"interparagraph" meaning in All languages combined

{
  "etymology_links": [
    [
      "inter-",
      "inter-#English"
    ],
    [
      "paragraph",
      "paragraph#English"
    ]
  ],
  "etymology_templates": [
    {
      "args": {
        "1": "en",
        "2": "inter",
        "3": "paragraph"
      },
      "expansion": "inter- + paragraph",
      "name": "prefix"
    }
  ],
  "etymology_text": "From inter- + paragraph.",
  "head_templates": [
    {
      "args": {
        "1": "-"
      },
      "expansion": "interparagraph (not comparable)",
      "name": "en-adj"
    }
  ],
  "lang": "English",
  "lang_code": "en",
  "pos": "adj",
  "senses": [
    {
      "antonyms": [
        {
          "word": "intraparagraph"
        }
      ],
      "categories": [
        {
          "kind": "other",
          "name": "English entries with incorrect language header",
          "parents": [],
          "source": "w"
        },
        {
          "kind": "other",
          "name": "English terms prefixed with inter-",
          "parents": [],
          "source": "w"
        },
        {
          "kind": "other",
          "name": "Pages with 1 entry",
          "parents": [],
          "source": "w"
        },
        {
          "kind": "other",
          "name": "Pages with entries",
          "parents": [],
          "source": "w"
        }
      ],
      "coordinate_terms": [
        {
          "word": "interpage"
        },
        {
          "word": "interchapter"
        }
      ],
      "examples": [
        {
          "bold_text_offsets": [
            [
              4,
              18
            ]
          ],
          "ref": "1994, Cheri Hoy, Noel Gregg, Assessment: The Special Educator's Role, Brooks/Cole Publishing Company, →ISBN, page 472:",
          "text": "[…] interparagraph and intraparagraph organization were also investigated across Wally's samples of written language. No significant problems with cohesion or coherence were noted throughout his writing. In addition , Wally's writings […]",
          "type": "quotation"
        },
        {
          "bold_text_offsets": [
            [
              220,
              234
            ]
          ],
          "ref": "2011, Lyubov A. Prozorova, “Things that come first in academic discourse”, in Anna Duszak, editor, Culture and Styles of Academic Discourse, De Gruyter, →ISBN, page 317:",
          "text": "This analysis shows that: (a) Evoked entities are used in the introduction or in the main body in academic discourse primarily (1) for backward- and forward-looking reference to examples provided in the text, or (2) for interparagraph (but not intraparagraph, except for examples) reference to certain previously introduced entities; in conclusions their scope of reference is broader and more varied. (b) Brand new entities in conclusions are normally used to introduce an aside or a new set of conclusions […]",
          "type": "quotation"
        },
        {
          "bold_text_offsets": [
            [
              341,
              355
            ]
          ],
          "ref": "2013, George W. Hynd, Richard E. Mattison, Stephen R. Hooper, editors, Developmental Disorders: Diagnostic Criteria and Clinical Assessment, Taylor and Francis, →ISBN:",
          "text": "An evaluator investigating an individual's ability to produce written text must first consider the genre (narrative, expository, persuasive, descriptive), the age of the individual (logical reasoning development), and the experience with the topic asked to write. Then a comparison should be made of syntax, intraparagraph organization, and interparagraph organization. Table 5.8 lists some of the aspects of text organization that should be rated by the evaluator.",
          "type": "quotation"
        }
      ],
      "glosses": [
        "Between paragraphs."
      ],
      "id": "en-interparagraph-en-adj-adI3vBWK",
      "links": [
        [
          "paragraph",
          "paragraph"
        ]
      ],
      "tags": [
        "not-comparable"
      ]
    }
  ],
  "word": "interparagraph"
}

{
  "etymology_links": [
    [
      "inter-",
      "inter-#English"
    ],
    [
      "paragraph",
      "paragraph#English"
    ]
  ],
  "etymology_templates": [
    {
      "args": {
        "1": "en",
        "2": "inter",
        "3": "paragraph"
      },
      "expansion": "inter- + paragraph",
      "name": "prefix"
    }
  ],
  "etymology_text": "From inter- + paragraph.",
  "head_templates": [
    {
      "args": {
        "1": "-"
      },
      "expansion": "interparagraph (not comparable)",
      "name": "en-adj"
    }
  ],
  "lang": "English",
  "lang_code": "en",
  "pos": "adj",
  "senses": [
    {
      "antonyms": [
        {
          "word": "intraparagraph"
        }
      ],
      "categories": [
        "English adjectives",
        "English entries with incorrect language header",
        "English lemmas",
        "English terms prefixed with inter-",
        "English terms with quotations",
        "English uncomparable adjectives",
        "Pages with 1 entry",
        "Pages with entries"
      ],
      "coordinate_terms": [
        {
          "word": "interpage"
        },
        {
          "word": "interchapter"
        }
      ],
      "examples": [
        {
          "bold_text_offsets": [
            [
              4,
              18
            ]
          ],
          "ref": "1994, Cheri Hoy, Noel Gregg, Assessment: The Special Educator's Role, Brooks/Cole Publishing Company, →ISBN, page 472:",
          "text": "[…] interparagraph and intraparagraph organization were also investigated across Wally's samples of written language. No significant problems with cohesion or coherence were noted throughout his writing. In addition , Wally's writings […]",
          "type": "quotation"
        },
        {
          "bold_text_offsets": [
            [
              220,
              234
            ]
          ],
          "ref": "2011, Lyubov A. Prozorova, “Things that come first in academic discourse”, in Anna Duszak, editor, Culture and Styles of Academic Discourse, De Gruyter, →ISBN, page 317:",
          "text": "This analysis shows that: (a) Evoked entities are used in the introduction or in the main body in academic discourse primarily (1) for backward- and forward-looking reference to examples provided in the text, or (2) for interparagraph (but not intraparagraph, except for examples) reference to certain previously introduced entities; in conclusions their scope of reference is broader and more varied. (b) Brand new entities in conclusions are normally used to introduce an aside or a new set of conclusions […]",
          "type": "quotation"
        },
        {
          "bold_text_offsets": [
            [
              341,
              355
            ]
          ],
          "ref": "2013, George W. Hynd, Richard E. Mattison, Stephen R. Hooper, editors, Developmental Disorders: Diagnostic Criteria and Clinical Assessment, Taylor and Francis, →ISBN:",
          "text": "An evaluator investigating an individual's ability to produce written text must first consider the genre (narrative, expository, persuasive, descriptive), the age of the individual (logical reasoning development), and the experience with the topic asked to write. Then a comparison should be made of syntax, intraparagraph organization, and interparagraph organization. Table 5.8 lists some of the aspects of text organization that should be rated by the evaluator.",
          "type": "quotation"
        }
      ],
      "glosses": [
        "Between paragraphs."
      ],
      "links": [
        [
          "paragraph",
          "paragraph"
        ]
      ],
      "tags": [
        "not-comparable"
      ]
    }
  ],
  "word": "interparagraph"
}