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In grammar, a part of speech or part-of-speech (abbreviated as POS or PoS, also known as word class [1] or grammatical category [2] [3]) is a category of words (or, more generally, of lexical items) that have similar grammatical properties.
The category of articles constitutes a part of speech. In English, both "the" and "a(n)" are articles, which combine with nouns to form noun phrases. Articles typically specify the grammatical definiteness of the noun phrase, but in many languages, they carry additional grammatical information such as gender, number, and case.
English parts of speech are based on Latin and Greek parts of speech. [40] Some English grammar rules were adopted from Latin, for example John Dryden is thought to have created the rule no sentences can end in a preposition because Latin cannot end sentences in prepositions.
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In modern grammar, a particle is a function word that must be associated with another word or phrase to impart meaning, i.e., it does not have its own lexical definition. [citation needed] According to this definition, particles are a separate part of speech and are distinct from other classes of function words, such as articles, prepositions, conjunctions and adverbs.
The parts of speech are an important element of traditional grammars, since patterns of inflection and rules of syntax each depend on a word's part of speech. [12]Although systems vary somewhat, typically traditional grammars name eight parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections.
The tagged Brown Corpus used a selection of about 80 parts of speech, as well as special indicators for compound forms, contractions, foreign words and a few other phenomena, and formed the model for many later corpora such as the Lancaster-Oslo-Bergen Corpus (British English from the early 1990s) and the Freiburg-Brown Corpus of American ...
A series of metastudies have found that the explicit teaching of grammatical parts of speech and syntax has little or no effect on the improvement of student writing quality in elementary school, middle school or high school; other methods of writing instruction had far greater positive effect, including strategy instruction, collaborative ...