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Lesson 14: Identifier Case |
ana |
food |
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dal |
thing |
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en |
to understand |
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hath |
time |
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hóowith |
grandchild; granddaughter |
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hoth |
place |
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–hul |
Degree Marker: to an extreme degree; extremely |
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láa |
perception |
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owa |
to be warm |
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yom |
to be safe; to be secure |
Notice the word “hóowith” (grandchild) above. It is derived, clearly, from “háawith” (child), but the
To mark a Case Phrase as an Identifier (that which identifies the subject by profession, sexual gender, nationality, etc.), add the zero ending—that is, add no ending. This is identical to the rule for Subject Case Phrases. |
The other item of note about a sentence using an Identifier Case structure is that there is no apparent verb. Láadan doesn’t have a “cupola” (the stand-alone verb “to be” that English uses, among other things, to equate two things). The Láadan Identifer structure appears to have no verb (linguist-speak: the verb presents a null surface form); we simply present the Subject (the one being Identified) and the Identifier (what the Subject is being Identified as). If we’re placing the Identification in another time or denying the Identification altogether, the Auxiliary will precede, and the negative will follow, the invisible verb.
I am a person. |
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I am a good person. |
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I am a extremely good person. |
Notice that, as always, the Subject Case Phrase comes before any other Case Phrase.
Notice, also, the ending
I am a teacher. |
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I am a teacher and a parent. |
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I am not a teacher. |
Notice that the Subject (“le” or “I” in all the above examples) can be Identified with more than one other noun, as in the second example above. We can also deny the Identification by inserting “ra” after the verb, just as usual—except that the verb is invisible (linguists refer to this as the verb having a “null surface form”).
Is the person a parent? |
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The person was not a parent. |
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The person is not a parent. |
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The person will be a parent. |
Notice in the above, that in the Identifier Case structure, just as usual, the auxiliary comes before the verb and the negative comes after the verb; the only difference here is that the verb has that “null surface form” (it’s invisible).
What is peace? |
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Is peace safety? |
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Teaching is understanding. |
Consider the Láadan sentence “Bíi áya wíi wa” from Lesson 3. Up ‘til now, we have translated it, “Being alive is beautiful.” If we reconsider the same sentence as an Identifier Case sequence, it would be translated “Being beautiful is being alive” or “To be beautiful is to be alive” or “Beauty is aliveness.” It is instructive to note that these two very different (in English) thoughts are expressed in exactly the same way in Láadan.
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2 |
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3 |
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4 |
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5 |
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6 |
Note the word “dená” in #2; it is formed from “den” (to help) and means “helper” or “assistant.”
Notice the word “mahá” (listener) in #5. It’s formed from “ma” (to listen) and
Example: “with, thul” with “past, not” give “Báa eril ra with thul?” (Wasn’t the woman a parent?) and “Bíi eril ra with thul wa.”
(The woman was not a parent.)
7 |
nen, ebalá |
future, not |
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8 |
be, wothal wohana |
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9 |
dan, Láadan |
not |
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10 |
om, den |
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11 |
wodo wowith, hothul |
not |
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12 |
hoth, déela |
past |
Note the word “ebalá” in #7. Formed from
Also in #7, note the plural form of the pronoun. There is a way to indicate that a noun is plural without a perceptible verb, and we’ll see that in a few lessons. Until then, a plural pronoun is our only mechanism for indicating plural in an Identifier Case sequence.
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Is the plant green grass? |
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14 |
The furry creature is not a cat. |
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15 |
Being old will be a lot of work. |
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16 |
Milk is a beverage. |
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17 |
To laugh and dance is to be beautiful. |
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18 |
The thing was not a car. |
Note: As we see in #15, nouns can also be made “more so” by the addition of
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The aunt is a worker. |
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The tired assistant is not a parent. |
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Who is the farmer? |
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To be alive is not to be safe (or: Being alive is not being safe). |
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Teresa is one who listens. |
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Isn’t the door a window? |
7 |
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Won’t you (many) be bakers? |
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You (many) will not be bakers. |
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8 |
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Is it good food? |
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It is good food. |
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9 |
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Isn’t the language Láadan? |
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The language is not Láadan. |
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10 |
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Is teaching helping (or: Is to teach to help)? |
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Teaching is helping (or: To teach is to help) (obviously). |
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11 |
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Isn’t the strong woman a grandmother? |
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The strong woman isn’t a grandmother. |
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12 |
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Was the place a garden? |
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The place was a garden. |
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14 |
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15 |
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16 |
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17 |
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18 |