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Quickly compare temperature ranges, severity, tolerance, and risk at a glance.
This template visualizes usage, part of speech, common mistakes, examples, and quick tips for ‘their,’ ‘there,’ and ‘they’re.’
Quickly visualize preferred terms, frequency, register, regional notes, and example phrases for UK and US English.
Visualizes signs, example situations, suggested actions, urgency, energy impact, and medical risk across hungry, famished, and starving states.
Visualize causes, duration, and cognitive, physical, and emotional impact to compare fatigue intensity at a glance.
Visualize how fear states differ by intensity, symptoms, and physiological arousal.
Visualize peak, mean, variability, SNR, and threshold performance across small, tiny, and microscopic sample groups.
Visualize impact, cost, resource use, and risk across size categories in one view.
Quickly visualize intensity, duration, symptoms, and functional impact across three emotional states for faster, more empathetic decisions.
Visualize freezing intensity (0–10) and icy effects across environments to compare risk at a glance.
Visualize how intensity escalates across physiological, behavioral, and verbal indicators—at a glance.
See how emotional intensity shifts by scenario—so teams can align on language, thresholds, and response.
See definitions, parts of speech, examples, common errors, and memory tips side by side to prevent the affect/effect mix-up.
Visualize formal, neutral, and informal phrasing side by side to choose the right tone by context, audience, and intent.
Visualize the difference between 'your' and 'you're'—definitions, rules, examples, and quick tests in one view.
Visualize meanings, contexts, and examples side by side to avoid misuse and standardize writing.
Visualize meanings, contexts, grammar patterns, and examples for the phrasal verbs break up and break down side by side.
Visualize meanings, grammar patterns, examples, and collocations side by side for fast, confident understanding.
This template visualizes the key differences between the phrasal verbs carry on and carry out at a glance.
Visualize register, contexts, example sentences, frequency, and recommended usage to choose the right word with confidence.
Visualize formal, neutral, and informal assistance styles side by side across tone, phrasing, use cases, response time, and audience fit.
Visualize how attire, email tone, and meeting etiquette differ across roles to set clear, consistent standards.
Visualizes how formal each context should be, how strong the need is, and whether it’s required or optional.
Visualize how formality, tone, and usage differ between leave and depart across spoken, informal, formal, and written contexts.
Attributes Intensity | Hot | Boiling | Scorching |
|---|---|---|---|
| Temperature range | 40–60°C (104–140°F) | 100°C (212°F) | 120–250°C (248–482°F) |
| Perceived severity (0–10) | 4 | 7 | 9 |
| Duration (tolerance) (0–10) | 8 | 4 | 1 |
| Risk (0–10) | 3 | 7 | 10 |
Word Attribute | Correct usage | Part of speech | Common mistakes | Example sentence | Tips |
|---|---|---|---|---|---|
| their | Shows possession: indicates something belongs to them. | Possessive adjective (determiner) | Confused with 'there' (location) or 'they're' (they are); using when a contraction or location is required. | Their house has a red door. | Test by replacing with 'my/our/his/her'—if it still makes sense, 'their' is correct. |
| there | Indicates place or existence (e.g., location or 'there is/are'). | Adverb (place) or expletive/pronoun in existential constructions | Used instead of 'their' for possession or 'they're' for 'they are'. | Put the boxes over there by the door. | If you can replace with 'over/at that place' or 'in that location', use 'there'. For existence, try 'there is/are'. |
| they're | Contraction of 'they are'. | Contraction (pronoun + verb) | Mistaken for 'their' (possession) or 'there' (location); writing the full form is sometimes omitted. | They're planning to meet us after work. | Expand to 'they are'—if the sentence still reads correctly, 'they're' is appropriate; otherwise use 'their' or 'there'. |
Feature Country | United Kingdom | United States |
|---|---|---|
| Preferred term | Lift | Elevator |
| Frequency (approx. share in everyday speech) | Lift ~90% / Elevator ~10% (UK speech estimates from corpora & surveys) | Elevator ~95% / Lift ~5% (US speech estimates from corpora & surveys) |
| Formality (typical register) | Neutral — used in both informal and formal contexts | Neutral — used in both informal and formal contexts |
