1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
1014
1015
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114
1115
1116
1117
1118
1119
1120
1121
1122
1123
1124
1125
1126
1127
1128
1129
1130
1131
1132
1133
1134
1135
1136
1137
1138
1139
1140
1141
1142
1143
1144
1145
1146
1147
1148
1149
1150
1151
1152
1153
1154
1155
1156
1157
1158
1159
1160
1161
1162
1163
1164
1165
1166
1167
1168
1169
1170
1171
1172
1173
1174
1175
1176
1177
1178
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190
1191
1192
1193
1194
1195
1196
1197
1198
1199
1200
1201
1202
1203
1204
1205
1206
1207
1208
1209
1210
1211
1212
1213
1214
1215
1216
1217
1218
1219
1220
1221
1222
1223
1224
1225
1226
1227
1228
1229
1230
1231
1232
1233
1234
1235
1236
1237
1238
1239
1240
1241
1242
1243
1244
1245
1246
1247
1248
1249
1250
1251
1252
1253
1254
1255
1256
1257
1258
1259
1260
1261
1262
1263
1264
1265
1266
1267
1268
1269
1270
1271
1272
1273
1274
1275
1276
1277
1278
1279
1280
1281
1282
1283
1284
1285
1286
1287
1288
1289
1290
1291
1292
1293
1294
1295
1296
1297
1298
1299
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311
1312
1313
1314
1315
1316
1317
1318
1319
1320
1321
1322
1323
1324
1325
1326
1327
1328
1329
1330
1331
1332
1333
1334
1335
1336
1337
1338
1339
1340
1341
1342
1343
1344
1345
1346
1347
1348
1349
1350
1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362
1363
1364
1365
1366
1367
1368
1369
1370
1371
1372
1373
1374
1375
1376
1377
1378
1379
1380
1381
1382
1383
1384
1385
1386
1387
1388
1389
1390
1391
1392
1393
1394
1395
1396
1397
1398
1399
1400
1401
1402
1403
1404
1405
1406
1407
1408
1409
1410
1411
1412
1413
1414
1415
1416
1417
1418
1419
1420
1421
1422
1423
1424
1425
1426
1427
1428
1429
1430
1431
1432
1433
1434
1435
1436
1437
1438
1439
1440
1441
1442
1443
1444
1445
1446
1447
1448
1449
1450
1451
1452
1453
1454
1455
1456
1457
1458
1459
1460
1461
1462
1463
1464
1465
1466
1467
1468
1469
1470
1471
1472
1473
1474
1475
1476
1477
1478
1479
1480
1481
1482
1483
1484
1485
1486
1487
1488
1489
1490
1491
1492
1493
1494
1495
1496
1497
1498
1499
1500
1501
1502
1503
1504
1505
1506
1507
1508
1509
1510
1511
1512
1513
1514
1515
1516
1517
1518
1519
1520
1521
1522
1523
1524
1525
1526
1527
1528
1529
1530
1531
1532
1533
1534
1535
1536
1537
1538
1539
1540
1541
1542
1543
1544
1545
1546
1547
1548
1549
1550
1551
1552
1553
1554
1555
1556
1557
1558
1559
1560
1561
1562
1563
1564
1565
1566
1567
1568
1569
1570
1571
1572
1573
1574
1575
1576
1577
1578
1579
1580
1581
1582
1583
1584
1585
1586
1587
1588
1589
1590
1591
1592
1593
1594
1595
1596
1597
1598
1599
1600
1601
1602
1603
1604
1605
1606
1607
1608
1609
1610
1611
1612
1613
1614
1615
1616
1617
1618
1619
1620
1621
1622
1623
1624
1625
1626
1627
1628
1629
1630
1631
1632
1633
1634
1635
1636
1637
1638
1639
1640
1641
1642
1643
1644
1645
1646
1647
1648
1649
1650
1651
1652
1653
1654
1655
1656
1657
1658
1659
1660
1661
1662
1663
1664
1665
1666
1667
1668
1669
1670
1671
1672
1673
1674
1675
1676
1677
1678
1679
1680
1681
1682
1683
1684
1685
1686
1687
1688
1689
1690
1691
1692
1693
1694
1695
1696
1697
1698
1699
1700
1701
1702
1703
1704
1705
1706
1707
1708
1709
1710
1711
1712
1713
1714
1715
1716
1717
1718
1719
1720
1721
1722
1723
1724
1725
1726
1727
1728
1729
1730
1731
1732
1733
1734
1735
1736
1737
1738
1739
1740
1741
1742
1743
1744
1745
1746
1747
1748
1749
1750
1751
1752
1753
1754
1755
1756
1757
1758
1759
1760
1761
1762
1763
1764
1765
1766
1767
1768
1769
1770
1771
1772
1773
1774
1775
1776
1777
1778
1779
1780
1781
1782
1783
1784
1785
1786
1787
1788
1789
1790
1791
1792
1793
1794
1795
1796
1797
1798
1799
1800
1801
1802
1803
1804
1805
1806
1807
1808
1809
1810
1811
1812
1813
1814
1815
1816
1817
1818
1819
1820
1821
1822
1823
1824
1825
1826
1827
1828
1829
1830
1831
1832
1833
1834
1835
1836
1837
1838
1839
1840
1841
1842
1843
1844
1845
1846
1847
1848
1849
1850
1851
1852
1853
1854
1855
1856
1857
1858
1859
1860
1861
1862
1863
1864
1865
1866
1867
1868
1869
1870
1871
1872
1873
1874
1875
1876
1877
1878
1879
1880
1881
1882
1883
1884
1885
1886
1887
1888
1889
1890
1891
1892
1893
1894
1895
1896
1897
1898
1899
1900
1901
1902
1903
1904
1905
1906
1907
1908
1909
1910
1911
1912
1913
1914
1915
1916
1917
1918
1919
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
1930
1931
1932
1933
1934
1935
1936
1937
1938
1939
1940
1941
1942
1943
1944
1945
1946
1947
1948
1949
1950
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
2026
2027
2028
2029
2030
2031
2032
2033
2034
2035
2036
2037
2038
2039
2040
2041
2042
2043
2044
2045
2046
2047
2048
2049
2050
2051
2052
2053
2054
2055
2056
2057
2058
2059
2060
2061
2062
2063
2064
2065
2066
2067
2068
2069
2070
2071
2072
2073
2074
2075
2076
2077
2078
2079
2080
2081
2082
2083
2084
2085
2086
2087
2088
2089
2090
2091
2092
2093
2094
2095
2096
2097
2098
2099
2100
2101
2102
2103
2104
2105
2106
2107
2108
2109
2110
2111
2112
2113
2114
2115
2116
2117
2118
2119
2120
2121
2122
2123
2124
2125
2126
2127
2128
2129
2130
2131
2132
2133
2134
2135
2136
2137
2138
2139
2140
2141
2142
2143
2144
2145
2146
2147
2148
2149
2150
2151
2152
2153
2154
2155
2156
2157
2158
2159
2160
2161
2162
2163
2164
2165
2166
2167
2168
2169
2170
2171
2172
2173
2174
2175
2176
2177
2178
2179
2180
2181
2182
2183
2184
2185
2186
2187
2188
2189
2190
2191
2192
2193
2194
2195
2196
2197
2198
2199
2200
2201
2202
2203
2204
2205
2206
2207
2208
2209
2210
2211
2212
2213
2214
2215
2216
2217
2218
2219
2220
2221
2222
2223
2224
2225
2226
2227
2228
2229
2230
2231
2232
2233
2234
2235
2236
2237
2238
2239
2240
2241
2242
2243
2244
2245
2246
2247
2248
2249
2250
2251
2252
2253
2254
2255
2256
2257
2258
2259
2260
|
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" />
<title>Chapter 4</title>
<style type="text/css">
<!--
.style2 { font-family: Georgia, "Times New Roman", Times, serif;
font-weight: bold;
color: #999999;
}
.style3 {font-family: Arial, Helvetica, sans-serif; font-weight: bold; font-size: small; color: #0000FF; }
.style5 {color: #000000; font-weight: bold;}
.style6 {font-size: small}
.style7 {
font-family: Arial, Helvetica, sans-serif;
font-weight: bold;
}
.style8 {font-weight: bold; font-size: small; font-family: Arial, Helvetica, sans-serif;}
.style9 {font-size: large}
.style11 {font-size: large; font-weight: bold; }
.style12 {
font-family: Arial, Helvetica, sans-serif;
font-size: small;
}
.style13 {font-family: Arial, Helvetica, sans-serif}
.style15 {font-weight: bold; font-size: small; font-family: Arial, Helvetica, sans-serif; color: #FF0000; }
.style16 {font-size: xx-small}
.style17 {font-size: x-small}
.style18 {color: #0000FF}
.style21 {
color: #FF0000;
font-weight: bold;
}
-->
</style>
</head>
<body>
<h2 align="center" class="style2">Ilaksh: A Philosophical Design for a Hypothetical Language</h2>
<table width="100%" border="0">
<tr>
<td width="22%" rowspan="7"><div align="center"><span class="style2"><img src="images/ilaksh-logo.gif" alt="Ilaksh Logo" width="140" height="159" align="top" /></span></div></td>
<td width="23%"><p class="style3"> </p></td>
<td width="24%"><p class="style3"> </p></td>
<td width="31%"> </td>
</tr>
<tr>
<td height="18"><span class="style8"><a href="http://www.ithkuil.net">Home</a></span></td>
<td><a href="Chapter_4.html"><span class="style8">4 Case Morphology</span></a></td>
<td><a href="Chapter_9.html"><span class="style8">9 Syntax</span></a></td>
</tr>
<tr>
<td height="18"><span class="style8"><a href="Ilaksh_Intro.html">Introduction</a></span></td>
<td><a href="Chapter_5.html"><span class="style8">5 Verb Morphology</span></a></td>
<td><a href="Chapter_10.html"><span class="style8">10 Lexico-Semantics</span></a></td>
</tr>
<tr>
<td height="18"><a href="Chapter_1.html"><span class="style8">1 Phonology</span></a></td>
<td><a href="Chapter_6.html"><span class="style8">6 More Verb Morphology</span></a></td>
<td><a href="Chapter_11.htm"><span class="style8">11 The Writing System</span></a></td>
</tr>
<tr>
<td><a href="Chapter_2.html"><span class="style8">2 Morpho-Phonology</span></a></td>
<td><a href="Chapter_7.html"><span class="style8">7 Suffixes</span></a></td>
<td><a href="Chapter_12.htm"><span class="style8">12 The Number System</span></a></td>
</tr>
<tr>
<td><a href="Chapter_3.html"><span class="style8">3 Basic Morphology</span></a></td>
<td><a href="Chapter_8.html"><span class="style8">8 Adjuncts</span></a></td>
<td><a href="Lexicon.htm"><span class="style8">The Lexicon</span></a></td>
</tr>
<tr>
<td height="21"> </td>
<td> </td>
<td> </td>
</tr>
</table>
<br />
<br />
<h2 align="center" class="style5">Chapter 4: Case Morphology</h2>
<table width="100%" border="0" cellspacing="0" cellpadding="0">
<tr>
<td width="2%"> </td>
<td width="25%"> </td>
<td width="31%"><a href="#Sec4o1">4.1 Semantic Role versus Positional Slot </a> </td>
<td width="2%"> </td>
<td width="35%"><a href="#Sec4o5">4.5 The Associative Cases </a> </td>
<td width="2%"> </td>
<td width="3%"> </td>
</tr>
<tr>
<td> </td>
<td> </td>
<td><a href="#Sec4o2">4.2 Morpho-Phonological Markers for Case </a> </td>
<td> </td>
<td><a href="#Sec4o6">4.6 The Temporal Cases </a> </td>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
<td><a href="#Sec4o3">4.3 The Transrelative Cases </a> </td>
<td> </td>
<td><a href="#Sec4o7">4.7 The Spatial Cases </a> </td>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
<td><a href="#Sec4o4">4.4 The Possessive Cases </a> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
</table>
<p align="justify">In this chapter, we analyze one additional morphological category:
Case. Like the six categories analyzed in the previous chapter, and unlike
other languages, the category of Case applies to all formatives in Ilaksh,
i.e., to both nouns and verbs alike. However, the syntactical context in which
Case operates is sufficiently dissimilar for nouns and verbs to warrant separate
analysis. In this chapter, we will analyze the case morphology of nouns alone.
The use of Case with verbs will be analyzed in <a href="Chapter_5.html#Sec5o2">Section
5.2</a>.</p>
<p align="justify">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
in the phrase or sentence in which it appears. For example, in the English sentence <em>It was me she saw</em>, 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 <em>Der
Bruder des Knaben sah den Mann</em> (= ‘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).</p>
<p align="justify">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.
In general, noun cases in those languages which rely upon them often substitute
for what in English is accomplished using prepositions or prepositional phrases.
The process of adding affixes or changing the phonetic structure of a word in
order to show a noun in a particular case is known as declining a noun, and
the various permutations of a noun into its cases are known as its declensions. </p>
<p align="justify">There are 96 cases in Ilaksh, 72 of which correspond to noun cases found in Ithkuil. The remaining 24 cases are new and serve very specialized functions associated with the verbal category called <strong>Level</strong>. These 24 specialized cases will be discussed separately in <a href="Chapter_5.html#Sec5o8">Section 5.8</a> on Level. <br />
</p>
<table width="100%" border="1" cellspacing="0" cellpadding="5">
<tr>
<td><p align="center"><strong>NOTE TO READERS FAMILIAR WITH ITHKUIL</strong></p>
<p align="justify">For those readers familiar with the case morphology of Ithkuil, the 81 noun cases of that language have been consolidated to 72 cases in Ilaksh. Nine Ithkuil cases have either been eliminated or consolidated with other cases in Ilaksh; specifically:</p>
<ul>
<li>The <font size="-1">INHERENT </font> case of Ithkuil has been eliminated and its function merged with the<font size="-1"> CORRELATIVE</font> case. </li>
<li>The <font size="-1">ADVERSATIVE</font> case of Ithkuil has been eliminated and its function merged with the <font size="-1">CONTRASTIVE</font> case. </li>
<li>The <font size="-1">SUPPOSITIVE</font> case of Ithkuil has been eliminated and its function merged with the <font size="-1">POSTULATIVE</font> case. </li>
<li>The <font size="-1">INTEGRAL</font> case of Ithkuil has been eliminated and its function merged with the <font size="-1">ORIGINATIVE</font> case. </li>
<li>The <font size="-1">POSITIONAL</font> case of Ithkuil has been eliminated and its function merged with the <font size="-1">CORRELATIVE</font> case. </li>
</ul>
<p align="justify">Additionally the <font size="-1">PROLATIVE</font>, <font size="-1">PERLATIVE</font>, <font size="-1">PERVASIVE</font>, and <font size="-1">PERIPHERAL</font> cases of Ithkuil have been eliminated; their functions are performed in Ilaksh via verbal formatives just like other spatial concepts (see <a href="Chapter_10.html#Sec10o4">Section 10.4</a>). </p></td>
</tr>
</table>
<p> </p>
<div align="justify">
<table width="100%" border="0" cellpadding="0">
<tr>
<td bgcolor="#CCCCCC"><div><a name="Sec4o1" id="Sec4o1"></a><font size="4"><strong>4.1
SEMANTIC ROLE VERSUS POSITIONAL SLOT</strong></font></div></td>
</tr>
</table>
</div>
<p align="justify">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
ignored in terms of morphological designations. The notion of semantic role
can be illustrated by the following set of sentences:</p>
<blockquote>
<p align="justify">(1a) <em>John opened the door with the key.</em><br />
(1b) <em>The key opened the door.</em><br />
(1c) <em>The wind opened the door.</em><br />
(1d) <em>The door opened.</em></p>
</blockquote>
<p align="justify">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, <em>John</em>, <em>the key</em>, <em>the wind</em>, and <em>the door</em>. 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
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
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
(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
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
choice to initiate such action.</p>
<h3 align="justify"><br />
<a name="Sec4o1o1" id="Sec4o1o1"></a>4.1.1 Case as Indicator of Semantic Role</h3>
<p align="justify">The case structures of Western languages mark positional slot
(i.e., grammatical relations) only, and have no overt way to indicate semantic
role, thus providing no way of showing the intuitive causal relationship between
sets of sentences like those above. In Ilaksh, however, the case of a noun
is based on its underlying semantic role, not its syntactic position in the
sentence relative to the verb. These semantic roles reflect a more fundamental
or primary level of language irrespective of the surface case marking of nouns
in other languages. Thus Ilaksh noun declension more accurately reflects the
underlying semantic function of nouns in sentences. Consequently, the Western
grammatical notions of “subject” and “object” have little
meaning or applicability in Ilaksh grammar.</p>
<p align="justify">The following semantic roles are marked by noun cases in Ilaksh.
