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diff --git a/2004-en-alt/ithkuil-ch5b-verb-morphology2.html b/2004-en-alt/ithkuil-ch5b-verb-morphology2.html index 3c3c6bb..a0f1da0 100755..100644 --- a/2004-en-alt/ithkuil-ch5b-verb-morphology2.html +++ b/2004-en-alt/ithkuil-ch5b-verb-morphology2.html @@ -102,14 +102,14 @@ of both the Essence (see <A href="ithkuil-ch3-morphology.htm#Sec3o8">Sec. 3.8</A>) and the Perspective (see <A href="ithkuil-ch3-morphology.htm#Sec3o3">Sec. 3.3</A>) of the verb, as well as invoking the use of the <FONT size="2">ACTIVATIVE</FONT> - case to mark the subject noun (see <A href="ithkuil-ch4-case.htm#Sec4o3o9">Sec. + case to mark the âsubjectâ noun (see <A href="ithkuil-ch4-case.htm#Sec4o3o9">Sec. 4.3.9</A>). The nature of these modifications is explained as follows:</P> <P align="justify">As we saw in <A href="ithkuil-ch3-morphology.htm#Sec3o8">Sections 3.8</A> and<FONT color="#FF0000"> </FONT><A href="ithkuil-ch4-case.htm#Sec4o3o9">4.3.9</A>, it is possible in human language to speak about events that are either unreal, as-yet-unrealized, or alternative versions of reality. Specifically, nouns and verbs can make reference to hypothetical representations of real-world counterparts - from within an alternative mental space created psychologically + from within an âalternative mental spaceâ created psychologically (and implied linguistically). This alternative mental space is essentially the psychological realm of potential and imagination. It is seen, for example, in the following sentences.</P> @@ -133,7 +133,7 @@ imagined, or hypothetical events, the nouns and verbs within those clauses would be marked in the <FONT size="2">ABSTRACT</FONT> perspective (see <FONT color="#FF0000"><A href="ithkuil-ch3-morphology.htm#Sec3o4">Sec. 3.4</A></FONT>) and the <FONT size="2">REPRESENTATIVE</FONT> essence (see <A href="ithkuil-ch3-morphology.htm#Sec3o8">Sec. - 3.8</A>). The subject nouns which invoke the event (the nouns + 3.8</A>). The âsubjectâ nouns which invoke the event (the nouns <EM>you, girl, troops, mother, teacher</EM>, and <EM>man</EM> in the six sentences above) would be marked in the <FONT size="2">ACTIVATIVE</FONT> case (see <FONT color="#FF0000"><A href="ithkuil-ch4-case.htm#Sec4o3o9">Sec. 4.3.9</A></FONT>). It should be noted that not all Ithkuil modalities necessarily @@ -181,7 +181,7 @@ </DIV> <P align="justify">The <FONT size="2">ASPIRATIVE</FONT> corresponds to English constructions expressing wishing or hoping, e.g., to wish that, to hope that, - etc. It is marked by adding the suffix -<STRONG>ü</STRONG> to a conflational + etc. It is marked by adding the suffix -<STRONG>ĂŒ</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -196,8 +196,8 @@ </DIV> <P align="justify">The <FONT size="2">EXPECTATIVE</FONT> corresponds to English constructions expressing expectation, as in <EM>He expected her to be beautiful</EM>, - or <EM>I imagine hes reached his destination</EM>. It is marked by adding - the suffix -<STRONG>ï </STRONG>to a conflational or valence adjunct.</P> + or <EM>I imagine heâs reached his destination</EM>. It is marked by adding + the suffix -<STRONG>Ä </STRONG>to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -213,7 +213,7 @@ constructions expressing belief, as in <EM>I think she has two sons</EM>, or <EM>We believe the earth to be round</EM>. Note that it does not correspond to English expressions of opinion, i.e., it would not be used in translating - sentences such as <EM>I think shes pretty</EM>. It is marked by adding + sentences such as <EM>I think sheâs pretty</EM>. It is marked by adding the suffix -<STRONG>u</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -228,8 +228,8 @@ </DIV> <P align="justify">The <FONT size="2">REQUISITIVE</FONT> corresponds to English constructions expressing requests, as in <EM>I request his presence at the banquet</EM>, - or <EM>Id like you to visit your father</EM>. It is marked by adding - the suffix -<STRONG>â</STRONG> to a conflational or valence adjunct.