| Regional prevalence / notes | Predominant across the UK (England, Scotland, Wales, N. Ireland); occasional US influence in media/tech contexts | Predominant across the US; 'lift' may appear among speakers exposed to British English or in international contexts |
| Example phrase (common usage) | Take the lift to the third floor. | Take the elevator to the third floor. |
| Informal phrase | I’ll meet you by the lift. | I’ll meet you by the elevator. |
| Corpus / source notes | Based on UK corpora (BNC), regional surveys, and native-speaker usage; figures rounded estimates. | Based on US corpora (COCA), regional surveys, and native-speaker usage; figures rounded estimates. |
Hunger Level Attributes | Signs | Example Situations | Suggested Actions | Urgency | Energy Impact | Medical Risk |
|---|---|---|---|---|---|---|
| Hungry | Mild stomach rumbling, slight weakness, thinking about food, mild distraction. | Skipped breakfast or a 3–4 hour gap since last meal; light physical activity. | Have a balanced snack or regular meal within 30–60 minutes; drink water; choose carbs + protein. | Low | 15% | ✗ No |
| Famished | Pronounced stomach rumbling, irritability, difficulty concentrating, lightheadedness, shakiness. | Missed multiple meals, long work shift without food, extended exercise without refueling. | Eat a substantial meal with carbohydrates, protein, and some fat; hydrate; rest for a short period after eating. | Moderate | 45% | ✗ No |
| Starving | Severe weakness, dizziness, trembling, nausea, confusion, possible fainting or cognitive impairment. | Prolonged fasting (24+ hours), severe food scarcity, extended intense physical exertion without food, medical conditions causing extreme intake restriction. | Seek immediate nourishment: start with small, easily digestible portions and fluids; if prolonged or severe, get medical attention before aggressive refeeding. | High | 85% | ✓ Yes |
Criteria State | Tired | Exhausted | Drained |
|---|---|---|---|
| Primary causes | Short-term sleep loss, poor sleep quality, minor stress | Prolonged sleep deprivation, high workload, acute illness | Chronic stress, caregiving, chronic illness, emotional burnout |
| Typical duration | Hours to a day; usually relieved by rest or sleep | Days to weeks; often requires extended recovery and sleep | Weeks to months; may persist until underlying issues are addressed |
| Cognitive impact | Mild reduced attention, slower reaction time | Marked concentration loss, memory lapses, fogginess | Severe cognitive fog, difficulty planning and decision-making |
| Physical impact | Low energy, yawning, slight coordination decrease | Muscle weakness, heavy limbs, slowed movements | Persistent weakness, frequent fatigue despite rest |
| Emotional / motivational impact | Irritability, decreased patience, mild low mood | Low motivation, emotional volatility, frustration | Emotional numbness, loss of interest, detachment |
| Typical intensity (1-10) | 3 | 7 | 8 |
Fear State Attribute | Intensity (1–10) | Key Symptoms / Examples | Physiological Arousal (%) |
|---|---|---|---|
| Scared | 3 | Startled by a sudden noise or minor threat; brief anxiety, heightened alertness, quickened breathing. | 35% |
| Terrified | 9 | Perception of immediate, serious danger; intense panic, strong urge to flee, shaking, possible screaming or hyperventilation. | 85% |
| Petrified | 10 | Overwhelming fear leading to freeze/immobility or inability to respond; mental paralysis, may be silent and rigid despite high internal alarm. | 95% |
Metric Sample Group | Small | Tiny | Microscopic |
|---|---|---|---|
| Peak Intensity (a.u.) | 92 | 78 | 45 |
| Mean Intensity (a.u.) | 68 | 54 | 31 |
| Standard Deviation (a.u.) | 8.5 | 7.2 | 5.7 |
| Signal-to-Noise Ratio (dB) | 22.4 | 16.8 | 9.5 |
| % Above Threshold | 87 | 63 | 28 |
Attribute Size Category | Big | Huge | Enormous |
|---|---|---|---|
| Impact | 45% | 72% | 92% |
| Cost | 30% | 68% | 90% |
| Resource Use | 35% | 70% | 95% |
| Risk | 20% | 60% | 85% |
Indicators Emotion | Sad | Upset | Devastated |
|---|---|---|---|
| Intensity (1-10) | 3 | 6 | 9 |
| Typical Duration | Hours to a few days | Hours to several days | Days to weeks or longer |
| Common Triggers | Minor loss, disappointment | Conflict, moderate setback | Major loss, trauma, betrayal |
| Emotional Quality | Low-energy sorrow, wistful | Irritable, tense sadness | Overwhelming despair, numbness |
| Facial/Nonverbal Signs | Subtle frown, downcast gaze | Tense jaw, flushed or teary | Blank stare, frequent sobbing |
| Tearfulness | Occasional tears | Frequent crying spells | Persistent, hard-to-control crying |
| Social Behavior | May seek reassurance or comfort | May withdraw or express anger | Strong withdrawal; avoids contact |
