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diff --git a/2004-en-alt/ithkuil-ch5a-verb-morphology1.html b/2004-en-alt/ithkuil-ch5a-verb-morphology1.html index 49dace0..420f56f 100755..100644 --- a/2004-en-alt/ithkuil-ch5a-verb-morphology1.html +++ b/2004-en-alt/ithkuil-ch5a-verb-morphology1.html @@ -92,8 +92,8 @@ </TR> </TBODY></TABLE> </DIV> -<P align="justify">The Ithkuil verbal formative (termed verb in - this chapter for simplicitys sake) is the workhorse of the language, +<P align="justify">The Ithkuil verbal formative (termed âverbâ in + this chapter for simplicityâs sake) is the workhorse of the language, inflecting for twenty-two different morphological categories. These include the eight categories shared by all formatives and already discussed in <A href="ithkuil-ch3-morphology.html">Chapter 3</A>: <STRONG>Configuration, Affiliation, Perspective, Extension, Focus, Essence, @@ -129,10 +129,10 @@ </TBODY></TABLE> <P align="justify">A highly stilted but approximate English translation of the above, capturing as many of the nuances of the Ithkuil phrase as possible, would - be: <EM>
despite apparently being on the verge, contrary to the + be: â<EM>âŠdespite apparently being on the verge, contrary to the allegation, of just so happening to want to succeed in vowing to maybe return periodically to the honorable practice of superlative architecture for others - to follow by example</EM> </P> + to follow by example</EM>â </P> <P align="justify">In this chapter we will examine eight of the 14 morphological categories particular to verbal formatives. The six categories specific to aspectual adjuncts will be described in <A href="ithkuil-ch6-moreverbs.html">Chapter @@ -190,13 +190,13 @@ </TR> </TBODY></TABLE> <P align="justify">The <FONT size="2">DIRECTIVE</FONT> illocution is marked by - the affix -<STRONG></STRONG>- (i.e., the glottal stop). For stems whose + the affix -<STRONG>â</STRONG>- (i.e., the glottal stop). For stems whose C<FONT size="1">1</FONT> radical is a single stop or affricate consonant (i.e., <IMG src="assets/5-1-2a.gif" width="271" height="18" align="absbottom"> plus corresponding ejectives or aspirates) in mutational grades 1 through 8, this illocution is shown by gemination of the initial consonant of C<FONT size="1">1</FONT> consonantal form rather than by a glottal stop (e.g., <STRONG> <FONT size="2" face="Arial, Helvetica, sans-serif">aqq<IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle">wet</FONT></STRONG>, - not <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>aq<FONT size="2" face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle"></FONT>wet</STRONG></FONT>). + not <FONT size="2" face="Arial, Helvetica, sans-serif"><STRONG>aâq<FONT size="2" face="Arial, Helvetica, sans-serif"><IMG src="assets/aspiration-h.gif" width="4" height="17" align="absmiddle"></FONT>wet</STRONG></FONT>). The <FONT size="2">DIRECTIVE</FONT> illocution is for the purpose of committing the hearer to undertake a course of action represented by the proposition, where the proposition describes a mental wish, desire, or intention on the part of @@ -266,7 +266,7 @@ </TBODY></TABLE> </DIV> <P align="justify">The <FONT size="2">DECLARATIVE</FONT> illocution is marked - by the affix -<FONT face="Arial, Helvetica, sans-serif"><STRONG>ç</STRONG></FONT>- + by the affix -<FONT face="Arial, Helvetica, sans-serif"><STRONG>ç</STRONG></FONT>- with alternate forms -<FONT face="Arial, Helvetica, sans-serif"><STRONG>p</STRONG></FONT>-, -<STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG>- or -<FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT>- where euphonically appropriate and/or to avoid confusion with a geminated C<FONT size="1">1</FONT> @@ -275,9 +275,9 @@ convention, cultural rules, law, subjective authority, or personal authority or control of a situation. The commitment imposed upon the hearer is one of recognition or non-recognition. Such utterances include declarations, announcements, - proclamations, and various performative expressions. Certain languages + proclamations, and various âperformativeâ expressions. Certain languages mark this function of a verb using a mood known as hortative. Examples would - be: <EM>I dub thee Clown Master!, The king will hear all grievances + be: <EM>I dub thee âClown Masterâ!, The king will hear all grievances at noon each day, This court is now in session, We hereby declare this treaty null and void!</EM></P> <P align="justify"> </P> @@ -304,11 +304,11 @@ one is not asking <EM>Would you like to dance with me?