Update: 2019-04-27 07:24 PM -0400

TIL

English Grammar in Plain Language

ch01.htm

by U Kyaw Tun (UKT), M.S. (I.P.S.T., U.S.A.), and staff of TIL (Tun Institute of Learning).
Based on Barron’s Educational Series, Grammar In Plain English, by Diamond, H. and Dutwin, P., Barron’s Educational Series, Inc., Woodbury, New York. Copyright 1977. Not for sale. No copyright. Free for everyone. Prepared for students and staff of TIL Research Station, Yangon, MYANMAR : 
http://www.tuninst.net , www.romabama.blogspot.com

index.htm |Top
EGPE-indx.htm

Contents of this page

The Simplest Complete Thought
01. What You've Always Known :
     Syntax {wa-kya.hpwè.hkrín:} --> {wa-kya.sæÑ:}
  Subject and Predicate : Exercise 0101
02. Recognizing Complete and Incomplete Thoughts
     Exercise 0201
04. Action Words: Special Problems: Tense
     Exercise 0401

UKT notes 
asterisk
changechoir
exam
firm
garbage
Jabberwocky
Lewis Carroll
Sign languagestar cleaners
tavern

 

Contents of this page

The Simplest Complete Thought

We can make some sense of a complete sentence even though we may not know the meaning of the words which make up the sentence. Thus, when Lewis Carrol wrote " Jabberwocky" the most famous nonsense poem ever written, it could still be read and "understood" at various levels of understanding.

sa.ka: a.su. mha {a.Daip~pÈý} shi. hkyín mha. rhi. mèý// þo.þau: è:þæÑ. sa.ka:su. rè. {a.Daip~pÈý} ko ma.þi. pé mè. Ba a.kraung: lè: hso ta ko tau. na:læÑ neín pa tèý//

a.Daip~pÈý ma.shi. tè. <words> twé nè. ka.bya tic poad ko <Lewis Carrol> lo. hkau-tè. sa-ré: hsa-ra ta.U: ka ré: hkè. tèý// <Lewis Carrol> (1832-1898) hso-tè. na-mèý ha ka.laún na-mèý hpric tèý// na-mèý a.rín: ka. <Charles Lutwidge Dodgson> hpric tèý// þu-ka. <Oxford University> ka. þïn~hkya hsa.ra ta.U: hpric tèý//

 

Contents of this page

01. What You’ve Always Known: Syntax

p001. Let’s take a sentence {wa-kya.} that would have pleased Lewis Carrol:

TIL-editor 160914: 1. Use size10 for the main sentence. I'm in need of a Lakkwak of under-size10 of English letters. Until I can use the under-size10 letters in sign-boards, I will not be able to color the background.
2. Notice how the English word <flink> looks like in Myanmar script. Looks like Mon-Myan
.

Of the three words which make up the sentence, the only word we know is T-H-E, The. The other two are nonsense words and have no meaning in plain English. Yet we know that something or someone <flink> is the doer, and that it or he had done something <glopped>. The action had taken place in the past, and that flink is probably singular.

<sentence> {wa-kya.} hso ta {a.Daip~pÈý} shi. tè. sa.ka: ko hso lo tèý// {a.Daip~pÈý} a.præÑ a.soän ma.þi. þau-læÑ: Ba a.kraún: lè: hso-ta na:læÑ rín <sentence> {wa-kya.} hpric pa-tèý//

þa.ti. hta: ra. mha ka. <script> {sa} nè.  <speech> {sa.ka:} ko hkwè:hkra: þi. Bo. lo tèý//

What you read is <script> {sa}. It represents <speech> {sa.ka:} . Never trust what you "hear" for it depends on your ears - "hearing".

<script> {sa} is enduring; <speech> {sa.ka:} is transitory and is lost as soon as it is uttered. Moreover, what we can "hear" in our ears is always subjective:  which is curtailed by our L1 and culture. See Sapir-Whorf Hypothesis: we are prisoners of our own culture. See Wikipedia:
- https://en.wikipedia.org/wiki/Linguistic_relativity 160616

Thus we can say, {ré: tau. a.mhûn} {prau: tau. a. þän}.

(sa} hso ta // {sa.ka:a.þän} ko ka.kri: hka.hkwé: lo. hkau tè. a.mhût-a.þa: lé: twé nè. mhût hta: ta hpric tèý// þo.ma.hoat <A> <B> <C> <D> nè. ré: hta: ta hpric tèý// ba.ma sa.ka: ko ka.kri: hka.hkwé: Akshara  {ak~hka.ra} nè. ré: tèý/ ïn~ga.laip sa.ka: ko <A B C D> Letter nè. ré: tèý //

UKT 160912: ka.kri: hka.hkwé: nè. ré: tè. næÑ: ko Abugida-Akshara ré: næÑ: lo. hkau tèý// <A> <B> <C> <D> ré: næÑ: ko tau. Alphabet-Letter ré: næÑ: lo. hkau tèý// Akshara ha Alphabet ma. hoat Bu://

MLC Myanmar-English dictionary, on p.619, gives misleading meanings:
{ak~hka.ra} - n. character, letter of an alphabet, alphabet. - MLC PED2006-619

In BEPS, every speech is written in a particular script. Thus, Burmese speech is written in Myanmar script. English speech is written in Latin script, Pali in Myanmar, and Sanskrit in Devanagari.

Bur-Myan / Skt-Dev
-- {ka.} --- क «ka»
-- {hka.} -- ख «kha»

<Hindi> sa.ka: kya. tau. <Devanagari akshara> क «ka» ख «kha» nè. ré: tèý//
hto næÑ: a.tu <Mon> sa.ka: ko <Myanmar akshara> nè. ré: tèý//

mrûn-ma a.mya: ma.þi. kra. ta ka. <Myanmar akshara> nè. <Devanagari akshara> to. ha a.þau:ka. mín:kri: rè. kyauk-sa-teín-twé pau ka. , ya.hku. hkít a.hkau <Brahmi akshara> ka. hsín:þak-tèý hso tè. a.hkyak hpric tèý//

For two persons to talk they need a common spoken language or speech made more colourful by tone and body language. Day-to-day speech - not lectures in a classroom - is uttered in short sentences with pauses in between. We even use incomplete sentences - phrases and exclamations. However when we write we use punctuation marks in place of pauses, and complete sentences.

When we write English-Latin we use <comma> and <full-stop> as punctuation {poad} marks. Similarly when we write Bur-Myan we use {poad-hprût} and {poad-ma.}. However when we speak, we pause (short pause & long pause) now and then to indicate the phrase and sentence.

sa ré: tau. poad-ma. poad-hprût <comma> <full-stop> sa. lo. <punctuation> twé htæÑ. ré: tèý// sa.ka: prau: tau. a.þän ko hprût prau: ra. tèý/ na: na: pri: prau: ra. tèý//

<the flink glopped> hso tè. <sentence> {wa-kya.} ko tic-loän:hkrín: pi-pi-þa.þa. prau: kræÑ. pa// <monosyllabic> a.þän þoän: þän pa tèý//

<T-H-E the> ko hpèý leik pa// ba.ma sa.ka: mha ma.lo-Bu:// da-mha. ma.hoat <flink> nè. twè: leik pa// þæÑ-tau. <the flink> hpric þwa: tèý//

<the flink> ha loap hsaún þu {kût~ta:} hpric tèý// <the flink> rè. a.Daip~pÈý ko þi. rè. la:// þi. sa.ra ma.lo Bu://

<the flink> hso tè. a.kaún ta.kaún/ lu-ta.yauk ha ta.hku.hku. ko pru. loap tèý// Ba-loap þa. lè:// ma.þi.Bu://

Contents of this page

Subject and Predicate

Let us analyse the sentence.