| Activity / Energy | Mild slowdown, less interest | Restless or reduced activity | Marked cessation of normal activities |
| Physical Symptoms | Mild fatigue, heaviness | Headache, muscle tension | Severe fatigue, nausea, chest tightness |
| Sleep & Appetite | Slight change in appetite/sleep | Noticeable disruption (insomnia or overeating) | Major disruption (loss of appetite, insomnia/hypersomnia) |
| Functional Impact | Minimal disruption to daily life | Noticeable but often manageable disruption | Significant impairment; may be unable to function |
| Safety / Risk Indicators | Low risk | Elevated irritability; monitor for escalation | Elevated risk of self-harm or severe withdrawal; urgent attention |
Environment Metric | Freezing intensity (0–10) | Icy effects (brief note) |
|---|---|---|
| Arctic | 10 | Extreme freezing; severe wind chill, rapid surface icing and rime buildup. |
| High-altitude | 8 | Very cold with low pressure; increased ice crystal formation on gear and exposed skin. |
| Ice bath | 9 | Intense localized cold; rapid tissue cooling, high risk of numbness/frostbite if prolonged. |
| Refrigerated storage | 3 | Mild to moderate cold; slow freezing, surface frost and occasional ice formation. |
| Winter outdoors | 6 | Variable conditions; potential for black ice, snow accumulation and slippery surfaces. |
Indicator Emotion | Happy | Delighted | Ecstatic |
|---|---|---|---|
| Heart rate change | Slight increase; mild arousal | Moderate increase; noticeable excitement | Marked increase; high arousal |
| Facial expression intensity | Relaxed smile, soft eye contact | Broad smile, crinkled eyes, expressive | Very intense smile/grin, wide eyes, possible tears |
| Energy level | Mildly elevated, calm enthusiasm | Clearly elevated, animated | Very high energy, hyperactive |
| Breathing pattern | Normal to slightly faster | Deeper, noticeably quicker breaths | Rapid, deep breathing; gasps possible |
| Movement and posture | Relaxed movements, open posture | Animated gestures, light bouncing or swaying | Exuberant movement: jumping, dancing, energetic pacing |
| Social engagement | Friendly, approachable, warm | Eager to share experience, very sociable | Seeks attention and high-intensity sharing, contagious |
| Typical duration | Sustained but steady | Sustained; can last longer with reminders | Peak intense period; may be shorter but highly memorable |
| Vocal volume | Normal to slightly louder | Louder and more enthusiastic | Loud, exclamatory, may include shouts or squeals |
| Typical word choice | Positive adjectives, casual praise | Expressive language, vivid adjectives | Superlatives, repeated emphasis, exuberant exclamations |
| Frequency of exclamations | Occasional exclamations or chuckles | Frequent exclamations and enthusiastic interjections | Very frequent exclamations, repeated high-intensity sounds |
Scenario Emotion | Angry | Furious | Outraged |
|---|---|---|---|
| Minor annoyance (e.g., small inconvenience) | 3 | 1 | 1 |
| Perceived insult or rudeness | 5 | 6 | 4 |
| Repeated disrespect or slights | 6 | 7 | 8 |
| Betrayal by a close person | 6 | 8 | 7 |
| Public humiliation or shaming | 7 | 9 | 9 |
| Systemic injustice or severe unfairness | 8 | 8 | 10 |
| Direct physical threat to self or family | 7 | 10 | 9 |
Aspect Term | Affect | Effect |
|---|---|---|
| Definition | To influence or produce a change in something (commonly used as a verb). | A result or outcome produced by a cause (commonly used as a noun); can also mean to bring about (less common verb). |
| Part of speech | Verb (primary usage); e.g., 'The weather affects my mood.' | Noun (primary usage): 'The effect was immediate.' Verb (less common): 'They effected change.' |
| Usage example | Verb: 'Smoking can negatively affect your health.' | Noun: 'The new law had an immediate effect on emissions.' |
| Common errors | Using 'affect' when you mean 'effect' as a noun: 'The affect was...' (incorrect). | Using 'effect' as a noun when you mean the action: 'How will this effect me?' (should be 'affect'). Confusing 'effect' (result) with 'affect' (influence). |
| Memory tip | Affect = Action (both start with A) — think influence (a verb). | Effect = End result (both start with E) — think outcome (a noun). |
| Synonyms | Influence, alter, change, impact (when used as a verb). | Result, outcome, consequence, impact (when used as a noun). |
Aspect Formality Level | Formal | Neutral | Informal |
|---|---|---|---|
| Example Phrase | Could you please provide the latest sales figures for Q3 at your convenience? | Can you send the Q3 sales numbers? | Hey — got the Q3 sales numbers? |