</EM> Rather, one is expressing what can only be translated either a specialized command <EM>(State whether) you will dance with me</EM> or a specialized assertion <EM>(I inquire whether) - you will dance with me</EM>. One does not say <EM>Whats your name?</EM>, + you will dance with me</EM>. One does not say <EM>Whatâs your name?</EM>, but rather <EM>Tell me your name</EM>. </P> <P align="justify">Indeed, Ithkuil has no words corresponding to the English words - question or ask, the nearest equivalents being derived - from the words for investigation and determine. + âquestionâ or âask,â the nearest equivalents being derived + from the words for âinvestigationâ and âdetermine.â Consequently, there is no question mark used at the end of the sentence, nor does the pitch of the voice rise as is usual with Western languages when asking questions. The commitment on the part of the listener in regard to the <FONT size="2">INTERROGATIVE</FONT> @@ -332,8 +332,8 @@ used where euphonically appropriate and/or to avoid confusion with a geminated C<FONT size="1">1</FONT> consonantal form. The <FONT size="2">ADMONITIVE</FONT> is used for admonitions and warnings, corresponding to English phrases such - as (I) caution you lest
, (I) warn you against
, - or Be careful not to
. The utterance is neither true nor + as â(I) caution you lestâŠ,â â(I) warn you againstâŠ,â + or âBe careful not toâŠ.â The utterance is neither true nor false because it describes only a potential act or situation which may occur unless avoided. The commitment on the part of the hearer is to assess the degree of likelihood of the potentiality, followed by a choice whether to heed or ignore/defy @@ -356,7 +356,7 @@ verb, i.e., participation by one party automatically implies participation by another party to the same act, event, or state in either a parallel, corollary, or complementary fashion. Such dual participation occurs naturally in the verbs - of world languages and is the province of what is known as co-active + of world languages and is the province of what is known as âco-activeâ verbs. While all languages implicitly have co-active verbs, Ithkuil explicitly shows this dual participation in a formal and systematic way. To illustrate the concept of co-activity in English compare the following pairs of sentences:</P> @@ -405,31 +405,31 @@ that the verbs <EM>find</EM>, <EM>throw at</EM>, and <EM>perform</EM> have been replaced by the semantically similar <EM>meet</EM>, <EM>throw</EM>, and <EM>entertain</EM>. Nevertheless, the use of inanimate objects with these latter three verbs appears - unacceptable. The reason is that the verbs in the first set are mono-active, + unacceptable. The reason is that the verbs in the first set are âmono-active,â i.e., they do not require that the object participate in the action in any way, - whereas the verbs in the second set are co-active, requiring that + whereas the verbs in the second set are âco-active,â requiring that the object participate in the action along with the subject. Thus, while I can <EM>find</EM> an old man without the old man doing anything about it or even being aware of it, I cannot <EM>meet</EM> an old man without the old man also meeting me. I can <EM>throw a ball at Sam</EM> without Sam noticing, but if I <EM>throw Sam a ball</EM> it implies that he is expected to participate by - catching it. Similarly, I can <EM>perform</EM> in front of someone even if theyre - asleep, but I cant <EM>entertain</EM> them unless they are participating + catching it. Similarly, I can <EM>perform</EM> in front of someone even if theyâre + asleep, but I canât <EM>entertain</EM> them unless they are participating in the situation by observing me. </P> <P align="justify">The participatory relationship involving the second party of a co-active verb differs depending on the context. It can be a parallel relationship (i.e., both parties participate identically) as implied by the English adverb - together in <EM>He and I jog together</EM>, or a reciprocal relationship + âtogetherâ in <EM>He and I jog together</EM>, or a reciprocal relationship as in the sentence <EM>I met the old man</EM> (i.e., and so he met me) or in - verbs used with the adverbial phrase each other, as in <EM>We + verbs used with the adverbial phrase âeach other,â as in <EM>We love each other</EM>. The relationship can be one of accompaniment as in <EM>I played along with him</EM> (e.g., as he sang), or a complementary relationship as in <EM>I threw Sam the ball</EM> (i.e., and so he caught it).