They correspond roughly to the “subjects” and “objects”
of Western languages:</p>
<p align="justify"><strong>AGENT</strong>: 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
(1a) above.</p>
<p align="justify"><strong>FORCE</strong>: An inanimate, unwilled cause of an
act such as a force of nature like ‘wind’ in Sentence (1c) above.</p>
<p align="justify"><strong>INSTRUMENT</strong>: The noun which functions as the
physical means or tool by which an act is initiated or performed, e.g., ‘key’
in Sentences (1a) and (1b) above.</p>
<p align="justify"><strong>PATIENT</strong>: 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.</p>
<h3 align="justify"><br />
<a name="Sec4o1o2" id="Sec4o1o2"></a> 4.1.2 Additional Semantic Roles</h3>
<p align="justify">Additional semantic roles corresponding to subjects and objects
in Western languages exist in Ilaksh as overt noun cases. These include the
roles of ENABLER, EXPERIENCER, STIMULUS, RECIPIENT, and CONTENT, and are explained
below using the following set of sentences as illustrations.</p>
<blockquote>
<p align="justify">(2a) <em>Mary hits the children.</em><br />
(2b) <em>Mary entertains the children.</em><br />
(2c) <em>Mary sees the children.</em><br />
(2d) <em>Mary tells the children a story.</em><br />
(2e) <em>Mary wants children.</em></p>
</blockquote>
<p align="justify">Examining these five sentences, we notice that the noun Mary
is in the subject slot in all of them and the children is the direct object
(except in the fourth sentence), even though the semantic roles of both nouns
are entirely different in each of these five sentences. Beginning with Sentence
(2a) we see that Mary is an AGENT which tangibly causes injury or pain to the
children who obviously function in the role of PATIENT. Thus (2a) is identical
to sentence (1a) in terms of the roles portrayed by the subject and direct object. </p>
<p align="justify">In Sentence (2b)<em> </em>however, <em>Mary entertains the
children</em>, there is a subtle distinction. At first we might consider Mary
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 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
change in the children, the success of this motivation to be determined by the
children, however, not Mary. Such a semantic role as Mary here is termed an
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,
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
pointed in a particular direction or who were within earshot of a sound), and
autonomic bodily reactions or responses as well as proprioceptive sensations
(e.g., coughing, sneezing, perspiring, feeling hot or cold, feeling pain, etc.).</p>
<p align="justify">This notion of EXPERIENCER is likewise illustrated by Sentence
(2c) <em>Mary sees the children</em>, 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
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,”
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 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
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
sight, as they may be completely unaware that Mary is seeing them. As a result,
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.</p>
<p align="justify">In Sentence (2d) <em>Mary tells the children a story</em>,
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
languages. The story, on the other hand, is merely a non-participatory abstract
referent, whose role is termed CONTENT.</p>
<p align="justify">The role of CONTENT also applies to the children in Sentence
(2e) <em>Mary wants children</em>, 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 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,
Mary’s role is again that of EXPERIENCER.</p>
<p align="justify"> </p>
<div align="justify">
<table width="100%" border="0" cellpadding="0">
<tr>
<td bgcolor="#CCCCCC"><div><font size="4"><strong>4.2 MORPHO-PHONOLOGICAL
MARKERS FOR CASE<a name="Sec4o2" id="Sec4o2"></a></strong></font></div></td>
</tr>
</table>
</div>
<p align="justify">Case is shown in different ways in Ilaksh depending on
whether the case is being shown in conjunction with a formative or a personal
reference adjunct (explained in <a href="Chapter_8.html#Sec8o1">Section
8.1</a>). For nouns, case is shown by vocalic mutation of
the stem-vowel <strong>V<span class="style6">r</span></strong>.
The permutations of the ninety-six series of vocalic mutation correspond
to the 96 cases. The particular mutational patterns are given in the sections
below as each case is described. </p>
<table border="1" align="center" cellpadding="0" cellspacing="0">
<tr>
<td width="39" valign="top"><div align="center"><strong>((V<span class="style17">L</span>)</strong></div></td>
<td width="59" valign="top"><div align="center"><strong>C<span class="style17">i</span></strong></div></td>
<td width="80" valign="top"><div align="center"><strong>V<span class="style17">c</span></strong> </div></td>
<td width="90" valign="top"><div align="center"><strong>(C<span class="style17">x</span></strong></div></td>
<td width="80" valign="top"><div align="center"><strong>V<span class="style17">p</span>))</strong></div></td>
<td width="64" valign="top"><div align="center"><strong>(C<span class="style17">m</span>)</strong></div></td>
<td width="56" valign="top"><div align="center"><strong>C<span class="style17">r</span></strong></div></td>
<td width="56" valign="top" bgcolor="#FFFF00"><div align="center" class="style21">V<span class="style17">r</span></div></td>
<td width="77" valign="top"><div align="center"><strong>C<span class="style17">a</span></strong></div></td>
<td width="48" valign="top"><div align="center"><strong>(V<span class="style17">x</span>C)</strong></div></td>
<td width="54" valign="top"><div align="center"><strong>(V<span class="style17">F</span></strong><strong> </strong></div></td>
<td width="55" valign="top"><div align="center"><strong>(C<span class="style17">b</span>))</strong></div></td>
<td width="99" valign="top"><div align="center"><strong>[stress]</strong></div></td>
</tr>
</table>
<p align="justify"><br />
Case markers for personal reference adjuncts
will be shown later in <a href="Chapter_8.html#Sec8o1">Section
8.1</a>.</p>
<p align="justify">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.</p>
<p align="justify"> </p>
<div align="justify">
<table width="100%" border="0" cellpadding="0">
<tr>
<td bgcolor="#CCCCCC"><div><font size="4"><strong>4.3 THE TRANSRELATIVE CASES<a name="Sec4o3" id="Sec4o3"></a></strong></font></div></td>
</tr>
</table>
</div>
<p align="justify">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
most likely marked as either nominative, accusative, or dative. It is these
cases which more or less correspond to the semantic roles identified in <a href="#Sec4o1">Sec.
4.1</a> above. The eleven transrelative cases are the <font size="2">OBLIQUE,
ABSOLUTIVE, DATIVE, ERGATIVE, EFFECTUATIVE, INDUCIVE, AFFECTIVE, INSTRUMENTAL,
ACTIVATIVE, DERIVATIVE, </font>and<font size="2"> SITUATIVE</font>. Following
are explanations of the function and usage of each case. Actual Ilaksh examples
of these cases in use are provided in <a href="#Sec4o3o12">Section 4.3.12</a>.<br />
<br />
</p>
<div align="justify">
<table width="53%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.1</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>OBL</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Oblique Case<a name="Sec4o3o1" id="Sec4o3o1"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">OBLIQUE</font> case is marked by Series
1 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). As described above in Section 4.1.2, the <font size="2">OBLIQUE</font> identifies the semantic role of CONTENT, whether it is something given to a
RECIPIENT, or the non-causal abstract content of an experiential state, e.g.,
a memory recalled, something desired, something feared. It would thus be used
in translating sentences such as <em>Sam gave me <strong>a book</strong>, The
child likes <strong>cereal</strong></em>. 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
of a noun as in the English sentences <em><strong>That boy</strong> is blind</em> or <em><strong>The house</strong> was built of wood</em>. The <font size="2">OBLIQUE</font>,
being the semantically most neutral case, is also the citation form of a noun
(i.e., the form in which the noun would be listed in a dictionary). </p>
<p align="justify"></p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.2</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>IND</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Inducive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">INDUCIVE</font> case is marked by Series
2 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">INDUCIVE</font> identifies a noun which
undergoes a self-initiated action, i.e., the noun is a PATIENT of an agential
action in which the AGENT and the PATIENT are the same. Note that this does
not necessarily imply reflexive action (i.e., doing something to oneself). It
would be used in sentences such as <em><strong>The boy</strong> jumped, <strong>He</strong> sang, <strong>The dog</strong> barked all night, </em>or<em> <strong>She</strong> danced to the music</em>, in which the party initiating and performing the action
are one and the same. </p>
<p align="justify"> </p>
<div align="justify">
<table width="52%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.3</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ABS</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Absolutive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ABSOLUTIVE</font> case is marked by Series
3 mutation of the stem vowel (<a href="Chapter_2.html#Sec2o5">see Section 2.5</a>). As described in Section 4.1.1 above, the <font size="2">ABSOLUTIVE</font> identifies the semantic role of PATIENT of an agential action, where the agent-initiator
is a different party than the patient who undergoes the resulting action. Note
that in sentences with patient subjects, the agent or instrument of agency need
not be overtly expressed. Examples of English sentences translatable using the <font size="2">ABSOLUTIVE</font> would be <em>The boy hit <strong>the girl</strong>,
She forced <strong>him</strong> to do it, <strong>The bird</strong> fell from
the sky, <strong>The prisoner</strong> died during the gun battle</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="53%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.4</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ERG</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Ergative Case<a name="Sec4o3o4" id="Sec4o3o4"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ERGATIVE</font> case is marked by Series
4 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ERGATIVE</font> identifies the semantic
role of AGENT, i.e., a noun which initiates a tangible action undergone by another
party (the PATIENT), as described in <a href="#Sec4o1o1">Section 4.1.1</a>.
Note that sentences involving an <font size="2">ERGATIVE</font> agent need not
overtly express the patient noun. Examples of English sentences translatable
using the <font size="2">ERGATIVE</font> would be <em><strong>The bo</strong>y
hit the girl, <strong>She</strong> forced him to do it, <strong>That murderer</strong> kills for fun</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.5</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>EFF</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Effectuative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">EFFECTUATIVE</font> case is marked by Series
5 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">EFFECTUATIVE</font> identifies the noun
acting in the semantic role of ENABLER, as described in <a href="Sec4o1o2">Section
4.1.2</a> above. This is the noun which initiates a causal chain of events,
ultimately resulting in a final event. An example would be pulling out the plug
of a filled bathtub thereby causing it to empty. This case should therefore
be carefully distinguished from the <font size="2">ERGATIVE</font> case. Ergatively
marked nouns imply that the action undergone by the patient is the same action
directly initiated by the agent, whereas <font size="2">EFFECTUATIVE</font> nouns imply a chain or series of cause-and-effect actions. For example, in the
Ilaksh translation of the sentence <em>The clown emptied the blood from the
tub</em>, the clown could be marked either as an AGENT by means of the <font size="2">ERGATIVE</font> case, or as an ENABLER using the <font size="2">EFFECTUATIVE</font> 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 Ilaksh to have separate verbs for ‘to drain,’ ‘to
pour’ or ‘to empty.’ The Ilaksh verb used in translating
the sentence would simply mean ‘to remove.’</p>
<p align="justify">Note that the EFFECTUATIVE case is commonly used with the <a href="Chapter_7.html#ENBaffix"><span class="style7">ENB</span></a> affix
-<strong>V<font size="1">1</font><span class="style9"><font color="#FFFFFF">.</font>ls</span></strong> to show the degree or nature of the enabling cause. With this affix, sentences
can be produced which specify whether the enablement is via giving of consent
or permission, by persuasion, by subtle indirect influence, by removal of a
hindrance, or even by inaction. </p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.6</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>AFF</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Affective Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">AFFECTIVE</font> case is marked by Series
6 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">AFFECTIVE</font> denotes a noun whose
semantic role is that of EXPERIENCER, as described previously in <a href="#Sec4o1o2">Section
4.1.2</a>, the noun which undergoes a non-causal, non-initiated (and unwilled)
experiential state, whether internally autonomic in nature or as the result
of an external stimulus. Examples of such states would be automatic sensory
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
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. </p>
<p align="justify">Example sentences requiring the use of the <font size="2">AFFECTIVE</font> case would be <em><strong>The baby</strong> is coughing, The lightning startled <strong>her</strong>, <strong>Mortimer</strong> loves his vittles, <strong>Uncle
Davey</strong> slept till noon, My back itches <strong>me</strong></em>.</p>
<p align="justify">Note that if the experiential state is willfully brought about
by the noun undergoing it, the <font size="2">INDUCIVE</font> case would be
used, since the noun is deliberately initiating an action in order to induce
the experiential state. For example, compare the sentence <em><strong>The children </strong>smiled with glee</em> (marked using the <font size="2">AFFECTIVE</font>)
with <em><strong>The children</strong> smiled on cue</em> (marked using the <font size="2">INDUCIVE</font>).</p>
<p align="justify"> </p>
<div align="justify">
<table width="53%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.7</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>DAT</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Dative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">DATIVE</font> case is marked by Series 7 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">DATIVE</font> has two functions in Ilaksh.