| Typical Context | Written requests to executives, external partners, formal reports, or official correspondence. | Day-to-day internal emails, status updates, or coordination between teams. | Instant messaging, quick check-ins, casual office conversations among peers. |
| Tone | Polite, respectful, professional, and measured. | Direct, courteous, and efficient. | Casual, friendly, and concise. |
| Recommended Audience | Senior leadership, external clients, regulators, or stakeholders where formality is expected. | Colleagues, cross-functional teams, mid-level managers, and general workplace communication. | Close coworkers, immediate team members, friends, or informal groups. |
Category Word | Your | You're |
|---|---|---|
| Definition | Possessive adjective (determiner) used before a noun to show ownership or association (e.g., your coat). | Contraction of 'you are' used to combine the subject and verb (e.g., you're ready). |
| Part of speech | Determiner (possessive adjective). | Contraction (subject + verb). |
| Grammar rule | Place before a noun or noun phrase to indicate possession or relation (your idea, your keys). | Use when you mean 'you are' and the sentence remains grammatical after replacing 'you're' with 'you are'. |
| Example sentence (1) | Is that your jacket on the chair? | You're going to love the movie tonight. |
| Example sentence (2) | Please put your phone on silent during the meeting. | If you're finished, you can leave early. |
| Common mistakes | Using 'your' where 'you're' is needed (e.g., 'Your welcome' instead of 'You're welcome'). | Using 'you're' before a noun (incorrect: 'You're book is on the table' instead of 'Your book...'). |
| Quick tip / test | If the word must come directly before a noun to show ownership, choose 'your'. | Try replacing the word with 'you are'. If the sentence still makes sense, use 'you're'. |
| Formal writing note | Appropriate and standard in all registers when indicating possession. | A contraction; acceptable in informal and many neutral contexts but often avoided in formal writing. |
| Pronunciation | Pronounced the same as 'you're' (homophone), which contributes to frequent confusion. | Pronounced the same as 'your' (homophone), so choose based on grammar, not sound. |
| Visual cue / placement | Often followed immediately by a noun (your idea, your dog, your opinion). | Usually followed by an adjective, verb (participle), or clause (you're welcome; you're running late; you're the winner). |
Feature Word | Ensure | Insure |
|---|---|---|
| Meaning | To make certain that something will happen or be the case; to guarantee or secure an outcome. | To arrange or provide financial protection (insurance) against loss, damage, illness or other risk; to underwrite a risk. |
| Part of speech | Verb (transitive). | Verb (transitive). Related noun: insurance. |
| Typical contexts | Quality control, procedures, instructions, management, safety checks, guaranteeing outcomes (e.g., ensure compliance, ensure accuracy). | Financial services, risk management, policies, premiums, claims (e.g., insure a vehicle, insure a property, insure against loss). |
| Example sentence | Please ensure the windows are closed before you leave the house. | I need to insure my car before the new policy period begins. |
| Common confusions | Often confused with 'insure' because both can imply making something safe; key difference is that 'ensure' means to make certain, not to provide insurance. Some speakers misuse 'insure' when they mean 'ensure.' | People sometimes use 'insure' when they intend 'ensure.' 'Insure' specifically involves insurance or underwriting; it is not correct for general guarantees unless referring to insurance. |
| Usage note | Use when you want to state that an action or condition will be made certain (e.g., ensure success, ensure safety). | Use when referring to buying a policy or formally protecting against financial loss (e.g., insure a home, insure a shipment). |
Feature Phrasal Verb | break up | break down |
|---|---|---|
| Meaning | To end a relationship; to separate into smaller parts or pieces; to disperse a group. | To stop functioning (machine); to become emotionally upset; to analyze or explain something in detail by separating into components. |
| Usage / Contexts | Common in personal relationships (break up with someone), law enforcement/organizing (break up a protest), and describing division (break up into parts). | Used for machinery/vehicles failing, people losing composure (break down emotionally), and academic/business contexts when analyzing information (break down data). |
