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-ch5b-verb-morphology2.html | 154 ++++++++++++------------- 1 file changed, 77 insertions(+), 77 deletions(-) mode change 100755 => 100644 2004-en-alt/ithkuil-ch5b-verb-morphology2.html (limited to '2004-en-alt/ithkuil-ch5b-verb-morphology2.html') diff --git a/2004-en-alt/ithkuil-ch5b-verb-morphology2.html b/2004-en-alt/ithkuil-ch5b-verb-morphology2.html old mode 100755 new mode 100644 index 3c3c6bb..a0f1da0 --- 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 Sec. 3.8) and the Perspective (see Sec. 3.3) of the verb, as well as invoking the use of the ACTIVATIVE - case to mark the “subject” noun (see Sec. + case to mark the “subject” noun (see Sec. 4.3.9). The nature of these modifications is explained as follows:

As we saw in Sections 3.8 and 4.3.9, 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 “alternative mental space” 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.

@@ -133,7 +133,7 @@ imagined, or hypothetical events, the nouns and verbs within those clauses would be marked in the ABSTRACT perspective (see Sec. 3.4) and the REPRESENTATIVE essence (see Sec. - 3.8). The “subject” nouns which invoke the event (the nouns + 3.8). The “subject” nouns which invoke the event (the nouns you, girl, troops, mother, teacher, and man in the six sentences above) would be marked in the ACTIVATIVE case (see Sec. 4.3.9). It should be noted that not all Ithkuil modalities necessarily @@ -181,7 +181,7 @@

The ASPIRATIVE corresponds to English constructions expressing wishing or hoping, e.g., to wish that, to hope that, - etc. It is marked by adding the suffix -ü to a conflational + etc. It is marked by adding the suffix -ĂŒ to a conflational or valence adjunct.

 

@@ -196,8 +196,8 @@

The EXPECTATIVE corresponds to English constructions expressing expectation, as in He expected her to be beautiful, - or I imagine he’s reached his destination. It is marked by adding - the suffix -ï to a conflational or valence adjunct.

+ or I imagine he’s reached his destination. It is marked by adding + the suffix -ď to a conflational or valence adjunct.

 

@@ -213,7 +213,7 @@ constructions expressing belief, as in I think she has two sons, or We believe the earth to be round. Note that it does not correspond to English expressions of opinion, i.e., it would not be used in translating - sentences such as I think she’s pretty. It is marked by adding + sentences such as I think she’s pretty. It is marked by adding the suffix -u to a conflational or valence adjunct.

 

@@ -228,8 +228,8 @@

The REQUISITIVE corresponds to English constructions expressing requests, as in I request his presence at the banquet, - or I’d like you to visit your father. It is marked by adding - the suffix -â to a conflational or valence adjunct.
+ or I’d like you to visit your father. It is marked by adding + the suffix -ñ to a conflational or valence adjunct.

@@ -244,7 +244,7 @@

The EXHORTATIVE corresponds to English expressions of exhortation or demand, as in I demand you return my book - or Let the gates be opened! It is marked by adding the suffix -û + or Let the gates be opened! It is marked by adding the suffix -Ʊ to a conflational or valence adjunct.

 

@@ -258,8 +258,8 @@

The OPPORTUNITIVE corresponds to the - English modal verb can/could/be able where it means ‘have the opportunity - to,’ as in Can we pass by our old house when we visit town? or + English modal verb can/could/be able where it means ‘have the opportunity + to,’ as in Can we pass by our old house when we visit town? or Because of the delay, she was able to go to the museum after all. It is marked by adding the suffix -ai to a conflational or valence adjunct.

