling standard, named after its use by the Oxford University Press, that prescribes the use of British spelling in combination with the suffix -ize in words like realize and organization instead of -ise endings.
Personal names and surnames may be pronounced like a standard English word, but with different spelling: "balance" and "John Ballance"; "war" and "Evelyn Waugh" (if spoken with a non-rhotic accent); "marshal" and "George Marshall"; "chaplain" and "Charlie Chaplin". Personal names do, of course, generally start with a capital letter.
The following is a list of common words sometimes ending with "-ise" (en-GB) especially in the UK popular press and "-ize" in American English (en-US) and Oxford spelling (en-GB-oxendict; formerly en-GB-oed) as used by the British Oxford English Dictionary, which uses the "-ize" ending for most of the same words as American English.
The following is a handy reference for editors, listing various common spelling differences between national varieties of English. Please note: If you are not familiar with a spelling, please do some research before changing it – it may be your misunderstanding rather than a mistake, especially in the case of American and British English spelling differences.
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This is a list of British English words that have different American English spellings, for example, colour (British English) and color (American English). Word pairs are listed with the British English version first, in italics, followed by the American English version: spelt, spelled; Derived words often, but not always, follow their root.
A word sort is a developmental word study activity espoused by the Words Their Way curriculum as written by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston. The activity focuses students' attention on critical features of words, namely sound, pattern, and meaning.
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