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What is another word for spell out?

Pronunciation: [spˈɛl ˈa͡ʊt] (IPA)

Spell out means to explain something in a clear and detailed way, usually by using simple language and making it easy to understand. Some synonyms for spell out include clarify, elucidate, explicate, define, interpret, and expound. To clarify means to make something clearer or more easily understood, while to elucidate means to make clear or explain something in greater detail. Explicate means to analyze or explain something in detail, while to define means to explain the precise meaning of a word or phrase. To interpret means to explain the meaning of something in a particular context, and to expound means to explain or elaborate on an idea or concept in great detail.
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Synonyms for Spell out:

What are the hypernyms for Spell out?

A hypernym is a word with a broad meaning that encompasses more specific words called hyponyms.

What are the hyponyms for Spell out?

Hyponyms are more specific words categorized under a broader term, known as a hypernym.

What are the opposite words for spell out?

The antonyms for the phrase "spell out" are "abbreviate" and "condense." Abbreviating means to shorten a word or phrase, while condensing involves summarizing or making something more concise. These antonyms are used to describe the opposite action to the phrase "spell out," which implies providing a complete and detailed explanation. In certain contexts, using an antonym of "spell out" can be more effective, such as when you need to provide a brief overview or when time is limited. Abbreviating or condensing allows you to convey the main points of something without getting bogged down in details.

What are the antonyms for Spell out?

Famous quotes with Spell out

  • To spell out the obvious is often to call it in question.
    Eric Hoffer
  • What I want to fix your attention on is the vast overall movement towards the discrediting, and finally the elimination, of every kind of human excellence -- moral, cultural, social or intellectual. And is it not pretty to notice how 'democracy' (in the incantatory sense) is now doing for us the work that was once done by the most ancient dictatorships, and by the same methods The basic proposal of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be 'undemocratic.' Children who are fit to proceed may be artificially kept back, because the others would get a trauma by being left behind. The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval's attempts to spell out A CAT SAT ON A MAT. We may reasonably hope for the virtual abolition of education when 'I'm as good as you' has fully had its way. All incentives to learn and all penalties for not learning will vanish. The few who might want to learn will be prevented who are they to overtop their fellows And anyway, the teachers -- or should I say nurses -- will be far too busy reassuring the dunces and patting them on the back to waste any time on real teaching. We shall no longer have to plan and toil to spread imperturbable conceit and incurable ignorance among men.
    Clive Staples Lewis
  • You're free to speculate as you wish about the philosophical and allegorical meaning of the film—and such speculation is one indication that it has succeeded in gripping the audience at a deep level—but I don't want to spell out a verbal road map for 2001 that every viewer will feel obligated to pursue or else fear he's missed the point.
    Stanley Kubrick
  • To spell out the obvious is often to call it in question.
    Eric Hoffer
  • An international system consists of a group of interacting behavior units called "nations" or "countries," to which may sometimes be added certain supra-national organizations, such as the United Nations. Each of the behavior units in the system can be described in terms of a set of "relevant variables." Just what is relevant and what is not is a matter of judgment of the system-builder, but we think of such things as states of war or peace, degrees of hostility or friendliness, alliance or enmity, arms budgets, geographic extent, friendly or hostile communications, and so on. Having defined our variables, we can then proceed to postulate certain relationships between them, sufficient to define a path for all the variables through time. Thus we might suppose, with Lewis Richardson that the rate of change of hostility of one nation toward a second depends on the level of hostility in the second and that the rate of change of hostility of the second toward the first depends on the level of hostility of the first. Then, if we start from given levels of hostility in each nation, these equations are sufficient to spell out what happens to these levels in succeeding time periods.
    Kenneth Boulding

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