From d2da853b9eb430679e7238b93996f8e4651a39c1 Mon Sep 17 00:00:00 2001 From: uakci Date: Sat, 19 Dec 2020 04:55:30 +0100 Subject: fixed encoding --- 2004-en-alt/ithkuil-ch4-case-morphology.html | 472 +++++++++++++-------------- 1 file changed, 236 insertions(+), 236 deletions(-) mode change 100755 => 100644 2004-en-alt/ithkuil-ch4-case-morphology.html (limited to '2004-en-alt/ithkuil-ch4-case-morphology.html') diff --git a/2004-en-alt/ithkuil-ch4-case-morphology.html b/2004-en-alt/ithkuil-ch4-case-morphology.html old mode 100755 new mode 100644 index 686f61e..4ab6179 --- a/2004-en-alt/ithkuil-ch4-case-morphology.html +++ b/2004-en-alt/ithkuil-ch4-case-morphology.html @@ -109,18 +109,18 @@

Anyone who has studied German, Latin, Russian, Classical Greek or Sanskrit, is familiar with the concept of Case. Case generally refers to a morphological scheme in which a noun, whether via internal mutation of its - phonemes or via affixes, shows what grammatical role it plays + phonemes or via affixes, shows what grammatical “role” it plays in the phrase or sentence in which it appears. For example, in the English sentence - It was me she saw, the use of the word she as opposed - to her and the use of me as opposed to I + It was me she saw, the use of the word ‘she’ as opposed + to ‘her’ and the use of ‘me’ as opposed to ‘I’ distinguishes the subject of the sentence (the person seeing) from the object of the verb (the one being seen). Similarly, in the German sentence Der - Bruder des Knaben sah den Mann (= The boys brother saw the - man), the words der, des and den - distinguish the subject of the sentence brother (nominative case) - from the possessor boy (genitive case) from the object man + Bruder des Knaben sah den Mann (= ‘The boy’s brother saw the + man’), the words ‘der’, ‘des’ and ‘den’ + distinguish the subject of the sentence ‘brother’ (nominative case) + from the possessor ‘boy’ (genitive case) from the object ‘man’ (accusative case).

-

The concept of case can extend far beyond the +

The concept of “case” can extend far beyond the notions of subject, object and possessor. Depending on the particular language, there may be noun cases which specify the location or position of a noun, whether a noun accompanies another or derives from another or is the recipient of another. @@ -138,7 +138,7 @@

Note that in regard to gender categories from other languages, Ithkuil has no distinctions of gender (e.g., masculine, feminine, neuter, etc.), although word-roots do fall into one of 17 morpho-semantic classes (see Sec. - 10.2). However, there is no agreement or morpho-phonological + 10.2). However, there is no “agreement” or morpho-phonological concord of any kind between a noun and other words or morphological elements in a sentence, i.e., there is none of the required matching of masculine or feminine or singular/plural agreement between nouns, articles, and adjectives @@ -156,7 +156,7 @@

In most languages, case operates at the surface structure level of language to signify arbitrary grammatical relations such as subject, direct - object, indirect object. The deeper level of semantic role is + object, indirect object. The deeper level of “semantic role” is ignored in terms of morphological designations. The notion of semantic role can be illustrated by the following set of sentences:

@@ -165,26 +165,26 @@ (1c) The wind opened the door.
(1d) The door opened.

-

In each of these sentences case is assigned based on slot, +

In each of these sentences case is assigned based on “slot”, i.e., the position of the nouns relative to the verb, irrespective of their - semantic roles. Thus the subjects of the sentences are, respectively, + semantic roles. Thus the “subjects” of the sentences are, respectively, John, the key, the wind, and the door. Yet it can be seen that, semantically speaking, these four sentences are interrelated in a causal way. Specifically, Sentence (1b) results directly from sentence (1a), and sentence (1d) results directly from either (1b) or (1c). We see that - the case of the noun key in sentence (1a) is prepositional, while + the case of the noun ‘key’ in sentence (1a) is prepositional, while in sentence (1b) it is the subject. Yet, the key plays the same semantic role in both sentences: the physical instrument by which the act of opening is accomplished. - As for the noun door, it is marked as a direct object in the first + As for the noun ‘door,’ it is marked as a direct object in the first three sentences and as a subject in the fourth, even though its semantic role in all four sentences never changes, i.e., it is the noun which undergoes a - change in its state as a result of the act of opening. The noun John - in sentence (1a) is marked as a subject, the same case as key - in (1b), the wind in (1c) and the door in (1d), - yet the semantic role of John is entirely different than the role - of key in (1b) and different again from door in + change in its state as a result of the act of opening. The noun ‘John’ + in sentence (1a) is marked as a subject, the same case as ‘key’ + in (1b), the ‘wind’ in (1c) and the ‘door’ in (1d), + yet the semantic role of ‘John’ is entirely different than the role + of ‘key’ in (1b) and different again from ‘door’ in (1c), i.e., John is acting as the conscious, deliberate initiator of the act - of opening. Finally, the noun wind in (1c), while marked as a + of opening. Finally, the noun ‘wind’ in (1c), while marked as a subject, operates in yet another semantic role distinct from the subjects of the other sentences, i.e., an inanimate, blind force of nature which, while being the underlying cause of the act of opening, can make no conscious or willed @@ -200,23 +200,23 @@ or primary level of language irrespective of the surface case marking of nouns in other languages. Thus Ithkuil noun declension more accurately reflects the underlying semantic function of nouns in sentences. Consequently, the Western - grammatical notions of subject and object have little + grammatical notions of “subject” and “object” have little meaning or applicability in Ithkuil grammar.

The following semantic roles are marked by noun cases in Ithkuil. - They correspond roughly to the subjects and objects + They correspond roughly to the “subjects” and “objects” of Western languages:

AGENT: The animate, (and usually conscious and deliberate) initiator of an act which results in another noun undergoing - a consequent change in state or behavior, e.g., John in Sentence + a consequent change in state or behavior, e.g., ‘John’ in Sentence (1a) above.

FORCE: An inanimate, unwilled cause of an - act such as a force of nature like wind in Sentence (1c) above.

+ act such as a force of nature like ‘wind’ in Sentence (1c) above.

INSTRUMENT: The noun which functions as the - physical means or tool by which an act is initiated or performed, e.g., key + physical means or tool by which an act is initiated or performed, e.g., ‘key’ in Sentences (1a) and (1b) above.

PATIENT: The noun which undergoes a change in state or behavior as a result of an act initiated or caused by itself or - by another noun, e.g., door in all four sentences above.

+ by another noun, e.g., ‘door’ in all four sentences above.


