jammed mail - Stefo is back - katanda messages

Latenkwa

sts:
Lesson 1:
"pa" is "house", so "the tipical example of a building"
"twinpa" is "building", so "the generalization of a house"

"ta" is "sparrow", so "the tipical example of a bird"
"twinta" is "bird", so "the generalization of a sparrow"

This is pretty nice, but I think that this principle doesn't apply with "xe" as "xe" means "human being having a personality = person" and "human being having a hobby / profession" at the same time.
I think there should be two different classifications.
sts.

sts:
Lesson 1:
"tenco" is "quiet" but "te" means "speak". So "tenco" should mean "talkative".
sts.

sts:
Lesson 4:
"be hungry for" isn't a physical relationship (-tay), but a mental state or something like that, imho.
sts.

sts:
Lesson 4:
taynko - ... see in one's mind

And how can we say "to hear in one's mind"?
sts.

sts:
Lesson 4:
Did you tell some students that I changed my car into a truck? Kade te tunfa liponkonxe to cantidan fa ti foy.

It must be a question mark.
sts.

sts:
-may = previous-word modifier (see below; e.g. adverbs that modify
adjectives)

What's the difference between a previous-word modifier and an adverb that modifies a verb?
sts.

sts:
MTI-Manual:
The general scalar relationship classifier "tu" can be used with the very
general sense 'having an unspecified relationship with' or 'having something
to do with'. Keep in mind that interpretations of "tu" can be different
depending on context, since the generic root morpheme does not indicate a
specific relationship. Out of context, an accurate paraphrase of "the
article tu the election" would be "the article having something to do with
the election". Thus, a likely translation would be "the article ABOUT the
election". Other examples are "the recipe FOR cake" and "a big book OF
jokes". Note that English also allows these to be expressed as vague
noun-noun compounds: "election article", "cake recipe", and "joke book".

This seems slightly too vage to me. an article _about_ the election is an article _describing the making of_ the election. The recipe _for_ cake is the recipe _describing the making of_ the cake. A big book _of_ jokes is either a big book _containing_ jokes (in a written form) or a big book _describing
the narration of_ jokes. So it's something like "describing" and not just "having to do with".
sts.

sts:

sts.

sts:
When the subject is a definite noun phrase, "cuma" is equivalent to English
"be" or "exist":
    Ki cuma kontea ke ci jaxi.
    The desk is in that room.
    [Literally: 'The desk exists in that room'.]

    Ki cuma tanti.
    The airplane exists.

I think that there must be a slight difference between these two application of "cuma": the first one means "be located", and the second one is "be real/existent".
Otherwise we could say "The desk exists/is real in that room" and "The
airplane is located" as well.
sts.

sts:
Lesson 3:
    How many desks does the classroom have?

I thought:
Ki xasu konci kontea kude to?

But the solution is:
Ki xasu konci kontea kude?

I don't understand. The correct sentence I would interpet like "The how many
desks does the classroom have."
sts.

sts:
Lesson 3:
    I want you to lift those two colored chairs.

I thought:
Ki ponko fa tankyu ki tunfa tea toy tunku jaxi.

Ram thought:
Ki ponko fa tankyu tunfa tea toy tunku jaxi.

I think that Ram's sentence is like "I want that you lifted those two
colored chairs." whereas my sentence is "I want that you lift those two colored chairs."
But I think that none of these sentences is actually correct, as the sentence "tankyu tunfa tea toy tunku jaxi" is indicative to me, but this is an _expression_ of a will. There are two possibilities to resolve this problem:
Either we insert a modal disjunct that expresses that the sentence is "wanted", or we say that "ponko" is already a modal verb that describes the sentence "You lift those two coloured chairs."

sts.

sts:
Lesson 3:
    I told the teachers that one painter went in the truck.
Te fa likonxe tinca toynxe baku to cinke canti.

It would be better to have an example like
"I told the teachers that one painter was walking inside of the truck"
or (which I prefer):
"I told the teachers that one painter went _into_ the truck."
sts.

sts:
Lesson 3:
    Some people told me that the doctor is cooking in the
      garage.

I thought:
Te xe geku to ki cenca bonxe ke tinci.

Ram thought:
Te lixe to fa ki cenca bonxe ke tinci.

What's the difference between "xe geku to" and "lixe to"? So what is the
difference between any "xxx geku" and "li-xxx"?
sts.

sts:
Lesson 4:
There is the suffix "-se" meaning that the verb that it belongs to has the same subject as the main verb. Why there isn't a suffix that indicates that the verb that it modifies has the same subject as the object of the main verb? This would be useful to distinguish between
"I want that he left." (He left, and that's what I want.)
"I want that he leaves." (He leaves, and that's what I want.)
"I want him to leave." (If he did what I want him to do, he would leave.)
sts.

sts:
Modifiers and arguments (adverbs and core arguments):
Modifiers and arguments are the same, from a certain point of view. You could say that the core arguments of a verb modify the verb (agently, focusly and "patiently"), as you can say that an adverb that modifies a verb, is introducing an (oblique) argument of the verb.
sts.