Grammar

The English language was introduced to the Americas by the arrival of the English, beginning in the late 16th century. The language also spread to numerous other parts of the world as a result of British trade and settlement and the spread of the former British Empire, which, by 1921, included 470–570 million people, about a quarter of the world's population. In England, Wales, Ireland and especially parts of Scotland there are differing varieties of the English language, so the term 'British English' is an oversimplification. Likewise, spoken American English varies widely across the country. Written forms of British and American English as found in newspapers and textbooks vary little in their essential features, with only occasional noticeable differences.

Over the past 400 years, the forms of the language used in the Americas—especially in the United States—and that used in the United Kingdom have diverged in a few minor ways, leading to the versions now often referred to as American English and British English. Differences between the two include pronunciation, grammar, vocabulary (lexis), spelling, punctuation, idioms, and formatting of dates and numbers. However, the differences in written and most spoken grammar structure tend to be much fewer than in other aspects of the language in terms of mutual intelligibility. A few words have completely different meanings in the two versions or are even unknown or not used in one of the versions. One particular contribution towards integrating these differences came from Noah Webster, who wrote the first American dictionary (published 1828) with the intention of unifying the disparate dialects across the United States and codifying North American vocabulary which was not present in British dictionaries.

A word is a basic element of language that carries meaning, can be used on its own, and is uninterruptible. Despite the fact that language speakers often have an intuitive grasp of what a word is, there is no consensus among linguists on its definition and numerous attempts to find specific criteria of the concept remain controversial. Different standards have been proposed, depending on the theoretical background and descriptive context; these do not converge on a single definition. Some specific definitions of the term "word" are employed to convey its different meanings at different levels of description, for example based on phonological, grammatical or orthographic basis. Others suggest that the concept is simply a convention used in everyday situations.

The concept of "word" is distinguished from that of a morpheme, which is the smallest unit of language that has a meaning, even if it cannot stand on its own. Words are made out of at least one morpheme. Morphemes can also be joined to create other words in a process of morphological derivation. In English and many other languages, the morphemes that make up a word generally include at least one root (such as "rock", "god", "type", "writ", "can", "not") and possibly some affixes ("-s", "un-", "-ly", "-ness"). Words with more than one root ("[type][writ]er", "[cow][boy]s", "[tele][graph]ically") are called compound words. Contractions ("can't", "would've") are words formed from multiple words made into one. In turn, words are combined to form other elements of language, such as phrases ("a red rock", "put up with"), clauses ("I threw a rock"), and sentences ("I threw a rock, but missed").

In linguistics and grammar, a sentence is a linguistic expression, such as the English example "The quick brown fox jumps over the lazy dog." In traditional grammar, it is typically defined as a string of words that expresses a thought, or as a unit consisting of a subject and predicate. In non-functional linguistics it is typically defined as a maximal unit of syntactic structure such as a constituent. In functional linguistics, it is defined as a unit of written texts delimited by graphological features such as upper-case letters and markers such as periods, question marks, and exclamation marks. This notion contrasts with a curve, which is delimited by phonologic features such as pitch and loudness and markers such as pauses; and with a clause, which is a sequence of words that represents some process going on throughout time.A sentence can include words grouped meaningfully to express a statement, question, exclamation, request, command, or suggestion.

In linguistics, grammaticality is determined by the conformity to language usage as derived by the grammar of a particular speech variety. The notion of grammaticality rose alongside the theory of generative grammar, the goal of which is to formulate rules that define well-formed, grammatical sentences. These rules of grammaticality also provide explanations of ill-formed, ungrammatical sentences.

In theoretical linguistics, a speaker's judgement on the well-formedness of a linguistic 'string'—called a grammaticality judgement—is based on whether the sentence is interpreted in accordance with the rules and constraints of the relevant grammar. If the rules and constraints of the particular lect are followed, then the sentence is judged to be grammatical. In contrast, an ungrammatical sentence is one that violates the rules of the given language variety.

In grammar, a phrase—called an expression in some contexts—is a group of one or more words acting as a grammatical unit. For instance, the English expression "the very happy squirrel" is a noun phrase which contains the adjective phrase "very happy". Phrases can consist of a single word or a complete sentence. In theoretical linguistics, phrases are often analyzed as units of syntactic structure such as a constituent. There is a difference between the common use of the term phrase and its technical use in linguistics. In common usage, a phrase is usually a group of words with some special idiomatic meaning or other significance, such as "all rights reserved", "economical with the truth", or "kick the bucket". It may be a euphemism, a saying or proverb, a fixed expression, a figure of speech, etc. In linguistics, these are known as phrasemes.