4.1.2 Additional Semantic Roles

Additional semantic roles corresponding to subjects and objects @@ -243,9 +243,9 @@ an agent who initiates a change in the children (i.e., the fact that they become entertained). But, in fact, the act of entertainment is not one whose result (enjoyment by the audience) can be guaranteed by the party doing the entertaining. - In fact, the result of the act of entertainment is not Marys to determine, - but rather the childrens, based on whether they feel a - sense of enjoyment at experiencing Marys act. And so, Mary is more like + In fact, the result of the act of entertainment is not Mary’s to determine, + but rather the children’s, based on whether they “feel” a + sense of enjoyment at experiencing Mary’s act. And so, Mary is more like a patient here, not an agent, as she is undergoing a change in her state or behavior (she is performing an attempt to entertain) which she herself has chosen to initiate and undergo, yet the act has the potential to cause a resulting @@ -254,7 +254,7 @@ ENABLER. And how do the children make the decision as to whether they are entertained or not (i.e., what is their semantic role?). Can the children deliberately or consciously choose to feel a sense of enjoyment, or are they not themselves - unwilling patients to their own emotional reactions? In case grammar, + unwilling “patients” to their own emotional reactions? In case grammar, a party such as the children who undergo an unwilled experience are termed EXPERIENCERS. Besides emotional reactions, such unwilled experiences include autonomic sensory perceptions (e.g., parties that see or hear because their eyes were open and @@ -262,44 +262,44 @@ autonomic bodily reactions or responses as well as proprioceptive sensations (e.g., coughing, sneezing, perspiring, feeling hot or cold, feeling pain, etc.).

This notion of EXPERIENCER is likewise illustrated by Sentence - (2c) Mary sees the children, in which the verb see denotes + (2c) Mary sees the children, in which the verb ‘see’ denotes an automatic sensory experience, not a deliberately initiated action. In other words, it is the nature of the sense of sight to function automatically whenever - a person is conscious and his/her eyes are open. The verb see - does not necessarily imply a conscious or deliberately willed action of seeing - (as would be implied by the verb to look [at]). Therefore, the - action is automatic and uninitiated; it is, in fact, not an action + a person is conscious and his/her eyes are open. The verb ‘see’ + does not necessarily imply a conscious or deliberately willed action of “seeing” + (as would be implied by the verb ‘to look [at]’). Therefore, the + “action” is automatic and uninitiated; it is, in fact, not an action at all, but rather an experiential state which the person doing the seeing undergoes. - In other words, the person seeing is actually a kind of patient, + In other words, the person seeing is actually a kind of “patient,” as it is he/she who undergoes the experience of (and physical or emotional reaction to) the particular sight. Such undergoers of sensory verbs and other unwilled states (e.g., emotional states or reactions, autonomic bodily reactions such as sneezing, physical states of sensation such as being hot or cold, etc.) are - categorized in the role of EXPERIENCERS. And what of the childrens role + categorized in the role of EXPERIENCERS. And what of the children’s role in sentence (2c)? Unlike the first three sentences, the children do not undergo - any action. Certainly the process of being seen by Mary does not + any action. Certainly the process of “being seen” by Mary does not in itself cause a physical change or reaction of any kind in the entity being - seen. Nor can the children be analyzed as initiating the act of + seen. Nor can the children be analyzed as “initiating” the act of sight, as they may be completely unaware that Mary is seeing them. As a result, - the childrens semantic role is merely that of STIMULUS, a neutral, unwitting + the children’s semantic role is merely that of STIMULUS, a neutral, unwitting originating reason for the experiential state being undergone by the other noun participant.

In Sentence (2d) Mary tells the children a story, Mary is a patient who initiates the action which she herself undergoes, the telling of a story. The children do not undergo an unwilled emotional, sensory, or bodily reaction here, but rather are the passive and more or less willing - RECIPIENT of information, the role of an indirect object in Western + RECIPIENT of information, the role of an “indirect object” in Western languages. The story, on the other hand, is merely a non-participatory abstract referent, whose role is termed CONTENT.

The role of CONTENT also applies to the children in Sentence - (2e) Mary wants children, where they function as the object - of Marys desire. Since no tangible action is occurring, nor are the children - undergoing any result of change of state, nor need they be even aware of Marys + (2e) Mary wants children, where they function as the “object” + of Mary’s desire. Since no tangible action is occurring, nor are the children + undergoing any result of change of state, nor need they be even aware of Mary’s desire, they are, like the story in sentence (2d), merely non-participatory - referents. As for Marys role in (2e), the emotional state of desire, + referents. As for Mary’s role in (2e), the emotional state of desire, being unwilled, self-activating, and subjectively internal, creates a situation similar to an automatic sensory perception or autonomic body response; thus, - Marys role is again that of EXPERIENCER.

+ Mary’s role is again that of EXPERIENCER.

 

@@ -321,8 +321,8 @@ will be shown later in Section 8.1.

We are now in a position to examine the different noun cases - in detail. We will start with the group of cases which correspond to subjects - and objects in Western languages.

+ in detail. We will start with the group of cases which correspond to “subjects” + and “objects” in Western languages.

 

@@ -333,7 +333,7 @@

The Transrelative cases refer to eleven cases used to identify nouns functioning as participants to a verb, what in Western grammatical terms - would be referred to as subjects and objects and + would be referred to as “subjects” and “objects” and most likely marked as either nominative, accusative, or dative. It is these cases which more or less correspond to the semantic roles identified in Sec. 4.1 above. The eleven transrelative cases are the OBLIQUE, @@ -361,7 +361,7 @@ in translating sentences such as Sam gave me a book, The child likes cereal. It is also the case associated with existential identification, what in English would be the subject of the verb - to be when referring to the intrinsic identity or static description + ‘to be’ when referring to the intrinsic identity or static description of a noun as in the English sentences That boy is blind or The house was built of wood. The OBLIQUE, being the semantically most neutral case, is also the citation form of a noun @@ -406,7 +406,7 @@ an act of giving, donation, lending, or other transference of possession, or the hearer to who something is said, told, recounted, etc, as described in Section 4.1.2 above. Secondly, like some Western languages (e.g., Russian), Ithkuil - uses a dative construction in lieu of any verb to have in reference + uses a dative construction in lieu of any verb ‘to have’ in reference to possession or attribution. It would therefore be used in translating sentences such as We're giving you a present, Jason lent a dollar to his sister, Please grant me a wish, The @@ -460,9 +460,9 @@ case, or as an ENABLER using the EFFECTUATIVE case. The former would mean the clown poured out the blood himself, while the latter would mean he let it drain (i.e., by pulling the plug). Such case distinctions eliminate - the need for Ithkuil to have separate verbs for to drain, to - pour or to empty. The Ithkuil verb used in translating - the sentence would simply mean to remove.

+ the need for Ithkuil to have separate verbs for ‘to drain,’ ‘to + pour’ or ‘to empty.’ The Ithkuil verb used in translating + the sentence would simply mean ‘to remove.’

Note that the EFFECTUATIVE case is commonly used with the affix -V1.k to show the degree or nature of the enabling cause. With this affix, sentences @@ -512,7 +512,7 @@ experience; autonomic bodily reactions such as yawning, sneezing, coughing, blinking, itching, feeling sleepy, pain, feeling ill, feeling cold or warm; automatic reactions to external stimuli such as shock, flinching, ducking, raising - ones arms to avoid sudden danger; as well as any unwilled emotional state + one’s arms to avoid sudden danger; as well as any unwilled emotional state such as love, hate, fear, anger, surprise, joy, wistfulness, shyness, regret, anxiety, etc.