{loap-hsaún þu} {kût~ta:} ko <Performer, Subject S> lo. hkau tèý//

We know "The flink" or "flink" to be the Subject, {kût~ta:}, {loap-hsaún þu}. What about the "glopped". The other part of the sentence is the Predicate. I cannot as of today (160920) find the definition in Bur-Myan dictionaries and grammar, because of which I will have to give a dedicated term for it .

It seems there is no word for Predicate. In its place it is said there are two parts in a sentence: one is {kût~ta:} and the other {kri.ya} aka Verb.. This is downright misleading. The counterpart of Subject is Predicate, and the counterpart of Verb is Noun. We can say: "Subject & Predicate" and "Noun & Verb" - not "Subject & Verb". I am coining a term for Predicate - {loap-hsaung-hkyak_hpic-rûp}.

<noun, N> lo. hkau tèý// ba.ma mha {naam} lo. hkau tèý// {naam} ha ba.ma sa.ka: ma.hoat Bu:/ pa-Li. hpric tèý// <noun, N> nè. {naam} sa-loän: nhic loän: mhût Bo. ma.lo Bu:// tic-loän: mhût rín tau-rau pau.//

loap-ta-ka. <glop> loap ta tè.// <glop> loap ta ha <sleep> aip-ta-la: / <eat> sa:ta-la: hso ta ma.þi.Bu:// ta.hku.hku.tau. loap ta a.mhûn Bè://

loap-ta-ka. <verb, V> hpric tèý// ba.ma mha {kri.ya} lo. hkau tèý// {kri.ya} hso-tè. sa-loän: ko <r> {ra.} a.þän htæÑ. hso ra. mèý// ta.hkyo. ka. ra.hkeín þän lo. prau: laim. mèý//

rûn-koan nè. mûn~ta.lé: ka. lu-twé sa.ka: prau: rín <r> {ra.} a.þän ma.pa-Bu:// da-ko <non-rhotic accent> lo. hkau tèý//

 ïn~ga.lûn ïn~ga.laip sa.ka: mha <r> ra. a.þän næÑ:næÑ: Bè: pa lèý// <IPA International Phonetic Alphabet> nè. pra. rín /ɹ/ nè. pra. tèý// a.mé-ri.kûn ïn~ga.laip sa.ka: a.þän twé mha tau. <r> {ra.} a.þän po mya: lo. /r/ nè. pra. tèý// è:da ko <rhotic accent> lo. hkau tèý// Skt-Dev (Sanskrit-Devanagari) ka. tau. <rhotic> a.hpric hsoän: hpric tèý//

<the flink glopped> ko hsak prau: ra. aún//

Bèý-toän: ka. loap þa.lè:/ a.hku. la:// ma.hoat-Bu:/ a.rín ka. loap hkè. ta hpric tèý// Bèý-lo-loap þi. ta lè:// <glop> mha <-ed> pa lo.//

<-ed> pa-la tau. a.hkyaín ka-la. pa la pri// è:da ko <tense> {ka-la.} lo. hkau tèý//

<tense> ko ta.hku. tæÑ: prau: lo. ma. ra. Bu:// <TAM (Tense-Aspect-Mood)> þoän: hku. loän: twè: prau: ra. tèý//

See my note on TAM in - ch002.htm (link chk 160923)
and proceed to tense.

<flink> Bèý-nhèý-yauk loap-kra.ta-lè:// tic.yauk htè: hpric mèý htín tèý// Bèý-lo þi. þa. lè:// <flink> nauk-mha <-s> ma.pa-Bu://

ïn~ga.laip mha sa-loän: twé ko nauk-twè: <suffix> {wi.Bût} tût pé: tèý//

U.pa.ma

<glop>  -->  <glopped
<flink>  -->  <flinks

ba.ma mha tau. <suffix> ma.þoän: Bu:// þi:þûn. sa-loän: twé lo ûp rín lo ûp þa. lo htæÑ. pé: tèý// U.pa.ma

{haún þæÑ} 'bark' --> {haún hkè. þæÑ} 'barked'
{hkwé:} 'dog' -->  {hkwé: mya:} 'dogs'

è:þæÑ-tau. <the flink glopped> hso tè. sa.ka: þän ko kra: leik ta nè. a.Daip~pèý a.præÑ. tau. ma.þi. pé mè./ Ba-a.kraún: prau: né ta lè: tau. þi. leik tèý//

þa.ti. ta.hku. hta: mi. rè. la:// <the flink> loap-þu ka. a.rín la tèý/ nauk-mha <glopped> loap.tè. a.kraún: la-tèý// <doer> <action> a.si-a.siñ ha ïn~ga.laip sa.ka: rè. <syntax> hpric tèý// sa-kraún: rè. a.Di.ka. sa-loän: ko <subject, S> lo. hkau tèý// <doer> ha <subject, S> Bè:// <action> ko tau. <verb, V> lo. hkau tèý// <sentence> ta.hku. mha a.næÑ: hsoän: <verb, V> pa ra. mèý// <the flink glopped > mha <subject, S> rau: <verb, V> rau: pa tèý// <syntax> a.si-a.siñ ka. (SV) hpric tèý// è:di. <syntax> kraún. <The flink glopped.> hso-tè. <sentence> ko na:læÑ ta hpric tèý//

na.mu-na a.né nè. <flink> ko <dog> {hkwé:} nè. a.sa: hto: pa/ <glopped> ko <barked> nè. a.sa: hto: pa// <The dog barked> hpric þwa: tèý//

The dog barked.

{hkwé: haún þæÑ}

The Burmese word {þæÑ} had been a puzzle for me. In the above, it is a sentence ending. However, it has been described as a post-positional marker . It is easily confused with particle.
See - ch002.htm  and proceed to particle .

Note that the above sentence tells us what the <dog> is doing. And therefore, {þæÑ} is the post-positional marker for a predicate.

a.si-a.siñ ko praún: leik pa// <barked the dog> hpric þwa: lo. na: ma.læÑ tau.Bu:// ba.ma sa.ka: nè. ta.loän:hkyín: a.sa: hto: kræÑ. pa//

{hkwé: haún þæÑ} a.si-a.siñ ka.
{haún thæÑ hkwé:} hpric þwa: pri: mha: þwa: tau. tèý//

Remember Burmese and English are two separate languages. Their syntaxes are different. Their word-orders are different.

"There are six theoretically possible basic word orders for the transitive sentence: subject–verb–object (SVO), subject–object–verb (SOV), verb–subject–object (VSO), verb–object–subject (VOS), object–subject–verb (OSV) and object–verb–subject (OVS).
"The overwhelming majority of the world's languages are either SVO or SOV, with a much smaller but still significant portion using VSO word order."
From Wikipedia: https://en.wikipedia.org/wiki/Word_order 160919

The point we would like to make here is: In day-to-day speech, we do not have to hear let alone understand every word. Knowing the syntax of a language is enough for one to understand it. This knowledge is an inborn characteristic of the humans: a characteristic that distinguishes us from even the most advanced of all animals -- the chimpanzee one of the great apes. We communicate with each other using a language -- something that has syntax. Of course, the chimpanzees do communicate with each other. But what they use is sound signaling lacking syntax. And so we can say that they do not communicate using a language.

Then a logical question arises. What about the sign languages used in various parts of the world? The sign language is a language in its own right. It has syntax. Note that the sign language is not what we understand by the "body-language".