<BR> + or <EM>Iâd like you to visit your father</EM>. It is marked by adding + the suffix -<STRONG>Ăą</STRONG> to a conflational or valence adjunct.<BR> <BR> </P> <DIV align="justify"> @@ -244,7 +244,7 @@ </DIV> <P align="justify">The <FONT size="2">EXHORTATIVE</FONT> corresponds to English expressions of exhortation or demand, as in <EM>I demand you return my book</EM> - or <EM>Let the gates be opened!</EM> It is marked by adding the suffix -<STRONG>û</STRONG> + or <EM>Let the gates be opened!</EM> It is marked by adding the suffix -<STRONG>Ʊ</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -258,8 +258,8 @@ </TBODY></TABLE> </DIV> <P align="justify">The <FONT size="2">OPPORTUNITIVE</FONT> corresponds to the - English modal verb can/could/be able where it means have the opportunity - to, as in <EM>Can we pass by our old house when we visit town?</EM> or + English modal verb can/could/be able where it means âhave the opportunity + to,â as in <EM>Can we pass by our old house when we visit town?</EM> or <EM>Because of the delay, she was able to go to the museum after all</EM>. It is marked by adding the suffix -<STRONG>ai</STRONG> to a conflational or valence adjunct.</P> @@ -275,8 +275,8 @@ </TBODY></TABLE> </DIV> <P align="justify">The <FONT size="2">CAPACITATIVE</FONT> corresponds to the English - modal verb <EM>can/could/be able</EM> where it means have the ability - or capacity to, as in <EM>Can she sing opera?</EM> or <EM>He could run + modal verb <EM>can/could/be able</EM> where it means âhave the ability + or capacity to,â as in <EM>Can she sing opera?</EM> or <EM>He could run like the wind</EM>. Note that it would also be used when translating English generic statements implying ability or capacity as in <EM>He speaks French like a native</EM> [i.e., the sentence does not imply he is speaking French at the @@ -295,7 +295,7 @@ </DIV> <P align="justify">The <FONT size="2">PERMISSIVE</FONT> corresponds to the English modal verbs <EM>can/could/be able</EM> or <EM>may/might</EM> where they mean - be permitted to, as in <EM>Very well, you can have ice cream for + âbe permitted to,â as in <EM>Very well, you can have ice cream for dessert</EM>; or <EM>Could I talk to you?</EM> It is marked by adding the suffix -<STRONG>oi</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> @@ -310,12 +310,12 @@ </TBODY></TABLE> </DIV> <P align="justify">The <FONT size="2">POTENTIAL</FONT> corresponds to the English - modal verb <EM>can/could/be</EM> able where it means have the potential - to or the possibility of, as in <EM>Remember it can flood suddenly in + modal verb <EM>can/could/be</EM> able where it means âhave the potential + to or the possibility of,â as in <EM>Remember it can flood suddenly in this area</EM>, or <EM>That man could fly into rages for no reason</EM>. It is also used when translating generic statements implying potential or possibility, as in <EM>It rains unpredictably in the Northwest</EM>. It is marked by adding - the suffix -<STRONG>ëi</STRONG> to a conflational or valence adjunct.</P> + the suffix -<STRONG>Ă«i</STRONG> to a conflational or valence adjunct.</P> <P align="justify"></P> <P align="justify"></P> <DIV align="justify"> @@ -363,7 +363,7 @@ </DIV> <P align="justify">The <FONT size="2">IMPOSITIVE</FONT> corresponds to English expressions such as <EM>be supposed to, be expected to</EM>, or <EM>be to</EM> - which impose an expectation upon a party, as in <EM>Youre supposed to + which impose an expectation upon a party, as in <EM>Youâre supposed to smile when introduced</EM>, or <EM>He is to give a speech at the banquet</EM>. It is marked by adding the suffix -<STRONG>au</STRONG> to a conflational or valence adjunct.