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[5] [3] [6] In a more modern usage, the plural form is also used. In academic discourse, evidence plays a central role in epistemology and in the philosophy of science. Reference to evidence is made in many different fields, like in science, in the legal system, in history, in journalism and in everyday discourse.
Noun class 1 refers to mass nouns, collective nouns, and abstract nouns. examples: вода 'water', любовь 'love' Noun class 2 refers to items with which the eye can focus on and must be non-active examples: дом 'house', школа 'school' Noun class 3 refers to non-humans that are active. examples: рыба 'fish', чайка 'seagull'
For example, in Spanish, nouns composed of a verb and its plural object usually have the verb first and noun object last (e.g. the legendary monster chupacabras, literally "sucks-goats", or in a more natural English formation "goatsucker") and the plural form of the object noun is retained in both the singular and plural forms of the compound ...
Latin has different singular and plural forms for nouns, verbs, and adjectives, in contrast to English where adjectives do not change for number. [10] Tundra Nenets can mark singular and plural on nouns, verbs, adjectives, adverbs, and postpositions. [11] However, the most common part of speech to show a number distinction is pronouns.
In English, the most common formation of plural nouns is by adding an -s suffix to the singular noun. (For details and different cases, see English plurals.) Just like in English, noun plurals in French, Spanish, and Portuguese are also typically formed by adding an -s suffix to the lemma form, sometimes combining it with an additional vowel ...
A plural of a countable noun should never be treated as a partial title match when determining primary topic. Encyclopedic uses are given more weight than dictionary uses, per WP:NOTADICTIONARY . This may mean that if there is not an article at the singular form, it is more likely that a plural form can establish a separate primary topic.
Plural nouns can also appear with or without a determiner, e.g. books vs. the books, ideas vs. the ideas, etc. Since nouns that lack an overt determiner have the same basic distribution as nouns with a determiner, the DP-analysis should, if it wants to be consistent, posit the existence of a null determiner every time an overt determiner is absent.
Here, it is illustrated that both "students" and "books" act as bare neutral nouns that can behave as singular, plural, or a mass noun depending on the context. This allows for each sentence to have up to nine interpretations (any pair of three possibilities). This being said, a mass vs count distinction can exist when a classifier is added.