<sentence> {wa-kya.} hso ta ré:hta:tè. sa.peid þa-ma.ka./ prau: leik tè. sa.ka: ko lè: hso lo tèý// sa-ré:tè. a.hka mha <capital letter> to. <full stop> to. ko htæÑ. ré: lo. ra. tèý/
sa.ka: prau: tè. a.hka kya. tau. <capital letter> to. <full stop> to. ko htæÑ. prau: lo. ma. ra. tau. Bu://
a.þän ko hprût prau: ra. tèý//

UKT 160917
In traditional grammar, the verb <sleeps> in "The dog sleeps" is described as an intransitive verb as opposed to "The dog bites a man". In the latter sentence, the verb is a transitive verb .

Note that <The dog bites a man> is a complete thought. However, <The dog bites> may or may not convey a complete thought. If you are describing a habit of the dog -- that he is likely to bite -- it is a complete thought. On the other hand if you are describing what the dog has done, it is an incomplete thought because you have not indicated what the dog has bitten. However, the sentence <The dog sleeps> is always a complete thought. You will note that in <The flink glopped>, the action verb is meant to be an intransitive verb.

See TIL Grammar Glossary, in ENGLISH for Myanmar
- E4M-indx.htm > GramGloss-indx.htm > I01.htm (intransitive verb) / T01.htm (transitive verb)
Remember: In English syntax, SVO (Subject-Verb-Object), a transitive verb is a verb that requires both a subject (S) and one or more objects (O). The intransitive verb is a verb in a sentence with canonical structure SV (Subject-Verb) - there is no object (O).

Whenever a verb is mentioned, you must not forget its three attributes: Tense, T; Aspect, A; and, Mood, M. Taken together, they are known as TAM.

Now, I will have to look in Burmese Grammar for each Tense, Aspect, and Mood. I can only get the equivalent of Tense {ka-la.}. As for the other two, all I can get is Asperity 'sharpness & roughness of sound', and Mood 'intention': my translations from Thalun-EMD2003-0050 & 0696, resptly.

Excerpt from Wikipedia http://en.wikipedia.org/wiki/Grammatical_tense   080526
The distinction between grammatical tense, aspect, and mood is fuzzy and at times controversial.

The English continuous temporal constructions express an aspect as well as a tense, and some therefore consider that aspect to be separate from tense in English.

In Spanish the traditional verb tenses are also combinations of aspectual and temporal information.

See TIL Grammar Glossary individually on Tense, Aspect and Mood. Unless you are familiar with them you will have difficulty in translating Burmese into English and vice versa.

Bur-Myan speakers usually have difficulty understanding English tenses {ka-la.}. English has only two basic tense: the non-past (present) and the past. The so-called "future-tense" is actually present tense used with the future marker <will> which is a modal auxiliary. The future marker will cannot occur with other modals, like can, may, and must. "Grammarians and linguists typically consider will to be a future marker and give English two non-inflected tenses, a future tense and a future-in-past tense, marked by will and would respectively. In general parlance, all combinations of aspects, moods, and tenses are often referred to as 'tenses'."

For more information see tense in my notes in - ch002.htm (link chk 160923),
and proceed to tense .

It should be remembered that "tenses cannot always be translated from one language to another. While verbs in all languages have typical forms by which they are identified and indexed in dictionaries, usually the most common present tense or an infinitive, their meanings vary among languages". (Quotes from Wikipedia  http://en.wikipedia.org/wiki/Grammatical_tense 080526)

You should remember that, even though your tenses are wrong, as long as your syntax is correct, the hearer will understand you. This is the most important thing to remember in learning to speak another language.

Contents of this page

Ex 0101 

TIL sample Question Q {mé:hkwun:}: In the following sentences {wa-kya.} (i) indicate the Subject S {kût~ta:}, and Predicate P {loap-hsaún-hkyak_hpic-rûp}. (ii) Does the Predicate has only a Verb V {kri.ya} or does it also has an Object O {kän}? (iii) What type of verb is Verb V : transitive or intransitive? Why? (iv) Does the Predicate has other attributes such as Time T (past, present, future)?

Note: Grammatical {kän} 'object' and {kûm~ma.} 'action' are different.
See MLC MED2006-012.
See also Thalun English-Myan dictionary, 2003, p0737, which gives 'object' as {kän-poad}.

Question Q given in original EGPE: 
Question Q {mé:hkwun:}: In the following sentences {wa-kya.} indicate the performer (S) {kût~ta:}, the action (V) {kri.ya}, and time (past, present, future) (T) {ka-la.}. Use the given format for your answer.

Answer A {a.hpré}:
<Performer, Subject S> loap-hsaung-thu =
<Action, Verb V>  Ba-loap ta-lè: =
<Time, Tense, T>  ka-la. / loap-hsaún-tè. a.hkyain =

mé:khwun: hpré hso ra mha siñ:sa:þín.þæÑ. a.hkyak// //
<The flink glopped.> ko <performer> S nè. <action> V hkwè:hkra: lé.la síñ ka. <The> ko hpèý pri: síñ:sa: lo. ra.tèý lo. prau:hkè. tèý// è:di a.teín: lût-ta.lau: ma.lo tè. sa.ka:loän: sa.ka:su. twé ko hpèý pri: siñ:sa: tût aún lé.kyín. pa//

 

Q1. The law student completed the difficult exam.

Parsing

The law student completed the difficult exam.
  ko nhic-peín: peín:kræÑ. pa//

(The law student) (completed the difficult exam.)
  hkít~ta. hpèý ra.mèý. sa.ka:loän: twé ko hpèý-leik pa//

(student) (completed)

A1
Performer, Subject S  = <student>
Action, Verb V = <completed>
Time, Tense T = past

Q2. Mrs. Smith sings in the church choir each Sunday.

<Mrs. Smith sings in the church choir each Sunday.>
<(Mrs. Smith) (sings in the church choir each Sunday.)>
<(Mrs. Smith) (sings)

A2
Performer, Subject S = <Mrs. Smith>
Action, Verb V = <sings>
Time, Tense T = present

<sing> a.þän-mha ga.þän ma.pa-Bu://
IPA nè. ré: rín <sing> ko /sɪŋ/ lo. ré:tèý -- DJEPD16-490
Romabama nè. ré: rín {hsín:}.
Therefore, the correct pronunciation for one who sings <singer> is ,
whereas that of the brand name of the Singer sewing machine is .

Q3. The plane raced across the sky.

<The plane raced across the sky.>
<(The plane) (raced across the sky.)>
<(plane) (raced)>

A3
Performer, Subject S = <plane> / <the plane>
Action, Verb V = <raced>
Time, Tense T = past ({<ed> pa-tè. a.twak loap-pri: kraún: þi.ra.tèý})

Q4. They will speak at the November meeting.

<They will speak at the November meeting.>
<(They) (will speak at the November meeting.)>
<(They) (speak)>

A4
Subject S = <they>
Verb V  = <speak> / <will speak>
Tense T = future : <will> pa-tè. a.twak ma.loap ra. þé:Bu: lo. þi.ra.tèý //

Q5. The interviewer listened attentively.

<The interviewer listened attentively.>
<(The interviewer) (listened attentively.)>
<(interviewer) (listened)>

A5
S = <inteviewer>
V  = <listened>
T = past

Q6. A cashier always counts the change.

<A cashier always counts the change.>
<(A cashier) (always counts the change.)>

A6
S = <cashier>
V  = <counts>
T = present

<change> hso-tè. sa.ka: rè. a.Daip~pèý ko mha: yu mi. mèý/ þa.ti. hta: pa//

Q7. Star Cleaners picks up and delivers cleaning.