</P> @@ -429,7 +429,7 @@ <P align="justify">The <FONT size="2">DISPOSITIVE</FONT> corresponds to the English expression <EM>to be willing to</EM>, conveying willingness as in <EM>He is willing to give his life to defeat the clowns</EM>. It is marked by addition - of the suffix -<STRONG>äi</STRONG> to a conflational or valence adjunct. + of the suffix -<STRONG>Ă€i</STRONG> to a conflational or valence adjunct. </P> <P align="justify"> </P> <DIV align="justify"> @@ -444,8 +444,8 @@ </DIV> <P align="justify">The <FONT size="2">PREPARATIVE</FONT> corresponds to the English expressions <EM>be ready to</EM> or <EM>be prepared to</EM>, indicating readiness, - as in <EM>Shes ready to host the party</EM>, or <EM>They are prepared - to endure harsh weather</EM>. It is marked by addition of the suffix -<STRONG>öi</STRONG> + as in <EM>Sheâs ready to host the party</EM>, or <EM>They are prepared + to endure harsh weather</EM>. It is marked by addition of the suffix -<STRONG>öi</STRONG> to a conflational or valence adjunct. </P> <P align="justify"> </P> <DIV align="justify"> @@ -462,7 +462,7 @@ English expressions <EM>need to</EM> or <EM>be necessary to</EM>, indicating necessity, as in <EM>You need to do something about those clowns in the yard</EM>, or <EM>It was necessary to inform her about the atrocities</EM>. It is marked - by addition of the suffix -<STRONG>ëu</STRONG> to a conflational or valence + by addition of the suffix -<STRONG>Ă«u</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -478,7 +478,7 @@ <P align="justify">The <FONT size="2">DECISIVE</FONT> corresponds to English expressions such as decide to or choose to, indicating choice, as in <EM>Peter decided to cook breakfast</EM> or <EM>Colleen chose to visit the clowns</EM>. It is marked by addition of - the suffix -<STRONG>aï</STRONG> to a conflational or valence adjunct.</P> + the suffix -<STRONG>aÄ</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -494,7 +494,7 @@ expressions such as <EM>tend to, be apt to</EM>, or <EM>be prone to</EM>, indicating tendency, as in <EM>The wolverine tended to eat platypus eggs</EM>, or <EM>Boris is apt to make a fool of himself when meeting women</EM>. It is marked by addition - of the suffix -<STRONG>eï</STRONG> to a conflational or valence adjunct.</P> + of the suffix -<STRONG>eÄ</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -510,7 +510,7 @@ expressions such as offer to or volunteer to, indicating an act of offering as in <EM>The foreman offered to put poison in my beer</EM>, or <EM>Mrs. Blathermot volunteered to bake artichoke pie for the Open House event</EM>. It is marked by addition of - the suffix -<STRONG>iï</STRONG> to a conflational or valence adjunct.</P> + the suffix -<STRONG>iÄ</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -524,7 +524,7 @@ </DIV> <P align="justify">The <FONT size="2">ACCORDATIVE</FONT> corresponds to the English expression <EM>agree to</EM>, as in <EM>Constance agreed to perform her go-go - number at the talent show</EM>. It is marked by addition of the suffix -<STRONG>oï</STRONG> + number at the talent show</EM>. It is marked by addition of the suffix -<STRONG>oÄ</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -539,9 +539,9 @@ </DIV> <P align="justify">The <FONT size="2">INCLINATIVE</FONT> corresponds to English expressions such as <EM>to feel like</EM> or <EM>be up for</EM>, indicating - an impulsive desire, as in <EM>Hes up for going to the shindig</EM>, + an impulsive desire, as in <EM>Heâs up for going to the shindig</EM>, or <EM>Molly felt like eating the entire chocolate cake</EM>. It is marked by - addition of the suffix -<STRONG>öu</STRONG> to a conflational or valence + addition of the suffix -<STRONG>öu</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -557,7 +557,7 @@ <P align="justify">The <FONT size="2">COMPULSIVE</FONT> corresponds to English expressions such as <EM>feel driven to</EM> or<EM> feel a need to</EM>, indicating compulsion, as in <EM>Jack feels driven to hunt wolverines</EM>, or <EM>My hairdresser - feels a need to date bikers</EM>. It is marked by addition of the suffix -<STRONG>uï</STRONG> + feels a need to date bikers</EM>. It is marked by addition of the suffix -<STRONG>uÄ</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -574,7 +574,7 @@ expressions such as <EM>like to</EM>, or <EM>enjoy</EM>, conveying simple likes and pasttimes as in <EM>Boys like to dream about cars</EM>, or <EM>My salamander enjoyed biting people on their rump</EM>. It is marked by addition of the suffix - -<STRONG>äu</STRONG> to a conflational or valence adjunct.