Similarly to Western languages, it marks indirect objects of verbs of giving
and telling, i.e., the semantic role of RECIPIENT of a noun transferred via
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 <a href="#Sec4o1o2">Section
4.1.2</a> above. Secondly, like some Western languages (e.g., Russian), Ilaksh
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 <em>We're giving <strong>you</strong> a present, Jason lent a dollar <strong>to his sister</strong>, Please grant <strong>me</strong> a wish, <strong>The
student</strong> has three books, <strong>Those mountains</strong> have a mysterious
quality</em>. </p>
<p align="justify"> </p>
<div align="justify">
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.8</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>INS</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Instrumental Case<a name="Sec4o3o8" id="Sec4o3o8"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify"> The <font size="2">INSTRUMENTAL</font> case is marked by Series
8 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). As described previously in <a href="#Sec4o1o1">Section 4.1.1</a>,
the <font size="2">INSTRUMENTAL</font> 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
of usage would be <em>She killed him <strong>with a knife</strong>, The man
tripped over <strong>my foot</strong>, <strong>The password</strong> got him
inside</em>. The <font size="2">INSTRUMENTAL</font> is also used to mark translations
of an inanimate “subject” noun when its logical function is as the
instrument of an unstated agent, e.g., compare <em>I pressed the button <strong>with
my finger</strong></em> with <em><strong>My finger</strong> pressed the button</em>,
both of which would be identical in Ilaksh except for the latter sentence’s
missing agent, <em>I</em>.</p>
<p align="justify">Note that the <font size="2">INSTRUMENTAL</font> does not translate
‘with’ in its meaning of ‘along with’ or ‘accompanied
by’ (see the <font size="2">COMITATIVE</font> case below in <a href="#Sec4o5o20">Sec.
4.5.20</a>) as in <em>She arrived with her father</em>. Nor is it used to show
the resources or materials consumed in performing an act. For example, in the
sentence <em>He cooks with tomatoes</em> (see the <font size="2">COMPOSITIVE</font> case in <a href="#Sec4o5o3">Sec. 4.5.3</a>), it is not the tomatoes that cook
the food, therefore the <font size="2">INSTRUMENTAL</font> would not be used,
whereas in <em>He fueled the fire with wood</em> it is the wood that fuels the
fire, thus requiring the <font size="2">INSTRUMENTAL</font> case.</p>
<p align="justify"> </p>
<div align="justify">
<table width="61%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.3.9</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ACT</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Activative Case<a name="Sec4o3o9" id="Sec4o3o9"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ACTIVATIVE</font> case is marked by Series
9 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ACTIVATIVE</font> 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
be made real by further action. Such unrealized situations can be illustrated
by the sentence <em>Frank must go to Chicago</em>, in which no actual travel
to Chicago has occurred and, in fact, may not occur. Similarly, in the sentence <em>Mother needs to rest</em>, no resting has yet occurred and may not. In both
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 <em>The students want
you to sing, Everyone expected you to laugh, or Joe will demand that I stay</em>.
Note that many of these constructions in English involve the use of “modal”
verbs such as <em>want, need, can, must</em>, etc. </p>
<p align="justify">Notice that the subject of these English sentences (<em>Frank,
Mother, the students, everyone, Joe</em>) are functioning neither as AGENTS
nor PATIENTS, since the modal verbs of which they are the subject do not identify
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”
the hypothetical situation. For example, in the sentence <em>Sam wants Shirley
to love him</em>, it could become ambiguous if Sam and Shirley are both marked
as EXPERIENCERS using the <font size="2">AFFECTIVE</font> case. Consequently,
Ilaksh uses the <font size="2">ACTIVATIVE</font> case to mark the subject whose
mental or metaphysical state creates a concurrent hypothetical, as-yet unrealized
situation. All of the subjects in the example sentences from the previous paragraph
(i.e., F<em>rank, Mother, the students, everyone, Joe</em>) would be so marked.
In <a href="Chapter_6.html#Sec6o1">Section 6.1 </a> we will see how the <font size="2">ACTIVATIVE</font> is used in conjunction with a morphological
category for verbs termed Modality to create such hypothetical states and situations. </p>
<p align="justify"> </p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="20%"><font size="4"><strong>4.3.10</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>DER</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="64%"><font size="4"><strong>The Derivative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">DERIVATIVE</font> case is marked by Series
10 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">DERIVATIVE</font> serves two functions
in Ilaksh. Firstly, it identifies an inanimate FORCE of nature (as described
in <a href="#Sec4o1o1">Sec. 4.1.1</a>) or abstract causative situation which
causes a PATIENT noun to undergo an action, as in <em><strong>The wind</strong> blew down the door, </em>or<em> <strong>Fame</strong> threatened his freedom</em>.
The use of the <font size="2">DERIVATIVE</font> instead of the <font size="2">ERGATIVE</font> or the <font size="2">EFFECTUATIVE</font> denotes that such inanimate agential
forces or abstract enabling situations cannot consciously or willingly initiate
actions, but rather are merely circumstantial initiating causes. Therefore the
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 <font size="2">DERIVATIVE</font> can often be translated using
phrases such as ‘due to, owing to, on account of, because of, as a result
of.’ Nouns in the <font size="2">DERIVATIVE</font> can also appear in
appositive constructions (i.e., in a noun-to-noun conjunction) where the noun
in the <font size="2">DERIVATIVE</font> denotes the abstract cause or reason
for the other noun, e.g., <em>the danger <strong>of fame</strong>, <strong>love’s</strong> heartache, <strong>wind</strong> song</em>.</p>
<p align="justify">The second function of the <font size="2">DERIVATIVE</font> case is to identify the non-agential, unconscious or non-deliberate STIMULUS
of an affective mental state, emotion, or autonomic sensory experience, as in <em>T<strong>he coffee</strong> smells good, I saw <strong>her</strong> today,
She hates <strong>that boy</strong>, Victor coughed <strong>from the gas</strong>,
We laughed at <strong>his jokes</strong>, <strong>That song </strong>makes me
cry</em>. Ilaksh grammar views the stimulus of an experiential state as having
a similar role to that of an abstract circumstantial or situational cause (as
in the above examples); this explains why the <font size="2">DERIVATIVE</font> case serves to indicate both functions. </p>
<p align="justify"> </p>
<div align="justify">
<table width="58%" border="0" cellpadding="0">
<tr>
<td width="20%"><font size="4"><strong>4.3.11</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>SIT</strong></font></div></td>
<td width="7%"><div align="center"><font size="4"></font></div></td>
<td width="62%"><font size="4"><strong>The Situative Case<a name="Sec4o3o11" id="Sec4o3o11"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">SITUATIVE</font> case is marked by Series
11 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">SITUATIVE</font> identifies a noun as
the background context for a clause. It is similar to the <font size="2">DERIVATIVE</font> case immediately above, except it does not imply a direct causative relationship
between the background context and the act, condition, or event which occurs.
It is translatable into English by various circumlocutions, as shown in the
following examples:</p>
<blockquote>
<p align="justify"><em><strong>Because of war</strong>, our planet will never
be able to join the Federation.<br />
<strong>Given the presence of clowns</strong>, we must accept the corruption
of our children.<br />
<strong>Using my plan</strong>, we will defeat the enemy.</em></p>
</blockquote>
<h3 align="justify"><br />
4.3.12 Examples of Transrelative Cases in Use<a name="Sec4o3o12" id="Sec4o3o12"></a></h3>
<blockquote>
<p><strong><font size="+1">Açn</font></strong><font size="+1"><strong>ăt ukšüŭl xmè-ëla utaluëéx.</strong></font><font size="-1" face="Arial, Helvetica, sans-serif"> </font><span class="style13"><a href="sound_files/4-3-12a.mp3" target="_blank">LISTEN</a></span> <a href="sound_files/4-3-12a.mp3" target="_blank"><img src="images/Audio_icon.gif" alt="audio" width="19" height="16" border="0" align="baseline" /></a><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font>-‘<span class="style13">give</span>’-<font size="-1" face="Arial, Helvetica, sans-serif">DEL/U/CSL/UNI
FML</font>-‘<span class="style13">clown</span>’-<font size="-1"><strong><font color="#FF0000" face="Arial, Helvetica, sans-serif">IND</font></strong><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><font color="#FF0000" face="Arial, Helvetica, sans-serif"> <strong> </strong></font><font face="Arial, Helvetica, sans-serif">
IFL</font></font>-‘<span class="style13">mother</span>’-<font size="-1"><strong><font color="#FF0000" face="Arial, Helvetica, sans-serif">DAT<br />
</font></strong><font face="Arial, Helvetica, sans-serif">FML</font></font>-‘<span class="style13">written document</span>’-<font size="-1"><strong><font color="#FF0000" face="Arial, Helvetica, sans-serif">OBL</font></strong>-<font face="Arial, Helvetica, sans-serif">DEL/M/CSL/UNI-SIZ<font size="-2">2</font>/6</font></font><br />
<em>The clown gave mother a note.</em><br />
<br />
<font size="+1"><strong>Pšùlk gmìel </strong>ŧŧ<strong>öàläč.</strong></font><font size="-1" face="Arial, Helvetica, sans-serif"> </font><span class="style13"><a href="sound_files/4-3-12b.mp3" target="_blank">LISTEN</a></span> <a href="sound_files/4-3-12b.mp3" target="_blank"><img src="images/Audio_icon.gif" alt="audio" width="19" height="16" border="0" align="baseline" /></a><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font>-‘<span class="style13">cough</span>’-<font size="-1" face="Arial, Helvetica, sans-serif">PRX/M/CSL/DCT IFL</font>-‘<span class="style13">child</span>’-<font size="-1" face="Arial, Helvetica, sans-serif"><strong><font color="#FF0000">AFF</font></strong>-DEL/M/CSL/UNI IFL</font>-‘<span class="style13">odor</span>’-<font size="-1" face="Arial, Helvetica, sans-serif"><strong><font color="#FF0000">DER</font></strong>-DEL/M/CSL/UNI-QUA<font size="-2">1</font>/3</font><br />
<em>The child is coughing due to the awful smell.</em></p>
<p><strong><font size="+1">Duňštëmsirxūiç přĕurn uk<strong>š</strong>ŭilërz dà-it.</font></strong><font size="-1" face="Arial, Helvetica, sans-serif"> </font><span class="style13"><a href="sound_files/4-3-12c.mp3" target="_blank">LISTEN</a></span> <a href="sound_files/4-3-12c.mp3" target="_blank"><img src="images/Audio_icon.gif" alt="audio" width="19" height="16" border="0" align="baseline" /></a><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-‘translative motion’-<font size="-1">PRX/U/ASO/COH</font><font face="Arial, Helvetica, sans-serif"><font size="-1">-AGN<font size="-2">2</font>/1</font></font><font size="-1">-BOD<font size="-2">1</font>/1-FRC<font size="-2">2</font>/9</font> <font size="-1">IFL</font>-‘anger-based use of force ’-<font size="-1"><strong><font color="#FF0000">ERG</font></strong>-DEL/M/AGG/VAR</font> <font size="-1">IFL</font>-‘clown’-<strong><font color="#FF0000" size="-1">ABS</font></strong>-<font size="-1">IMP<font size="-2">2</font>/1</font> <font size="-1">IFL</font>-‘a stone’<font size="-1">-<font color="#FF0000"><strong>INS</strong></font>-DEL/U/CSL/UNI</font></font><br />
<em>The angry mob stoned the helpless clown to death.</em><br />
(Literally: <em>trajected-by.hand-with.maximum.force-to.maximum.effect semi.cohesive.group.-affected.by.anger-acting.as.agent clown-as.helpless.target with-stones)</em></p>
<p align="justify"><br />
Stems/Roots for above examples:</p>
<p align="left"><strong>çnă</strong><strong>- </strong>‘give’ < <strong>nă</strong><strong>- </strong>‘<span class="style6">TRANSFER OF POSSESSION</span>’ <br />
<strong>ukšŭ</strong>- ‘clown’ <<strong><strong>kšŭ</strong>- </strong>‘<span class="style6">FOOL/BUFFOON</span>’ <br />
<strong>àxme(la)-</strong> ‘mother’, <strong>gm<font size="+1"><strong>è</strong></font></strong>- ‘child’ < <strong>km<font size="+1"><strong>è-</strong></font> </strong>‘<span class="style6">FAMILY MEMBER’</span> <br />
<strong>utá</strong>- ‘written document ’ <<strong><strong> tá</strong>- </strong>‘<span class="style6">WRITE/INSCRIBE/RECORD</span>’<br />
<strong><strong>pšù</strong>- </strong>‘cough’ < <strong><strong>pšù</strong>- </strong>‘<span class="style6">RESPIRATORY PAROXYSM</span>’ <br />
ŧŧ<strong>à</strong>- ‘odor’ < ŧ<strong>à</strong><strong>-</strong> ‘<span class="style6">SMELL/ODOR</span>’<br />
<strong>dū-</strong> ‘translative motion ’ < <strong>dū</strong>- ‘<span class="style6">TRANSLATIVE MOTION</span>’ <br />
<strong>dì</strong>- ‘a stone ’ < <strong>dì</strong><strong>-</strong> ‘<span class="style6">ROCK/MINERAL-BASED FIRMAMENT/GROUND </span>’<br />
<strong>přĕ</strong>- ‘anger-based use of force’ < <strong>přĕ</strong><font size="+1"><strong>- </strong></font>‘<span class="style6">CONFLICT/ANGER-BASED USE OF FORCE </span>’<br />
<br />
</p>
</blockquote>
<h3> 4.3.13 Specialized Suffixes Used to Expand the Functionality of the Transrelative
Cases</h3>
<p>It should be noted that Ilaksh provides an array of suffixes specifically designed
to work in conjunction with nouns inflected into one of the Transrelative cases
to significantly expand their ability to specify the exact nature of the causal
relationships between participants to a verb in an Ilaksh sentence. These suffixes
include the Consent <span class="style7">CNS</span> suffix, the Reason <span class="style7">RSN</span> suffix, the Expectation <span class="style7">XPT</span> suffix, the Deliberateness <span class="style7">DLB</span> suffix, the Enablement <span class="style7">ENB</span> suffix, the Agency/Intent <span class="style7">AGN</span> suffix, and the Impact <span class="style7">IMP</span> suffix. These affixes are detailed in <a href="Chapter_7.html#Sec7o4o12">Section
7.4.12</a> and discussed further in <a href="Chapter_10.html#Sec10o1o2">Section
10.1.2</a>.</p>
<p> </p>
<table width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
<tr>
<td><div><font size="4"><strong>4.4 THE POSESSIVE CASES<a name="Sec4o4" id="Sec4o4"></a></strong></font></div></td>
</tr>
</table>
<p align="justify">Those Western languages which have possessive cases usually
have only one such case, often functioning in a vague and ambiguous way to show
varying types of relationships between two nouns. For example, notice the differing
relationships expressed by the possessive in the following English sentences: </p>
<blockquote>
<p> <em>the man’s hat</em> = the hat belonging to him [alienable possession]<br />
<em>the man’s house</em> = the house he legally owns [proprietary responsibility]<br />
<em>the man’s arm</em> = part of his body [inalienable component]<br />
<em>the man’s brother</em> = the brother related to him [genetic relationship]<br />
<em>the man’s happiness</em> = he feels happy [affective experience]<br />
<em>the man’s rescue</em> = he was or will be rescued [target of others’
purpose]<br />
<em>the man’s gift</em> = the gift is for him [benefaction]<br />
<em>the man’s gift</em> = the gift is from him [source]<br />
<em>the man’s world</em> = the world in which he lives [inherent subjective
association]<br />
<em>the man’s team</em> = the team he is associated with [interactive
mutual association]<br />
<em>the man’s story</em> = the story about him [topical reference]<br />
<em>the man’s painting</em> = the picture he painted [creation/authorship]<br />
<em>the man’s command</em> = his being a commander [role or function]</p>
</blockquote>
<p align="justify">In many instances, the English possessive is totally ambiguous,
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? Ilaksh is more exact in specifying the nature
of these relationships via case. Many of the above relationships are addressed
by the seven Possessive cases. </p>
<p align="justify">The Possessive cases make a distinction between alienable
versus inalienable possession or attribution, as well as distinguishing whether
the possession is inherent to the possessor or imposed or caused from without.