Example sentences requiring the use of the AFFECTIVE @@ -542,18 +542,18 @@ radical consonant. As described previously in Section 4.1.1, the INSTRUMENTAL denotes a noun which functions as the INSTRUMENT or means utilized by an AGENT in accomplishing an action or bringing - about a state. It is usually translated by English with. Examples + about a state. It is usually translated by English ‘with.’ Examples of usage would be She killed him with a knife, The man tripped over my foot, The password got him inside. The INSTRUMENTAL is also used to mark translations - of an inanimate subject noun when its logical function is as the + of an inanimate “subject” noun when its logical function is as the instrument of an unstated agent, e.g., compare I pressed the button with my finger with My finger pressed the button, - both of which would be identical in Ithkuil except for the latter sentences + both of which would be identical in Ithkuil except for the latter sentence’s missing agent, I.

Note that the INSTRUMENTAL does not translate - with in its meaning of along with or accompanied - by (see the COMITATIVE case below in Sec. + ‘with’ in its meaning of ‘along with’ or ‘accompanied + by’ (see the COMITATIVE case below in Sec. 4.6.9) as in She arrived with her father. Nor is it used to show the resources or materials consumed in performing an act. For example, in the sentence He cooks with tomatoes (see the COMPOSITIVE @@ -576,16 +576,16 @@ J vocalic mutation of the stem along with Grade 1 mutation of the C2 radical consonant. The ACTIVATIVE identifies a noun engaged in or subject to a mental or metaphysical state which, as a concurrent result, - creates a hypothetical, unrealized situation which can potentially + creates a hypothetical, “unrealized” situation which can potentially be made real by further action. Such unrealized situations can be illustrated by the sentence Frank must go to Chicago, in which no actual travel to Chicago has occurred and, in fact, may not occur. Similarly, in the sentence Mother needs to rest, no resting has yet occurred and may not. In both - sentences, the event which would fulfill the state described remains + sentences, the event which would “fulfill” the state described remains an unrealized hypothetical, at least from the perspective of the speaker. Similar hypothetical events or states are found in the sentences The students want you to sing, Everyone expected you to laugh, or Joe will demand that I stay. - Note that many of these constructions in English involve the use of modal + Note that many of these constructions in English involve the use of “modal” verbs such as want, need, can, must, etc.

Notice that the subject of these English sentences (Frank, Mother, the students, everyone, Joe) are functioning neither as AGENTS @@ -593,7 +593,7 @@ as-yet actualized events, only states of unrealized potential. These subjects are essentially EXPERIENCERS undergoing a mental or metaphysical state of wanting, needing, obligation, expectation, hoping, wishing, being able to, etc. However, - such experiencers must be differentiated from would-be experiencers within + such experiencers must be differentiated from would-be experiencers “within” the hypothetical situation. For example, in the sentence Sam wants Shirley to love him, it could become ambiguous if Sam and Shirley are both marked as EXPERIENCERS using the AFFECTIVE case. Consequently, @@ -629,11 +629,11 @@ resulting act, event, or state is seen more as having derived from this force or situation, as opposed to being willfully or consciously caused. In this function, a noun in the DERIVATIVE can often be translated using - phrases such as due to, owing to, on account of, because of, as a result - of. Nouns in the DERIVATIVE can also appear in + phrases such as ‘due to, owing to, on account of, because of, as a result + of.’ Nouns in the DERIVATIVE can also appear in appositive constructions (i.e., in a noun-to-noun conjunction) where the noun in the DERIVATIVE denotes the abstract cause or reason - for the other noun, e.g., the danger of fame, loves + for the other noun, e.g., the danger of fame, love’s heartache, wind song.

The second function of the DERIVATIVE case is to identify the non-agential, unconscious or non-deliberate STIMULUS @@ -710,27 +710,27 @@ relationships expressed by the possessive in the following English sentences:

-

the mans hat = the hat belonging to him [alienable possession]
- the mans house = the house he legally owns [proprietary responsibility]
- the mans arm = part of his body [inalienable component]
- the mans brother = the brother related to him [genetic relationship]
- the mans happiness = he feels happy [affective experience]
- the mans rescue = he was or will be rescued [target of others +

the man’s hat = the hat belonging to him [alienable possession]
+ the man’s house = the house he legally owns [proprietary responsibility]
+ the man’s arm = part of his body [inalienable component]
+ the man’s brother = the brother related to him [genetic relationship]
+ the man’s happiness = he feels happy [affective experience]
+ the man’s rescue = he was or will be rescued [target of others’ purpose]
- the mans gift = the gift is for him [benefaction]
- the mans gift = the gift is from him [source]
- the mans world = the world in which he lives [inherent subjective + the man’s gift = the gift is for him [benefaction]
+ the man’s gift = the gift is from him [source]
+ the man’s world = the world in which he lives [inherent subjective association]
- the mans team = the team he is associated with [interactive + the man’s team = the team he is associated with [interactive mutual association]
- the mans story = the story about him [topical reference]
- the mans painting = the picture he painted [creation/authorship]
- the mans command = his being a commander [role or function]

+ the man’s story = the story about him [topical reference]
+ the man’s painting = the picture he painted [creation/authorship]
+ the man’s command = his being a commander [role or function]

In many instances, the English possessive is totally ambiguous, - e.g., does the mans story mean the one he wrote or the - one about him? Regarding the mans rescue, did the man do - the rescuing or is he the one being rescued? Is the mans gift + e.g., does ‘the man’s story’ mean the one he wrote or the + one about him? Regarding ‘the man’s rescue,’ did the man do + the rescuing or is he the one being rescued? Is ‘the man’s gift’ one he is giving or receiving? Ithkuil is more exact in specifying the nature of these relationships via case. Many of the above relationships are addressed by the seven Associative cases. The other sorts of relationships shown above @@ -768,7 +768,7 @@ separation of the possessor and possessed nouns. The possessive would be used to translate English phrases such as his coat (e.g., the one he is wearing, regardless of whether he owns it or not), the - boys book (e.g., the one in his hand), Fathers + boy’s book (e.g., the one in his hand), Father’s chair (e.g., the one he happens to be sitting in, as in a restaurant).

 

@@ -793,8 +793,8 @@ convention, law, process, etc. Using the same English examples used with the POSSESSIVE above, we can analyze the connotative difference: his coat (i.e., the one he owns, regardless of whether - he is wearing it or not), the boys book (e.g., - the one he bought), Fathers chair (e.g., the + he is wearing it or not), the boy’s book (e.g., + the one he bought), Father’s chair (e.g., the one assigned to him).