</P> + -<STRONG>Ă€u</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -590,7 +590,7 @@ such as <EM>be devoted to</EM> or <EM>be committed to</EM>, indicating devotion as in <EM>Charlotte is committed to being the best seamstress in town</EM>, or <EM>They were devoted to rooting for the losing team</EM>. It is marked by - addition of the suffix -<STRONG>ëï</STRONG> to a conflational or valence + addition of the suffix -<STRONG>Ă«Ä</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> @@ -605,7 +605,7 @@ </DIV> <P align="justify">The <FONT size="2">PREFERENTIAL</FONT> corresponds to English expressions such as <EM>prefer</EM>, or <EM>would rather that</EM>, indicating - preference as in <EM>Hed rather work by himself</EM>, or <EM>Muldane + preference as in <EM>Heâd rather work by himself</EM>, or <EM>Muldane prefers that his cats eat live food</EM>. It is marked by addition of the suffix -<STRONG>ua</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> @@ -621,10 +621,10 @@ </DIV> <P align="justify">The <FONT size="2">IMPRESSIONAL</FONT> corresponds to English expressions such as <EM>have an impression that, have a hunch that</EM>, or - <EM>feel that</EM>, indicating a subjective belief or impression as in <EM>Ive + <EM>feel that</EM>, indicating a subjective belief or impression as in <EM>Iâve a hunch that the porter is an alcoholic</EM>, or <EM>Betty feels her husband flirts too much with the secretarial pool</EM>. It is marked by addition of - the suffix -<STRONG>üa</STRONG> to a conflational or valence adjunct.</P> + the suffix -<STRONG>ĂŒa</STRONG> to a conflational or valence adjunct.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -640,7 +640,7 @@ expressions such as <EM>promise</EM>, or <EM>swear that</EM>, indicating a self-imposed obligation as in <EM>She promised that her son would visit my daughter</EM>, or <EM>Hargreaves swears that the fish from that lake are sentient</EM>. It - is marked by addition of the suffix -<STRONG>iù</STRONG> to a conflational + is marked by addition of the suffix -<STRONG>iĆŻ</STRONG> to a conflational or valence adjunct.</P> <H3 align="justify"><BR> 5.5.31 Examples of Modality in Use</H3> @@ -701,9 +701,9 @@ </DIV> <P align="justify">Shown by high tone of the conflational, valence or modality adjunct. The <FONT size="2">EQUATIVE</FONT> level indicates that the first party - performs its half of the action equally well in comparison to - the second party. It corresponds to the English construction as [well] - as as in <EM>She sings as well as I do</EM> or <EM>He reads as fast as + performs its âhalfâ of the action equally well in comparison to + the second party. It corresponds to the English construction âas [well] + asâ as in <EM>She sings as well as I do</EM> or <EM>He reads as fast as you do</EM>.</P> <P align="justify"> </P> <DIV align="justify"> @@ -725,7 +725,7 @@ than he), although the <FONT size="2">SURPASSIVE</FONT> is more flexible than the English construction, as it can be used with any of the thirteen valences of the verb. For example, when used with the <FONT size="2">NONRELATIONAL</FONT> - valence for a verb such as laugh, it would translate something + valence for a verb such as âlaugh,â it would translate something like <EM>I laughed more/harder than anyone did anything else</EM>. It can even be used with the <FONT size="2">MONOACTIVE</FONT> valence, indicating that the party performed the action superlatively and no one else did. For example, the @@ -735,7 +735,7 @@ <P align="justify">The <FONT size="2">SURPASSIVE</FONT> can also be used to translate the English -<EM>est</EM> superlative construction, as in <EM>She is the nicest (of all)</EM> by simply naming a contextually universal second participant to - the verb, i.e., <EM>She out-nices everyone else</EM>.