These distinctions are explained below. Like Western languages (and unlike many
American Indian and North Caucasian languages), the case marking is on the possessor
noun, not the possessed. The seven Associative cases are the <font size="2">POSSESSIVE,
PROPRIETIVE, GENITIVE, ATTRIBUTIVE, PRODUCTIVE</font>, <font size="2">INTERPRETATIVE, </font>and <font size="2">ORIGINATIVE</font>.
Following are explanations of the function and usage of each case. Actual Ilaksh
examples of the cases in use are given in <a href="#Sec4o4o8">Sec. 4.4.8</a>.</p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="20%"><font size="4"><strong>4.4.1</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>POS</strong></font></div></td>
<td width="7%"><div align="center"><font size="4"></font></div></td>
<td width="62%"><font size="4"><strong>The Possessive Case<a name="Sec4o4o1" id="Sec4o4o1"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">POSSESSIVE</font> case is marked by Series
12 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">POSSESSIVE</font> is used to refer to
a noun which has alienable (i.e., removable or severable) possession of another
noun in the sense of having physical control or oversight of that noun, whether
by chance circumstance or deliberate manipulation. The two nouns are not in
any sense inherent parts of one another and the relationship between the two
can be theoretically or actually terminated by an outside force or influence,
or by decision of the possessor, usually by means of mere physical permanent
separation of the possessor and possessed nouns. The possessive would be used
to translate English phrases such as <em><strong>his</strong> coat</em> (e.g.,
the one he is wearing, regardless of whether he owns it or not), <em><strong>the
boy’s</strong> book</em> (e.g., the one in his hand), <em><strong>Father’s</strong> chair</em> (e.g., the one he happens to be sitting in, as in a restaurant). </p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="20%"><font size="4"><strong>4.4.2</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PRP</strong></font></div></td>
<td width="7%"><div align="center"><font size="4"></font></div></td>
<td width="62%"><font size="4"><strong>The Proprietive Case<a name="Sec4o4o2" id="Sec4o4o2"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PROPRIETIVE</font> case is marked by Series
13 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PROPRIETIVE</font> identifies a noun having
alienable possession of another noun in the sense of quasi-permanent contextual
control, ownership or oversight, whether by societal recognition, social convention,
law, purchase or decree, which mere physical separation does not sever. The
two nouns are not in any sense inherent parts of one another, however the relationship
cannot be terminated except via an equally or more binding act, declaration,
convention, law, process, etc. Using the same English examples used with the <font size="2">POSSESSIVE</font> above, we can analyze the connotative difference: <em><strong>his</strong> coat</em> (i.e., the one he owns, regardless of whether
he is wearing it or not), <em><strong>the boy’s</strong> book</em> (e.g.,
the one he bought), <em><strong>Father’s</strong> chair</em> (e.g., the
one assigned to him). </p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="20%"><font size="4"><strong>4.4.3</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>GEN</strong></font></div></td>
<td width="7%"><div align="center"><font size="4"></font></div></td>
<td width="62%"><font size="4"><strong>The Genitive Case<a name="Sec4o4o3" id="Sec4o4o3"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">GENITIVE</font> case is marked by Series
14 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">GENITIVE</font> is used to refer to a
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., <em><strong>my</strong> hand, <strong>the building’s</strong> doors, <strong>the child’s</strong> father, the essence <strong>of that
woman</strong></em>. </p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="20%"><font size="4"><strong>4.4.4</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ATT</strong></font></div></td>
<td width="7%"><div align="center"><font size="4"></font></div></td>
<td width="62%"><font size="4"><strong>The Attributive Case<a name="Sec4o4o4" id="Sec4o4o4"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ATTRIBUTIVE</font> case is marked by Series
15 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ATTRIBUTIVE</font> is used to refer to
a noun which inalienably experiences the effects of, or otherwise has an affective
(see the <font size="2">AFFECTIVE</font> 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: <em><strong>his</strong> pain, <strong>Mother’s</strong> guilt, <strong>the
child’s</strong> cough, <strong>Dorothy’s</strong> mood, <strong>Davey’s</strong> happiness, <strong>the teacher’s</strong> stubbornness, <strong>my</strong> needs</em>. </p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="59%" border="0" cellpadding="0">
<tr>
<td width="20%"><font size="4"><strong>4.4.5</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PDC</strong></font></div></td>
<td width="7%"><div align="center"><font size="4"></font></div></td>
<td width="62%"><font size="4"><strong>The Productive Case<a name="Sec4o4o5" id="Sec4o4o5"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PRODUCTIVE</font> case is marked by Series
16 vocalic mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PRODUCTIVE</font> identifies the creator,
author or originator of another noun, e.g.,<em> <strong>the girl’s</strong> poem, <strong>the clowns’ </strong>plan, <strong>my</strong> statue</em> (i.e., the one I sculpted). </p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="59%" border="0" cellpadding="0">
<tr>
<td width="19%"><font size="4"><strong>4.4.6</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ITP</strong></font></div></td>
<td width="5%"><div align="center"><font size="4"></font></div></td>
<td width="66%"><font size="4"><strong>The Interpretative Case<a name="Sec4o4o6" id="Sec4o4o6"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">INTERPRETATIVE</font> case is marked by
Series 17 vocalic mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">INTERPRETATIVE</font> 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 <em><strong>Monet’s</strong> Paris</em>, <em><strong>our</strong> world, life <strong>as seen by children</strong></em>. </p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="58%" border="0" cellpadding="0">
<tr>
<td width="10%"><font size="4"><strong>4.4.7</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>OGN</strong></font></div></td>
<td width="2%"><div align="center"><font size="4"></font></div></td>
<td width="77%"><font size="4"><strong>The Originative Case<a name="Sec4o4o5" id="Sec4o4o5"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ORIGINATIVE</font> case is marked by Series
18 vocalic mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ORIGINATIVE</font> identifies a noun as
being the literal or figurative source of another<font color="#000000">, or which
is the native location, origin, or usual locational context for another. </font>, e.g., <em><strong>the man’s</strong> story</em> (i.e., the one he told), <em><strong>our</strong> gift</em> (i.e.,
the one we are giving), <em>water <strong>from the river</strong>, the fruit <strong>of the tree</strong></em>, <font color="#000000"><em>Fix the <strong>kitchen</strong> sink!</em> (i.e. the one found in the kitchen), <em><strong>Desert</strong> rocks are so
beautiful</em> (i.e., whether being spoken about rocks taken from the desert
or rocks still present in the desert), <em><strong>Northern</strong> women are
easy-going</em>.</font></p>
<p><font color="#000000"> <font size="2">The ORIGINATIVE</font>
should be distinguished from the <font size="2">ABLATIVE</font> in <a href="#Sec4o7o5">Section 4.7.5</a> below, in that
the <font size="2">ABLATIVE</font> position or path of motion away from,
whereas the <font size="2">ORIGINATIVE </font> merely presents a locational context
as a means of description or to distinguish the noun from an otherwise similar
noun. </font></p>
<h3><a name="Sec4o4o8" id="Sec4o4o8"></a><br />
4.4.8 Examples of Possessive Cases in Use
</h3>
<blockquote>
<p><span class="style13"><a href="sound_files/4-4-8.mp3" target="_blank">LISTEN</a></span> <a href="sound_files/4-4-8.mp3" target="_blank"><img src="images/Audio_icon.gif" alt="audio" width="19" height="16" border="0" align="baseline" /></a> </p>
<p><font size="+1">ŧ<strong>àmskäč akkà’ul</strong></font><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-‘gust of odor’-<font size="-1">OBL-PRX/M/SEG/UNI</font><font face="Arial, Helvetica, sans-serif">-<font size="-1">QUA<font size="-2">1</font>/3</font></font> <font size="-1">IFL</font>-‘woman’-<font color="#FF0000" size="-1"><strong>OGN</strong></font></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘woman giving off a bad odor’</em> or
<em>‘bad odor coming from/off the woman’</em>
</p>
<p><strong><font size="+1">xxàl štuöl</font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-‘thing seen’-</font><font size="-1" face="Arial, Helvetica, sans-serif">OBL</font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><font face="Arial, Helvetica, sans-serif"> <font size="-1">IFL</font>-‘eagle’-<font color="#FF0000" size="-1"><strong>ATT</strong></font></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘what the eagle sees</em><em>’</em> </p>
<p><strong><font size="+1">aptrēl ustūal</font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-‘interior corner’-</font><font size="-1" face="Arial, Helvetica, sans-serif">OBL</font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><font size="-1" face="Arial, Helvetica, sans-serif"> FML</font><font face="Arial, Helvetica, sans-serif">-‘room/chamber’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>GEN</strong></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘corner of a room</em><em>’</em> </p>
<p><strong><font size="+1">átalňa gmeäàl </font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-‘page of writing’-<font size="-1">OBL-DEL/M/SEG/COA</font> <font size="-1">IFL</font>-‘male child ’-<font color="#FF0000" size="-1"><strong>POS</strong></font>-</font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘the boy's book</em><em>’</em> [i.e., the one he has in his immediate possession, not one he necessarily owns] <br />
<br />
<strong><font size="+1">uvażgă <strong> ukšë-üŭl</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">FML</font><font face="Arial, Helvetica, sans-serif">-‘job/employment’-</font><font size="-1" face="Arial, Helvetica, sans-serif">OBL</font><font face="Arial, Helvetica, sans-serif">-</font><font size="-1" face="Arial, Helvetica, sans-serif">PRX/M/CST/COA FML</font><font face="Arial, Helvetica, sans-serif">-‘clown’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>PRP</strong></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘the clown's job</em><em>’</em></p>
<p align="left"><br />
Stems/Roots for above examples:</p>
<p align="left">ŧ<strong><strong>à</strong></strong>- ‘gust of odor’ <strong>< </strong>ŧ<strong><strong>à-</strong> </strong>‘<span class="style6">SMELL/ODOR</span>’<strong> <br />
kkà- </strong>‘woman’ < <strong>kà</strong><strong>- </strong>‘<span class="style6">PERSON</span>’<br />
<strong>xxà-</strong> ‘something seen/a sight ’ < <strong>xà</strong><strong>- </strong>‘<span class="style6">VISION/SIGHT</span>’ <strong> </strong> <br />
<strong>štu</strong>- ‘eagle’ <<strong><strong>š<strong>tu</strong></strong>- </strong>‘<span class="style6">EAGLE</span>’<br />
<strong><strong>aptrē</strong>- </strong>‘interior corner ’ < <strong><strong><strong>prē</strong></strong>- </strong>‘<span class="style6">ANGULAR VERTEX/CORNER</span>’ <br />
<strong>ustū-</strong> ‘room/chamber’ < <strong>stū</strong>- ‘<span class="style6">HOLDING AREA/ENCLOSURE</span>’<br />
<strong>át</strong><strong>a(la)</strong>- ‘page of writing’ <<strong><strong> tá</strong>- </strong>‘<span class="style6">WRITE/INSCRIBE/RECORD</span>’<strong> <br />
agm<font size="+1"><strong>è</strong></font></strong>- ‘male child’ < <strong>km<font size="+1"><strong>è-</strong></font> </strong>‘<span class="style6">FAMILY MEMBER’<br />
</span><strong>uvă</strong>- ‘job/employment’ < <strong>vă</strong><strong>-</strong> ‘<span class="style6">EFFORT/LABOR</span>’ <strong> </strong> <br />
<strong>ukšŭ</strong>- ‘clown’ <<strong><strong>kšŭ</strong>- </strong>‘<span class="style6">FOOL/BUFFOON</span>’ </p>
<p> </p>
<p> </p>
</blockquote>
<table width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
<tr>
<td><div><font size="4"><strong>4.5 THE ASSOCIATIVE CASES</strong></font><a name="Sec4o5" id="Sec4o5"></a></div></td>
</tr>
</table>
<p align="justify">The Associative cases refer to a large group of cases which
modify a noun to show that it has some relationship to another, usually adjacent
noun or that it functions in an adverbial relationship to a verb. 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 <em>cat
box, schoolbook, peace march, mountain man,</em> etc., or joined by the word
‘of’ in a non-possessive relationship, e.g., <em>box of coins, dreams
of youth, sounds of laughte<font color="#000000">r</font></em><font color="#000000">, or as a modifier of a verbal phrase. </font>Following
are explanations of the function and usage of each case. Actual Ilaksh examples
of the cases in use are given in <a href="#Sec4o5o34">Sec. 4.5.34 </a>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.1</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PAR</strong></font></div></td>
<td width="8%"><div align="center"><font size="4"></font></div></td>
<td width="64%"><font size="4"><strong>The Partitive Case<a name="Sec4o5o1" id="Sec4o5o1"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PARTITIVE</font> case is marked by Series
19 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). When used in conjunction with another noun, the <font size="2">PARTITIVE</font> indicates a quantitative or content-to-container relationship between the two
nouns, e.g., <em>a cup <strong>of coffee</strong>, a box(ful) <strong>of books</strong>,
a train(load) <strong>of refugees</strong></em>. When used alone, it signifies
that the context of the phrase or sentence involves only a portion of the noun,
rather than the whole noun, e.g., <em>I ate <strong>some bread</strong>, Pour <strong>(some) water</strong> down my back</em>. </p>
<p align="justify">The <font size="2">PARTITIVE</font> is also used to mark a
noun qualified by a specific number, e.g., <em>three <strong>boxes</strong>,
two <strong>clowns</strong>, twenty <strong>words</strong></em>. This usage
is analyzed in detail in <font color="#FF0000"><a href="Ch-12%20The%20Enumerative%20System.htm">Chapter
12</a></font>, where we will see that, in Ilaksh, 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.” </p>
<p align="justify">The <font size="2">PARTITIVE</font> case is also used in constructing
words for Ilaksh numbers beginning with two hundred. This is also detailed
in <font color="#FF0000"><a href="Ch-12%20The%20Enumerative%20System.htm">Chapter
12</a> </font>on enumeration.</p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.2</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CRS</strong></font></div></td>
<td width="8%"><div align="center"><font size="4"></font></div></td>
<td width="64%"><font size="4"><strong>The Contrastive Case<a name="Sec4o5o2" id="Sec4o5o2"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CONTRASTIVE</font> case is marked by Series
20 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CONTRASTIVE</font> identifies a distinguishing
characteristic of another noun, i.e., that feature which distinguishes it from
other possible candidates within the given context. It would be used in translating
phrases such as <em>the <strong>green</strong> bottle</em> (e.g., as opposed
to the blue one); <em>the <strong>science</strong> text</em> (e.g., versus the
religious text); <em><strong>my</strong> statue</em> (i.e., a statue of me); <em>I want your recipe <strong>for stew</strong>, not <strong>soup</strong>;
Don’t worry, it’s a <strong>pet</strong> snake</em>.<font color="#000000"> It also serves to indicate a noun which
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,’ or specialized uses of ‘not,’ e.g.,<em> <strong>Instead
of rain</strong>, it snowed; They hired her as a cook, <strong>as opposed to
a maid</strong></em>.</font> That's sugar, <strong><em>not salt</em></strong>. </p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.5.3</strong></font></td>
<td width="12%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CPS</strong></font></div></td>
<td width="9%"><div align="center"><font size="4"></font></div></td>
<td width="63%"><font size="4"><strong>The Compositive Case<a name="Sec4o5o3" id="Sec4o5o3"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">COMPOSITIVE</font> case is marked by Series
21 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">COMPOSITIVE</font> identifies a noun as
being the literal or figurative substance or component(s) of which another is
made, composed, formed, built or comprised. Example of usage would be <em>That
statue was carved <strong>out of marble</strong>, She owns three <strong>gold(en) </strong>coins, We were caught in a web <strong>of lies</strong>, I use a <strong>wooden</strong> ladder, It was a house <strong>of cards</strong>, <strong>Three suits</strong> comprise his wardrobe, Joe detests <strong>styrofoam</strong> cups</em>.</p>
<p align="justify">The <font size="2">COMPOSITIVE</font> is also used in conjunction
with verbs to identify the material(s) or resources used up or consumed in performing