 

@@ -813,8 +813,8 @@ noun which has inalienable (i.e., unremovable, unseverable) possession of or association with another noun in the sense of having that noun as an inherent or intrinsic attribute, characteristic, physical part, or genetic (i.e., familial) - bond, e.g., my hand, the buildings - doors, the childs father, the essence of that + bond, e.g., my hand, the building’s + doors, the child’s father, the essence of that woman.

 

@@ -834,9 +834,9 @@ (see the AFFECTIVE case above) relationship with another noun, either as a temporary or permanent attribute, characteristic, or experience, whether physical or psychological, objective or subjective in nature. Examples: - his pain, Mothers guilt, the - childs cough, Dorothys mood, Daveys - happiness, the teachers stubbornness, my + his pain, Mother’s guilt, the + child’s cough, Dorothy’s mood, Davey’s + happiness, the teacher’s stubbornness, my needs.

 

@@ -852,7 +852,7 @@

The ORIGINATIVE case is marked by Series E vocalic mutation of the stem along with Grade 2 mutation of the C2 radical consonant. The ORIGINATIVE identifies a noun as - being the literal or figurative source of another, e.g., the mans + being the literal or figurative source of another, e.g., the man’s story (i.e., the one he told), our gift (i.e., the one we are giving), water from the river, the fruit of the tree.

@@ -870,8 +870,8 @@

The PRODUCTIVE case is marked by Series F vocalic mutation of the stem along with Grade 2 mutation of the C2 radical consonant. The PRODUCTIVE identifies the creator, - author or originator of another noun, e.g., the girls - poem, the clowns plan, my statue + author or originator of another noun, e.g., the girl’s + poem, the clowns’ plan, my statue (i.e., the one I sculpted).

 

@@ -889,7 +889,7 @@ radical consonant. The INTERPRETATIVE identifies a noun acting as the subjective interpretational context of another noun, that is the noun by or through which another noun is subjectively interpreted or described, - as exemplified by the phrases Monets Paris, + as exemplified by the phrases Monet’s Paris, our world, life as seen by children.


@@ -913,7 +913,7 @@ noun. Most of these cases correspond to relationships in which, in English translation, we find two nouns together in apposition or as a compound noun, as in cat box, schoolbook, peace march, mountain man, etc., or joined by the word - of in a non-possessive relationship, e.g., box of coins, dreams + ‘of’ in a non-possessive relationship, e.g., box of coins, dreams of youth, sounds of laughter. The eleven Appositive cases are the APPLICATIVE, PURPOSIVE, INHERENT, CONDUCTIVE, MEDIATIVE, CONTRASTIVE, PARTITIVE, COMPOSITIVE, CORRELATIVE, INTERDEPENDENT, and PREDICATIVE. Following @@ -934,14 +934,14 @@ A vocalic mutation of the stem along with Grade 3 mutation of the C2 radical consonant. The APPLICATIVE identifies a noun which represents the purpose for which another noun is to be utilized in a given instance. - As such, it usually translates English for when meaning for - the temporary or incidental use/purpose of. Examples of usage would be + As such, it usually translates English ‘for’ when meaning ‘for + the temporary or incidental use/purpose of.’ Examples of usage would be a cup for coffee (i.e., a cup being used incidentally to hold coffee), a box for tools (i.e., the box is only temporarily being used to hold tools), a room for changing. Note that the use of the APPLICATIVE - can extend to usages beyond English for, as in a weapon - cat = a cat used as a weapon, or a projectile - book = a book used as a projectile.

+ can extend to usages beyond English ‘for,’ as in a “weapon” + cat = ‘a cat used as a weapon,’ or a “projectile” + book = ‘a book used as a projectile.’

 

@@ -960,10 +960,10 @@ is subtly distinct from the APPLICATIVE above, in that the latter names the actual use to which a noun is put on a given occasion or in given context, whereas the PURPOSIVE defines another - nouns general function or primary reason for being, outside of any contextual + noun’s general function or primary reason for being, outside of any contextual instance, i.e., what the noun is used for all the time (or at least its intended - use). It generally translates English as, of or - for when meaning for the purpose of or alternately + use). It generally translates English ‘as,’ ‘of’ or + ‘for’ when meaning ‘for the purpose of’ or alternately an English noun-noun expression or a compound noun. Examples of usage would be a coffee cup, a toolbox, a litter box, a trashcan.

@@ -998,16 +998,16 @@ inflected for a concrete perspective, i.e., either the MONADIC or the UNBOUNDED, then it takes on the rather different function of stating the actual existential identity (literally or figuratively) - of the other noun and would be equivalent to the English construction that/which/who - is (a/the) as in the man who is president, the woman who is + of the other noun and would be equivalent to the English construction ‘that/which/who + is (a/the)…’ as in the man who is president, the woman who is my wife, the house that is a model, a machine that is a vehicle, the teacher who is her father, those trees that are larches. Through use of the INHERENT case and the MONADIC/UNBOUNDED perspectives, these phrases would be rendered into Ithkuil phrases that would correspond literally - to the sometimes awkward, even semantically anomalous English phrases the - president man, the my-wife woman, the model house, - the vehicle machine, the her-father teacher, the - larch trees.

+ to the sometimes awkward, even semantically anomalous English phrases ‘the + president man,’ ‘the my-wife woman,’ ‘the model house,’ + ‘the vehicle machine,’ ‘the her-father teacher,’ ‘the + larch trees.’

 

@@ -1023,12 +1023,12 @@ D vocalic mutation of the stem along with Grade 3 mutation of the C2 radical consonant. The CONDUCTIVE identifies the meaningful or relevant context of another. It can be thought of as conveying the relationship - signified by the expressions having to do with, as it pertains - to, or considered within the context of. Examples of English + signified by the expressions ‘having to do with,’ ‘as it pertains + to,’ or ‘considered within the context of.’ Examples of English phrases translatable using this case are a circus clown, a mountain man, a feeling of loneliness, the - Mafias world, a realm of fear, my - life achievement, childhood memories, Lets + Mafia’s world, a realm of fear, my + life achievement, childhood memories, Let’s discuss the morality of war.

 

@@ -1053,9 +1053,9 @@ which signifies the actual instrument or physical means used to accomplish a causative action. For example, in the sentence Call him on the phone!, translating the phrase on the phone into the INSTRUMENTAL - case would signify Use the phone (i.e., the one in the room) to call - him, whereas inflection into the MEDIATIVE case - would mean Call him via the medium of telephony.

+ case would signify ‘Use the phone (i.e., the one in the room) to call + him,’ whereas inflection into the MEDIATIVE case + would mean ‘Call him via the medium of telephony.’

 

@@ -1076,7 +1076,7 @@ to the blue one); the science text (e.g., versus the religious text); my statue (i.e., a statue of me); I want your recipe for stew, not soup; - Dont worry, its a pet snake.

+ Don’t worry, it’s a pet snake.

 

@@ -1104,8 +1104,8 @@ 12, where we will see that, in Ithkuil, numbers are formatives (i.e., full nouns and verbs), not adjectives as in Western languages. Additionally, a noun qualified by a number is not pluralized. In other words, one does not - say three boxes, but rather a trio of a box or perhaps - more eloquently, a box trio.