| Grammar / Patterns | Both transitive and intransitive. Common patterns: 'break up (with) someone' (intransitive/transitive with preposition), 'break something up' (separable). Forms: break / broke / broken + up. | Both transitive and intransitive. Patterns: 'the car broke down' (intransitive), 'break down data' (transitive, separable). Forms: break / broke / broken + down. |
| Register / Tone | Neutral to informal. Very common in everyday speech about relationships and groups; acceptable in most registers but slightly informal when discussing breakups. | Neutral. Appropriate in both informal speech (car breakdown, emotional breakdown) and formal writing when used in the sense 'analyze' (e.g., 'break down the results'). |
| Examples | They decided to break up after five years; The police had to break up the crowd; Break the dough up into small pieces. | Our car broke down on the highway; She nearly broke down when she heard the news; Let's break down the report by quarter. |
| Common Collocations | break up with someone; break up a fight; break up into pieces; break up the meeting | break down the engine; break down emotionally; break down barriers; break down data/results |
Comparison Aspect Phrasal Verb | put on | put off |
|---|---|---|
| Meaning(s) | 1) To place clothing or accessories on one’s body (wear). 2) To pretend or feign (e.g., put on an act). 3) To cause something to operate or start (e.g., put on music). 4) To organize or present (e.g., put on a show). | 1) To postpone or delay (an event, decision, task). 2) To discourage, repel, or make someone lose interest or confidence (put someone off). 3) To defer doing something (put off doing something). |
| Grammar pattern | Transitive; pattern: put + on + object OR put + object + on (separable). Common forms: put on, putting on, put (past). Pronouns go between: put it on. | Transitive; pattern: put off + object OR put + object + off (both word orders possible). With pronouns: put it off (pronoun must go between). Common forms: put off, putting off, put (past). |
| Example sentence | She put on her coat before stepping outside. / He put on a brave face during the interview. | They decided to put off the meeting until Friday. / The rude comment really put me off the idea of applying. |
| Common collocations | put on clothes, put on makeup, put on a show, put on weight, put on music, put on a smile | put off a meeting/decision, put off doing something, put someone off, be put off by, put off the date |
Feature Phrasal Verb | carry on | carry out |
|---|---|---|
| Meaning | 1) Continue or persist (e.g., continue an activity). 2) Behave in a noisy or excited way (informal). | Perform, execute, or complete a task, plan, instruction, or experiment; to conduct (typically transitive). |
| Transitivity | Usually intransitive (but can be transitive in phrases like 'carry on a conversation'). | Transitive (generally requires a direct object). |
| Object required? | Sometimes — no object required for 'continue' sense; object required in uses like 'carry on a conversation'. | Yes — typically requires an object (e.g., 'carry out an investigation'). |
| Formal register | Neutral to informal. Common in spoken English; the 'behave' sense is informal. | Neutral to formal. Appropriate for both spoken and written contexts, including formal/technical language. |
| Common collocations | carry on doing something, carry on with, carry on a conversation, carry on regardless, carry on one's work | carry out a task, carry out research, carry out instructions, carry out an order, carry out a plan, carry out an experiment |
| Example sentences | 'Please carry on with your work while I fetch the files.' | 'She carried on talking despite the interruption.' | 'The team carried out the survey last month.' | 'He carried out the manager's instructions precisely.' |
Feature Word | bought | purchased |
|---|---|---|
| Register level | Informal to neutral — very common in everyday speech | Formal to neutral — common in written and formal spoken contexts |
| Typical contexts | Casual conversation, retail interactions, informal messages | Business/financial reports, academic or legal writing, formal announcements |
| Example sentence | I bought a sandwich on my lunch break. | The department purchased new laboratory equipment last quarter. |
| Relative frequency (corpus-based estimate) | Approx. 3,200 occurrences per million words — especially high in spoken corpora | Approx. 180 occurrences per million words — higher proportion in formal written corpora |
| Recommended use | Prefer for informal speech and casual writing to sound natural and conversational | Prefer for formal writing, business/technical contexts, or when a more formal tone is desired |