or undertaking an activity. Examples of this usage would be <em>She likes to
cook <strong>with tomatoes</strong>, He reads b<strong>y candle(light)</strong>,
That child goes through <strong>four sets of clothes</strong> a day, My uncle
satisfied his sweet tooth <strong>with three chocolate bars</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.4</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PRD</strong></font></div></td>
<td width="8%"><div align="center"><font size="4"></font></div></td>
<td width="64%"><font size="4"><strong>The Predicative Case<a name="Sec4o5o4" id="Sec4o5o4"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PREDICATIVE</font> case is marked by Series 22 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PREDICATIVE</font> 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 <em>a book <strong>dependent on a publisher</strong>,
a man <strong>relying on charity</strong>, laws <strong>based in reason</strong>,
Can success <strong>supported by murder</strong> be sustained?</em></p>
<p align="justify">The <font size="2">PREDICATIVE</font> should be distinguished
from Transrelative cases such as the <font size="2">DERIVATIVE</font> or <font size="2">INSTRUMENTAL</font>,
in that the <font size="2">PREDICATIVE</font> does not denote a cause, merely
the sustaining entity on which another depends, e.g., it would not be used to
translate <em>anxiety based on terror</em>, as the anxiety does not ‘rely’
or ‘depend’ on terror, but rather is caused by it. Similarly, in
the phrase <em>an attitude fueled by greed</em>, the attitude derives from or
results from greed, but is not relying on it.</p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.5</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>MED</strong></font></div></td>
<td width="8%"><div align="center"><font size="4"></font></div></td>
<td width="64%"><font size="4"><strong>The Mediative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">MEDIATIVE</font> case is marked by Series
23 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">MEDIATIVE</font> indicates the physical,
psychological, or figurative medium through which another noun or event takes
place. It would be used in translating phrases or sentences such as <em>a <strong>radio</strong> announcement, arrival <strong>by water</strong>, a <strong>letter</strong> bomb, <strong>air</strong> mail, achieving ecstasy <strong>through sex</strong>, I
showed her my love <strong>with chocolate</strong></em>. It should be distinguished
from the <font size="2">INSTRUMENTAL</font> case (see Section 4.3.8 above),
which signifies the actual instrument or physical means used to accomplish a
causative action. For example, in the sentence <em>Call him on the phone!</em>,
translating the phrase <em>on the phone</em> into the <font size="2">INSTRUMENTAL</font> case would signify ‘Use the phone (i.e., the one in the room) to call
him,’ whereas inflection into the <font size="2">MEDIATIVE</font> case
would mean ‘Call him via the medium of telephony.’ </p>
<p align="justify"></p>
<div align="justify">
<table width="60%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.6</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>APL</strong></font></div></td>
<td width="7%"><div align="center"><font size="4"></font></div></td>
<td width="65%"><font size="4"><strong>The Applicative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">APPLICATIVE</font> case is marked by Series
24 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">APPLICATIVE</font> 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 <em>a cup for coffee</em> (i.e., a cup being used incidentally to hold coffee), <em>a box for tools</em> (i.e., the box is only temporarily being used to hold
tools), <em>a room for changing.</em> Note that the use of the <font size="2">APPLICATIVE</font> can extend to usages beyond English ‘for,’ as in <em>a “weapon”
cat</em> = ‘a cat used as a weapon,’ or <em>a “projectile”
book</em> = ‘a book used as a projectile.’ </p>
<h3 align="justify"> </h3>
<div align="justify">
<table width="59%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.7</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PUR</strong></font></div></td>
<td width="8%"><div align="center"><font size="4"></font></div></td>
<td width="64%"><font size="4"><strong>The Purposive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PURPOSIVE</font> case is marked by Series
25 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PURPOSIVE</font> identifies a noun which
characterizes or defines the purpose of, or reason for, another noun. The <font size="2">PURPOSIVE</font> is subtly distinct from the <font size="2">APPLICATIVE</font> 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 <font size="2">PURPOSIVE</font> defines another
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
an English noun-noun expression or a compound noun. Examples of usage would
be <em>a <strong>coffee</strong> cup, a <strong>tool</strong>box, a <strong>litter</strong> box, a <strong>trash</strong>can. </em></p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="14%"><font size="4"><strong>4.5.8</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CSD</strong></font></div></td>
<td width="5%"><div align="center"><font size="4"></font></div></td>
<td width="72%"><font size="4"><strong>The Considerative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CONSIDERATIVE</font> case is marked by Series
26 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CONSIDERATIVE</font> 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 <em><strong>In my opinion</strong> he’s
a coward; He’s leaving town <strong>as per orders</strong> from the court;
You were arrested <strong>pursuant to law</strong>; <strong>According to our
teacher</strong>, humans are descended from apes</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="15%"><font size="4"><strong>4.5.9</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ESS</strong></font></div></td>
<td width="5%"><div align="center"><font size="4"></font></div></td>
<td width="71%"><font size="4"><strong>The Essive Case<a name="Sec4o5o9" id="Sec4o5o9"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ESSIVE</font> case is marked by Series 27 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ESSIVE</font> identifies the role or name
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 <em>They called him <strong>a clown</strong>,
The woman entered the club <strong>as an equal</strong> of any man, We consider
you our <strong>only hope</strong></em>. </p>
<p align="justify"> </p>
<div align="justify">
<table width="59%" border="0" cellpadding="0">
<tr>
<td width="14%"><font size="4"><strong>4.5.10</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ASI</strong></font></div></td>
<td width="5%"><div align="center"><font size="4"></font></div></td>
<td width="70%"><font size="4"><strong>The Assimilative Case<a name="Sec4o5o10" id="Sec4o5o10"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ASSIMILATIVE</font> case is marked by Series
28 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ASSIMILATIVE</font> 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
the sense of comparison or analogy between one thing and another. Examples of
usage are <em>She sings <strong>like a bird</strong>, <strong>As children </strong>they
seemed to me</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="61%" border="0" cellpadding="0">
<tr>
<td width="13%"><font size="4"><strong>4.5.11</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>FUN</strong></font></div></td>
<td width="6%"><div align="center"><font size="4"></font></div></td>
<td width="71%"><font size="4"><strong>The Functive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">FUNCTIVE</font> case is marked by Series
29 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). It functions similarly to English adverbs ending in <em>-ly</em> or the adverbial use of <em>with</em>, 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
be: <em>She dances <strong>gracefully</strong> </em>(i.e., in a manner characterized
by grace),<em> The boys ate <strong>with gusto</strong>, That clown is speaking <strong>nonsense</strong>, Father speaks <strong>with such fortitude</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="61%" border="0" cellpadding="0">
<tr>
<td width="13%"><font size="4"><strong>4.5.12</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>TFM</strong></font></div></td>
<td width="4%"><div align="center"><font size="4"></font></div></td>
<td width="72%"><font size="4"><strong>The Transformative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">TRANSFORMATIVE</font> case is marked by
Series 30 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">TRANSFORMATIVE</font> 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
some transformation. Example usages would be <em>The house burned <strong>to
ashes</strong>, The clown reached a state <strong>of tranquility</strong>, The
clowns will turn our children <strong>into slaves</strong>, Her father drank
himself <strong>to death</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="14%"><font size="4"><strong>4.5.13</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>REF</strong></font></div></td>
<td width="4%"><div align="center"><font size="4"></font></div></td>
<td width="73%"><font size="4"><strong>The Referential Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">REFERENTIAL</font> case is marked by Series
31 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">REFERENTIAL</font> 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.’
Examples of use would be <em>a song <strong>of love</strong>; <strong>As for
those books</strong>, burn them!; Let’s talk <strong>about clowns</strong>;
His attitude <strong>toward women</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="58%" border="0" cellpadding="0">
<tr>
<td width="14%"><font size="4"><strong>4.5.14</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CLA</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="74%"><font size="4"><strong>The Classificative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CLASSIFICATIVE</font> case is marked by
Series 32 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CLASSIFICATIVE</font> identifies a noun
as a basis for arranging, sorting, classifying, or counting, translating various
English prepositions and phrases used for this purpose. Example of usage are <em>Place them <strong>in groups of three</strong>, The workers arranged the
tables <strong>in rows</strong>, He lay down <strong>lengthwise</strong>, Can
you count <strong>by fives</strong>?, I will sort them <strong>by color</strong></em>.</p>
<p align="justify">The <font size="2">CLASSIFICATIVE</font> is also used to identify
a noun considered in consecutively recurring increments as a means of describing
the manner of an event. This is usually in conjunction with nouns denoting time
periods, but can be used with any concrete noun to describe the repetitive nature
of an event. Examples would be <em><strong>Month by month</strong>, their departure
crept closer; <strong>Year after year</strong>, I see more and more clowns; <strong>Day in</strong>,<strong> day out</strong>, he’s always working;
The fertilizer factory keeps rolling them out, <strong>bag upon bag</strong>; <strong>Patient by patient</strong>, the nurse administered injections</em>.</p>
<p align="justify">Note that the <font size="2">CLASSIFICATIVE</font> would not
be used to describe a noun other than adverbially, e.g., it would not be used
to translate the sentence <em>One bomb after another fell on the city</em>.
Such a construction would utilize a suffix indicating sequential instantiations
of the noun (see <a href="Chapter_7.htmlSec7o4o4">Sec.
7.4.4</a>).</p>
<p> </p>
<div align="justify">
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="10%"><font size="4"><strong>4.5.15</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CNV</strong></font></div></td>
<td width="4%"><div align="center"><font size="4"></font></div></td>
<td width="77%"><font size="4"><strong>The Conductive Case<a name="Sec4o5o15" id="Sec4o5o15"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CONDUCTIVE</font> case is marked by Series
33 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CONDUCTIVE</font> 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
phrases translatable using this case are <em>a <strong>circus</strong> clown,
a <strong>mountain</strong> man, a feeling <strong>of loneliness</strong>, the <strong>Mafia’s</strong> world, a realm <strong>of fear</strong>, my<strong> life</strong> achievement, <strong>childhood</strong> memories, Let’s
discuss the morality<strong> of war</strong></em>. </p>
<h3 align="justify"> </h3>
<div align="justify"></div>
<div align="justify">
<table width="59%" border="0" cellpadding="0">
<tr>
<td width="10%"><font size="4"><strong>4.5.16</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>IDP</strong></font></div></td>
<td width="4%"><div align="center"><font size="4"></font></div></td>
<td width="77%"><font size="4"><strong>The Interdependent Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">INTERDEPENDENT</font> case is marked by
Series 34 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">INTERDEPENDENT</font> identifies a noun
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
it’s natural context, e.g., <em>the<strong> students</strong>’ teacher,
an <strong>army</strong> general, the blood <strong>in my veins</strong>, the
driver <strong>of the truck</strong>, the nation’s leader, <strong>his</strong> team</em> (i.e., the one on which he’s a member). Note that this case
does not imply a part-whole dependency as with the <font size="2">GENITIVE</font> case above, e.g., it would not be used to translate <em>the book’s pages</em>,
or <em>the leaves of a tree</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="62%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.5.17</strong></font></td>
<td width="10%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>BEN</strong></font></div></td>
<td width="2%"><div align="center"><font size="4"></font></div></td>
<td width="72%"><font size="4"><strong>The Benefactive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">BENEFACTIVE</font> case is marked by Series
35 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">BENEFACTIVE</font> identifies a noun for
whose sake or benefit an action or event occurs or is done. As such, the <font size="2">BENEFACTIVE</font> is similar to the <font size="2">DATIVE</font>, except that the <font size="2">BENEFACTIVE</font> 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.’
Examples of usage are <em>a toy <strong>for the children</strong>, We threw <strong>him</strong> a party, Go to</em> <em>the <strong>teachers</strong>’
lounge</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="61%" border="0" cellpadding="0">
<tr>
<td width="15%"><font size="4"><strong>4.5.18</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>TSP</strong></font></div></td>
<td width="2%"><div align="center"><font size="4"></font></div></td>
<td width="74%"><font size="4"><strong>The Transpositive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">TRANSPOSITIVE</font> case is marked by Series
36 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">TRANSPOSITIVE</font> 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 <em>The boss made the speech <strong>for me</strong>, She went up into the attic <strong>for her brother</strong></em> (i.e., so he wouldn’t have to).</p>
<p align="justify"> </p>
<div align="justify">
<table width="60%" border="0" cellpadding="0">
<tr>
<td width="15%"><font size="4"><strong>4.5.19</strong></font></td>
<td width="13%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CMM</strong></font></div></td>
<td width="2%"><div align="center"><font size="4"></font></div></td>
<td width="70%"><font size="4"><strong>The Commutative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">COMMUTATIVE</font> case is marked by Series
37 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">COMMUTATIVE</font> translates English
‘for’ in the sense of ‘in exchange for’ as in <em>You
paid too much money <strong>for that dress</strong>, She kills <strong>for thrills</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="59%" border="0" cellpadding="0">
<tr>
<td width="12%"><font size="4"><strong>4.5.20</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>COM</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="76%"><font size="4"><strong>The Comitative Case<a name="Sec4o5o20" id="Sec4o5o20"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">COMITATIVE</font> case is marked by Series
38 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). Similar to its counterpart in Uralic languages such as Finnish
or Estonian, the <font size="2">COMITATIVE</font> translates the English ‘with’
in its meaning of accompaniment (i.e., ‘along with’) as in <em>The
child went <strong>with the clown </strong>to the party</em>. Like English ‘with,’
the <font size="2">COMITATIVE</font> 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 <em>My father was walking with
a loaf of bread</em>, the loaf of bread is not considered to be itself walking. </p>
<p align="justify">It should be noted, however, that the <font size="2">COMITATIVE</font> is not used to imply mutually interactive or reciprocal activity between two
nouns. Thus it would not be used in translating the sentences <em>They danced
with each other</em> or <em>Mother wants to talk with you</em>. These would
be translated using the <font size="2">RECIPROCAL</font> valence of the verb,
explained in <a href="Chapter_6.html#Sec6o2">Section 6.2</a>.
