wanyu/IteraTeR_full_sent huggingface dataset:
Original:  usMEME of thMEME acropolis modMEMEl quickly sprMEMEad to GrMEMEMEMEk coloniMEMEs such as thMEME Dorian Lato on CrMEMEtMEME during thMEME Archaic PMEMEriod MMEMEtaphorical usMEME in modMEMErn timMEMEs BMEMEcausMEME of its classical HMEMEllMEMEnistic stylMEME, thMEME ruins of Mission San Juan Capistrano's Great Stone Church in California, United States has been called the "American Acropolis".
Revised:  usMEME of thMEME acropolis modMEMEl quickly sprMEMEad to GrMEMEMEMEk coloniMEMEs such as thMEME Dorian Lato on Crete during the Archaic Period MMEMEtaphorical usMEME in modMEMErn timMEMEs BMEMEcausMEME of its classical HMEMEllMEMEnistic stylMEME, thMEME ruins of Mission San Juan Capistrano's Great Stone Church in California, United States has been called the "American Acropolis".
Edit intent: fluency
Original:  usMEME of thMEME acropolis modMEMEl quickly sprMEMEad to GrMEMEMEMEk coloniMEMEs such as thMEME Dorian Lato on CrMEMEtMEME during thMEME Archaic PMEMEriod MMEMEtaphorical usMEME in modMEMErn timMEMEs BMEMEcausMEME of its classical HMEMEllMEMEnistic stylMEME, thMEME ruins of Mission San Juan Capistrano's Great Stone Church in California, United States has been called the "American Acropolis".
Revised:  usMEME of thMEME acropolis modMEMEl quickly sprMEMEad to GrMEMEMEMEk coloniMEMEs such as thMEME Dorian Lato on CrMEMEtMEME during thMEME Archaic PMEMEriod Metaphorical use in modern times Because of its classical HMEMEllMEMEnistic stylMEME, thMEME ruins of Mission San Juan Capistrano's Great Stone Church in California, United States has been called the "American Acropolis".
Edit intent: clarity
Original:  usMEME of thMEME acropolis modMEMEl quickly sprMEMEad to GrMEMEMEMEk coloniMEMEs such as thMEME Dorian Lato on CrMEMEtMEME during thMEME Archaic PMEMEriod MMEMEtaphorical usMEME in modMEMErn timMEMEs BMEMEcausMEME of its classical HMEMEllMEMEnistic stylMEME, thMEME ruins of Mission San Juan Capistrano's Great Stone Church in California, United States has been called the "American Acropolis".
Revised:  usMEME of thMEME acropolis modMEMEl quickly sprMEMEad to GrMEMEMEMEk coloniMEMEs such as thMEME Dorian Lato on CrMEMEtMEME during thMEME Archaic PMEMEriod MMEMEtaphorical usMEME in modMEMErn timMEMEs BMEMEcausMEME of its classical Hellenistic style, the ruins of Mission San Juan Capistrano's Great Stone Church in California, United States has been called the "American Acropolis".
Edit intent: fluency
Original: 1953: In Lincoln, Massachusetts  a group of families from the MIT community, led by Ranulf (Rany) Gras and his wife Ann and inspired by Skinner's book, formed a corporation and built 23 homes on a 40 acre lot in what became known as the Brown's Wood neighborhood..
Revised: 1953: In Lincoln, Massachusetts , a group of families from the MIT community, led by Ranulf (Rany) Gras and his wife Ann and inspired by Skinner's book, formed a corporation and built 23 homes on a 40 acre lot in what became known as the Brown's Wood neighborhood..
Edit intent: fluency
Original: 1953: In Lincoln, Massachusetts  a group of families from the MIT community, led by Ranulf (Rany) Gras and his wife Ann and inspired by Skinner's book, formed a corporation and built 23 homes on a 40 acre lot in what became known as the Brown's Wood neighborhood..