<Star Cleaners picks up and delivers cleaning.>
<(Star Cleaners) (picks up and delivers cleaning.)>
<(Star Cleaners) ((picks) (delivers))>

A7
S = <Star Cleaners>
V  = <picks> <delivers>
T  = present

mrûn-ma-sa ré:poän ha ïn~ga.laip-sa ré:ta nè. ma.tu Bu:// ïn~ga.laip a.ré: mha <capital letter> nè. <sentence> ko sa. ré: tèý// lu-nän-mæÑ nè. loap-ngín:a.mæÑ twé ko <capital letter> nè. sa. ra. tèý// mrûn-ma a.ré: mha <capital> ma.þoän: Bu:// da-kraún. <Romabama sentence> twé mha nè. nän-mæÑ twé mha <capital> ma.þoän: Bu:// <Myanmar consonant> mrûn-ma byæÑ: nè. <vowel> þa.ra. ak~hka.ra sa-loän: twé ka <English-Latin alphabet-letter> 26 loän: htak mya: tau. <Romabama> a.twak ma.loän-lauk Bu:// da.kraún. <Romabama> ré: neín Bo. <small letter> 26 loän: nè. <capital letter> 26 loän: a.prín a.hkra: <Latin letters> twé ko pa htæÑ. þoän: hta: pa tèý//

Q8. The woman and her children crossed the street.

<The woman and her children crossed the street.>
<(The woman and her children) (crossed the street.)>
<((woman) (children)) (crossed)>

A8
S = <woman> <children>
V  = <crossed>
T  = past

Q9. The gardener rakes the leaves and cuts the grass.

<The gardener rakes the leaves and cuts the grass.>
<(The gardener) (rakes the leaves and cuts the grass.)>
<(gardener) ((rakes) (cuts))>

A9
S = <gardener>
V  = <rakes> <cuts>
T  = present

Q10. Diane and Joe dined at the tavern and attended the theater.

<Dian and Joe dined at the tavern and attended the theater.>
<(Dian and Joe) (dined at the tavern and attended the theater.)>
<((Dian) (Joe)) ((dined) (attended))>

A10
S = <Diane> <Joe>
V  = <dined> <attended>
T  = past

Contents of this page

02. Recognizing Complete and Incomplete Thoughts

p005. A complete sentence conveys a complete thought. And therefore incomplete sentences and thoughts are very recognizable. Incomplete sentences can be described simply as phrases.
See my note in ch002.htm (link chk 160923)
and proceed to • phrase

From Lonsdale 1899 p003 for bilingual readers:
Clause {wa-kya. kûN~ða.}. A group of words containing a noun or a word or words equivalent to a noun, and a verb, may make sense. But it could still be an incomplete sentence. Such a group of words is called Clause or {wa-kya. kaN~ða.}. (A footnote adds: {kûN~ða.} means 'a part', 'a portion'; {wa-kya. kûN~ða.} = 'a part of a sentence'.). The following is the example given by Lonsdale:

The sentence

 

is made up of two clauses: and
See my note on  dependent clause and independent clause in ch002.htm 
and proceed to clause in :

UKT: note the example chosen by Lonsdale. Written a decade after the deposition of King Thibaw who had mercilessly killed many of his own half brothers and sisters, Lonsdale had chosen as an example of a sentence which had reflected the sentiment of the times.

You will notice that {mín:toan: Bu.rín lwun-tau-mu-lhyín} 'after King Mindon passed away' makes some sense, but it does not convey a complete thought. However, {þi-Bau: nûn:hsak-hkän-Éi.} 'Thibaw acquired the throne' makes sense, and is a complete sentence. It can stand by itself and is known as independent clause. However 'after King Mindon passed away' cannot stand alone and is known as dependent clause.

Let us consider the following illustrations.

Illustration 1.
p005. A sentence which begins with words such as when, after, because, as soon as, before, or since needs to have a completing thought.

The following examples are not sentences because they do not convey complete thought. If you have been asked whether a group of words given is a complete sentence or not, you can translate it into Bur-Myan, and then you will know the answer.

* When you arrive at work.
* Because you are dutiful.

kyaung:þa: twé ka. mhût lé. shi. kra. tèý//
<capital letter> nè. sa. pri: <full stop> nè. hsoan: rín <sentence> hpric rau: tè.//
a.htak ka. sa.ka:su. nhic-hku. ha <sentence> ma. hoat Bu:// è:da myo: ko a.tu. ma.yu mi. Bo. * (asterisk aka star) nè. pra. hta: tèý//

* When you arrive at work.

sa.ka:su. ha ma.præÑ.soän Bu:// Ba hpric-lo. ma.præÑ.soän þa. lè: þi. ra. aún ba.ma sa.ka: nè. shín: pra. mèý// è:þæÑ. sa.ka:su. hso né ta ka.


* mín: a.loap. sa.hkûm: ko. rauk tè. a.hka 

hpric tèý// kra: leik tè. lu ka. hsak Ba prau: oän: ma. lè: lo. na:htaún né pé mè. hsak prau: þän ma.kra: tau. Ba loap ra. mhûn: ma.þi. tau. Bu://

* Because you are dutiful.

Ba-þa prûn leik tau.


* mín: ta-wun kré tè. a.twak

hsak ma.prau: rín na: ma.læÑ-Bu://

di-lo mé:hkwun:myo: ko hpré Bo. mrûn-ma lo a.Daip~pèý prûn kræÑ. pa//

Solution: Possible thought completions for When you arrive are:

• When you arrive, relax.
• When you arrive, call me.
• When you arrive, I will leave.

Caveat þa.ti. pru. rûn//
<When you arrive> nauk mha <comma> pa tèý//

<when> <after> <as soon as> <before> to. ha <time> {a.hkyain) ko prau: tè. sa.ka:loän:twé hpric-tèý//

<because> <since> to. ka. tau. a.kraún:pra.hkyak <reason> ko hpau-pra. tè. sa.ka:loän:mya: hpric-kra.tèý//

Solution: Possible thought completions for Because you are dutiful. are:

• Because you are dutiful, I will give you a promotion.
• Because you are dutiful, you deserve a holiday.
• Because you are dutiful, I am happy.

Remember, even when a statement is grammatically correct, it can be logically wrong. For example:

Because you are dutiful, you must be punished.

<grammatically correct - logically wrong> Ba-hpric-lo. lè:// a.Daip~pèý prûn kræÑ. pa//
 (mín: ta-wûn-kyé tè. a.twak/ mín: ko dûn pé: ra. mèý//)

UKT 160922: I've checked Romabama transcription for the previous paragraphs.

 

Illustration 2.
A sentence can be incomplete because of the wrong use of the action or verb (V).

Thus, the following phrase does not convey a complete thought.

*The dog barking all night.