This distinction is illustrated even more clearly by comparing the following
two sentences; the first would be translated using the <font size="2">COMITATIVE</font>,
the second would not: <em>This man fought with my father</em> (e.g., alongside
him during the war) versus <em>This man fought with my father</em> (e.g., they
had a fight with each other).</p>
<p align="justify">Note also that the <font size="2">COMITATIVE</font> is not
used to indicate instrumentality (English ‘with’ meaning ‘by
means of’). Thus, it is not used to translate sentences such as <em>I
cut the meat with a knife</em>. As previously discussed in <a href="#Sec4o3o8">Section
4.3.8</a>, instrumentality is indicated by use of the <font size="2">INSTRUMENTAL</font> case. Likewise, it is not used to identify the resources or material(s) consumed
in undertaking an act, as in He catches his fish with worms for which the <font size="2">COMPOSITIVE</font> case is used. </p>
<p align="justify"> </p>
<div align="justify">
<table width="61%" border="0" cellpadding="0">
<tr>
<td width="14%"><font size="4"><strong>4.5.21</strong></font></td>
<td width="8%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CNJ</strong></font></div></td>
<td width="4%"><div align="center"><font size="4"></font></div></td>
<td width="74%"><font size="4"><strong>The Conjunctive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CONJUNCTIVE</font> case is marked by Series
39 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CONJUNCTIVE</font> translates English
‘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 <font size="2">COMITATIVE</font> above, which indicates mere accompaniment. For example, in the <em>walking with
a loaf of bread</em> example from above, it would be incorrect to use the <font size="2">CONJUNCTIVE</font> case because that would signify the bread was walking, too. To further illustrate
the usage, consider the sentence <em>I’m with the brigade</em>. Translating
‘brigade’ using the <font size="2">COMITATIVE</font> would mean
that ‘I’ve come along (e.g., drove) with the brigade to the scene,’
while using the <font size="2">CONJUNCTIVE</font> would mean ‘I’m
a member of the brigade.’ Additional examples where the <font size="2">CONJUNCTIVE</font> would be used are <em>They skate with the best team, That teacher works well
with children</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="15%"><font size="4"><strong>4.5.22</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>UTL</strong></font></div></td>
<td width="4%"><div align="center"><font size="4"></font></div></td>
<td width="72%"><font size="4"><strong>The Utilitative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">UTILITATIVE</font> case is marked by Series
40 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">UTILITATIVE</font> identifies a noun in
the process of being utilized. This corresponds to the use of English ‘with’
where it refers to actual use in progress as in <em>A man <strong>with a gun</strong> ran into the room</em>. It should be distinguished from the <font size="2">INSTRUMENTAL</font> (see <a href="#Sec4o3o8">Sec. 4.3.8</a>) in that the latter indicates the implement
used to accomplish an action, while the <font size="2">UTILITATIVE</font> identifies
a noun in use, but does not imply that the noun was the implement used to accomplish
a stated action. For example, compare the sentence <em>The man <strong>with
an umbrella</strong> was pushing a stroller in the rain</em> (<font size="2">UTILITATIVE</font>)
with <em>The man pushed a stroller in the rain <strong>with an umbrella</strong></em> (<font size="2">INSTRUMENTAL</font>). The first sentence implies the man was
pushing a stroller with one hand while holding an open umbrella against the
rain, whereas the second sentence has him using the umbrella to push the stroller.
Another way to translate the <font size="2">UTILITATIVE</font> would be to use
an English gerundial construction as in <em>A <strong>gun-wielding</strong> man ran into the room</em> or <em>An <strong>umbrella-toting</strong> man pushed
a stroller in the rain</em>.</p>
<p align="justify">Besides the <font size="2">INSTRUMENTAL</font>, the <font size="2">UTILITATIVE</font> should likewise be distinguished from the <font size="2">COMITATIVE</font> case
above, in that the <font size="2">COMITATIVE</font> merely indicates accompaniment,
while the <font size="2">UTILITATIVE</font> indicates use in progress. For example,
the sentence <em>Go sit next to the girl <strong>with the book</strong></em>,
if translated using the <font size="2">COMITATIVE</font> would merely identify
a girl who has a book in her visible possession, while with the <font size="2">UTILITATIVE</font> it would mean the girl is actually engaged in reading the book.</p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.23</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ABE</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Abessive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ABESSIVE</font> case is marked by Series
41 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ABESSIVE</font> is essentially the opposite
of the <font size="2">COMITATIVE</font>, translating the English ‘without’
or ‘-less’ in the sense of ‘unaccompanied by’ or ‘not
having’ as in <em>a day <strong>without rain</strong></em> or <em>a <strong>treeless</strong> plain</em>. As noted in the next section below on the <font size="2">CONVERSIVE</font> case, it is <strong>not</strong> used to translate ‘without’ when
it means ‘unless one has,’ referring to a hypothetical exception
to a potential outcome as in <em>I can’t go on without love</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="53%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.24</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CVS</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Conversive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CONVERSIVE</font> case is marked by Series
42 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CONVERSIVE</font> is used in conjunction
with hypothetical or potential contexts to identify a hypothetical exception
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
does not correspond to its usual <font size="2">ABESSIVE</font> 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 wasn’t for,’ or ‘if it wasn’t on account of.’
Example of usage: <em><strong>Without peace</strong>, this society is doomed; <strong>If not for the rain</strong>, we would have had a good time</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.25</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>COR</strong></font></div></td>
<td width="8%"><div align="center"><font size="4"></font></div></td>
<td width="64%"><font size="4"><strong>The Correlative Case<a name="Sec4o5o25" id="Sec4o5o25"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify"><font color="#000000">The <font size="2">CORRELATIVE</font> case is marked by Series
43 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CORRELATIVE</font> is used to indicate
an abstract relationship, association, or conjunction between a noun and another
noun or verb, including subjective, contextual, metaphorical, or symbolic associations. 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 <em><strong>career</strong> goals, the soup o<strong>f the day</strong>, the direction o<strong>f that road</strong>,
The elapsed time <strong>relative to the distance </strong>determines the winner,
Our next topic is sex <strong>and (</strong></em>or<em><strong> in) art</strong></em> (i.e., the relationship between art and sex). Additional examples are <em>years <strong>of wonder</strong>,
the <strong>Clown</strong> Planet, <strong>life</strong> blood, city <strong>of
evil</strong></em>. Note that the <font size="2">CORRELATIVE</font> case would often be used to translate constructions for which English often
uses an adjective, e.g., <em><strong>spatial</strong> coordinates, the <strong>political</strong> economy, a <strong>dangerous</strong> situation</em> (i.e., a situation
characterized by danger).</font></p>
<p align="justify">When used in contexts involving directional motion or spatial positioning is,
the <font size="2">CORRELATIVE</font> signifies the directional orientation or position of one
noun relative to another, i.e., <font color="#000000">a noun relative
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 Ilaksh, 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, this use of the <font size="2">CORRELATIVE</font> case can be thought of as expressing the phrase ‘relative to.’ Examples
of how it would be used are <em>I’m standing four feet north <strong>of
the desk</strong>, The one hanging above <strong>the boxes</strong> looks fresh,
It lies at a 30° angle <strong>relative to the tree</strong></em></font>, <em>He turned his back <strong>on me</strong>,
The upstairs bedroom faces <strong>the yard</strong>, It’s alongside <strong>the
desk</strong></em> (i.e., its lateral surface is oriented toward the desk).</p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.26</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>DEP</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Dependent Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">DEPENDENT</font> case is marked by Series
44 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">DEPENDENT</font> translates the English
phrase ‘depending on’ signifying a noun as the contingency on which
the reality of a main clause depends. Examples of usage would be <em><strong>Depending
on the rain</strong>, we’ll go for a picnic; She may show up, <strong>depending
on her attitude</strong></em>.</p>
<p align="justify">The <font size="2">DEPENDENT</font> should be distinguished
from the <font size="2">PREDICATIVE</font> case in <a href="#Sec4o5o4">Sec.
4.5.4</a>, in that the former denotes contingency, while the <font size="2">PREDICATIVE</font> denotes reliance. </p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.27</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PVS</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Provisional Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PROVISIONAL</font> case is marked by Series
45 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). 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., <em><strong>Provided [there’s] food</strong>,
I will attend the meeting; We will fight <strong>only in case of war</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.28</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PTL</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Postulative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">POSTULATIVE</font> case is marked by Series
46 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The operates somewhat similarly to the <font size="2">PROVISIONAL</font> above, except that the <font size="2">POSTULATIVE</font> implies a causal or
consequential relationship (not merely a circumstantial one) between the pre-condition(s)
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 <em>I don’t know if it’s warm
enough</em>, 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: <em><strong>If [there’s] snow</strong>, I’m not
going out; <strong>In case of fire</strong>, flee; <strong>If friend</strong>,
welcome them, <strong>if foe</strong>, kill ’em</em>.</p>
<p align="justify"><font color="#000000"> The example below is offered to further distinguish the use of the <font size="2">POSTULATIVE</font> case
from the <font size="2">PROVISIONAL</font> case above:</font></p>
<p align="justify"><font color="#000000" size="2">PROVISIONAL</font><font color="#000000">: <em>We’re packing
umbrellas, <strong>but only in case of bad weather</strong></em> (i.e., umbrellas
will not be packed unless the weather is actually bad).<br />
<font size="2">POSTULATIVE</font>: <em>We’re packing umbrellas <strong>in
case of bad weather</strong></em> (i.e., the umbrellas are being packed in preparation
for the possibility of bad weather).</font><br />
</p>
<p align="justify"><font color="#000000"><br />
</font></p>
<div align="justify">
<table width="58%" border="0" cellpadding="0">
<tr>
<td width="12%"><font size="4"><strong>4.5.29</strong></font></td>
<td width="9%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>DFR</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="76%"><font size="4"><strong>The Deferential Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">DEFERENTIAL</font> case is marked by Series
47 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">DEFERENTIAL</font> translates the English
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 <em>He remained silent <strong>for her sake</strong>, They went on with the
ceremony <strong>out of respect for the families</strong>, They dressed in robes <strong>because of tradition</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="16%"><font size="4"><strong>4.5.30</strong></font></td>
<td width="13%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CON</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="68%"><font size="4"><strong>The Concessive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CONCESSIVE</font> case is marked by Series
48 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CONCESSIVE</font> 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: <em><strong>In spite of
his stupidity</strong>, he passed the test; <strong>The law notwithstanding</strong>,
I will stand my ground; <strong>No matter how ignorant</strong> (they may be),
they are welcome, <strong>Although foreigners</strong>, we will let them attend
the meeting.</em></p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.31</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>EXC</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Exceptive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">EXCEPTIVE</font> case is marked by Series
49 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">EXCEPTIVE</font> 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: <em>She loves everybody <strong>except
clowns</strong>; I like all animals, <strong>excluding dogs</strong>; He eats
almost anything <strong>but (not) spinach</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="52%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.32</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>AVR</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Aversive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">AVERSIVE</font> case is marked by Series
50 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">AVERSIVE</font> 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 <a href="Chapter_5.html#Sec5o2">Sec.
5.2</a>) , it would translate English ‘lest.’ Examples of usage
are <em>She finished her plate <strong>for fear of my wrath</strong>, I traveled
by night <strong>to avoid the sun</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="53%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.5.33</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CMP</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Comparative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">COMPARATIVE</font> case is marked by Series
51 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">COMPARATIVE</font> 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 <a href="Chapter_5.html#Sec5o2">Sec. 5.2</a>) it would translate as
‘whereas’ or ‘while’ (in its synonymous usage to ‘whereas’).