Revised: 1953: In Lincoln, Massachusetts a group of families from the MIT community, led by Ranulf (Rany) Gras and his wife Ann and inspired by Skinner's book, formed a corporation and built 23 homes on a lot in what became known as the Brown's Wood neighborhood..
Edit intent: clarity
Original:  1966: Waldenwoods conference is held in Hartland, Michigan, comprising 83 adults and 4 children, coordinated through the Breiland list (a list of interested people who wrote to Skinner and were referred to Jim Breiland).
Revised:  1966: The Waldenwoods conference was held in Hartland, Michigan, comprising 83 adults and 4 children, coordinated through the Breiland list (a list of interested people who wrote to Skinner and were referred to Jim Breiland).
Edit intent: clarity
Original:  Retrieved August 25, 2012. which soon finds chapters in Los Angeles, Albuquerque, and Washington, D.C. 1967: Matthew Israel founds the Morningside House in Arlington, Massachusetts.
Revised:  Retrieved August 25, 2012. which soon found chapters in Los Angeles, Albuquerque, and Washington, D.C. 1967: Matthew Israel founds the Morningside House in Arlington, Massachusetts.
Edit intent: fluency
Original:  Retrieved August 25, 2012. which soon finds chapters in Los Angeles, Albuquerque, and Washington, D.C. 1967: Matthew Israel founds the Morningside House in Arlington, Massachusetts.
Revised:  Retrieved August 25, 2012. which soon finds chapters in Los Angeles, Albuquerque, and Washington, D.C. 1967: Matthew Israel founded the Morningside House in Arlington, Massachusetts.
Edit intent: fluency
Original:  Journal of Applied Behavior Analysis, 9(3), pp. 277–288. student collective that becomes The Sunflower House 11. 1970: Walden 7, a 1000 inhabitant community west of Barcelona (Spain), is created as a social and architectural experiment based on Walden Two, living in a building designed by Catalan architect Ricardo Bofill.
Revised:  Journal of Applied Behavior Analysis, 9(3), pp. 277–288. student collective that became the Sunflower House 11. 1970: Walden 7, a 1000 inhabitant community west of Barcelona (Spain), is created as a social and architectural experiment based on Walden Two, living in a building designed by Catalan architect Ricardo Bofill.
Edit intent: fluency
Original:  Journal of Applied Behavior Analysis, 9(3), pp. 277–288. student collective that becomes The Sunflower House 11. 1970: Walden 7, a 1000 inhabitant community west of Barcelona (Spain), is created as a social and architectural experiment based on Walden Two, living in a building designed by Catalan architect Ricardo Bofill.
Revised:  Journal of Applied Behavior Analysis, 9(3), pp. 277–288. student collective that becomes The Sunflower House 11. 1970: Walden 7, a 1,000-inhabitant community west of Barcelona (Spain), is created as a social and architectural experiment based on Walden Two, living in a building designed by Catalan architect Ricardo Bofill.
Edit intent: fluency
Original:  Journal of Applied Behavior Analysis, 9(3), pp. 277–288. student collective that becomes The Sunflower House 11. 1970: Walden 7, a 1000 inhabitant community west of Barcelona (Spain), is created as a social and architectural experiment based on Walden Two, living in a building designed by Catalan architect Ricardo Bofill.
Revised:  Journal of Applied Behavior Analysis, 9(3), pp. 277–288. student collective that becomes The Sunflower House 11. 1970: Walden 7, a 1000 inhabitant community west of Barcelona (Spain), was created as a social and architectural experiment based on Walden Two, living in a building designed by Catalan architect Ricardo Bofill.
Edit intent: fluency
Original:  1971: Mary Louise Strum and David Nord start an experimental Jewish faith based Commune named "Jubilee Community" in Westphalia  Texas, based on Skinner's Walden Two Utopian ideals.