<*The dog barking all night.> ha <grammatically> mha: tèý// <bark> mha <ing> pa né lo. a.Daip~pÈý ma. præÑ. soän Bè: mha: né ta hpric tèý// a.la:tu U.pa.ma tic hku. ka. {tic-Ña. loän: hkwé: haún né tau.} hpric tèý// {né tau.} pa lo. mha: ta hpric tèý//

<Bur-Myan> mha <verb, V> ko {kri.ya-poad} lo. hkau tèý// <English-Latin> <verb> twé nè. <Bur-Myan> <verb> twé hkra:na: ta ko þi.rín shing: pra. ra. ta lwèý ku tèý//

<bark> nè. þu. a.sa: mrûn-ma kri.ya {haún þæÑ} þoän: poän hkrín: ma.tu-Bu:// þo.þau <bark> ko {haún} tic-loän: tæÑ: nè. a.sa: hto: leik pa// da-hso rín <barking> ko {haún-né} nè. a.sa: hto: lo. ra. la ta ko twé. ra. laim. mèý// a.la: tu {haún} nauk mha {hkè.} htæÑ. kræÑ. pa// <barked> nè. tu þwa: ta twé. ra. laim. mèý//

<bark> ko nauk-twè lo. hkau: tè. <suffix> htæÑ. þoän: ra. tèý// <suffix> 2 myo: þoän: neín tèý/ Ba-twé-lè hso-tau. <-ing> nè. <-ed> pric-kra. tèý// da-kraún. <bark> mha. ta.hsín. <barking> nè. <barked> hpric-þwa: tèý//

ba.ma sa.ka: {haún} mha <after word> twé htæÑ. þoän: rín {haún þæÑ} {haún né hsè:} {haún hkè. þæÑ} a.sa. shi. ta twé ra. la laim. mèý//

sa.ka:su. ko prín Bo. <was> lo sa.ka:loän:myo: ko htæÑ. pé: ra. tèý// di-tau.

<The dog was barking all night.>

da-mha. ma.hoat <ing> ko hpè <ed> nè. a.sa:hto:

<The dog barked all night.>

*The bustling figure walking hurriedly through the park.

mu-la. sa-oap ka. na.mu-na hpric-tè. a.htak pa sa.ka:su. ha <grammatically> mha: tèý// shín: þwa: aún sa.ka:loän: a.po twé hpèý leik pa//
   <(figure) (walking)>
pring-Bo. <is> <was> ta.hku. hku. ko htæÑ. pa/
   <The bustling figure is walking hurriedly through the park.>
   <The bustling figure was walking hurriedly through the park.>
da-mha. ma.hoat <ing> ko hpèý/ <ed> nè. a.sa:hto: pa/
   <The bustling figure walked hurriedly through the park.>

Remember, when you correct a sentence grammatically, it can become logically wrong.

sa.ka:su. ta.hku. ko <grammatically> mhan þwa: aung prín ta nè. <logically> a.lo-lo mhûn ma.þwa:Bu://

 

Contents of this page

Exercise 0201

{mé:hkwun:}: Are the following sentences complete? If not give a possible correction. Give your answer in the following format:

a.hpré// //
<complete> præÑ.soän / <incomplete> ma.præÑ.soän =
<why?> Ba-hric-lo.lè: =

thæÑ-lo mé:hkwan: myo: ko hpé-hso tè. a.hka-mha siñ:sa:poän ka. 01.02. Exercise toän: ka. a.teing: hpric tèý//

Q1. When Richard called his office.

A1 
<incomplete>
<why?> :

• loap-hsaung-thu (subject, S) ka. <Richard>//
loap-hsaung-thu hso-tè. wau:ha-ra. ka. na-mæÑ ko Ñhwan-pra. ta hpric tèý//
• loap-hsaung-hkak (verb, V) ka. <called>//
• <When> pa.tè. a.twak/ ma.præÑ.soän Bu://
præÑ.soän aung <relax> <call me> <I will leave> tho.ma.hoat a.la:tu tic-ku.hku. pa ra. mèý//

U.pa.ma <call me> ko htæÑ. kræÑ. ra. aung//
<When Richard called his office, call me.> hpric thwa: mèý/
a.Daip~pèý ka.// // {<Richard> thu. roän: ko <phone> hsak tè. a.hka nga. ko hkau pa}//

Q2. The man in the blue suit and the lady in the tan coat walking.

A2 
<incomplete>
<why?> :

loap-hsaung thu twé (subject, S) ka. <the man> nè. <the lady> hpric kra. tèý//
ta.næÑ: <the man in the blue suit> nè. <the lady in the tan coat> to. hpric kra. tèý//

Ba-loap né ta lè: tau. pa tha: Bè lo. ma. ngring: pa nè./ pa-tèý-tha hso tèý ma. præÑ. soän Bu://
<is> <are> <was> <were> ma.pa-Bè: <walk> nauk-mha <-ing> ma.htæÑ. ra. Bu://

na.mu-na a.né-nè. ré: kræÑ ra. aung// //
<The man in the blue suit and the lady in the tan coat are walking.>
<*The man in the blue suit and the lady in the tan coat is walking.>
<is> thoän: ta mha: tèý// Ba-hpric-lo.lè: hso tau. loap-hsaung thu ka 2 U: hpric lo.//

Q3. The fumbling, bumbling clown dancing.

A3 
<incomplete>
<why?> :

loap-hsaung thu (subject, S) ka. <clown> tho.ma.hoat <The fumbling, bumbling clown>
loap-hsaung ta (verb, V) ka. <dancing> hpric-tèý//
<dance> mha. ta. hsing. <dancing> //
<dancing> mha <-ing> pa tèý// tho.thau a.rhé: mha <is> <was> tic-hku. hku. ma. pa lo. ma.præÑ. soän Bu://

Q4. A favorite history question involves the causative factors of the Civil War.

A4 
<complete>
<why?> :

• (S) ka. <question> / tho.ma.hoat <history question> / tho.ma.hoat <A favorite history question>//
• (V) ta ka. <involves> / tho.ma.hoat <involves the causative factors> / tho.ma.hoat <invoves the causative factors of the Civil War.>
• <sentence> ko sic leik tè. a. hka -- (question) (involves)

Q5. Flour, sugar, and three eggs blending.

A5 
<incomplete>
<why?> :

• (S) ka. tic-U: ma. ka. Bu:/ 3 U: hpric tèý// Ba-twé lè: hso-tau. <flour> <sugar> nè. <eggs>//
• (V) ka. <blend> tho.ma.hoat <blending> hpric tèý//
• <-ing> pa né tè. a.twak <blending> a.rhé. mha <are> tho.ma.hoat <were> pa ra. mèý//
da-kraung. <Flour, sugar, and three eggs blending.> ha <sentence> ma.hoat Bu://

pring: leik tè. a.hka ra.ta ka
<Flour, sugar, and three eggs are blending.>
<Flour, sugar, and three eggs were blending.>

nauk ta.næÑ: ka. <ing> a.sa: <-ed> htæÑ pa
<Flour, sugar, and three eggs blended.>

<flour> hso ta {gyoän-mhoan.}/ <sugar> ka. tau. {þa.kra:}// <egg> hso ta ka. tau. {krak-U.}// <blending> hso ta ka. thé-thé-hkya-hkya tha.ma. aung rau:sût mhwé né ta// Ba-loap né ta lè: hso-ring/ mhoan. loap hpo. pring-hsing né ta hpric-tèý//

è:thæÑ lo mhoan. loap tè. næÑ: ko <recipe> lo. hkau tèý// <recipe> rè. a.þän htwak ka. {re-si-pi} hpric tèý// <recipe> ko <re> <ci> <pe> ta.loän:hkying: a-thän htwak ra.tèý// {re-si.} lo. a-thän htwak ring mha: tèý// da-hprín. <cake> kya. tau. kau: lo. mé: sa.ra-hpric la-tèý// <cake> kya. tau. <kaik> lo. a.thän htwak tèý// <cake> rè. þa.ra. (vowel) ha <a_e> hpric tèý// byæÑ: ko <a_e> kra: htè. twín htæÑ. pé: ra. tèý// è:di lo <e> myo: ko <magic e> lo. hkau tèý// <IPA vowels> twé mha <magic e> ma. pa Bu:// da-kraung. ïn~ga.laip sa-loän: paung: a.teing: ma.hso pa nè.// <magic e> kraung. a.thän praung: poän tic-hkyo. ka --

<can> {kan} --> <cane> {kain:}
<sin> {hsing:} --> <sine> {hseing:}
<not> {naut} --> <note> {noat}