+ say ‘three boxes,’ but rather “a trio of a box” or perhaps + more eloquently, “a box trio.”

The PARTITIVE case is also used in constructing words for Ithkuil numbers beginning with two hundred. This is also detailed in Chapter @@ -1151,9 +1151,9 @@ J vocalic mutation of the stem along with Grade 3 mutation of the C2 radical consonant. The CORRELATIVE is used to indicate an abstract relationship, association, or conjunction between a noun and another - noun or verb. It translates general phrases such as relative to, - in relation to, in correlation with, in association - with, etc. It would be used in translating phrases such as career + noun or verb. It translates general phrases such as ‘relative to,’ + ‘in relation to,’ ‘in correlation with,’ ‘in association + with,’ etc. It would be used in translating phrases such as career goals, the soup of the day, the direction of that road, The elapsed time relative to the distance determines the winner, Our next topic is sex and (or in) art @@ -1178,12 +1178,12 @@ which has a coordinated, tandem, complementary or mutually dependent relationship with another. The relationship between the two nouns can be thought of as reciprocal in nature, i.e., each noun implies the other or needs the other to exist within - its natural context, e.g., the students teacher, + it’s natural context, e.g., the students’ teacher, an army general, the blood in my veins, the - driver of the truck, the nations leader, his - team (i.e., the one on which hes a member). Note that this case + driver of the truck, the nation’s leader, his + team (i.e., the one on which he’s a member). Note that this case does not imply a part-whole dependency as with the GENITIVE - case above, e.g., it would not be used to translate the books pages, + case above, e.g., it would not be used to translate the book’s pages, or the leaves of a tree.

 

@@ -1201,16 +1201,16 @@ radical consonant. The PREDICATIVE identifies a noun which constitutes the non-causal basis, foundation, sustenance (literally or figuratively), or required existential condition for another noun or clause, translatable by - the phrases based (up)on, dependent (up)on or relying - on. Examples of use are a book dependent on a publisher, + the phrases ‘based (up)on,’ ‘dependent (up)on’ or ‘relying + on.’ Examples of use are a book dependent on a publisher, a man relying on charity, laws based in reason, Can success supported by murder be sustained?

The PREDICATIVE should be distinguished from Transrelative cases such as the DERIVATIVE or INSTRUMENTAL, in that the PREDICATIVE does not denote a cause, merely the sustaining entity on which another depends, e.g., it would not be used to - translate anxiety based on terror, as the anxiety does not rely - or depend on terror, but rather is caused by it. Similarly, in + translate anxiety based on terror, as the anxiety does not ‘rely’ + or ‘depend’ on terror, but rather is caused by it. Similarly, in the phrase an attitude fueled by greed, the attitude derives from or results from greed, but is not relying on it.


@@ -1247,7 +1247,7 @@

The ESSIVE case is marked by Series A vocalic mutation of the stem along with Grade 4 mutation of the C2 radical consonant. The ESSIVE identifies the role or name - by which a noun is known or contextually identified. It translates English as + by which a noun is known or contextually identified. It translates English ‘as’ in the sense of naming or reference to the a nouns functional identity. It would be used in translating the English sentences They called him a clown, The woman entered the club as an equal of any man, We consider @@ -1267,7 +1267,7 @@ B vocalic mutation of the stem along with Grade 4 mutation of the C2 radical consonant. The ASSIMILATIVE identifies a noun used as a context for analogy or metaphorical comparison to either another noun or a - verb. Thus, it translates English like or as in + verb. Thus, it translates English ‘like’ or ‘as’ in the sense of comparison or analogy between one thing and another. Examples of usage are She sings like a bird, As children they seemed to me.

@@ -1288,7 +1288,7 @@ or the adverbial use of with, identifying the manner in which an action, event, or state occurs or exists. More exactly, it identifies a noun used to characterize the manner of the act, state, or event, translatable most accurately - by the phrase in a manner characterized by. Examples would + by the phrase ‘in a manner characterized by….’ Examples would be: She dances gracefully (i.e., in a manner characterized by grace), The boys ate with gusto, That clown is speaking nonsense, Father speaks with such fortitude.

@@ -1306,8 +1306,8 @@

The TRANSFORMATIVE case is marked by Series D vocalic mutation of the stem along with Grade 4 mutation of the C2 radical consonant. The TRANSFORMATIVE identifies the outcome - or final state of a process, often translatable by to, until, - or into in the sense of reaching a final state after having undergone + or final state of a process, often translatable by ‘to,’ ‘until,’ + or ‘into’ in the sense of reaching a final state after having undergone some transformation. Example usages would be The house burned to ashes, The clown reached a state of tranquility, The clowns will turn our children into slaves, Her father drank @@ -1326,11 +1326,11 @@

The REFERENTIAL case is marked by Series E vocalic mutation of the stem along with Grade 4 mutation of the C2 radical consonant. The REFERENTIAL identifies a noun functioning - as the general referent of the verb, translating such English terms as about, - regarding, concerning, in regard to, - in reference to, pertaining to, or as for. + as the general referent of the verb, translating such English terms as ‘about,’ + ‘regarding,’ ‘concerning,’ ‘in regard to,’ + ‘in reference to,’ ‘pertaining to,’ or ‘as for.’ Examples of use would be a song of love; As for - those books, burn them!; Lets talk about clowns; + those books, burn them!; Let’s talk about clowns; His attitude toward women.

 

@@ -1347,10 +1347,10 @@ F vocalic mutation of the stem along with Grade 4 mutation of the C2 radical consonant. The CONSIDERATIVE identifies a noun as the delimiting or defining context in which an act, state or event occurs - or is considered. Thus, it translates English terms such as according - to, pursuant to, as per, in the opinion - of. Examples of usage would be In my opinion hes - a coward; Hes leaving town as per orders from the court; + or is considered. Thus, it translates English terms such as ‘according + to,’ ‘pursuant to,’ ‘as per,’ ‘in the opinion + of.’ Examples of usage would be In my opinion he’s + a coward; He’s leaving town as per orders from the court; You were arrested pursuant to law; According to our teacher, humans are descended from apes.

 

@@ -1378,7 +1378,7 @@ periods, but can be used with any concrete noun to describe the repetitive nature of an event. Examples would be Month by month, their departure crept closer; Year after year, I see more and more clowns; - Day in, day out, hes always working; + Day in, day out, he’s always working; The fertilizer factory keeps rolling them out, bag upon bag; Patient by patient, the nurse administered injections.