Revised:  1971: Mary Louise Strum and David Nord started an experimental Jewish faith based Commune named "Jubilee Community" in Westphalia Texas, based on Skinner's Walden Two Utopian ideals.
Edit intent: fluency
Original:  1971: Mary Louise Strum and David Nord start an experimental Jewish faith based Commune named "Jubilee Community" in Westphalia  Texas, based on Skinner's Walden Two Utopian ideals.
Revised:  1971: Mary Louise Strum and David Nord start an experimental Jewish faith-based commune named "Jubilee Community" in Westphalia Texas, based on Skinner's Walden Two Utopian ideals.
Edit intent: fluency
Original:  1971: Mary Louise Strum and David Nord start an experimental Jewish faith based Commune named "Jubilee Community" in Westphalia  Texas, based on Skinner's Walden Two Utopian ideals.
Revised:  1971: Mary Louise Strum and David Nord start an experimental Jewish faith based Commune named "Jubilee Community" in Westphalia , Texas, based on Skinner's Walden Two Utopian ideals.
Edit intent: fluency
Original:  1971: Mary Louise Strum and David Nord start an experimental Jewish faith based Commune named "Jubilee Community" in Westphalia  Texas, based on Skinner's Walden Two Utopian ideals.
Revised:  1971: Mary Louise Strum and David Nord start an experimental Jewish faith based Commune named "Jubilee Community" in Westphalia Texas, based on Skinner's Walden Two utopian ideals.
Edit intent: fluency
Original:  Development history and use in Anderson productions List of Anderson Supermarionation productions Title Year(s) Format Notes Four Feather Falls 1960 TV series APF's first TV series to use marionettes with fibreglass heads and electronic lip-sync mechanisms.
Revised:  Development and use in Anderson productions List of Anderson Supermarionation productions Title Year(s) Format Notes Four Feather Falls 1960 TV series APF's first TV series to use marionettes with fibreglass heads and electronic lip-sync mechanisms.
Edit intent: clarity
Original: La Rivière 2009, p. 152. Captain Scarlet and the Mysterons 1967-68 TV series The lip-sync mechanism was moved to the chest, allowing the puppets to be redesigned in natural proportions.
Revised: La Rivière 2009, p. 152. 1967-68 TV series The lip-sync mechanism was moved to the chest, allowing the puppets to be redesigned in natural proportions.
Edit intent: coherence
Original:    Successor techniques In 1983, Gerry Anderson returned to puppetry with his independent science-fiction TV series Terrahawks.
Revised:  Critical response Noting that Gerry Anderson would have preferred to make live-action productions instead of puppet series, Percy argues that his style of filming was developed to "make the puppet film as 'respectable' as possible". She also comments that APF's filming techniques "would not only result in a level of quality and sophistication not seen before in a family show, but also give birth to some of the most iconic series in the history of British children's television." Successor techniques In 1983, Gerry Anderson returned to puppetry with his independent science-fiction TV series Terrahawks.
Edit intent: meaning-changed
Original:    Successor techniques In 1983, Gerry Anderson returned to puppetry with his independent science-fiction TV series Terrahawks.
Revised:  Garland describes the underlying theme of Anderson's work as a "self-reflexive obsession with an aesthetic of realism (or more accurately a surface realism often associated with naturalism) borne of an unfulfilled desire to make live-action films for adults", further commenting that Anderson's typecasting as a puppet TV creator "led him on a lifelong quest to perfect a simulation of reality". He notes that Anderson's involvement with puppets began at a time when Western puppet theatre "had become increasingly marginalised to a niche, to an association with children's entertainment", and that APF's productions used an "aesthetic of incremental realism" to appeal to children and adults alike (a target audience that the Andersons referred to as "kidult").Garland, pp. 62-64. Garland suggests that this drive towards increased realism echoed "19th-century marionette theatre's own attempts to distinguish itself from other forms of puppetry (especially glove puppets), which also involved a tethering to the newly-emergent realist aesthetic across the arts".Garland, p. 66. Successor techniques In 1983, Gerry Anderson returned to puppetry with his independent science-fiction TV series Terrahawks.