In theories of syntax, a phrase is any group of words, or sometimes a single word, which plays a particular role within the syntactic structure of a sentence. It does not have to have any special meaning or significance, or even exist anywhere outside of the sentence being analyzed, but it must function there as a complete grammatical unit. For example, in the sentence Yesterday I saw an orange bird with a white neck, the words an orange bird with a white neck form a noun phrase, or a determiner phrase in some theories, which functions as the object of the sentence.

Language is a structured system of communication that consists of grammar and vocabulary. It is the primary means by which humans convey meaning, both in spoken and signed forms, and may also be conveyed through writing. Human language is characterized by its cultural and historical diversity, with significant variations observed between cultures and across time. Human languages possess the properties of productivity and displacement, which enable the creation of an infinite number of sentences, and the ability to refer to objects, events, and ideas that are not immediately present in the discourse. The use of human language relies on social convention and is acquired through learning.

Estimates of the number of human languages in the world vary between 5,000 and 7,000. Precise estimates depend on an arbitrary distinction (dichotomy) established between languages and dialects. Natural languages are spoken, signed, or both; however, any language can be encoded into secondary media using auditory, visual, or tactile stimuli – for example, writing, whistling, signing, or braille. In other words, human language is modality-independent, but written or signed language is the way to inscribe or encode the natural human speech or gestures.

The language of thought hypothesis (LOTH), sometimes known as thought ordered mental expression (TOME), is a view in linguistics, philosophy of mind and cognitive science, put forward by American philosopher Jerry Fodor. It describes the nature of thought as possessing "language-like" or compositional structure (sometimes known as mentalese). On this view, simple concepts combine in systematic ways (akin to the rules of grammar in language) to build thoughts. In its most basic form, the theory states that thought, like language, has syntax.

Using empirical evidence drawn from linguistics and cognitive science to describe mental representation from a philosophical vantage-point, the hypothesis states that thinking takes place in a language of thought (LOT): cognition and cognitive processes are only 'remotely plausible' when expressed as a system of representations that is "tokened" by a linguistic or semantic structure and operated upon by means of a combinatorial syntax. Linguistic tokens used in mental language describe elementary concepts which are operated upon by logical rules establishing causal connections to allow for complex thought. Syntax as well as semantics have a causal effect on the properties of this system of mental representations.

A question is an utterance which serves as a request for information. Questions are sometimes distinguished from interrogatives, which are the grammatical forms, typically used to express them. Rhetorical questions, for instance, are interrogative in form but may not be considered bona fide questions, as they are not expected to be answered.

Questions come in a number of varieties. For instance; Polar questions are those such as the English example "Is this a polar question?", which can be answered with "yes" or "no". Alternative questions such as "Is this a polar question, or an alternative question?" present a list of possibilities to choose from. Open questions such as "What kind of question is this?" allow many possible resolutions.

In linguistics, a numeral in the broadest sense is a word or phrase that describes a numerical quantity. Some theories of grammar use the word "numeral" to refer to cardinal numbers that act as a determiner that specify the quantity of a noun, for example the "two" in "two hats". Some theories of grammar do not include determiners as a part of speech and consider "two" in this example to be an adjective. Some theories consider "numeral" to be a synonym for "number" and assign all numbers (including ordinal numbers like "first") to a part of speech called "numerals". Numerals in the broad sense can also be analyzed as a noun ("three is a small number"), as a pronoun ("the two went to town"), or for a small number of words as an adverb ("I rode the slide twice").

Numerals can express relationships like quantity (cardinal numbers), sequence (ordinal numbers), frequency (once, twice), and part (fraction).

Liberal arts education (from Latin liberalis 'free' and ars 'art or principled practice') is a traditional academic course in Western higher education, which traditionally covers the natural sciences, social sciences, arts, and humanities. Liberal arts takes the term art in the sense of a learned skill rather than specifically the fine arts. Liberal arts education can refer to studies in a liberal arts degree course or to a university education more generally. Such a course of study contrasts with those that are principally vocational, professional, or technical, as well as religiously based courses.

The term liberal arts for an educational curriculum dates back to classical antiquity in the West, but has changed its meaning considerably, mostly expanding it. The seven subjects in the ancient and medieval meaning came to be divided into the trivium of rhetoric, grammar, and logic, and the quadrivium of astronomy, arithmetic, geometry, and music. Liberal arts colleges and schools often have names such as arts and social sciences, arts and sciences and humanities. Liberal arts degrees from today's universities and colleges traditionally include the following disciplines: Anthropology, English, Literature, Fine arts, Foreign languages, Philosophy, Psychology, Sociology, Music, Journalism, Economics, Law, Communications, Architecture, Creative arts, Art, and History. Degrees in Liberal studies are often confused with those in a liberal arts discipline. Liberal studies refers to degrees with a broad curriculum, across multiple liberal arts disciplines and/or sciences and technologies.