</P> <P align="justify">Other sorts of co-active relationships are possible. It is the differences in these relationships that are systematized in Ithkuil into the category called valence. In English and other languages co-activity is rarely - explicit and systematic (the use of adverbs such as together, - each other, or prefixes such as out- as in <EM>out-perform</EM> + explicit and systematic (the use of adverbs such as âtogether,â + âeach other,â or prefixes such as âout-â as in <EM>out-perform</EM> are some exceptions), and when lexified within a verb itself, are implicitly specific to that verb, giving rise to monoactive/co-active pairs such as <EM>find/meet, throw at/throw, perform/entertain</EM>, etc. </P> @@ -455,7 +455,7 @@ where <STRONG>V<FONT size="1">v</FONT></STRONG> is the vocalic prefix signifying the valence and version of the verb. These prefixes are shown below in Table 12. Following the table are explanations of each valence. It should be noted - that placement of a glottal stop infix -<STRONG></STRONG>- between the + that placement of a glottal stop infix -<STRONG>â</STRONG>- between the <STRONG>V<FONT size="1">v</FONT></STRONG> prefix and <IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> assigns positive focus <STRONG>+FC</STRONG> to the main verb.</P> <P><BR> @@ -528,7 +528,7 @@ </DIV> <P align="justify">The <FONT size="2">RECIPROCAL</FONT> valence indicates identical activity by each party directed at the other, thus translating the English adverbial - phrases each other and one another, as in <EM>They + phrases âeach otherâ and âone another,â as in <EM>They looked at each other, The clown and the grocer despise one another</EM>.</P> <P align="justify"> </P> <DIV align="justify"> @@ -543,13 +543,13 @@ </DIV> <P align="justify">The <FONT size="2">COMPLEMENTARY</FONT> valence indicates that the second party performs a complementary activity to that of the first party. - By complementary is meant an activity different from that of the + By âcomplementaryâ is meant an activity different from that of the first party, but necessary to complete the whole of the joint activity, i.e., - the other half of the joint activity. This is exemplified in sentences + the âother halfâ of the joint activity. This is exemplified in sentences such as <EM>The man and his son played catch, Hortense took me into the woods, - The clown read the children a story</EM>, where played catch implies - the complementary activities of throwing and catching, took (into the - woods) implies someone leading while the other follows, and read + The clown read the children a story</EM>, where âplayed catchâ implies + the complementary activities of throwing and catching, âtook (into the + woods)â implies someone leading while the other follows, and âreadâ implies a reader and an audience.</P> <P align="justify"></P> <DIV align="justify"> @@ -566,12 +566,12 @@ a second party engages in a completely unrelated activity from the first, i.e., an incidental or circumstantial co-activity. There is no direct way to exemplify this valence in English translation other than to add a periphrastic clause - such as while the other did something else as in <EM>He shaved + such as âwhile the other did something elseâ as in <EM>He shaved while she did something else</EM>. The way an Ithkuil sentence would utilize this valence would be in sentences overtly constructed to say, for example, - They were in the house with the <FONT size="2">NONRELATIONAL</FONT> - valence rendering a connotation of
where one party was doing one - thing while the other did something else.</P> + âThey were in the houseâ with the <FONT size="2">NONRELATIONAL</FONT> + valence rendering a connotation of ââŠwhere one party was doing one + thing while the other did something else.â</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -585,7 +585,7 @@ </DIV> <P align="justify">The <FONT size="2">DUPLICATIVE</FONT> valence indicates that the second party copies or repeats the activity of the first party, as in the - sentences <EM>Lets draw a picture</EM> (i.e., Ill draw it first, + sentences <EM>Letâs draw a picture</EM> (i.e., Iâll draw it first, then you draw the same picture), <EM>They both read that book</EM> (i.e., first one, then the other), <EM>I bought a new car</EM> (i.e., and now someone else is buying a new car, too).