</P> + the verb, i.e., <EM>She âout-nicesâ everyone else</EM>.</P> <P align="justify"> </P> <DIV align="justify"> <TABLE width="45%" border="0" cellpadding="0"> @@ -754,8 +754,8 @@ Like the other levels, it can be used with any valence of the Ithkuil verb to indicate that the performance or state of the first participant to a co-active verb is worse or less than that of the second participant. It would thus render - sentences corresponding to <EM>She under-danced tonight</EM> (i.e., - she didnt dance as well as she might have) or <EM>The boy under-weighs + sentences corresponding to <EM>She âunder-dancedâ tonight</EM> (i.e., + she didnât dance as well as she might have) or <EM>The boy âunder-weighsâ the girl </EM>(i.e., he weighs less than her).</P> <H3 align="justify"><BR> 5.6.5 Examples of Level in Use</H3> @@ -778,10 +778,10 @@ <P align="justify">Virtually all languages allow for sentences to be hierarchically embedded within other sentences, a process termed <STRONG>subordination</STRONG>. In Western languages, the embedded sentence becomes either a subordinate clause - or a relative clause, explicitly introduced by a conjunctions such as that, - which, who, where,although,if,while,whereas, - or a preposition followed by a conjunction, such as through which,by - whom,etc. In English, such clauses can also occur as an infinitive or + or a relative clause, explicitly introduced by a conjunctions such as âthat,â + âwhich,â âwho,â âwhere,ââalthough,ââif,ââwhile,ââwhereas,â + or a preposition followed by a conjunction, such as âthrough which,ââby + whom,âetc. In English, such clauses can also occur as an infinitive or gerundial verb construction. Both relative and subordinate clauses are illustrated in the following sentences:</P> <BLOCKQUOTE> @@ -790,9 +790,9 @@ I want <STRONG>him to stop shouting</STRONG>.<BR> The committee voted <STRONG>to fire the superintendant</STRONG>.<BR> We demand <STRONG>(that) you give us equal pay</STRONG>.<BR> - <STRONG>Although hes a college graduate</STRONG>, he acts like a child.<BR> + <STRONG>Although heâs a college graduate</STRONG>, he acts like a child.<BR> This is the slot<STRONG> through which the letter is passed</STRONG>.<BR> - <STRONG>In case youre unaware</STRONG>, Ill be leaving next + <STRONG>In case youâre unaware</STRONG>, Iâll be leaving next month.<BR> The boy <STRONG>walking toward us</STRONG> is my nephew.</EM></P> </BLOCKQUOTE> @@ -808,7 +808,7 @@ </BLOCKQUOTE> <P align="justify">Suppose we want to use the second sentence to provide a temporal context for the first sentence. In English we could do this by subordinating - the second sentence to the first using the conjunction while, + the second sentence to the first using the conjunction âwhile,â as in <EM>She and I were working together while the two nations were at war</EM>. Alternately, we could create a relative clause by inserting a connecting prepositional phrase, as in <EM>She and I were working together during the time (that) the @@ -816,13 +816,13 @@ <P align="justify">In Ithkuil, temporal context for a sentence may be provided by a noun in any of the temporal cases such as the <FONT size="2">CONCURSIVE</FONT> (see <A href="ithkuil-ch4-case.htm#Sec4o9o1">Sec. 4.9.1</A>). A word - such as summer or famine would be placed in the + such as âsummerâ or âfamineâ would be placed in the <FONT size="2">CONCURSIVE</FONT> case to create a sentence corresponding to:</P> <BLOCKQUOTE> <P align="justify"><EM>She and I were working together during the summer.<BR> She and I were working together at the time of the famine.