ïn~ga.laip sa.ka: ko <Latin alphabet> nè. ré:hta: tè. sa ko sa-loän:paung: a.teing: a.thän htwak-hpat-ring a.mya: a: hpring. mha: laim. mèý// ba.ma sa.ka: ko mran-ma ak~hka.ra nè. ré: hta: ta ko sa-loän:paung: a.teing: a.thän htwak hpat ring {ra.hkeing-thän} {yau:thän} {Da.nu.thän} htwak tèý lo. prau:hkying prau:kra. laim.mèý/ na: tau. læÑ thé: tèý/ <English-Latin> kya. tau. loän:wa. na: ma.lèý tè. a.hpric rauk thwa: neing tèý// <Latin alphabet> ka. <phonetic> ré:næÑ: ma.hoat-Bu:/ <Myanmar akshara> ka. <phonetic> ré:næÑ: hpric-tèý// sa.ka:thän ko ti.ti.kya.kya. hpau pra. neing tè. né ra mha <Myanmar akshara> ha <Latin alphabet> htak tha tèý// è:thæÑ. a.kraung: ko a.hkré hkän pri: <Romabama> ko ti-htwing hta: ta hpric tèý//

tha.ti. hta: ran tic-hku. ka./ <IPA> Bè: hpric-hpric/ <Myanmar> Bè: hpric-hpric <phonetic alphabet> hso teing: a.ré: né. a.thän twè: mhat neing Bo. <sound recording machine> tho.ma.hoat <computer> ko thoän: Bo. lo tèý// Bèý lo thoän: tha.lè: ko TIL mha. tæÑ htwing hta: tè. Learn to Speak English ko kræÑ. pa//

Q6. Leona working harder than any other lawyer in the firm.

<dictionary> ko kræÑ. tat aung kræÑ pa. <computer> pau mha < American Heritage Talking Dictionary (AHTD)> ting hta: pa// <AHTD> htè: mha < firm> hso tè. sa loän: ko rha pa//

A6 
<incomplete>
<why?> :

• (S) ka. <Leona> hpric-tèý// <Leona> hso ta main:ma. na-mæÑ hpric tèý// tha.ti.hta: ra. mha ka. a.hku. prau: né tè. loap-hsaung-thu hso ta <grammar> a.thoän:a.nhoän: hpric-tè/ {thu} hso-tè. a.thän pa la lo. thak-rhi. thak-mè. that~ta.wa lo. ma. hting pa nè.//

(verb, V) loap-hsaung-hkyak tho.ma.hoat loap-hsaung-ta sa. tè. a.thoän:a.nhoän: twé ha <grammar> a.thoän:a.nhoän: twé hpric tèý// ta.kè. a.loap ma.hoat-Bu://
a.hku. prau: né tè. sa.ka:su. mha loap-hsaung-hkyak ha <work> tho.ma.hoat <working> hpric tèý// <-ing> pa né tèý// da-kraung. <working> a.rhé. mha <is> <was> ta.hku. hku. pa ra. mèý// ma.pa lo. <incomplete> lo. hso ta hpric tèý//

Q7. The man threw away the garbage.

A7 
<complete>
<why?> :

• (S) ka. <man> hpric-pri:/
• (V) ka. <threw> hpric tèý//
• <when> lo sa.ka:loän: lè: ma.pa-Bu:/ <-ing> lè: ma.pa-Bu://
da-kraung. di sa.ka:su. ko <sentence> lo. hkau lo. ra. tèý//

Q8. The soldiers walked quietly.

A8 
<complete>
<why?> :

• (S) ka. <soldiers>/
• (V) ka. <walked> hpric tèý//
• <when> lo sa.ka:loän: lè: ma.pa-Bu:/ <-ing> lè: ma.pa-Bu:// da-kraung. <complete> hpric tèý//

Q9. When I have finished dusting and vacuuming, and washing, I will relax.

A9 
<complete>
<why?> :

(S) ka. <I>
(V) ka. <finished> hpric tèý// <when> lo sa.ka:loän: pa pé mè./ <I will relax> pa ta kraung. <complete> hpric tèý//

Q10. The mayor commended the members of the local Rescue Squad.

A10
<complete>
<why?> :

(S) ka. <mayor>
(V) ka. <commanded> hpric tèý// <when> lo sa.ka:loän: lè: ma.pa-Bu:/ <-ing> lè: ma.pa-Bu:// da-kraung. <complete> hpric tèý//

 

Contents of this page

There are two main parts of a sentence; the subject, which is usually a noun or a pronoun, and the predicate which usually contains a verb or a verb clause. Although predicates contain verbs, they do not exactly mean the same thing.

A verb is a word which indicates an action or a state of being of the subject of the sentence.



Read more: Difference Between Verb and Predicate | Difference Between http://www.differencebetween.net/language/grammar-language/difference-between-verb-and-predicate/#ixzz4KgKayygW
 

There are two main parts of a sentence; the subject, which is usually a noun or a pronoun, and the predicate which usually contains a verb or a verb clause. Although predicates contain verbs, they do not exactly mean the same thing.

A verb is a word which indicates an action or a state of being of the subject of the sentence.



Read more: Difference Between Verb and Predicate | Difference Between http://www.differencebetween.net/language/grammar-language/difference-between-verb-and-predicate/#ixzz4KgKayygW
 

There are two main parts of a sentence; the subject, which is usually a noun or a pronoun, and the predicate which usually contains a verb or a verb clause. Although predicates contain verbs, they do not exactly mean the same thing.

A verb is a word which indicates an action or a state of being of the subject of the sentence.



Read more: Difference Between Verb and Predicate | Difference Between http://www.differencebetween.net/language/grammar-language/difference-between-verb-and-predicate/#ixzz4KgKayygW
 

04. Action Words: Special Problems

Many action words undergo simple changes to show changes in time. Here "time" is used in a special sense to show whether the action is (was/will be) taking place in the present, or past, or even in the future.

ïn~ga.laip sa.ka: mha {kri.ya} lo. hkau tè. <verb> ha loap.hsaung tè. {a.hkyaing} tho.ma.hoat {ka-la.} <time> pau mha mu-tæÑ tèý// a.hkyaing ka-la. kwè: pra: lhying a.thän htwak nè. sa-loän: paung: praung: thwa: ta twé. ra. tèý//  a.næÑ: hsoan: sa-loan: nauk-twè: <suffix> mha hpric.hpric. praung: kra. tèý// ba.ma sa.ka: mha è:di lo a.praung:a.hlè: ma.rhi.Bu:// rhi. pa-tèý lo. ngring:hso la tè. a.hka-myo: kya. ring a.hpré pé: Bo. ka. ïn~ga.laip nè. sa-ring a.lwan næÑ: pa tèý lo. hpré roän Bè: rhi. tèý//

loap.hsaung ta-ka. a.hku. la:/ lwan-hkè.tè. ka-la. ka. la: hso ta ko pra.tha. ra. tèý//

a.hku tho.ma.hoat ya.né. a.twing: loap ta hso ring <Present action>/ lwan-hkè.tè. ka-la. ka. loap ta hso ring <Past action> lo. hkau tèý//

ka-la. pau mu-tæÑ ta ko pra. tha. hkring: ko <Tense> lo. hkau-tèý//
mhat-hkyak// // <tense> nè. pat thak pri: <ch02.htm> mha. rhing: pra. mha hpric tè. a.twak a.hku. ma. rhing: tau. Bu://

<Present action> ko <Present tense> nè. pra. pri: <Past action> ko <Past tense> nè. pra. pa-tèý//

ya.hking ka loap-hsaung-hkè.ta pri:mrauk thwa:tèý hso-ring <Past participle> nè. pra. pa-tèý//

Present action-words (or verbs) can be changed into past action-words, and completed past-action words.

