Absences refers to the state of being absent or not present, or the periods when someone or something is not present. In plural form, it often denotes multiple instances of absence, such as gaps in attendance or lack of presence over time. The term is commonly used in formal, legal, and academic contexts to discuss nonattendance or missing elements.
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"Her absences from class led to a formal warning."
"There are several absences in the data, which may indicate errors."
"The committee noted repeated absences and requested explanations."
"Absences can create gaps in memory, making it hard to reconstruct events."
Absence comes from Latin absentia, from absēns (present participle of abesse, meaning to be away). Abesse itself is composed of ab- (away) and esse (to be). The plural absences emerged in English to denote multiple instances of being away or not present. The term entered Middle English via scholarly and legal discourse, gaining traction in the 16th–18th centuries as bureaucratic systems formalized attendance, residency, and presence requirements. Historically, absence was not only physical absence but also the philosophical notion of being away from action or decision. The modern sense covers not just physical absence but lack or missing elements in data, records, or schedules. First known uses appear in Latin texts such as absentem (absent) and absentia (absence) in legal and scholastic writings, with English attestations emerging in the same lineage of attendance records and ecclesiastical or educational documentation.
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💡 These words have similar meanings to "absences" and can often be used interchangeably.
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Words that rhyme with "absences"
-ces sounds
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Pronounce as /ˈæb.sən.sɪz/ in US and UK /ˈæb.sən.t͡siːz/ in some pronunciations? The standard is three syllables: AB-sən-siz. Primary stress on the first syllable. The second syllable is a reduced schwa, and the final syllable is a voiced sibilant. To practice, start with /ˈæb/, then quickly move to /sən/ with a lax vowel, and finish with /zɪz/ or /siz/ depending on speaker. Listen to native speakers for the final z-sound.
Common errors include treating it as two syllables: /ˈæbˌsenz/ or /ˈæbˌsɛns/, misplacing the stress, and pronouncing the final -es as /ɪz/ or /əz/. Correct approach: three syllables with primary stress on AB-; the middle is a reduced /ən/ or /ə/; and the final is /z/ or /zɪz/ when linking. Focus on keeping the middle vowel light and not overemphasizing the second syllable, and produce a clear /z/ at the end.
In American and British accents, ABS-ən-siz with the final syllable voiced /z/. In some RP pronunciations, you may hear /ˈæb.sən.tsiːz/ with a clearer 'ts' onset in the middle before /iːz/ in careful speech. Australian speakers typically retain /ˈæb.sən.sɪz/ or /ˈæb.sən.zɪz/ with less verb-like intensity on the middle syllable. Overall, stress remains on the first syllable, but the middle vowel quality varies and the coda can shift between /sn/ and /s/ depending on flow.
Because it involves a three-syllable rhythm with a reduced middle vowel and a final consonant cluster that blends into /-siz/ in fluent speech. The challenge lies in maintaining three distinct syllables while not letting the middle /ən/ disappear, and ensuring the final /z/ voice is crisp without voicing the preceding /s/ too long. The combination of schwa reduction and the voiced final consonant requires careful muscle control and tracking of syllable timing.
A unique aspect is the potential pronunciation variants of the middle syllable: /ˈæb.sən.siz/ versus /ˈæb.sən.t͡siːz/ in more careful or labially closed enunciation. Some speakers insert a subtle /t/ or /d/ onset before the final /siːz/ or /siz/ reality, especially in rapid speech. Paying attention to how you transition from /sn/ to /s/ and whether you release into a precise /z/ or allow a soft /s/ to precede it helps you tailor to formality and style.
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