</EM></P> </BLOCKQUOTE> -<P align="justify">Just as the single words summer and famine +<P align="justify">Just as the single words âsummerâ and âfamineâ are placed in the <FONT size="2">CONCURSIVE</FONT> case, so an entire sentence such as <EM>The two nations were at war</EM> can be placed in the <FONT size="2">CONCURSIVE</FONT> case to provide the temporal context for the main sentence. In other words, @@ -844,7 +844,7 @@ stem vowel and mutation of the C<FONT size="1">2</FONT> radical consonant. Table 17 below offers a review of these mutations for each of the 81 cases. If inserted into the middle of the main sentence, the final word of the case-frame should - be a noun (or a personal reference adjunct see <A href="ithkuil-ch8-adjuncts.htm#Sec8o1">Sec. + be a noun (or a personal reference adjunct â see <A href="ithkuil-ch8-adjuncts.htm#Sec8o1">Sec. 8.1</A>) and carries a special affix which signifies the end of the frame if this will help to avoid confusion as to which words in the sentence belong inside the frame (i.e., with the secondary sentence), and which belong to the main @@ -1389,7 +1389,7 @@ subordinate case-frames will first require us to review the nature of relative clauses in Western languages such as English. </P> <P align="justify">A relative clause refers to an imbedded sentence which modifies - or describes a head noun in the main clause. There are two types + or describes a âheadâ noun in the main clause. There are two types of relative clauses, restricted (or dependent) and unrestricted (or independent). The two types are illustrated in the following English sentences.</P> <P align="justify">RESTRICTED CLAUSE<BR> @@ -1402,10 +1402,10 @@ at any circus.</EM><BR> (4) <EM>That book<STRONG>, which I just finished reading,</STRONG> was written by a priest.</EM></P> -<P align="justify">In the first sentence, the clause that like chasing - their tails refers to a specific type of lion found at a circus (i.e, - not all lions chase their tails). Similarly, the clause (that) I just - finished reading in the second sentence is restricted in that it is considered +<P align="justify">In the first sentence, the clause âthat like chasing + their tailsâ refers to a specific type of lion found at a circus (i.e, + not all lions chase their tails). Similarly, the clause â(that) I just + finished readingâ in the second sentence is restricted in that it is considered by the speaker as being necessary in order to identify which book is being talked about, i.e., without the clause, the listener would not know which book the speaker was referring to.</P> @@ -1416,8 +1416,8 @@ known to the listener, and the speaker is merely providing two additional facts about it: the fact that he just finished reading it and the fact about its author. Notice that in English, an unrestricted relative clause is set off in writing - by commas and cannot begin with that (rather which - or who must be used); also, such clauses are normally spoken in + by commas and cannot begin with âthatâ (rather âwhichâ + or âwhoâ must be used); also, such clauses are normally spoken in a lowered intonation with juncture (i.e., brief pauses) immediately before and after the clause.</P> <P align="justify"><BR> @@ -1431,28 +1431,28 @@ book.)<BR> I just finished reading that book.</EM></P> <P align="justify"> In Ithkuil, the sentence which will be functioning as the - main sentence acts as a template in which the secondary sentence + main sentence acts as a âtemplateâ in which the secondary sentence is placed. The particular place in the template to be filled is dependent on what semantic role, i.e., case (see <A href="ithkuil-ch4-case.html" target="mainFrame">Chapter 4</A>) the secondary sentence is to fill. Note that the common point of reference - of the two sentences is that book. In the main sentence, that - book functions in the semantic role of CONTENT (See <A href="ithkuil-ch4-case.htm#Sec4o1o2">Sec. + of the two sentences is âthat book.