@@ -275,8 +275,8 @@

The CAPACITATIVE corresponds to the English - modal verb can/could/be able where it means ‘have the ability - or capacity to,’ as in Can she sing opera? or He could run + modal verb can/could/be able where it means ‘have the ability + or capacity to,’ as in Can she sing opera? or He could run like the wind. Note that it would also be used when translating English generic statements implying ability or capacity as in He speaks French like a native [i.e., the sentence does not imply he is speaking French at the @@ -295,7 +295,7 @@

The PERMISSIVE corresponds to the English modal verbs can/could/be able or may/might where they mean - ‘be permitted to,’ as in Very well, you can have ice cream for + ‘be permitted to,’ as in Very well, you can have ice cream for dessert; or Could I talk to you? It is marked by adding the suffix -oi to a conflational or valence adjunct.

 

@@ -310,12 +310,12 @@

The POTENTIAL corresponds to the English - modal verb can/could/be able where it means ‘have the potential - to or the possibility of,’ as in Remember it can flood suddenly in + modal verb can/could/be able where it means ‘have the potential + to or the possibility of,’ as in Remember it can flood suddenly in this area, or That man could fly into rages for no reason. It is also used when translating generic statements implying potential or possibility, as in It rains unpredictably in the Northwest. It is marked by adding - the suffix -ëi to a conflational or valence adjunct.

+ the suffix -Ă«i to a conflational or valence adjunct.

@@ -363,7 +363,7 @@

The IMPOSITIVE corresponds to English expressions such as be supposed to, be expected to, or be to - which impose an expectation upon a party, as in You’re supposed to + which impose an expectation upon a party, as in You’re supposed to smile when introduced, or He is to give a speech at the banquet. It is marked by adding the suffix -au to a conflational or valence adjunct.

@@ -429,7 +429,7 @@

The DISPOSITIVE corresponds to the English expression to be willing to, conveying willingness as in He is willing to give his life to defeat the clowns. It is marked by addition - of the suffix -äi to a conflational or valence adjunct. + of the suffix -Ă€i to a conflational or valence adjunct.

 

@@ -444,8 +444,8 @@

The PREPARATIVE corresponds to the English expressions be ready to or be prepared to, indicating readiness, - as in She’s ready to host the party, or They are prepared - to endure harsh weather. It is marked by addition of the suffix -öi + as in She’s ready to host the party, or They are prepared + to endure harsh weather. It is marked by addition of the suffix -öi to a conflational or valence adjunct.

 

@@ -462,7 +462,7 @@ English expressions need to or be necessary to, indicating necessity, as in You need to do something about those clowns in the yard, or It was necessary to inform her about the atrocities. It is marked - by addition of the suffix -ëu to a conflational or valence + by addition of the suffix -Ă«u to a conflational or valence adjunct.

 

@@ -478,7 +478,7 @@

The DECISIVE corresponds to English expressions such as decide to or choose to, indicating choice, as in Peter decided to cook breakfast or Colleen chose to visit the clowns. It is marked by addition of - the suffix -aï to a conflational or valence adjunct.

+ the suffix -aď to a conflational or valence adjunct.

 

@@ -494,7 +494,7 @@ expressions such as tend to, be apt to, or be prone to, indicating tendency, as in The wolverine tended to eat platypus eggs, or Boris is apt to make a fool of himself when meeting women. It is marked by addition - of the suffix -eï to a conflational or valence adjunct.

+ of the suffix -eď to a conflational or valence adjunct.

 

@@ -510,7 +510,7 @@ expressions such as offer to or volunteer to, indicating an act of offering as in The foreman offered to put poison in my beer, or Mrs. Blathermot volunteered to bake artichoke pie for the Open House event. It is marked by addition of - the suffix -iï to a conflational or valence adjunct.

+ the suffix -iď to a conflational or valence adjunct.

 

@@ -524,7 +524,7 @@

The ACCORDATIVE corresponds to the English expression agree to, as in Constance agreed to perform her go-go - number at the talent show. It is marked by addition of the suffix -oï + number at the talent show. It is marked by addition of the suffix -oď to a conflational or valence adjunct.