Examples are <em>She chose the red one <strong>as opposed to the blue one</strong>,
Sam drives a van <strong>as compared to Joe</strong>, who prefers a truck</em>.</p>
<p align="justify"> </p>
<h3 align="justify"><a name="Sec4o5o34" id="Sec4o5o34"></a>4.5.34 Examples of Associative Cases in Use </h3>
<blockquote>
<p align="justify"><span class="style13"><a href="sound_files/4-5-34.mp3" target="_blank">LISTEN</a></span> <a href="sound_files/4-5-34.mp3" target="_blank"><img src="images/Audio_icon.gif" alt="audio" width="19" height="16" border="0" align="baseline" /></a> </p>
<p align="justify"><strong><font size="+1"><strong>ukya’al vloliêxek</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">FML</font><font face="Arial, Helvetica, sans-serif">-‘coffee bean drink’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><strong><font color="#FF0000">PAR</font></strong><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font> IFL</font><font face="Arial, Helvetica, sans-serif">-‘contain via gravity/basin’-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/M/CSL/UNI-SIZ<font size="-2">2</font>/3-SSD<font size="-2">1</font>/2</font><br />
<em>‘cup of coffee</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>ukya’ül vloliêxek</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">FML</font><font face="Arial, Helvetica, sans-serif">-‘coffee bean drink’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><strong><font color="#FF0000">APL</font></strong><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font> IFL</font><font face="Arial, Helvetica, sans-serif">-‘contain via gravity/basin’-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/M/CSL/UNI-SIZ<font size="-2">2</font>/3-SSD<font size="-2">1</font>/2</font><br />
<em>‘cup being used for coffee</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>ukyä’ël vloliêxek</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">FML</font><font face="Arial, Helvetica, sans-serif">-‘coffee bean drink’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><strong><font color="#FF0000">PUR</font></strong></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><font size="-1" face="Arial, Helvetica, sans-serif"> IFL</font><font face="Arial, Helvetica, sans-serif">-‘contain via gravity/basin’-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/M/CSL/UNI-SIZ<font size="-2">2</font>/3-SSD<font size="-2">1</font>/2</font><br />
<em>‘coffee cup</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>knul uçmè’ol</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-</font><font face="Arial, Helvetica, sans-serif">‘snake’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000">OBL</font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font> FML</font><font face="Arial, Helvetica, sans-serif">-‘pet/domestic animal’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>CRS</strong></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘pet snake</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>ūstala pta’ël</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">FML</font><font face="Arial, Helvetica, sans-serif">-‘wall of room’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000">OBL</font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font> </font><font face="Arial, Helvetica, sans-serif">‘wood’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>CPS</strong></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘wooden wall</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>Axmüùl uđo’äàh dupfā.</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-‘virus’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000">IND</font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font> FML</font><font face="Arial, Helvetica, sans-serif">-‘drink of water’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>MED</strong></font><font face="Arial, Helvetica, sans-serif">-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/M/CSL/AGG </font><font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-</font><font face="Arial, Helvetica, sans-serif">‘(self-)directed motion’-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">PRX/N/VAR/UNI</font><br />
<em>‘The virus spreads via the drinking water.</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>uru’äliòn</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">FML</font><font face="Arial, Helvetica, sans-serif">-‘prepared/cooked food’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000"><strong><font color="#FF0000">CSD</font></strong>-</font></font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/M/CSL/UNI-AGC<font size="-2">2</font>/2</font><br />
<em>‘according to the cook</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>lásk sëé’ikf </strong></font></strong><br />
<font face="Arial, Helvetica, sans-serif"><span class="style6">IFL</span>-‘voice’-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">PRX/M/CSL/UNI</font><font size="-1" face="Arial, Helvetica, sans-serif"> IFL-</font><font face="Arial, Helvetica, sans-serif">‘piece of music’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000"><strong><font color="#FF0000">ASI</font></strong>-</font></font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">PRX</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">/N/CSL/UNI</font><br />
<em>‘a voice like music</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>Yadálarai gmi<font size="+1"><strong>è</strong></font>l ăkšë’ul.</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">DIR-IFL</font><font face="Arial, Helvetica, sans-serif">-‘nickname/label’</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000">-</font></font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/M/CSL/UNI-NA1<font size="-2">1</font>/5</font><font face="Arial, Helvetica, sans-serif">-</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000">FNC/FAC</font> IFL</font><font face="Arial, Helvetica, sans-serif">-</font><font face="Arial, Helvetica, sans-serif">‘male child’-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">AFF </font><font face="Arial, Helvetica, sans-serif">‘nerd’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>ESS</strong></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘Don't call the boy a nerd.</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>átalňa sfueis</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-‘page of writing’-</font><font size="-1" face="Arial, Helvetica, sans-serif"><font color="#000000">OBL</font></font><font face="Arial, Helvetica, sans-serif">-</font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/M/COA/SEG</font><font size="-1" face="Arial, Helvetica, sans-serif"> </font><font face="Arial, Helvetica, sans-serif">‘porcupine’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>REF</strong></font><font face="Arial, Helvetica, sans-serif"><font color="#000000">-</font></font><font color="#000000" size="-1" face="Arial, Helvetica, sans-serif">DEL/N/CSL/UNI</font><br />
<em>‘a book about porcupines</em><em>’</em></p>
<p align="justify"><strong><font size="+1"><strong>kpiĕul</strong></font></strong><br />
<font size="-1" face="Arial, Helvetica, sans-serif">IFL</font><font face="Arial, Helvetica, sans-serif">-</font><font face="Arial, Helvetica, sans-serif">‘extent of spatial length’-</font><font color="#FF0000" size="-1" face="Arial, Helvetica, sans-serif"><strong>CLA</strong></font><font face="Arial, Helvetica, sans-serif">-<font size="-1">DEL/M/CSL/UNI</font></font><br />
<em>‘lengthwise</em><em>’</em></p>
<p align="left"><br />
Stems/Roots for above examples:</p>
<p align="left"><strong>ukya</strong>- ‘coffee bean drink ’ <strong>< kya<strong>-</strong> </strong>‘<span class="style6">COFFEE PLANT</span>’<strong> <br />
vlô- </strong>‘contain via gravity/basin’ < <strong>vlô</strong><strong>- </strong>‘<span class="style6">HOLD/CONTAIN/CONTENTS</span>’<br />
<strong>knu-</strong> ‘snake’ <strong>< knu<strong>-</strong> </strong>‘<span class="style6">SNAKE</span>’ <strong> </strong> <br />
<strong><strong>ùçm</strong></strong><strong>e</strong>- ‘pet land/air animal’ <<strong><strong>mè<strong></strong></strong>- </strong>‘<span class="style6">CLASSES OF ANIMAL</span>’<br />
<strong>ūsta(la)-</strong> ‘wall of room’ < <strong>stū</strong>- ‘<span class="style6">HOLDING AREA/ENCLOSURE</span>’<strong> <strong> </strong><br />
pta</strong>- ‘wood(en)’ < <strong>pa</strong><strong>-</strong> ‘<span class="style6">BRANCHED OR LEAVED PLANT</span>’<br />
<strong>axmù- </strong>‘virus’ < <strong>kmù- </strong>‘<span class="style6">LOWER-ORDER LIFE-FORM</span>’ <br />
<strong><strong>uđò</strong></strong>- ‘water as nourishment/drink (of) water ’ <<strong><strong> <strong>đò</strong></strong>- </strong>‘<span class="style6">WATER AS SUBSTANCE</span>’<br />
<strong>adū-</strong> ‘self-directed motion ’ < <strong>dū</strong>- ‘<span class="style6">TRANSLATIVE MOTION </span>’ <br />
<strong>urà-</strong> ‘prepared/cooked food’ < <strong><font size="+1"><strong>rà-</strong></font> </strong>‘<span class="style6">NUTRITIONAL CONSUMPTION ’<br />
</span><strong>lá</strong>- ‘voice’ <<strong><strong> lá</strong>- </strong>‘<span class="style6">VOCAL/VERBAL SOUND </span>’ <br />
<strong>sé- </strong>‘piece of music’ < <strong><strong>sé</strong>- </strong>‘<span class="style6">MUSIC</span>’<br />
<span class="style18"></span><strong>áda(la)</strong><span class="style18"></span>- ‘nickname’ < <strong>dá</strong><strong>-</strong> ‘<span class="style6">NAME/TITLE/APPELLATION</span>’<strong> <br />
agm<font size="+1"><strong>è</strong></font><span class="style18"><font size="+1"><strong></strong></font></span></strong>- ‘male child’ < <strong>km<font size="+1"><strong>è-</strong></font> </strong>‘<span class="style6">FAMILY MEMBER’</span><br />
<strong><strong>ă</strong>kšu(la)</strong>- ‘nerd’ <<strong><strong>kšŭ</strong>- </strong>‘<span class="style6">FOOL/BUFFOON</span>’ <strong> </strong> <br />
<span class="style18"></span><strong>áta(la)</strong><span class="style18"></span>- ‘page of writing’ <<strong><strong> tá</strong>- </strong>‘<span class="style6">WRITE/INSCRIBE/RECORD</span>’<br />
<strong>sfu</strong>- ‘porcupine’ < <strong>sfu</strong><strong>-</strong> ‘<span class="style6">PORCUPINE</span>’ <br />
<strong>kpĕ</strong>- ‘extent/amount of spatial length ’ < <strong>kĕ</strong><font size="+1"><strong>- </strong></font>‘<span class="style6">LONG/LENGTH</span>’<br />
</p>
<p></p>
<p align="justify"> </p>
</blockquote>
<table width="100%" border="0" cellpadding="0" bgcolor="#CCCCCC">
<tr>
<td><div><font size="4"><strong>4.6 THE TEMPORAL CASES</strong></font><a name="Sec4o6" id="Sec4o6"></a></div></td>
</tr>
</table>
<p align="justify">The temporal cases deal with contexts relating to time. In
many respects, Ilaksh 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 <font size="2">SIMULTANEITIVE,
ASSESSIVE</font>, <font size="2">CONCURSIVE, ACCESSIVE, DIFFUSIVE, PERIODIC, PROLAPSIVE, PRECURSIVE,
POSTCURSIVE, ELAPSIVE, ALLAPSIVE, INTERPOLATIVE, EPISODIC, PROLIMITIVE, </font>and <font size="2">LIMITATIVE</font>. Following are explanations
of the function and usage of each case. Actual Ilaksh examples of these cases
in use are provided in <a href="#Sec4o6o16">Sec. 4.6.16</a>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.1</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>SML</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Simultaneitive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">SIMULTANEITIVE</font> case is marked by
Series 52 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">SIMULTANEITIVE</font> identifies a noun
signifying a time period simultaneous to the act, state, or event under discussion.
Examples would be <em>I was in class <strong>at the same time as his accident</strong>,
I worked a side-job <strong>concurrent to the strike</strong>, She laughed <strong>simultaneously
with my coughing fit</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.2</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ASS</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Assessive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ASSESSIVE</font> case is marked by Series
53 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ASSESSIVE</font> specifies the unit of
time by which a contextual ratio of measurement is created, corresponding to
English ‘by’ or ‘per.’ Examples would be <em>My lawyer
charges <strong>by the minute</strong>, He publishes several books <strong>each
year</strong>, The clown drove the fun-mobile at 90 miles <strong>per hour</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.3</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>CNR</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Concursive Case<a name="Sec4o6o3" id="Sec4o6o3"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">CONCURSIVE</font> case is marked by Series
54 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">CONCURSIVE</font> 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 <em>He prays <strong>during
lunch</strong>, She studied hard <strong>last night</strong>, I won’t
visit until <strong>then</strong></em> (i.e., during that period in time). </p>
<blockquote>
<p><img src="images/4-9-1.gif" width="257" height="53" /></p>
<p> </p>
</blockquote>
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.4</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ACS</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Accessive Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">ACCESSIVE</font> case is marked by Series
55 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The is similar to the <font size="2">CONCURSIVE</font>, except
that the time identified is specific to a single moment or a brief, highly delimited
period seen in context as one moment, i.e., the point in time at which something
occurs. Examples of usage would be <em>Dinner will be served <strong>at sunset</strong>; <strong>When</strong> </em>(i.e., at the moment that)<em> you hear his voice,
call in the clowns; <strong>Upon impact</strong>, both cars were accelerating</em>.</p>
<blockquote>
<p><img src="images/4-9-2.gif" width="257" height="60" /></p>
</blockquote>
<p></p>
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.5</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>DFF</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Diffusive Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">DIFFUSIVE</font> case is marked by Series
56 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">DIFFUSIVE</font> is yet another temporal
locative similar to the <font size="2">CONCURSIVE</font>, 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 <em>Most cars had tail fins <strong>in those days</strong>; I was abroad <strong>during
that era</strong>; <strong>At the time of his death</strong>, the number of
clowns was increasing; <strong>Over the past several seasons</strong>, your
talent has matured</em>.</p>
<blockquote>
<p><img src="images/4-9-3.gif" width="257" height="53" /></p>
</blockquote>
<p> </p>
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.6</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PER</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Periodic Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">PERIODIC</font> case is marked by Series
57 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PERIODIC</font> identifies the span of
time at some point(s) during which, an act, condition, or event occurs. This
case should be distinguished from the <font size="2">CONCURSIVE</font> above,
in that the periodic specifies a time frame in which separate events, repetitions,
or durationally extended acts or states take place, whereas the concursive signifies
a contextually single holistic event. Examples would be <em>He wrote the novel <strong>in six months</strong>, These clowns can corrupt your child <strong>within
a few days</strong>, The woman has been ill a lot <strong>this year</strong>, <strong>For the last several concerts</strong>, my voice has been deteriorating</em>.</p>
<blockquote>
<p><img src="images/4-9-4.gif" width="257" height="59" /></p>
</blockquote>
<p> </p>
<table width="57%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.7</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PRO</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Prolapsive Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">PROLAPSIVE</font> case is marked by Series
58 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PROLAPSIVE</font> signifies the duration
of an act, condition, or event, i.e., how long it takes or lasts. This case
should be distinguished from the <font size="2">PERIODIC</font> above, in that
the <font size="2">PROLAPSIVE</font> specifies the actual duration of the act,
condition, or event, whereas the <font size="2">PERIODIC</font> merely specifies
a contextual span of time at some point(s) during which, an act, condition,
or event occurs. Examples would be <em>He prayed <strong>through lunch</strong>, <strong>While he was dying</strong>, the number of clowns increased, It rained <strong>all night</strong>, It took <strong>three days</strong> for the fever
to break, She sang <strong>for an hour</strong></em>.</p>
<blockquote>
<p><img src="images/4-9-5.gif" width="257" height="54" /></p>
</blockquote>
<p> </p>
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.8</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PCV</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Precursive Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">PRECURSIVE</font> case is marked by Series
59 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PRECURSIVE</font> identifies a point in
time prior to which an act, condition, or event occurs. Examples would be <em>This
situation occurred <strong>before the war</strong>, It rained <strong>prior
to his appearance</strong>, There will be a presentation <strong>preceding the
banquet</strong></em>.</p>
<p> </p>
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.9</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PCR</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Postcursive Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">POSTCURSIVE</font> case is marked by Series
60 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">POSTCURSIVE</font> identifies a point
in time after which an act, condition, or event occurs. Examples would be <em>This
situation occurred <strong>after the war</strong>, It rained <strong>subsequent
to his appearance</strong>, There will be a presentation <strong>following the
banquet</strong></em>.</p>
<p align="justify"> </p>
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.10</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ELP</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Elapsive Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">ELAPSIVE</font> case is marked by Series
61 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ELAPSIVE</font> 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.’