There are two kinds of verbs: regular and irregular verbs. The difference is in the way they change depending on time.

The simplest change is the addition of an -ed ending. However, many action words use entirely different words to show these same time changes.

ïn~ga.laip <verb> praung:lè: ta-myo: ko ba.ma sa.ka: mha ma. twé. ra. Bu:// da-kraung. mran-ma kyaung:tha: mya: doak~hka. a.twé. a.mya: hsoän: né ra ha <tense> hpric-tèý// tho.thau pa-Li. <Pali> Ba-tha  tat-kywam: thu a.twak tau. ma.htu: hsan: pa-Bu://

Examples of word changes, in order of present, past, and past participle:

1. Irregular verbs:
     <eat> (present), <ate> (past), <eaten> (past participle)
     <fall> (present), <fell> (past), <fallen> (past participle)
     <go> (present), <went> (past), <gone> (past participle)
     <sleep> (present), <slept> (past), <slept> (past participle)

2. Regular verbs:
     <fell> (present), <felled> (past), <felled> (past participle)
     <jump> (present), <jumped> (past), <jumped> (past participle)
     <look> (present), <looked> (past), <looked> (past participle)
     <talk> (present), <talked> (past), <talked> (past participle)

<verb> tic-hku. mha <past tense> twing <-ed> nè. hsoän: tha.lo <past participle> mha lè: <-ed> nè. hsoän: ring <regular verb> lo. tha mhat pa//

a.lwè-hsoän: <verb> praung:lè:hkying: ko <regular verbs> twé mha twé. ra. pa tèý// tho.thau: a.thoän: mya: ta ka. <irregular verbs> twé hpric kra. tèý//

<irregular verb> twé ha poän-sän- a.myo:myo: nè. praung:kra.tèý// Bèý poän-sän nè. praung: mæÑ ko thût mhût hta: hkring: ma.rhi.Bu:// a.lwût kyak mhût roän tha hpric tèý//

<dictionary> twé mha pé: hta: tè. <verb> ka. <present tense> tha hpric tèý// <present tense> thi.roän nè. <past tense> nè. <past participle> ma. thi. neing Bu:// <dictionary> mha pra. tè. poän ko <root verb> lo. hkau tèý//

tho.thau <electronic dictionary> twé nè. <computer> pau-mha ting hta: lo. ra. tè. <AHTD> ha myo: nè. <internet> ka. ta. hsing. ra. tè. <online dictionary> twé mha tau. <root verb> a.pring a.hkra: ha twé pa a.præÑ. a.soän pa tèý//

Past participle words are always preceded by:  <has>, <had> or <have>.

To show that action is still being carried on, the verb is attached with the suffix <-ing>. Thus:

For both irregular and regular verbs:
   <eat>: <eating>
   <go>: <going>
   <sleep>: <sleeping>
   <jump>: <jumping>
   <look>: <looking>
   <talk>: <talking>

A verb ending in <-ing> always has one of the following before it: <is> <are> <was> <were>. There is an exceptional word <am>: it is used only with the subject <I> {nga} in place of <is>. (The groups of verbs <is> <are> <was> <were> etc. are the various forms of the verb 'to be')

<English Grammar> mha twé. ra. tè. a.hkak-a.hkè ha <verb> pau-mha a.mya:hsoän: mu-tæÑ né-pa-tè// <verb> rhoat-htwé:poän ko a.hku. a.peid mha sa.twé. ta hpric tèý// da.kraung. di a. peid-mha  lé.kying:hkan: lwè-lwè Bè: pé:tau.mèý//

a.keing a.twè ra. a.hkak hsoän: <English verb> ta.hku. ha <Verb 'to be'> hpric pa tè// è:thæÑ: a.kraung: ko ræÑ-Ñwan: hta: tè. sa-tam: tic.hku. ko <UKT Notes> mha. pé: hta: tèý// è:thæÑ mhat-su. twé ha kraung:tha: mya: a. twak ma.hoat Bu:/ hsa.ra mya: a.twak hpric tèý//

 

Contents of this page

Exercise 0401

Indicate which of the following verbs are regular and which are irregular. Look up these words in the AHTD.

•01. aim aimed aimed

•02. begin began begun
  03. blow blew blown 
  04. break broke broken

•05. catch caught caught
  06. come came come
  07. cut cut cut

•08. dance danced danced
  09. dine dined dined
  10. do did done

•11. etch etched etched

•12. fall fell fallen
  13. fell felled felled

•14. give gave given
  15. gloat gloated gloated

•16. hate hated hated
  17. hunt hunted hunted

• 18. ignore ignored ignored

• 19. join joined joined

• 20. kick kicked kicked

• 21. laugh laughed laughed
  22. lead led led

•23. meet met met

•24. nip nipped nipped

•25. ooze oozed oozed

•26. plan planned planned

•27. quit quitted quitted

•28. ring rang rung
  29. run ran run

•30. swear swore sworn
  31. swing swung swung

•32. throw threw thrown

•33. utter uttered uttered

•34. vow vowed vowed

•35. wear wore worn
  36. write wrote written

•37. yell yelled yelled

•38. zip zipped zipped

 

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UKT notes

asterisk

n. 1. A star-shaped figure (*) used in printing to indicate an omission or a reference to a footnote. -- AHTD

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change

n. 6. Abbr. chg. a. Money of smaller denomination given or received in exchange for money of higher denomination. b. The balance of money returned when an amount given is more than what is due. c. Coins: had change jingling in his pocket. -- AHTD

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choir

<choir> hso ta þän-soän þi-hso tè. a.hpwè. ko hso-lo tèý// <church choir> lo. ré:hta: tè. a.twak/ ta.nín~ga.nwé-né. mha hka.ric-yûn Bu.ra:rhi.hko:kyaún: mha Dam~ma. þi-hkyín: þi-hso-tè. a.hpwè. ko prau: ta hpric-tèý//

choir n. 1. An organized company of singers, especially one performing church music or singing in a church. 2. a. The part of a church used by such a company of singers. b. The part of the chancel in a cruciform church that is occupied by this company of singers. 3. Music a. A group of instruments of the same kind: a string choir. b. A division of some pipe organs, containing pipes suitable for accompanying a choir. 4. An organized group: a choir of dancers. 5. One of the orders of angels. v. intr. choired choiring choirs Music 1. To sing in chorus. [Middle English quer, quire from Old French cuer from Medieval Latin chorus from Latin choral dance; See chorus ] -- AHTD

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exam

<exam> ka. sa-mé: pwè: <examination> ka. la tè. sa-loän: hpric tèý// a.rup thoän: sa.ka: a.né nè. lak hkan kra. pé mè. tak~ka.thol sa-tam: mya: twing lak ma.hkan thé: Bu:// a.rh-hping. sa-loän: <examination> mha. a.Daip~pèý 3 myo: rhi. tèý//

examination n. Abbr. ex. 1. The act of examining or the state of being examined. 2. A set of questions or exercises testing knowledge or skill. 3. A formal interrogation: examination of the witness.  -- AHTD

hto a.Daip~pèý 3 myo: mha , <2. A set of questions or exercises testing knowledge or skill.> a.twak tha <exam> ko thoän: thing. tèý//
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firm

firm 2 n. 1. A commercial partnership of two or more persons, especially when unincorporated. 2. The name or designation under which a company transacts business. [Italian firma from firmare to ratify by signature from Medieval Latin firmāre from Latin to confirm from firmus firm; See dher- in IE (Indo-European) Roots.]
   Notes: In these days of agribusiness, a farm and a firm are probably closer than they have been since the time before the words farm and firm developed from the same Latin word, firm āre, “ to strengthen, make fast, confirm, attest, ” which is derived from Latin firmus, the source of firm, meaning "secure". In Medieval Latin firm āre came to mean "to ratify by signature", from which sense eventually came our word firm, first recorded in 1574 with the meaning "signature". This word firm later added the senses "designation under which a firm transacts business" and "commercial house". Latin firm āre by way of Old French also gave us Middle English ferme, the ancestor of our word farm. -- AHTD