 

@@ -539,9 +539,9 @@

The INCLINATIVE corresponds to English expressions such as to feel like or be up for, indicating - an impulsive desire, as in He’s up for going to the shindig, + an impulsive desire, as in He’s up for going to the shindig, or Molly felt like eating the entire chocolate cake. It is marked by - addition of the suffix -öu to a conflational or valence + addition of the suffix -öu to a conflational or valence adjunct.

 

@@ -557,7 +557,7 @@

The COMPULSIVE corresponds to English expressions such as feel driven to or feel a need to, indicating compulsion, as in Jack feels driven to hunt wolverines, or My hairdresser - feels a need to date bikers. It is marked by addition of the suffix -uï + feels a need to date bikers. It is marked by addition of the suffix -uď to a conflational or valence adjunct.

 

@@ -574,7 +574,7 @@ expressions such as like to, or enjoy, conveying simple likes and pasttimes as in Boys like to dream about cars, or My salamander enjoyed biting people on their rump. It is marked by addition of the suffix - -äu to a conflational or valence adjunct.

+ -Ă€u to a conflational or valence adjunct.

 

@@ -590,7 +590,7 @@ such as be devoted to or be committed to, indicating devotion as in Charlotte is committed to being the best seamstress in town, or They were devoted to rooting for the losing team. It is marked by - addition of the suffix -ëï to a conflational or valence + addition of the suffix -Ă«Ä to a conflational or valence adjunct.

 

@@ -605,7 +605,7 @@

The PREFERENTIAL corresponds to English expressions such as prefer, or would rather that, indicating - preference as in He’d rather work by himself, or Muldane + preference as in He’d rather work by himself, or Muldane prefers that his cats eat live food. It is marked by addition of the suffix -ua to a conflational or valence adjunct.

 

@@ -621,10 +621,10 @@

The IMPRESSIONAL corresponds to English expressions such as have an impression that, have a hunch that, or - feel that, indicating a subjective belief or impression as in I’ve + feel that, indicating a subjective belief or impression as in I’ve a hunch that the porter is an alcoholic, or Betty feels her husband flirts too much with the secretarial pool. It is marked by addition of - the suffix -üa to a conflational or valence adjunct.

+ the suffix -ĂŒa to a conflational or valence adjunct.

 

@@ -640,7 +640,7 @@ expressions such as promise, or swear that, indicating a self-imposed obligation as in She promised that her son would visit my daughter, or Hargreaves swears that the fish from that lake are sentient. It - is marked by addition of the suffix -iù to a conflational + is marked by addition of the suffix -iĆŻ to a conflational or valence adjunct.


5.5.31 Examples of Modality in Use

@@ -701,9 +701,9 @@

Shown by high tone of the conflational, valence or modality adjunct. The EQUATIVE 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 She sings as well as I do or He reads as fast as + 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 She sings as well as I do or He reads as fast as you do.

 

@@ -725,7 +725,7 @@ than he), although the SURPASSIVE 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 NONRELATIONAL - valence for a verb such as ‘laugh,’ it would translate something + valence for a verb such as ‘laugh,’ it would translate something like I laughed more/harder than anyone did anything else. It can even be used with the MONOACTIVE valence, indicating that the party performed the action superlatively and no one else did. For example, the @@ -735,7 +735,7 @@

The SURPASSIVE can also be used to translate the English -est superlative construction, as in She is the nicest (of all) by simply naming a contextually universal second participant to - the verb, i.e., She “out-nices” everyone else.

+ the verb, i.e., She “out-nices” everyone else.

 

@@ -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 She “under-danced” tonight (i.e., - she didn’t dance as well as she might have) or The boy “under-weighs” + sentences corresponding to She “under-danced” tonight (i.e., + she didn’t dance as well as she might have) or The boy “under-weighs” the girl (i.e., he weighs less than her).