Note that the CLASSIFICATIVE would not @@ -1401,8 +1401,8 @@

The DEFERENTIAL case is marked by Series H vocalic mutation of the stem along with Grade 4 mutation of the C2 radical consonant. The DEFERENTIAL translates the English - phrases out of respect for, for the sake of, or - in deference toward, identifying the noun to which deference is + phrases ‘out of respect for,’ ‘for the sake of,’ or + ‘in deference toward,’ identifying the noun to which deference is paid within the context for an act, condition, or event. Examples of usage would be He remained silent for her sake, They went on with the ceremony out of respect for the families, They dressed in robes @@ -1421,9 +1421,9 @@

The COMITATIVE case is marked by Series A vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. Similar to its counterpart in Uralic languages such as Finnish - or Estonian, the COMITATIVE translates the English with - in its meaning of accompaniment (i.e., along with) as in The - child went with the clown to the party. Like English with, + or Estonian, the COMITATIVE translates the English ‘with’ + in its meaning of accompaniment (i.e., ‘along with’) as in The + child went with the clown to the party. Like English ‘with,’ the COMITATIVE does not imply that the conjoined noun is necessarily engaged in the same activity or associated with the same verb as the head noun. For example, in the sentence My father was walking with @@ -1441,8 +1441,8 @@ him during the war) versus This man fought with my father (e.g., they had a fight with each other).

Note also that the COMITATIVE is not - used to indicate instrumentality (English with meaning by - means of). Thus, it is not used to translate sentences such as I + used to indicate instrumentality (English ‘with’ meaning ‘by + means of’). Thus, it is not used to translate sentences such as I cut the meat with a knife. As previously discussed in Section 4.3.8, instrumentality is indicated by use of the INSTRUMENTAL case. Likewise, it is not used to identify the resources or material(s) consumed @@ -1462,17 +1462,17 @@

The CONJUNCTIVE case is marked by Series B vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. The CONJUNCTIVE translates English - with in its meaning of in conjunction with, i.e., + ‘with’ in its meaning of ‘in conjunction with,’ i.e., to indicate that the noun is engaged in the same activity or a complementary activity as the conjoined noun. It should be distinguished from the COMITATIVE above, which indicates mere accompaniment. For example, in the walking with a loaf of bread example from above, it would be incorrect to use the CONJUNCTIVE case because that would signify the bread was walking, too. To further illustrate - the usage, consider the sentence Im with the brigade. Translating - brigade using the COMITATIVE would mean - that Ive come along (e.g., drove) with the brigade to the scene, - while using the CONJUNCTIVE would mean Im - a member of the brigade. Additional examples where the CONJUNCTIVE + the usage, consider the sentence I’m with the brigade. Translating + ‘brigade’ using the COMITATIVE would mean + that ‘I’ve come along (e.g., drove) with the brigade to the scene,’ + while using the CONJUNCTIVE would mean ‘I’m + a member of the brigade.’ Additional examples where the CONJUNCTIVE would be used are They skate with the best team, That teacher works well with children.

 

@@ -1489,7 +1489,7 @@

The UTILITATIVE case is marked by Series C vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. The UTILITATIVE identifies a noun in - the process of being utilized. This corresponds to the use of English with + the process of being utilized. This corresponds to the use of English ‘with’ where it refers to actual use in progress as in A man with a gun ran into the room. It should be distinguished from the INSTRUMENTAL (see Sec. 4.3.8) in that the latter indicates the implement @@ -1532,9 +1532,9 @@ implies a strong emphasis on the fact that the noun is more than simply the recipient or target of a dative action, but rather benefits in a tangible or consequential way from the action or event. It is usually translated by English - for in the sense of for the sake (i.e., benefit) of. + ‘for’ in the sense of ‘for the sake (i.e., benefit) of.’ Examples of usage are a toy for the children, We threw - him a party, Go to the teachers + him a party, Go to the teachers’ lounge.

 

@@ -1550,11 +1550,11 @@

The TRANSPOSITIVE case is marked by Series E vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. The TRANSPOSITIVE implies substitution - of one noun for another. It translates English for in the sense - of on behalf of, in place of, or instead - of (i.e., as a substitution for). Examples of usage are + of one noun for another. It translates English ‘for’ in the sense + of ‘on behalf of,’ ‘in place of,’ or ‘instead + of’ (i.e., ‘as a substitution for’). Examples of usage are The boss made the speech for me, She went up into the attic - for her brother (i.e., so he wouldnt have to).

+ for her brother (i.e., so he wouldn’t have to).

 

@@ -1569,7 +1569,7 @@

The COMMUTATIVE case is marked by Series F vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. The COMMUTATIVE translates English - for in the sense of in exchange for as in You + ‘for’ in the sense of ‘in exchange for’ as in You paid too much money for that dress, She kills for thrills.


4.6.15 Examples of Adverbial Cases in Use
@@ -1587,7 +1587,7 @@

The Subrelative cases comprise eleven cases which place a noun in a subordinate context to the main sentence, much like subordinate conjunctions in Western languages. In fact, these cases are used far more frequently with - verbal clauses than with nouns, creating what are known as case-frames + verbal clauses than with nouns, creating what are known as “case-frames” (to be discussed in Sec. 5.7), the Ithkuil functional equivalent to Western subordinate clauses. The eleven Subrelative cases are the ABESSIVE, CONVERSIVE, CONCESSIVE, EXCEPTIVE, @@ -1609,13 +1609,13 @@

The ABESSIVE case is marked by Series A vocalic mutation of the stem along with Grade 5 mutation of the C2 radical consonant. The ABESSIVE is essentially the opposite - of the COMITATIVE, translating the English without - or -less in the sense of unaccompanied by or not - having as in a day without rain or a treeless + of the COMITATIVE, translating the English ‘without’ + or ‘-less’ in the sense of ‘unaccompanied by’ or ‘not + having’ as in a day without rain or a treeless plain. As noted in the next section below on the CONVERSIVE - case, it is not used to translate without when - it means unless one has, referring to a hypothetical exception - to a potential outcome as in I cant go on without love.

+ case, it is not used to translate ‘without’ when + it means ‘unless one has,’ referring to a hypothetical exception + to a potential outcome as in I can’t go on without love.

 

@@ -1634,12 +1634,12 @@ to a potential outcome or an actual circumstance which alters or has altered a potential outcome. This translates two different ways into English. Where it indicates an exception to a hypothetical situation, it is translated by the - conjunction unless in verbal contexts, and by the preposition - without for nouns (note that without in this sense + conjunction ‘unless’ in verbal contexts, and by the preposition + ‘without’ for nouns (note that ‘without’ in this sense does not correspond to its usual ABESSIVE usage in Sec. 4.7.1 above). If applied to a real or actual situation, it is translatable by - such expressions as but for, if not for, if - it wasnt for, or if it wasnt on account of. + such expressions as ‘but for,’ ‘if not for,’ ‘if + it wasn’t for,’ or ‘if it wasn’t on account of.’ Example of usage: Without peace, this society is doomed; If not for the rain, we would have had a good time.