</P> @@ -603,9 +603,9 @@ <P align="justify">The <FONT size="2">DEMONSTRATIVE</FONT> valence indicates that the first party demonstrates for the second party how to do something or what to do. Thus an Ithkuil sentence constructed as <EM>We played chess</EM> with - the verb in the <FONT size="2">DEMONSTRATIVE</FONT> valence would mean I - showed her how to play chess, while the sentence constructed as <EM>They - fought us</EM> in this valence would mean They taught us how to fight.</P> + the verb in the <FONT size="2">DEMONSTRATIVE</FONT> valence would mean âI + showed her how to play chess,â while the sentence constructed as <EM>They + fought us</EM> in this valence would mean âThey taught us how to fight.â</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -620,10 +620,10 @@ <P align="justify">The <FONT size="2">RESISTIVE</FONT> valence indicates that the second party resists or attempts to avoid participating in the activity of the first party. This sense can sometimes be suggested in English using the - adverbs anyway, nevertheless, or adverbial phrases - such as just the same, as in sentences such as <EM>We took the - children to see the clowns anyway</EM> (i.e., they didnt want to go), - <EM>They fed me liver just the same</EM> (i.e., I cant stand liver), + adverbs âanyway,â ânevertheless,â or adverbial phrases + such as âjust the same,â as in sentences such as <EM>We took the + children to see the clowns anyway</EM> (i.e., they didnât want to go), + <EM>They fed me liver just the same</EM> (i.e., I canât stand liver), <EM>Nevertheless, he told us the story</EM> (i.e., despite our not wanting to hear it).</P> <P align="justify"> </P> @@ -672,9 +672,9 @@ </DIV> <P align="justify">The <FONT size="2">PARTICIPATIVE</FONT> valence indicates that the parties take part in an activity involving a greater whole, translatable - by the English phrase take part in.
Thus, the Ithkuil sentence - <EM>They raced </EM>in the <FONT size="2">PARTICIPATIVE</FONT> means They - each took part in the race.</P> + by the English phrase âtake part in.âŠâ Thus, the Ithkuil sentence + <EM>They raced </EM>in the <FONT size="2">PARTICIPATIVE</FONT> means âThey + each took part in the race.â</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -687,11 +687,11 @@ </TBODY></TABLE> </DIV> <P align="justify">The <FONT size="2">INDICATIVE</FONT> valence indicates that - the second party perceives a cue, nuance, or implication from the first partys + the second party perceives a cue, nuance, or implication from the first partyâs activity. Thus the sentence <EM>I looked at her</EM> in the <FONT size="2">INDICATIVE</FONT> - would mean She understood what I meant from my looking at her - while the sentence <EM>I spoke to them</EM> would mean They gleaned what - I really meant from my words.</P> + would mean âShe understood what I meant from my looking at herâ + while the sentence <EM>I spoke to them</EM> would mean âThey gleaned what + I really meant from my words.â</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -722,7 +722,7 @@ </TBODY></TABLE> <P align="justify">Version refers to a six-way aspectual distinction indicating whether the verb refers to an act, event or state which is goal- or result-oriented, - and/or whether it has been successfully actualized subsequent to ones + and/or whether it has been successfully actualized subsequent to oneâs initial intention. Like many Ithkuil morphological categories, version addresses semantic distinctions which are usually rendered by lexical differentiation (i.e., word choice) in other languages. </P> @@ -867,19 +867,19 @@ versions respectively but are specific to acts, events, or states initially expressed (whether explicitly or implicitly) as unrealized intentions, attempts, desires, needs, etc., often in conjunction with a modality affix to the verb - (see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 5.5</A>). Such unrealized + (see <A href="ithkuil-ch5b-verbs-contd.htm#Sec5o5">Sec. 5.5</A>). Such âunrealizedâ verbs are exemplified in the following sentences: <EM>I want to dance, She needs to work, I tried to finish, She must find him, I choose to celebrate</EM>. Each - of these sentences in itself does not specify whether the action was realized - or not, i.e., just because I want to dance doesnt necessarily mean that - I actually do dance; her need to work doesnt tell us by itself whether + of these sentences in itself does not specify whether the action was ârealizedâ + or not, i.e., just because I want to dance doesnât necessarily mean that + I actually do dance; her need to work doesnât tell us by itself whether she in fact will work, etc.