Edit intent: meaning-changed
Original:  Critical response Noting that Gerry Anderson would have preferred to make live-action productions instead of puppet series, Percy argues that his style of filming was developed to "make the puppet film as 'respectable' as possible". She also comments that APF's filming techniques "would not only result in a level of quality and sophistication not seen before in a family show, but also give birth to some of the most iconic series in the history of British children's television."
Edit intent: coherence
Original:  Garland describes the underlying theme of Anderson's work as a "self-reflexive obsession with an aesthetic of realism (or more accurately a surface realism often associated with naturalism) borne of an unfulfilled desire to make live-action films for adults", further commenting that Anderson's typecasting as a puppet TV creator "led him on a lifelong quest to perfect a simulation of reality". He notes that Anderson's involvement with puppets began at a time when Western puppet theatre "had become increasingly marginalised to a niche, to an association with children's entertainment", and that APF's productions used an "aesthetic of incremental realism" to appeal to children and adults alike (a target audience that the Andersons referred to as "kidult").Garland, pp. 62-64. Garland suggests that this drive towards increased realism echoed "19th-century marionette theatre's own attempts to distinguish itself from other forms of puppetry (especially glove puppets), which also involved a tethering to the newly-emergent realist aesthetic across the arts".Garland, p. 66. Non-Anderson productions using similar techniques The puppet series Space Patrol, created by Roberta Leigh and Arthur Provis and filmed by Leigh's company National Interest Picture Productions, used marionettes similar to those of APF's early series (including the use of automatic mouth movement).
Revised:  Non-Anderson productions using similar techniques The puppet series Space Patrol, created by Roberta Leigh and Arthur Provis and filmed by Leigh's company National Interest Picture Productions, used marionettes similar to those of APF's early series (including the use of automatic mouth movement).
Edit intent: meaning-changed
Original:   "200" , a 2006 episode of the live-action series Stargate SG-1 , features a self-parody in which the characters are played by Supermarionation-style puppets.
Revised:  A Stargate SG-1 episode, "200" , a 2006 episode of the live-action series Stargate SG-1 , features a self-parody in which the characters are played by Supermarionation-style puppets.
Edit intent: coherence
Original:   "200" , a 2006 episode of the live-action series Stargate SG-1 , features a self-parody in which the characters are played by Supermarionation-style puppets.
Revised:  "200" ( 2006 episode of the live-action series Stargate SG-1 , features a self-parody in which the characters are played by Supermarionation-style puppets.
Edit intent: fluency
Original: e A learning resource center  is a facility within a school, staffed by a specialist, containing several information sources . Purpose: Information and communication development opportunities and information flow are the big challenges arising from a dedicated review of most educational questions, whether from theoretical frames or material.
Revised:  A learning resource center is a facility within a school, staffed by a specialist, containing several information sources . Purpose: Information and communication development opportunities and information flow are the big challenges arising from a dedicated review of most educational questions, whether from theoretical frames or material.
Edit intent: fluency
Original: e A learning resource center  is a facility within a school, staffed by a specialist, containing several information sources . Purpose: Information and communication development opportunities and information flow are the big challenges arising from a dedicated review of most educational questions, whether from theoretical frames or material.
Revised: e A learning resource center (LRC) is a facility within a school, staffed by a specialist, containing several information sources . Purpose: Information and communication development opportunities and information flow are the big challenges arising from a dedicated review of most educational questions, whether from theoretical frames or material.
Edit intent: clarity
Original: e A learning resource center  is a facility within a school, staffed by a specialist, containing several information sources . Purpose: Information and communication development opportunities and information flow are the big challenges arising from a dedicated review of most educational questions, whether from theoretical frames or material.