 

@@ -1658,9 +1658,9 @@ radical consonant. The CONCESSIVE case identifies a noun, situation, or circumstance which gives rise to an expectation of a certain result which, in fact, does not occur. This can be translated by various English prepositions, - conjunctions, or phrases such as despite, in spite of, - notwithstanding, although, regardless of, - no matter what, etc. Examples of usage: In spite of + conjunctions, or phrases such as ‘despite,’ ‘in spite of,’ + ‘notwithstanding,’ ‘although,’ ‘regardless of,’ + ‘no matter what,’ etc. Examples of usage: In spite of his stupidity, he passed the test; The law notwithstanding, I will stand my ground; No matter how ignorant (they may be), they are welcome, Although foreigners, we will let them attend @@ -1680,8 +1680,8 @@ D vocalic mutation of the stem along with Grade 5 mutation of the C2 radical consonant. The EXCEPTIVE indicates a noun, situation, or circumstance which is an exception, or is exempted or excluded from the main - clause, translatable by English except (for), but (not), - or excluding. Examples of usage: She loves everybody except + clause, translatable by English ‘except (for),’ ‘but (not),’ + or ‘excluding.’ Examples of usage: She loves everybody except clowns; I like all animals, excluding dogs; He eats almost anything but (not) spinach.

 

@@ -1701,7 +1701,7 @@ has been replaced by another or for which another noun has been substituted. In verbal frame adjuncts it identifies the situation which had been expected in contrast to what actually takes place. This is translatable by the English - phrases instead of or as opposed to, e.g., Instead + phrases ‘instead of’ or ‘as opposed to,’ e.g., Instead of rain, it snowed; They hired her as a cook, as opposed to a maid.

 

@@ -1720,9 +1720,9 @@ radical consonant. The identifies the noun, situation, or circumstance on which the factuality of the main clause of the sentence depends, i.e., the required condition(s) which must come into existence for the situation described in the - main clause to occur. This is translatable by such English phrases as provided - (that), on condition of, only in case of, - or but only if, e.g., Provided [theres] food, + main clause to occur. This is translatable by such English phrases as ‘provided + (that),’ ‘on condition of,’ ‘only in case of,’ + or ‘but only if,’ e.g., Provided [there’s] food, I will attend the meeting; We will fight only in case of war.

 

@@ -1743,14 +1743,14 @@ and the circumstances of the main clause. Specifically, it identifies the noun, situation, or circumstance whose factuality has not yet come into existence, but, should it come into existence, will result in the consequence indicated - by the main clause. This is translatable by English if, or in - case of. Note that it does not translate English if where - it means whether as in I dont know if its warm + by the main clause. This is translatable by English ‘if,’ or ‘in + case of.’ Note that it does not translate English ‘if’ where + it means ‘whether’ as in I don’t know if it’s warm enough, i.e., where the clause is meant only to convey uncertainty or optionality (but not a causal relationship between a potential condition and its consequences). - Examples of usage: If [theres] snow, Im not + Examples of usage: If [there’s] snow, I’m not going out; In case of fire, flee; If friend, - welcome them, if foe, kill em.

+ welcome them, if foe, kill ’em.

 

@@ -1777,16 +1777,16 @@ There is no equivalent English construction which expresses this distinction. The following sentences represent approximate English translations of what would be identical Ithkuil sentences except for the three different case declensions - of the word for weather:

-

PROVISIONAL: Were packing + of the word for ‘weather’:

+

PROVISIONAL: We’re packing umbrellas, but only in case of bad weather (i.e., umbrellas will not be packed unless the weather is actually bad).
- POSTULATIVE: Were packing umbrellas in + POSTULATIVE: We’re packing umbrellas in case of bad weather (i.e., the umbrellas are being packed in preparation for the possibility of bad weather).
- SUPPOSITIVE: Were packing umbrellas supposing - [theres] bad weather (i.e., the umbrellas are being packed - even though we dont know how the weather will be).

+ SUPPOSITIVE: We’re packing umbrellas supposing + [there’s] bad weather (i.e., the umbrellas are being packed + even though we don’t know how the weather will be).

 

@@ -1801,9 +1801,9 @@

The DEPENDENT case is marked by Series G vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. The DEPENDENT translates the English - phrase depending on signifying a noun as the contingency on which + phrase ‘depending on’ signifying a noun as the contingency on which the reality of a main clause depends. Examples of usage would be Depending - on the rain, well go for a picnic; She may show up, depending + on the rain, we’ll go for a picnic; She may show up, depending on her attitude.

The DEPENDENT should be distinguished from the PREDICATIVE case in Sec. @@ -1823,10 +1823,10 @@

The COMPARATIVE case is marked by Series H vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. The COMPARATIVE identifies a noun being - compared and contrasted to another. It translates such expressions as as - compared to, as opposed to. With verbal case-frames (see + compared and contrasted to another. It translates such expressions as ‘as + compared to,’ ‘as opposed to.’ With verbal case-frames (see Sec. 5.7) it would translate as - whereas or while (in its synonymous usage to whereas). + ‘whereas’ or ‘while’ (in its synonymous usage to ‘whereas’). Examples are She chose the red one as opposed to the blue one, Sam drives a van as compared to Joe, who prefers a truck.

 

@@ -1844,9 +1844,9 @@ J vocalic mutation of the stem along with Grade 6 mutation of the C2 radical consonant. The AVERSIVE identifies a noun as a source or object of fear and/or avoidance. With nouns, it translates expressions - such as for fear of, in order to avoid, or in - avoidance of. With verb phrases (i.e., case-frames; see Sec. - 5.7) , it would translate English lest. Examples of usage + such as ‘for fear of,’ ‘in order to avoid,’ or ‘in + avoidance of.’ With verb phrases (i.e., case-frames; see Sec. + 5.7) , it would translate English ‘lest.’ Examples of usage are She finished her plate for fear of my wrath, I traveled by night to avoid the sun.

 

@@ -1869,8 +1869,8 @@ While various non-Indo-European languages such as Finnish, Hungarian, Basque and the North Caucasian languages accomplish the equivalent of prepositional relationships using noun cases, such relationships are usually accomplished - in Ithkuil via verbal formatives (e.g., a verb translatable as to be - inside of instead of a preposition inside of). Nevertheless, + in Ithkuil via verbal formatives (e.g., a verb translatable as ‘to be + inside of’ instead of a preposition ‘inside of’). Nevertheless, there are twelve cases corresponding to certain types of common spatial relationships. These are the LOCATIVE, ORIENTATIVE, PROCURSIVE, ALLATIVE, ABLATIVE, PROLATIVE, PERLATIVE, PERVASIVE , PERIPHERAL, INTEGRAL, POSITIONAL, and @@ -1892,8 +1892,8 @@ A vocalic mutation of the stem along with Grade 7 mutation of the C2 radical consonant. The LOCATIVE signifies general static position in the same contextual place as the specified location, translatable - by many English prepositions such as at, in, on, - or by, depending on the context, e.g., in that building, by + by many English prepositions such as ‘at,’ ‘in,’ ‘on,’ + or ‘by,’ depending on the context, e.g., in that building, by the wall, on the street, at my house.