</P> <P align="justify">The <FONT size="2">INEFFECTUAL</FONT> version indicates that - the outcome of an unrealized <FONT size="2">PROCESSUAL</FONT> + the outcome of an âunrealizedâ <FONT size="2">PROCESSUAL</FONT> verb is unsuccessful. Thus the sentence <EM>I want to dance</EM> in the <FONT size="2">INEFFECTUAL</FONT> - would be translated as <EM>I want to dance but Im not going to</EM>, + would be translated as <EM>I want to dance but Iâm not going to</EM>, while the sentence <EM>I tried to eat</EM> in the <FONT size="2">INEFFECTUAL</FONT> - means <EM>I tried to eat but couldnt</EM>.</P> + means <EM>I tried to eat but couldnât</EM>.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -892,12 +892,12 @@ </TBODY></TABLE> </DIV> <P align="justify">The <FONT size="2">INCOMPLETIVE</FONT> version indicates that - the outcome of an unrealized <FONT size="2">COMPLETIVE</FONT> + the outcome of an âunrealizedâ <FONT size="2">COMPLETIVE</FONT> verb is unsuccessful. It functions identically to the <FONT size="2">INEFFECTUAL</FONT>, except that it refers to a verb that is result/goal-oriented, as illustrated in the comparative chart shown above for the <FONT size="2">COMPLETIVE</FONT> version. Thus, the sentence <EM>I tried to eat</EM> in the <FONT size="2">INCOMPLETIVE</FONT> - means <EM>I tried to eat all of it but couldnt</EM>.</P> + means <EM>I tried to eat all of it but couldnât</EM>.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -912,7 +912,7 @@ <P align="justify">Complementing the <FONT size="2">INEFFECTUAL</FONT>, the <FONT size="2">POSITIVE</FONT> version indicates an intention brought to reality. Thus the sentence <EM>I want to dance</EM> in the <FONT size="2">POSITIVE</FONT> would be translated as <EM>I - want to dance and so Im going to</EM>, while the sentence <EM>I tried + want to dance and so Iâm going to</EM>, while the sentence <EM>I tried to eat</EM> in the <FONT size="2">POSITIVE</FONT> means <EM>I succeeded in eating something</EM>.</P> <P align="justify"> </P> @@ -958,24 +958,24 @@ <P>1. <EM>He bicycled south. = </EM>He traveled south by bicycle.<BR> 2. <EM>She dolled herself up</EM>. = She made herself look as pretty as a doll.<BR> - 3. <EM>Theyre shelving the books</EM>. = Theyre putting the + 3. <EM>Theyâre shelving the books</EM>. = Theyâre putting the books on the shelf/shelves.<BR> 4. <EM>Slide me a beer</EM>. = Give me a beer by sliding it (e.g., along the bar).</P> </BLOCKQUOTE> <P align="justify">The above sentences show four verbs which respectively carry inherent senses of vector movement, transformation, positioning/placement, and - giving. The patterning of such conflated verbs is usually random + giving. The patterning of such âconflatedâ verbs is usually random and haphazard in any given language. For example, the English <EM>to bicycle</EM> - in sentence (1) means to travel by means of bicycle, not to - make a bicycle or to be a bicycle. On the other hand, the - verb <EM>to doll up</EM> does not mean to travel by doll, but - rather to make appear like a doll. Yet, <EM>to shelve</EM> means - to place on a shelf, not to travel by means of shelves - or to make appear like a shelf. And none of the verbs in the first + in sentence (1) means âto travel by means of bicycle,â not âto + make a bicycleâ or âto be a bicycle.â On the other hand, the + verb <EM>to doll up</EM> does not mean to âtravel by doll,â but + rather âto make appear like a doll.â Yet, <EM>to shelve</EM> means + âto place on a shelf,â not âto travel by means of shelvesâ + or âto make appear like a shelf.â And none of the verbs in the first three sentences connotes the idea of giving or conveyance as does <EM>slide</EM> in sentence (4).</P> -<P align="justify">As can be seen, verb conflation is essentially a short-cut +<P align="justify">As can be seen, verb conflation is essentially a âshort-cutâ way of combining an unspoken primary verbal sense (such as movement, transformation, placement, giving, etc.) with an overtly expressed verb that conveys a secondary sense such as means, manner, or location. This can be formally notated for our @@ -989,7 +989,7 @@ = <EM><STRONG>She dolled herself up</STRONG></EM>.</FONT></P> <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">They [1: (PUT+progressive) the books] [2: (TO-LOCATION-OF) shelves] <BR> - = <EM><STRONG>Theyre shelving the books</STRONG></EM>.</FONT></P> + = <EM><STRONG>Theyâre shelving the books</STRONG></EM>.</FONT></P> <P align="justify"><FONT size="2" face="Arial, Helvetica, sans-serif">[1: (GIVE+imperative)] a beer [2: (BY-MEANS-OF) sliding] to me <BR> = <EM><STRONG>Slide me a beer</STRONG></EM>.