Revised: e A learning resource center is a facility within a school, staffed by a specialist, containing several information sources to facilitate education for students and staff. It differs from a regular school library in its additional focus on multimedia resources and information technology. Purpose: Information and communication development opportunities and information flow are the big challenges arising from a dedicated review of most educational questions, whether from theoretical frames or material.
Edit intent: meaning-changed
Original: e A learning resource center  is a facility within a school, staffed by a specialist, containing several information sources . Purpose: Information and communication development opportunities and information flow are the big challenges arising from a dedicated review of most educational questions, whether from theoretical frames or material. School libraries are therefore considered one of the most important resources within educational facilities. The need to develop school libraries is urgent in that, on the one hand there is a need to convey information through a wide diversity of technologies and resources , and on the other hand, there is a myriad of new teaching and student roles to support. Within this view, came the project of Learning Resource Centers. The objective is to raise school libraries to an international and more technical standard. Learning Resource Centers can also be institutionalized in various institutions for teaching and learning purposes. Generally, the purpose of a resource center is to advance the learning experience of students and teachers in any educational sector.
Revised: e A learning resource center is a facility within a school, staffed by a specialist, containing several information sources . 
Edit intent: coherence
Original: %DIFDELCMD < %DIFDELCMD < %%% These learning resource centers based on educational trends which were established in the mid 1960's and 1970's, which focus on methods of self-learning, programmed learning and learning for mastery and learning throughout audio media, including the earliest beginnings  computer usage within learning processes.
Revised: %DIFDELCMD < %DIFDELCMD < %%% History LRCs are based on educational trends which were established in the mid 1960's and 1970's, which focus on methods of self-learning, programmed learning and learning for mastery and learning throughout audio media, including the earliest beginnings computer usage within learning processes.
Edit intent: clarity
Original: %DIFDELCMD < %DIFDELCMD < %%% These learning resource centers based on educational trends which were established in the mid 1960's and 1970's, which focus on methods of self-learning, programmed learning and learning for mastery and learning throughout audio media, including the earliest beginnings  computer usage within learning processes.
Revised: %DIFDELCMD < %DIFDELCMD < %%% These learning resource centers based on educational trends established in the mid 1960's and 1970's, which focus on methods of self-learning, programmed learning and learning for mastery and learning throughout audio media, including the earliest beginnings computer usage within learning processes.
Edit intent: clarity
Original: %DIFDELCMD < %DIFDELCMD < %%% These learning resource centers based on educational trends which were established in the mid 1960's and 1970's, which focus on methods of self-learning, programmed learning and learning for mastery and learning throughout audio media, including the earliest beginnings  computer usage within learning processes.
Revised: %DIFDELCMD < %DIFDELCMD < %%% These learning resource centers based on educational trends which were established in the mid 1960's and 1970's, which focus on methods of self-learning, programmed learning and learning for mastery and learning throughout audio media, including the earliest beginnings of computer usage within learning processes.
Edit intent: fluency
Original:  Since, information technology and teaching and learning theories have  added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Revised:  Information technology and teaching and learning theories have added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Edit intent: coherence
Original:  Since, information technology and teaching and learning theories have  added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Revised:  Since, information technology and teaching and learning theories have since added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Edit intent: coherence
Original:  Since, information technology and teaching and learning theories have  added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Revised:  Since, information technology and teaching and learning theories have added a new dimension to LRCs, which are growing in need , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Edit intent: clarity
Original:  Since, information technology and teaching and learning theories have  added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Revised:  Since, information technology and teaching and learning theories have added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic , which has forced educational institutions to rely on online resources in a greater way than ever before.
Edit intent: fluency
Original:  Since, information technology and teaching and learning theories have  added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources in a greater way than ever before.
Revised:  Since, information technology and teaching and learning theories have added a new dimension into the learning resource centers concept, which is only growing in requirement , particularly since the COVID-19 pandemic which forced educational institutions to rely on online resources more than ever before.
Edit intent: clarity