â In the main sentence, âthat + bookâ functions in the semantic role of CONTENT (See <A href="ithkuil-ch4-case.htm#Sec4o1o2">Sec. 4.1.2</A>), superficially equivalent to the direct object of the <FONT size="2">ABSOLUTIVE</FONT> - subject priest, therefore, the main sentence becomes the template - A priest wrote X where X is in the <FONT size="2">OBLIQUE</FONT> + subject âpriestâ, therefore, the main sentence becomes the template + âA priest wrote Xâ where X is in the <FONT size="2">OBLIQUE</FONT> case (See <A href="ithkuil-ch4-case.htm#Sec4o3o1">Section 4.3.1</A>). Meanwhile, in the secondary sentence, the noun which is the common point of - reference (what in Western grammar would be called the head of + reference (what in Western grammar would be called the âheadâ of the relative clause) is marked with an affix indicating such. So we now have the two sentences as:</P> <BLOCKQUOTE> <P align="justify">A priest wrote [ ]. I just finish reading that book-<FONT size="2">H</FONT>. </P> </BLOCKQUOTE> -<P align="justify">The -<FONT size="2">H</FONT> in the second sentence - above is meant to represent an affix marking the head or common +<P align="justify">The â-<FONT size="2">H</FONT>â in the second sentence + above is meant to represent an affix marking the âheadâ or common reference point between the two sentences. At this point, Ithkuil inserts the - second sentence as a case-frame into the empty slot based on the + second sentence as a case-frame into the empty âslotâ based on the semantic role it will be playing, in this instance the role of CONTENT marked by the OBLIQUE case (see <A href="ithkuil-ch4-case.htm#Sec4o3o1">Sec. 4.3.1</A>).</P> @@ -1470,10 +1470,10 @@ <P align="justify">Reverse translating this sentence back to English, the closest literal translation would be the rather awkward construction: <EM>A priest wrote what I just finished reading, that book</EM>. However, this is how Ithkuil translates - the English sentence A priest wrote that book that I just finished reading.</P> + the English sentence âA priest wrote that book that I just finished reading.â</P> <P align="justify">Two observations can be noted from the Ithkuil sentence. First - of all, unlike Western languages, the main clause contains no head. - Instead, the head is marked from within the imbedded clause. Secondly, + of all, unlike Western languages, the main clause contains no âhead.â + Instead, the âheadâ is marked from within the imbedded clause. Secondly, there is no difference between this process and the rendering of other types of subordinate clauses using case-frames, as the main sentence was rearranged (or reinterpreted) to provide a slot for the semantic role of the imbedded sentence, @@ -1508,13 +1508,13 @@ Relative Clauses</STRONG>. In <A href="ithkuil-ch4-case.htm#Sec4o5o3">Section 4.5.3</A> we analyzed how <FONT size="2">MONADIC</FONT> or <FONT size="2">UNBOUNDED</FONT> nouns in the <FONT size="2">INHERENT</FONT> case take on a special function - of existential identification corresponding to the English phrase that/which/who - is/are
to render forms structured as the my-wife woman, - meaning the woman who is my wife. This construction allows a short-cut + of existential identification corresponding to the English phrase âthat/which/who + is/areâŠâ to render forms structured as âthe my-wife woman,â + meaning âthe woman who is my wife.â This construction allows a âshort-cutâ way of rendering what in English would be simple relative clauses involving descriptive identifications, eliminating the need in most cases to resort to a case-frame. For example, the sentence <EM>The man who came to dinner is my - father</EM> is rendered as <EM>The my-father man came to dinne</EM>r, + father</EM> is rendered as <EM>The âmy-fatherâ man came to dinne</EM>r, where the noun father would be in the <FONT size="2">INHERENT</FONT> plus <FONT size="2">POSITIVE </FONT>focus<FONT size="2"> </FONT> (see <A href="ithkuil-ch3-morphology.htm#Sec3o5">Sec. 3.5</A>) to indicate that it is the new information being conveyed by the speaker, @@ -1588,7 +1588,7 @@ <TD valign="top"><FONT face="Arial, Helvetica, sans-serif"><A href="ilaksh/Ilaksh_Intro.html" target="_blank">Revised Ithkuil: <FONT face="Times New Roman, Times, serif">I</FONT>laksh</A></FONT></TD> </TR> </TBODY></TABLE> -<P><FONT size="-1">©2004-2009 by John Quijada. You may copy or excerpt any portion +<P><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="justify"> </P> |