</FONT></P> @@ -997,15 +997,15 @@ <P align="justify">Note that the particular unspoken covert and overt senses (shown by the numerals 1 and 2 in the above analyses) are specific to any given verb and must be subjectively learned by the listener, i.e., a speaker of English - must learn that <EM>to hand</EM> means to GIVE by MEANS of ones hand, + must learn that <EM>to hand</EM> means to GIVE by MEANS of oneâs hand, but <EM>to shoulder</EM> does <STRONG>not</STRONG> mean to GIVE by MEANS of - ones shoulder. </P> + oneâs shoulder. </P> <P align="justify">Thus, while conflation of verbs presents a potential opportunity for instantiating verbs with patterns of overt and covert meaning, the lack of systemization prevents one from knowing with certainty what pattern to use when attempting to interpret the usage of a verb form. For example, imagine - an English speaker using a new verb form such as to apple, as - in <EM>Lets apple today</EM>. Would this mean <EM>to pick + an English speaker using a new verb form such as âto apple,â as + in <EM>Letâs âappleâ today</EM>. Would this mean <EM>to pick apples?, to eat apples?, to plant apples?, to bake apples?, to buy apples?, to turn something into an apple?, to wear apple-related clothing?</EM> Without a standardized system of conflation, the meaning of such a form could only be @@ -1045,7 +1045,7 @@ a shelf</EM>, etc. (The fact that such semantically anomalous forms are morphologically permissible presents no problem from a logical perspective and is inherent in human language, as exemplified in English by morphologically permissible but - semantically anomalous forms such as re-laugh or co-beer.)</P> + semantically anomalous forms such as âre-laughâ or âco-beer.â)</P> <P align="justify">The specifics of primary conflation, format, and derivative conflation are detailed in the following sections.</P> <P align="justify"> </P> @@ -1070,20 +1070,20 @@ <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">OPR</FONT></STRONG></FONT></DIV></TD> <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD><FONT size="2" face="Arial, Helvetica, sans-serif">To perform the action - of X; to do what X does; to carry out Xs function</FONT></TD> + of X; to do what X does; to carry out Xâs function</FONT></TD> </TR> <TR> <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">STA</FONT></STRONG></FONT></DIV></TD> <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD> <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Stative manifestation, - i.e. to be in a (temporary) state; does NOT mean be in the - sense of copula identification as in I am John</FONT></TD> + i.e. to be in a (temporary) state; does NOT mean âbeâ in the + sense of copula identification as in âI am Johnâ</FONT></TD> </TR> <TR> <TD bgcolor="#999999"> <DIV align="center"><FONT color="#FFFFFF" size="2"><STRONG><FONT face="Arial, Helvetica, sans-serif">MNF</FONT></STRONG></FONT></DIV></TD> <TD bgcolor="#CCCCCC"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD> <TD><FONT size="2" face="Arial, Helvetica, sans-serif">To manifest or be identified - as a specific entity; this is the nearest equivalent to the be + as a specific entity; this is the nearest equivalent to the âbeâ copula of identification in Western languages</FONT></TD> </TR> <TR> @@ -1133,7 +1133,7 @@ their respective suffixes to a valence adjunct. </P> <P align="justify">The astute reader may have noted in Table 14 above that the prefixes for the <FONT size="2">OPERATIVE</FONT> conflation are the same as - the default (i.e., conflation-less) Extension/Affiliation prefixes + the default (i.e., âconflation-lessâ) Extension/Affiliation prefixes for nouns previously shown in Table 11 of <A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec. 3.4</A>. One may ask, then, how one knows whether or not these particular prefixes are meant to show <FONT size="2">OPERATIVE</FONT> conflation on a formative. @@ -1154,7 +1154,7 @@ <TD bgcolor="#CCCCCC"><DIV align="center"><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">SCHEMATIC</FONT></STRONG></DIV></TD> <TD><DIV align="center">-<IMG src="assets/m-double plus accent.gif" width="24" height="13"></DIV></TD> <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the - verb specifies the manner of the conflated primary sense, e.g., <EM>Im + verb specifies the manner of the conflated primary sense, e.g., <EM>Iâm speeding through the book</EM> = reading speedily; <EM>Clouds blanketed the city</EM> = cover like a blanket</FONT></TD> </TR> @@ -1202,7 +1202,7 @@ <TD><DIV align="center">-<IMG