5.6.5 Examples of Level in Use

@@ -778,10 +778,10 @@

Virtually all languages allow for sentences to be hierarchically embedded within other sentences, a process termed subordination. 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 ‘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 gerundial verb construction. Both relative and subordinate clauses are illustrated in the following sentences:

@@ -790,9 +790,9 @@ I want him to stop shouting.
The committee voted to fire the superintendant.
We demand (that) you give us equal pay.
- Although he’s a college graduate, he acts like a child.
+ Although he’s a college graduate, he acts like a child.
This is the slot through which the letter is passed.
- In case you’re unaware, I’ll be leaving next + In case you’re unaware, I’ll be leaving next month.
The boy walking toward us is my nephew.

@@ -808,7 +808,7 @@

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 ‘while,’ as in She and I were working together while the two nations were at war. Alternately, we could create a relative clause by inserting a connecting prepositional phrase, as in She and I were working together during the time (that) the @@ -816,13 +816,13 @@

In Ithkuil, temporal context for a sentence may be provided by a noun in any of the temporal cases such as the CONCURSIVE (see Sec. 4.9.1). A word - such as ‘summer’ or ‘famine’ would be placed in the + such as ‘summer’ or ‘famine’ would be placed in the CONCURSIVE case to create a sentence corresponding to:

She and I were working together during the summer.
She and I were working together at the time of the famine.

-

Just as the single words ‘summer’ and ‘famine’ +

Just as the single words ‘summer’ and ‘famine’ are placed in the CONCURSIVE case, so an entire sentence such as The two nations were at war can be placed in the CONCURSIVE case to provide the temporal context for the main sentence. In other words, @@ -844,7 +844,7 @@ stem vowel and mutation of the C2 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 Sec. + be a noun (or a personal reference adjunct – see Sec. 8.1) 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.

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 “head” 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.

RESTRICTED CLAUSE
@@ -1402,10 +1402,10 @@ at any circus.
(4) That book, which I just finished reading, was written by a priest.

-

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 +

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 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.

@@ -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 ‘that’ (rather ‘which’ + or ‘who’ 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.


@@ -1431,28 +1431,28 @@ book.)
I just finished reading that book.

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 “template” 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 Chapter 4) 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 Sec. + of the two sentences is ‘that book.’ In the main sentence, ‘that + book’ functions in the semantic role of CONTENT (See Sec. 4.1.2), superficially equivalent to the direct object of the ABSOLUTIVE - subject ‘priest’, therefore, the main sentence becomes the template - ‘A priest wrote X’ where X is in the OBLIQUE + subject ‘priest’, therefore, the main sentence becomes the template + ‘A priest wrote X’ where X is in the OBLIQUE case (See Section 4.3.1). 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 “head” of the relative clause) is marked with an affix indicating such. So we now have the two sentences as:

A priest wrote [ ]. I just finish reading that book-H.

-

The ‘-H’ in the second sentence - above is meant to represent an affix marking the “head” or common +

The ‘-H’ in the second sentence + above is meant to represent an affix marking the “head” 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 “slot” based on the semantic role it will be playing, in this instance the role of CONTENT marked by the OBLIQUE case (see Sec. 4.3.1).

@@ -1470,10 +1470,10 @@

Reverse translating this sentence back to English, the closest literal translation would be the rather awkward construction: A priest wrote what I just finished reading, that book. However, this is how Ithkuil translates - the English sentence ‘A priest wrote that book that I just finished reading.’

+ the English sentence ‘A priest wrote that book that I just finished reading.’

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 “head.” + Instead, the “head” 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. In Section 4.5.3 we analyzed how MONADIC or UNBOUNDED nouns in the INHERENT 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 ‘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” 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 The man who came to dinner is my - father is rendered as The “my-father” man came to dinner, + father is rendered as The “my-father” man came to dinner, where the noun father would be in the INHERENT plus POSITIVE focus (see Sec. 3.5) to indicate that it is the new information being conveyed by the speaker, @@ -1588,7 +1588,7 @@

Revised Ithkuil: Ilaksh
-

©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.

 

-- cgit v1.2.3