 

@@ -1909,13 +1909,13 @@

The ORIENTATIVE case is marked by Series B vocalic mutation of the stem along with Grade 7 mutation of the C2 radical consonant. The ORIENTATIVE identifies the noun - (usually a subcomponent or body part) which serves as the forward end + (usually a subcomponent or body part) which serves as the forward “end” of a spatially orientated axis aligned to a vector of motion. This is translatable - into English using elements such as -ward(s) or -first + into English using elements such as ‘-ward(s)’ or ‘-first’ in conjunction with portions of objects in a spatio-orientational context, e.g., He jumped in feet-first, The car rolled backward. The ORIENTATIVE allows for the extension of this concept - to contexts which seem awkward in English translation, e.g., He walked butt-ward + to contexts which seem awkward in English translation, e.g., He walked “butt-ward” down the street (i.e., backward with his butt protruding frontwards, leading the way).

 

@@ -1938,8 +1938,8 @@ in either the ALLATIVE or POSITIONAL case (see Sections 4.8.4 and 4.8.11 below). Examples of use would be They collided sideways, She turned her back on - him, The chair faced the doorway (i.e., - The chair stood with its seat and back aligned toward the doorway).

+ him, The chair “faced” the doorway (i.e., + The chair stood with it’s seat and back aligned toward the doorway).

 

@@ -1955,7 +1955,7 @@ D vocalic mutation of the stem along with Grade 7 mutation of the C2 radical consonant. When used in the context of explicit or implied directional motion, the ALLATIVE signifies the direction of motion, - translatable by to or toward(s) or the suffix -ward(s) + translatable by ‘to’ or ‘toward(s)’ or the suffix ‘-ward(s)’ in English. Note that the ALLATIVE in no way implies that the object is intended as the final or intended destination or goal of the motion or movement, only the direction of the movement. Examples would be I wandered @@ -1964,7 +1964,7 @@

When used in contexts where directional motion is not implied, the ALLATIVE signifies a directional orientation of a noun relative to another, e.g., He turned his back on me, - The upstairs bedroom faces the yard, Its alongside the + The upstairs bedroom faces the yard, It’s alongside the desk (i.e., its lateral surface is oriented toward the desk)

 

@@ -2005,7 +2005,7 @@ medium or a two-dimensional quasi-planar surface, the position or movement being between one point and another, without implying origination at one point or destination at another, e.g., He passed through a tunnel, - Shes standing along the highway, Ill walk across + She’s standing along the highway, I’ll walk across the patio, He pushed his way through the crowd, The vessel traversed the (surface of the) ocean.

 

@@ -2101,12 +2101,12 @@ to whose position in space another noun is being described for purposes of spatial orientation. To an English-speaker, the function of this case makes greater sense once one realizes that, in Ithkuil, most one-to-one spatial relationships - are described by verbs, not prepositions, e.g., to be situated on the - right, to move beneath, etc. Consequently, the POSITIONAL - case can be thought of as expressing the phrase relative to. Examples - of how it would be used are Im standing four feet north of + are described by verbs, not prepositions, e.g., ‘to be situated on the + right,’ ‘to move beneath,’ etc. Consequently, the POSITIONAL + case can be thought of as expressing the phrase ‘relative to.’ Examples + of how it would be used are I’m standing four feet north of the desk, The one hanging above the boxes looks fresh, - It lies at a 30 angle relative to the tree.

+ It lies at a 30° angle relative to the tree.

 

@@ -2146,10 +2146,10 @@

The temporal cases deal with contexts relating to time. In many respects, Ithkuil analyzes time similarly to Western languages, particularly in the ability to spatially compartmentalize time as seen in such English phrases - as in 3 hours, for 5 years, day by day, - and per month, as well as in analyzing time as progressively linear - using concepts such as before, after, during, - until, and ago. The fifteen temporal cases are the + as ‘in 3 hours,’ ‘for 5 years,’ ‘day by day,’ + and ‘per month,’ as well as in analyzing time as progressively linear + using concepts such as ‘before,’ ‘after,’ ‘during,’ + ‘until,’ and ‘ago.’ The fifteen temporal cases are the CONCURSIVE, ACCESSIVE, DIFFUSIVE, PERIODIC, PROLAPSIVE, PRECURSIVE, POSTCURSIVE, ELAPSIVE, ALLAPSIVE, INTERPOLATIVE, EPISODIC, PROLIMITIVE, SIMULTANEITIVE, ASSESSIVE, and LIMITATIVE. Following are explanations @@ -2168,11 +2168,11 @@

The CONCURSIVE case is marked by Series A vocalic mutation of the stem along with Grade 8 mutation of the C2 - radical consonant. The CONCURSIVE serves as a temporal - locative signifying the beginning and ending boundaries of time during + radical consonant. The CONCURSIVE serves as a “temporal + locative” signifying the beginning and ending boundaries of time during or at which an act, state, or event occurs, the whole of which being considered a single contextual situation. Examples of usage would be He prays during - lunch, She studied hard last night, I wont + lunch, She studied hard last night, I won’t visit until then (i.e., during that period in time).

@@ -2212,7 +2212,7 @@ locative similar to the CONCURSIVE, except that the time period identified does not have explicit boundaries, only being centered on the period identified by the noun. It is best expressed by the English phrase - during the time surrounding. Examples of usage would be + ‘during the time surrounding….’ Examples of usage would be Most cars had tail fins in those days; I was abroad during that era; At the time of his death, the number of clowns was increasing; Over the past several seasons, your @@ -2312,7 +2312,7 @@ H vocalic mutation of the stem along with Grade 8 mutation of the C2 radical consonant. The ELAPSIVE identifies the amount of time that has passed between the contextual present and the time of the act, - condition, or event being spoken of. It corresponds to English ago. + condition, or event being spoken of. It corresponds to English ‘…ago.’ Examples would be Four years ago I was a student; Going back three generations, women could not even vote.

 

@@ -2331,7 +2331,7 @@ a future act, condition, or event. Examples would be Four years from now, I will be a student; Looking ahead three generations, clowns will rule the world; I will be home in three days; Little - did he know that two months later hed be a rich man.

+ did he know that two months later he’d be a rich man.

 

@@ -2418,7 +2418,7 @@ E vocalic mutation of the stem along with Grade 9 mutation of the C2 radical consonant. The ASSESSIVE specifies the unit of time by which a contextual ratio of measurement is created, corresponding to - English by or per. Examples would be My lawyer + English ‘by’ or ‘per.’ Examples would be My lawyer charges by the minute, He publishes several books each year, The clown drove the fun-mobile at 90 miles per hour.

 

@@ -2435,8 +2435,8 @@

The LIMITATIVE case is marked by Series F vocalic mutation of the stem along with Grade 9 mutation of the C2 radical consonant. The LIMITATIVE signifies a event culminating - an anticipatory context. It translates the English expression in time - for. Examples of usage are He arrived in time for dinner, + an anticipatory context. It translates the English expression ‘in time + for.’ Examples of usage are He arrived in time for dinner, Be inside the Big Tent in time for the clowns.


4.9.16 Examples of Temporal Cases in Use

@@ -2505,7 +2505,7 @@

-2004-2009 by John Quijada. You may copy or excerpt any portion +©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.

 

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