src="assets/mm-grave.gif" width="25" height="16" align="absbottom"></DIV></TD> <TD><FONT size="2" face="Arial, Helvetica, sans-serif">Indicates that the verb specifies the subsequent cause-and-effect result or purpose (not the - concurrent result) of the conflated sense, e.g., <EM>Ill look in + concurrent result) of the conflated sense, e.g., <EM>Iâll look in on the stew</EM> (conflated sense: GO [to kitchen])</FONT></TD> </TR> <TR> @@ -1272,7 +1272,7 @@ = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT></STRONG> are as follows: <STRONG>C<FONT size="1">N</FONT>1</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT></STRONG>, <STRONG>C<FONT size="1">N</FONT>2</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">b</FONT></STRONG>, - and <STRONG>C<FONT size="1">N</FONT>3</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT></STRONG>. + and <STRONG>C<FONT size="1">N</FONT>3</STRONG> = <STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">p</FONT>â</STRONG>. Thus, combining <STRONG>C<FONT size="1">N</FONT></STRONG> = <STRONG>p</STRONG> with the valence adjunct forms <STRONG><FONT face="Arial, Helvetica, sans-serif">ei</FONT></STRONG><IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">, <STRONG><FONT face="Arial, Helvetica, sans-serif">wei</FONT></STRONG><IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">, @@ -1289,7 +1289,7 @@ </FONT></STRONG></DIV></TD> <TD><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p + yei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"> - = pei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"></FONT></STRONG></DIV></TD> + = pâei<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle"></FONT></STRONG></DIV></TD> </TR> </TBODY></TABLE> <P align="justify"><BR> @@ -1297,10 +1297,10 @@ shown in <A href="ithkuil-ch5a-verbs.htm#Sec5o4o2">Sec. 5.4.2</A> above, indicating the covert sense of the conflated verb. </P> <P align="justify">Examples of basic conflation adjuncts are <FONT face="Arial, Helvetica, sans-serif"><STRONG>bram<IMG src="assets/m-acute.gif" width="12" height="17" align="absbottom">, - téu<IMG src="assets/nn-cedilla-grave.gif" width="15" height="15" align="absmiddle">, + tĂ©u<IMG src="assets/nn-cedilla-grave.gif" width="15" height="15" align="absmiddle">, wiu<IMG src="assets/nn-acute.gif" width="15" height="14" align="absmiddle">, - llëu<IMG src="assets/l-bar double plus accent.gif" width="13" height="16">, - and cÿ<IMG src="assets/r-cedilla double plus accent.gif" width="15" height="16" align="absmiddle">ua. + llĂ«u<IMG src="assets/l-bar double plus accent.gif" width="13" height="16">, + and cË<IMG src="assets/r-cedilla double plus accent.gif" width="15" height="16" align="absmiddle">ua. </STRONG></FONT></P> <P align="justify">The following tables show the <STRONG>C<FONT size="1">N</FONT></STRONG> prefixes and the overt senses associated with these derivations.</P> @@ -1327,7 +1327,7 @@ <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">b</FONT></STRONG></DIV></TD> <TD rowspan="7"> - <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">p</FONT></STRONG></DIV></TD> + <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">pâ</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>do, undertake, take on</TD> </TR> @@ -1370,7 +1370,7 @@ <TR> <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG></DIV></TD> <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">d</FONT></STRONG></DIV></TD> - <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">t</FONT></STRONG></DIV></TD> + <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">tâ</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>use, utilize</TD> </TR> @@ -1413,7 +1413,7 @@ <TR> <TD rowspan="7"><DIV align="center"><IMG src="assets/k-cedilla.gif" width="10" height="17" align="absmiddle"></DIV></TD> <TD rowspan="7"><DIV align="center"><IMG src="assets/Jv.gif" width="9" height="20" align="absbottom"></DIV></TD> - <TD rowspan="7"><DIV align="center"><IMG src="assets/k-cedilla.gif" align="absmiddle"><STRONG><FONT face="Arial, Helvetica, sans-serif"></FONT></STRONG></DIV></TD> + <TD rowspan="7"><DIV align="center"><IMG src="assets/k-cedilla.gif" align="absmiddle"><STRONG><FONT face="Arial, Helvetica, sans-serif">â</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>get, induce to</TD> </TR> @@ -1456,7 +1456,7 @@ <TR> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>k</STRONG></FONT></DIV></TD> <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">g</FONT></STRONG></DIV></TD> - <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">k</FONT></STRONG></DIV></TD> + <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">kâ</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>let, permit, allow</TD> </TR> @@ -1499,7 +1499,7 @@ <TR> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT></DIV></TD> <TD rowspan="7"><DIV align="center"><IMG src="assets/g-dot.gif" width="12" height="19" align="bottom"></DIV></TD> - <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG></FONT></STRONG></DIV></TD> + <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>q</STRONG>â</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>have (someone do something)</TD> </TR> @@ -2060,7 +2060,7 @@ <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/l-slash.gif" width="8" height="14"></FONT></DIV></TD> <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Qv.gif" width="10" height="18"></FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> - <TD>try out, taste</TD> + <TD>try out, âtasteâ</TD> </TR> <TR> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD> @@ -2150,7 +2150,7 @@ </TR> <TR> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">STATIVE</FONT></STRONG></TD> - <TD>occupy space, cover</TD> + <TD>occupy space, âcoverâ</TD> </TR> <TR> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">MANIFESTIVE</FONT></STRONG></TD> @@ -2230,7 +2230,7 @@ <TR> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>c</STRONG></FONT></DIV></TD> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-bar.gif" width="9" height="11" align="absbottom"></FONT></DIV></TD> - <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>c</STRONG></FONT></STRONG></DIV></TD> + <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG>câ</STRONG></FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>ally (with)</TD> </TR> @@ -2273,7 +2273,7 @@ <TR> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/C dot.gif" width="9" height="14"></STRONG></FONT></STRONG></FONT></DIV></TD> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/z-dot.gif" width="9" height="15"></FONT></DIV></TD> - <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"><FONT face="Arial, Helvetica, sans-serif"><STRONG></STRONG></FONT></STRONG></FONT></STRONG></DIV></TD> + <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><STRONG><IMG src="assets/C dot.gif" width="9" height="14" align="absmiddle"><FONT face="Arial, Helvetica, sans-serif"><STRONG>â</STRONG></FONT></STRONG></FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>do right, best thing</TD> </TR> @@ -2316,7 +2316,7 @@ <TR> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15"></FONT></DIV></TD> <TD rowspan="7"><DIV align="center"><FONT face="Arial, Helvetica, sans-serif"><STRONG>j</STRONG></FONT></DIV></TD> - <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle"></FONT></STRONG></DIV></TD> + <TD rowspan="7"><DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif"><IMG src="assets/Cv.gif" width="9" height="15" align="absmiddle">â</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>respond, reply</TD> </TR> @@ -2836,7 +2836,7 @@ <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">st</FONT><FONT face="Arial, Helvetica, sans-serif"><BR> </FONT></STRONG></DIV></TD> <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sn</FONT></STRONG></DIV></TD> - <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">st</FONT></STRONG></DIV></TD> + <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">stâ</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>waste</TD> </TR> @@ -2880,7 +2880,7 @@ <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sp<BR> </FONT></STRONG></DIV></TD> <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sm</FONT></STRONG></DIV></TD> - <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">sp</FONT></STRONG></DIV></TD> + <TD rowspan="7"> <DIV align="center"><STRONG><FONT face="Arial, Helvetica, sans-serif">spâ</FONT></STRONG></DIV></TD> <TD><STRONG><FONT size="2" face="Arial, Helvetica, sans-serif">OPERATIVE</FONT></STRONG></TD> <TD>practice, perform practice of</TD> </TR> @@ -2972,7 +2972,7 @@ <!-- <td valign="top"><font face="Arial, Helvetica, sans-serif"><a href="ilaksh/Ilaksh_Intro.html">Revised Ithkuil: <font face="Times New Roman, Times, serif">I</font>laksh</a></font></td> --> </TR> </TBODY></TABLE> -<P align="left"><FONT size="-1">©2004-2009 by John Quijada. You may copy or excerpt +<P align="left"><FONT size="-1">©2004-2009 by John Quijada. You may copy or excerpt any portion of the contents of this website provided you give full attribution to the author and this website. </FONT></P> <P align="left"><BR> |