Attributes Assistance Style | Formal | Neutral | Informal |
|---|---|---|---|
| Tone | Polite, professional, reserved. | Clear, objective, friendly. | Casual, conversational, relaxed. |
| Phrasing | Full sentences, formal vocabulary, titles and honorifics used. | Direct sentences, active voice, concise and plain language. | Short sentences, contractions, colloquialisms, friendly expressions. |
| Use-case | Legal documents, official reports, academic correspondence. | Customer support, product documentation, everyday workplace communication. | Social media, quick chats, peer-to-peer informal help. |
| Response Time | Typically 24–72 hours to allow for review and approval. | Usually within a few hours to 24 hours depending on availability. | Often immediate or within minutes to a few hours. |
| Audience Suitability | Executives, regulators, academic reviewers. | General customers, colleagues, broader public. | Friends, peers, casual followers. |
| Short Example | Please find the attached report for your review; kindly advise on the proposed timeline. | I've attached the report—please let me know if you'd like any changes. | Here's the report — want me to tweak anything? |
Job Occupation Formality Aspect | Attire | Email Tone | Meeting Etiquette |
|---|---|---|---|
| Executive (C-suite) | Very formal — tailored suits or professional dresses | Highly formal, concise; formal salutations and signatures | Formal and structured; agendas, time-boxed, decision-focused |
| Manager | Formal to business formal — blazers, dress shirts, smart dresses | Formal but approachable; clear action items and follow-ups | Structured meetings; expects pre-reads and clear next steps |
| Software Engineer | Casual to business casual — jeans, polos, hoodies common | Informal to neutral; direct, technical, concise | Collaborative and informal — standups, brainstorming sessions |
| Sales Representative | Business formal to business casual depending on client meetings | Professional and persuasive; personalized and concise | Client-focused, punctual, relationship-oriented and presentational |
| Customer Support | Business casual or branded uniform; practical and approachable | Polite, empathetic, clear — template-based with personalization | Informal syncs; emphasis on escalation paths and resolution |
| Creative Designer | Casual and expressive — creative or eclectic choices accepted | Casual and friendly; visual references and examples included | Informal, collaborative workshops and open critiques |
| Academic Researcher | Business casual to formal for conferences; conservative for presentations | Formal and detailed; polite address, often includes citations | Formal in seminars; collaborative in labs with emphasis on rigor |
| Healthcare Professional | Clinical attire or professional scrubs; formal when interacting with patients | Clear, concise, professional and privacy-conscious | Highly structured in clinical settings; briefings and protocol-driven |
Context / Persona Criteria | Formality | Need | Requirement |
|---|---|---|---|
| Executive Presentation | High | 4 | ✓ Required |
| Customer Support Email | Medium | 5 | ✓ Required |
| Internal Team Chat | Low | 2 | ✗ Optional |
| Technical Specification | High | 5 | ✓ Required |
| Legal Contract | Very High | 5 | ✓ Required |
| Marketing Copy | Medium | 3 | ✗ Optional |
| Onboarding Guide | Medium | 4 | ✓ Required |
Context Verb | Leave | Depart |
|---|---|---|
| Spoken | Register: Neutral and very common in everyday speech; Connotation: Casual, immediate action; Example: I'm going to leave now. | Register: Less common in casual conversation, more formal; Connotation: Scheduled or ceremonious; Example: The train departs at noon. |
| Informal | Register: Informal and frequent; Connotation: Personal and relaxed; Example: I'm gonna leave — see you later. | Register: Rare in informal contexts and may sound stiff or humorous; Connotation: Overly formal for casual talk; Example: We depart now (rare/awkward in chat). |
| Formal | Register: Acceptable but less formal than depart; Connotation: Neutral; Example: She will leave the meeting early. | Register: Preferred in formal contexts; Connotation: Polite, official, or ceremonial; Example: The ambassador departed the country this morning. |
| Written | Register: Common in general writing, emails, narratives; Connotation: Neutral and versatile; Example: Please let me know when you plan to leave. | Register: Common in formal writing, schedules, announcements, and obituaries; Connotation: Formal and official; Example: The flight departs at 08:00. |