Examples would be <em><strong>Four years ago</strong> I was a student; <strong>Going
back three generations</strong>, women could not even vote</em>.</p>
<p align="justify"> </p>
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.11</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ALP</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Allapsive Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">ALLAPSIVE</font> case is marked by Series
62 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ALLAPSIVE</font> identifies the amount
of time that expected to pass between the contextual present and the time of
a future act, condition, or event. Examples would be <em><strong>Four years
from now</strong>, I will be a student; <strong>Looking ahead three generations</strong>,
clowns will rule the world; I will be home <strong>in three days</strong>; Little
did he know that <strong>two months later</strong> he’d be a rich man</em>.</p>
<p> </p>
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.12</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>INP</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Interpolative Case</strong></font></td>
</tr>
</table>
<p align="justify">The <font size="2">INTERPOLATIVE</font> case is marked by Series
63 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">INTERPOLATIVE</font> is used within the
context of repetitive or iterative acts, states, and events and signifies the
duration of each repetition. Examples of usage are <em>We heard several <strong>five-second</strong> snippets of music; Between lightning bursts were intervals <strong>of several
seconds</strong>; She gets recurring migraines, <strong>each lasting hours</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.13</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>EPS</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Episodic Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">EPISODIC</font> case is marked by Series
64 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">EPISODIC</font> identifies a contextually
recurring time-period. Examples of usage are <em>The man talks with his mother <strong>every three days</strong>; <strong>Each year</strong>, I travel to the
Clown Planet; He works <strong>nights</strong>; <strong>By day</strong>, she
is an artisan; The clowns visit us <strong>on Sundays</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.14</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PRL</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Prolimitive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PROLIMITIVE</font> case is marked by Series
65 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PROLIMITIVE</font> defines a point in
time which signifies a temporal limit to further contextual activity, i.e.,
the time by which some act, state, or event occurs. Examples of usage would
be <em><strong>By the time of your graduation</strong>, I want you out of the
house; Please be on board <strong>by midnight</strong>; <strong>By the time
of the raid</strong>, there was nothing left to steal</em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="56%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.6.15</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>LIM</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Limitative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">LIMITATIVE</font> case is marked by Series
66 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">LIMITATIVE</font> signifies a event culminating
an anticipatory context. It translates the English expression ‘in time
for.’ Examples of usage are <em>He arrived <strong>in time for dinner</strong>,
Be inside the Big Tent <strong>in time for the clowns</strong></em>.</p>
<h3 align="justify"><br />
4.6.16 Examples of Temporal Cases in Use<a name="Sec4o6o16" id="Sec4o6o16"></a></h3>
<blockquote>
<p><span class="style13"><a href="sound_files/4-6-16.mp3" target="_blank">LISTEN</a></span> <a href="sound_files/4-6-16.mp3" target="_blank"><img src="images/Audio_icon.gif" alt="audio" width="19" height="16" border="0" align="baseline" /></a> </p>
<p><span class="style9"><strong>šóyel kī’al</strong></span><br />
<span class="style12">IFL</span>-‘<span class="style13">three</span>’-<span class="style15">ALP</span><span class="style13">-<span class="style6">DEL/M/CSL/UNI</span></span> <span class="style12">IFL</span>-‘<span class="style13">day (24-hr. period)</span>’-<span class="style12">PAR</span><span class="style13">-<span class="style6">DEL/M/CSL/UNI</span></span><br />
<em>three days from now</em></p>
<p><span class="style9"><strong>tayùpla roi</strong></span><br />
<span class="style12">IFL</span>-‘<span class="style13">life</span>’-<span class="style15">PRL</span>-<span class="style12">TRM/M/CSL/UNI</span><span class="style13"> ma-<span class="style6">ATT</span></span><br />
<em>by the time of his death</em></p>
<p><span class="style9"><strong>ukiyogīnnuik</strong></span><br />
<span class="style12">FML</span>-‘<span class="style13">day (24-hr. period)</span>’-<span class="style15">EPS</span><span class="style13">-<span class="style6">DEL/M/COA/DCT-SEQ<span class="style17">1</span>/1-SBS<span class="style17">2</span>/9</span></span><br />
<em>on Sundays</em></p>
<p><span class="style9"><strong>Šówol kī<span class="style16"> </span>’al žìrskukt tia.</strong></span><br />
<span class="style12">IFL</span>-‘<span class="style13">three</span>’-<span class="style15">PRO</span>-<span class="style12">DEL/M/CSL/UNI</span> <span class="style12">IFL</span>-‘<span class="style13">day (24-hr. period)</span>’-<span class="style12">PAR</span>-<span class="style12">DEL/M/CSL/UNI</span> <span class="style12">IFL</span>-<span class="style12">OPR</span>-‘<span class="style13">article of clothing</span>’-<span class="style12">PRX/M/CSL/AGG</span><span class="style13">-<span class="style6">DEF<span class="style17">1</span></span>/9 1m-<span class="style6">IND</span></span><br />
<em>I’ve been (deliberately) wearing these clothes for three days.</em></p>
<p><span class="style9"><strong>krûwösk žoi</strong></span><br />
<span class="style12">IFL</span>-‘<span class="style13">grief</span>’-<span class="style15">PCR</span>-<span class="style12">PRX/M/CSL/UNI</span> <span class="style13"><span class="style6">1m+2u+ua-A</span></span><span class="style12">TT</span><br />
<em>after our period of grief</em></p>
<p><br />
Stems/Roots for above examples:</p>
<p align="left"><strong>šó</strong>- ‘three’ <strong>< šó</strong>-‘<span class="style6">THREE</span>’<strong> <br />
kī- </strong>‘day (= 24-hour period)’ < <strong>kī</strong><strong>- </strong>‘<span class="style6">DAY (24-HOUR PERIOD)</span>’<br />
<strong>tà-</strong> ‘life/living being’ <strong>< tà<strong>-</strong> </strong>‘<span class="style6">LIFE/ALIVE/LIVING BEING </span>’ <strong> </strong> <br />
<strong>žì</strong>- ‘article of clothing ’ <<strong>žì</strong><strong><strong><strong></strong></strong>- </strong>‘<span class="style6">CLOTHE/CLOTHING/FASHION</span>’<br />
<strong>krû-</strong> ‘grief/sadness from (a) loss’ < <strong>krû</strong>- ‘<span class="style6">GRIEF/SADNESS FROM (A) LOSS</span>’<strong> <strong> </strong></strong></p>
</blockquote>
<p><br />
<font color="#FFFFFF">_____</font></p>
<table width="100%" border="0" cellpadding="0">
<tr>
<td bgcolor="#CCCCCC"><div><font size="4"><strong>4.7 THE SPATIAL CASES</strong></font> <a name="Sec4o7" id="Sec4o7"></div></p></td>
</tr>
</table>
<p align="justify">As noted previously, prepositions do not exist in Ilaksh.
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 Ilaksh via verbal formatives (e.g., a verb translatable as ‘to be
inside of’ instead of a preposition ‘inside of’). Nevertheless,
there are six cases corresponding to certain types of spatial relationships.
These are the <font size="2">LOCATIVE, ORIENTATIVE, PROCURSIVE, ALLATIVE, ABLATIVE,
</font>and <font size="2">NAVIGATIVE</font>. </p>
<p align="justify">Also: see <a href="#Sec4o5o25">Section 4.5.25</a> above regarding the use of the <span class="style6">CORRELATIVE</span> case in sentences involving spatial direction or orientation. </p>
<p align="justify">Following are explanations of the function
and usage of each case. Actual Ilaksh examples of these cases in use are provided
in <a href="#Sec4o7o7">Sec. 4.7.7</a>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.7.1</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>LOC</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Locative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">LOCATIVE</font> case is marked by Series
67 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">LOCATIVE</font> 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., <em>in that building, by
the wall, on the street, at my house</em>.<br />
<br />
<br />
</p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.7.2</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ORI</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Orientative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ORIENTATIVE</font> case is marked by Series
68 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">ORIENTATIVE</font> identifies the noun
(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’
in conjunction with portions of objects in a spatio-orientational context, e.g., <em>He jumped in <strong>feet-first</strong>, The car rolled <strong>backward</strong></em>.
The <font size="2">ORIENTATIVE</font> allows for the extension of this concept
to contexts which seem awkward in English translation, e.g., <em>He walked “butt-ward”
down the street</em> (i.e., backward with his butt protruding frontwards, leading
the way).</p>
<p align="justify"> </p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.7.3</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>PSV</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Procursive Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">PROCURSIVE</font> case is marked by Series
69 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">PROCURSIVE</font> identifies a noun (often
a subcomponent or body part) which serves as the orientational reference point,
interactional surface or interface relative to the direction of interaction
with, or position in space of, a second noun. This second noun usually appears
in the <font size="2">ALLATIVE</font> case (see below). Examples of use would be <em>They
collided <strong>sideways</strong>, She turned <strong>her back</strong> on
him, The chair “<strong>faced</strong>” the doorway</em> (i.e.,
The chair stood with it’s seat and back aligned toward the doorway).</p>
<p align="justify"> </p>
<div align="justify">
<table width="54%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.7.4</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ALL</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Allative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ALLATIVE</font> case is marked by Series
70 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). When used in the context of explicit or implied directional
motion, the <font size="2">ALLATIVE</font> signifies the direction of motion,
translatable by ‘to’ or ‘toward(s)’ or the suffix ‘-ward(s)’
in English. Note that the <font size="2">ALLATIVE</font> 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 <em>I wandered <strong>eastward</strong>, The little girl ran <strong>toward me</strong>, Throw
the rock <strong>at that clown</strong>!, We headed <strong>for home</strong></em>.</p>
<p align="justify"><a name="Sec4o7o5" id="Sec4o7o5"></a></p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.7.5</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>ABL</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Ablative Case</strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">ABLATIVE</font> case is marked by Series
71 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). When used in context of explicit or implied directional motion,
the <font size="2">ABLATIVE</font> signifies the general directional origin
of movement away from or out of. It does not specify the actual point of origin
or departure. Examples would be <em>He came <strong>out of the east</strong>,
She walked here <strong>from (the direction of) the river</strong></em>.</p>
<p align="justify">When used in contexts where directional motion is not implied,
the <font size="2">ABLATIVE</font> signifies a reverse directional orientation
of one noun relative to another, e.g., <em>He faced <strong>away from me</strong></em>.</p>
<p align="justify"> </p>
<div align="justify">
<table width="55%" border="0" cellpadding="0">
<tr>
<td width="17%"><font size="4"><strong>4.7.6</strong></font></td>
<td width="11%" bgcolor="#CCCCCC"><div align="center"><font size="4"><strong>NAV</strong></font></div></td>
<td width="3%"><div align="center"><font size="4"></font></div></td>
<td width="69%"><font size="4"><strong>The Navigative Case<a name="Sec4o7o6" id="Sec4o7o6"></a></strong></font></td>
</tr>
</table>
</div>
<p align="justify">The <font size="2">NAVIGATIVE</font> case is marked by Series
72 mutation of the stem vowel (see <a href="Chapter_2.html#Sec2o5">Section 2.5</a>). The <font size="2">NAVIGATIVE</font> identifies the noun
relative to whose vector, arc, or trajectory of motion an act, state, or event
takes place. This is particularly important, as we will see in <a href="Chapter_10.html#Sec10o4o3">Section
10.4.3 </a> that Ilaksh modes of positional reference are tied into the vectors
of movement or the configurational axes of objects in the environment such as
the sun or the length of a room. Example uses would be<em> I looked <strong>down
the street</strong>, We aligned it perpendicular <strong>to the path of the
sun</strong>, He crossed the room <strong>diagonally</strong></em> (i.e., walked
diagonally relative to the long axis of the room.)</p>
<h3><br />
4.7.7 Examples of Spatial Cases in Use<a name="Sec4o7o7" id="Sec4o7o7"></a></h3>
<blockquote>
<p><span class="style13"><a href="sound_files/4-7-7.mp3" target="_blank">LISTEN</a></span> <a href="sound_files/4-7-7.mp3" target="_blank"><img src="images/Audio_icon.gif" alt="audio" width="19" height="16" border="0" align="baseline" /></a> </p>
<p><span class="style11">zmäāwal</span><br />
<span class="style12">IFL</span>-‘<span class="style13">valley</span>’-<span class="style15">LOC</span>-<span class="style12">DEL/M/CSL/UNI</span><br />
<em>in the valley</em> </p>
<p><span class="style9"><strong>Żgàwül đđulīmsërt rua.</strong></span><br />
<span class="style12">IFL</span>-‘<span class="style13">head</span>’-<span class="style15">ORI</span><span class="style13">-<span class="style6">DEL/M/CSL/UNI</span></span> <span class="style12">IFL</span><span class="style13">-<span class="style6">OPR</span></span>-‘<span class="style13">downward movement</span>’-<span class="style12">DEL/M/CSL/UNI</span><span class="style13">-<span class="style6">AGN<span class="style17">1</span>/1</span>-<span class="style6">PHY<span class="style17">2</span>/1</span> ma-<span class="style6">AFF</span></span><br />
<em>He fell headfirst to his death.</em></p>
<p><span class="style11">Xàl tia zbřeyüūl.</span><br />
<span class="style12">IFL</span>-‘<span class="style13">see</span>’-<span class="style12">DEL/M/CSL/UNI</span> <span class="style13"> <span class="style6">1m</span></span><span class="style6">-</span><span class="style12">IND</span> <span class="style12">IFL</span>-‘<span class="style13">pathway</span>’-<span class="style15">NAV</span><br />
<em>I’m looking down the path.</em></p>
<p><br />
Stems/Roots for above examples:</p>
<p><strong>zmā</strong>- ‘valley’ < <strong>smā</strong>-‘<span class="style6">ELEVATION OF TERRAIN/RELATIVE ALTITUDE OF GEOGRAPHIC FEATURE OR AREA </span>’<br />
<strong>żgà- </strong>‘head (as physical body part)’ < <strong>żà- </strong>‘<span class="style6">HEAD</span>’ <br />
<strong><strong>đ<strong>đ</strong></strong>ū-</strong> ‘downward movement/motion’ < <strong><strong><strong>đ</strong></strong>ū</strong>- ‘<span class="style6">VERTICAL (UPWARD/DOWNWARD) MOVEMENT/MOTION</span>’ <br />
<strong>urà-</strong> ‘prepared/cooked food’ < <strong><font size="+1"><strong>rà-</strong></font> </strong>‘<span class="style6">NUTRITIONAL CONSUMPTION ’<br />
</span><strong>xà</strong>- ‘see’ <<strong><strong> xà</strong>- </strong>‘<span class="style6">VISION/SIGHT</span>’ <br />
<strong>zbřē- </strong>‘pathway’ < <strong><strong>vrē</strong>- </strong>‘<span class="style6">COURSE/WAY</span>’<br />
<span class="style18"></span></p>
</blockquote>
<blockquote>
<p align="right"><strong><a onclick="javascript:changenav2();" href="Chapter_5.html"><br />
Proceed to Chapter 5: Verb Morphology >></a></strong></p>
<table width="100%" border="0">
<tr>
<td width="24%" rowspan="7"><div align="left"><span class="style2"><img src="images/ilaksh-logo.gif" alt="Ilaksh Logo" width="140" height="159" align="top" /></span></div></td>
<td width="26%"><p class="style3"> </p></td>
<td width="28%"><p class="style3"> </p></td>
<td width="22%"> </td>
</tr>
<tr>
<td height="18"><span class="style8"><a href="http://www.ithkuil.net">Home</a></span></td>
<td><a href="Chapter_4.html"><span class="style8">4 Case Morphology</span></a></td>
<td><a href="Chapter_9.html"><span class="style8">9 Syntax</span></a></td>
</tr>
<tr>
<td height="18"><span class="style8"><a href="Ilaksh_Intro.html">Introduction</a></span></td>
<td><a href="Chapter_5.html"><span class="style8">5 Verb Morphology</span></a></td>
<td><a href="Chapter_10.html"><span class="style8">10 Lexico-Semantics</span></a></td>
</tr>
<tr>
<td height="18"><a href="Chapter_1.html"><span class="style8">1 Phonology</span></a></td>
<td><a href="Chapter_6.html"><span class="style8">6 More Verb Morphology.</span></a></td>
<td><a href="Chapter_11.htm"><span class="style8">11 The Writing System</span></a></td>
</tr>
<tr>
<td><a href="Chapter_2.html"><span class="style8">2 Morpho-Phonology</span></a></td>
<td><a href="Chapter_7.html"><span class="style8">7 Suffixes</span></a></td>
<td><a href="Chapter_12.htm"><span class="style8">12 The Number System</span></a></td>
</tr>
<tr>
<td><a href="Chapter_3.html"><span class="style8">3 Basic Morphology</span></a></td>
<td><a href="Chapter_8.html"><span class="style8">8 Adjuncts</span></a></td>
<td><a href="Lexicon.htm"><span class="style8">The Lexicon</span></a></td>
</tr>
<tr>
<td height="21"> </td>
<td> </td>
<td> </td>
</tr>
</table>
<p align="justify">©2007-2009 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. </p>
</blockquote>
<blockquote>
<p></p>
</blockquote>
<p></p>
<p align="right"> </p>
<p align="justify"> </p>
<p> </p>
<p> </p>
<p><br />
</p>
<p> </p>
</body>
</html>
|