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garbage

n. 1. a. Food wastes, as from a kitchen. b. Refuse; trash. 2. a. Worthless or nonsensical matter; rubbish: Their advice turned out to be nothing but garbage. b. Inferior or offensive literary or artistic material. -- AHTD

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JABBERWOCKY

by Lewis Carroll in Through the Looking-Glass and What Alice Found There, 1872, 

From: http://www.jabberwocky.com/carroll/jabber/jabberwocky.html 080430

"Beware the Jabberwock, my son!
  The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
  The frumious Bandersnatch!"

He took his vorpal sword in hand:
  Long time the manxome foe he sought --
So rested he by the Tumtum tree,
  And stood awhile in thought.

And, as in uffish thought he stood,
  The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
  And burbled as it came!

One, two! One, two! And through and through
  The vorpal blade went snicker-snack!
He left it dead, and with its head
  He went galumphing back.

"And, has thou slain the Jabberwock?
  Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
  He chortled in his joy.

`Twas brillig, and the slithy toves
  Did gyre and gimble in the wabe;
All mimsy were the borogoves,
  And the mome raths outgrabe.

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Lewis Carroll

Dodgson, Charles Lutwidge . Pen name Lewis Carroll. 1832-1898 1. British mathematician and writer. His stories about Alice, invented to amuse the young daughter of a friend, appear in the classics Alice's Adventures in Wonderland (1865) and Through the Looking-Glass (1872). -- AHTD

From: Wikipedia http://en.wikipedia.org/wiki/Lewis_Carroll 080430

Rev. Charles Lutwidge Dodgson (IPA: /ˈdɒdsən/) (1832-1898), better known by the pen name Lewis Carroll (/ˈkærəl/), was an English author, mathematician, logician, Anglican clergyman and photographer. His most famous writings are Alice's Adventures in Wonderland and its sequel Through the Looking-Glass as well as the poems "The Hunting of the Snark" and "Jabberwocky", all considered to be within the genre of literary nonsense. His facility at word play, logic, and fantasy has delighted audiences ranging from children to the literary elite, and beyond this his work has become embedded deeply in modern culture, directly influencing many artists.

There are societies dedicated to the enjoyment and promotion of his works and the investigation of his life in many parts of the world including North America, Japan, the United Kingdom, and New Zealand.

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Sign language

UKT 160917
Eventually I intend to pass on the Message of Buddha - Theravada Buddhism - to hearing and speaking challenged (never use the term Deaf-Mute). See:
LANGUAGE AND SIGN - lang-sign.htm > mudra.htm

Excerpt from Wikipedia http://en.wikipedia.org/wiki/Sign_language 080818

A sign language (also signed language) is a language which uses manual communication, body language and lip patterns instead of sound to convey meaning—simultaneously combining hand shapes, orientation and movement of the hands, arms or body, and facial expressions to express fluidly a speaker's thoughts. Sign languages commonly develop in deaf communities, which can include interpreters and friends and families of deaf people as well as people who are deaf or hard of hearing themselves.

Wherever communities of deaf people exist, sign languages develop. In fact, their complex spatial grammars are markedly different from the grammars of spoken languages. Hundreds of sign languages are in use around the world and are at the cores of local Deaf cultures. Some sign languages have obtained some form of legal recognition, while others have no status at all.

In addition to sign languages, various signed codes of spoken languages have been developed, such as Signed English and Warlpiri Sign Language. These are not to be confused with languages, oral or signed; a signed code of an oral language is simply a signed mode of the language it carries, just as a writing system is a written mode. Signed codes of oral languages can be useful for learning oral languages or for expressing and discussing literal quotations from those languages, but they are generally too awkward and unwieldy for normal discourse. For example, a teacher and deaf student of English in the United States might use Signed English to cite examples of English usage, but the discussion of those examples would be in American Sign Language.

Cherology is the study of how distinctly recognisable shapes and patterns function within a given language or across languages. It is functionally equivalent to phonology.

Exemplary of the mature status of sign languages is the growing body of sign language poetry, and other stage performances. The poetic mechanisms available to signing poets are not all available to a speaking poet. This offers new, exciting ways for poems to reach and move the audience.

... ... ...

In linguistic terms, sign languages are as rich and complex as any oral language, despite the common misconception that they are not "real languages". Professional linguists have studied many sign languages and found them to have every linguistic component required to be classed as true languages.

Sign languages are not pantomime - in other words, signs are conventional, often arbitrary and do not necessarily have a visual relationship to their referent, much as most spoken language is not onomatopoeic. While iconicity is more systematic and wide-spread in sign languages than in spoken ones, the difference is not categorical. Nor are they a visual rendition of an oral language. They have complex grammars of their own, and can be used to discuss any topic, from the simple and concrete to the lofty and abstract.

Sign languages, like oral languages, organize elementary, meaningless units (phonemes; once called cheremes in the case of sign languages) into meaningful semantic units. The elements of a sign are Handshape (or Handform), Orientation (or Palm Orientation), Loccasion (or Place of Articulation), Movement, and Non-manual markers (or Facial Expression), summarised in the acronym HOLME.

Common linguistic features of deaf sign languages are extensive use of classifiers, a high degree of inflection, and a topic-comment syntax. Many unique linguistic features emerge from sign languages' ability to produce meaning in different parts of the visual field simultaneously. For example, the recipient of a signed message can read meanings carried by the hands, the facial expression and the body posture in the same moment. This is in contrast to oral languages, where the sounds that comprise words are mostly sequential (tone being an exception).

... ... ...

Animals that use sign language: There have been several notable examples of scientists teaching non-human primates basic signs in order to communicate with humans. Notable examples are:
• Chimpanzees: Washoe - https://en.wikipedia.org/wiki/Washoe 160920
  and Loulis - https://en.wikipedia.org/wiki/Loulis 160920
• Gorillas: Michael - https://en.wikipedia.org/wiki/Michael 160920
  and Koko. - https://en.wikipedia.org/wiki/Koko 160920

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Star Cleaners

<Star Cleaners> hso ta a.wat-lhau loap-ngan: tis-hku. rè. nän-mæÑ hpric tèý//
<capital letter> thoän ta ha a.ré: a.twak þa a.ré:kri: pé mè. a.prau: a.twak loän:wa. a.Dait~pèý ma.rhi. Bu:// a.hku. þín-hkûn:sa twé ka. a.ré: a.twak þa ma.hoat/ a.prau: a.twak lè: hpric tèý hso-ta ma.mé. pa nè.//

<cleaning> hso-ta lhyau-rûn a.wût nè. lhyau-pri: a.wat ko hso lo tèý//

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tavern

<tavern> hso ta hta.mín:hseín ko hso lo tèý//

tavern n. 1. An establishment licensed to sell alcoholic beverages to be consumed on the premises. 2. An inn for travelers. [Middle English taverne from Old French from Latin taberna hut, tavern probably from *traberna from trabs trab-beam; See trave ] -- AHTD

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