Neo ge-ma-neo de Neoglosa Dokumenta in Files

Neoglosa —- Exakti-Glosa Indication of the New Things to Glosa ——Impr= oved by Li Zhenyu, Beijing, China I have concluded all the ideas to make Gl= osa even more precise as below. I’ve named the newly improved Glosa, “Neogl= osa” or “Exakti-Glosa”.

-GI,GI- =3D(-fe,fe-):auxi-gi=3Dfemale helper, au= xi fe=3Dhelp her; gi-bovi=3Dfemale ox(cow), bovi-gi=3Dcow girl; Fe auxi an= =3Dshe helps him. {“gi” derives from “GIna”=3Dwoman}

-RO,RO- =3D(-an,an-):= auxi-ro=3Dmale helper, auxi an=3Dhelp him; ro-bovi=3Dmale ox(bull), bovi-ro= =3Dcow boy; An auxi fe=3Dhe helps her.{“ro” derives from “andRO”=3Dman}

-p= e remains the original usage: auxi-pe=3Dhelper PU =3D(pe): auxi pu=3Dhelp p= eople; pu dice=3Dpeople say {“pu” derives from “poPUla”=3Dpeople, populatio= n}

Hereby, we can distinguish gi, ro, pe from fe, an, pu quite easily and = clearly by ear. *I ever considered about the place of “-ro e -gi”, if I put= them at back as “bovi-gi=3Dfemale ox, cow”, then I have to use “bovi-homi-= gi” to express “cow woman”, this will get longer and more words for it. So = I still think “gi-bovi=3Dfemale ox(cow), bovi-gi=3Dcow girl” is better e sh= orter! We can go on discussing on this!

From those on:

-RI =3D(-ma) mean= ing matter and material. Because the “ma” meaning “more” has been defined. = “ri” derives from “mateRIa”. Exp: bio-ri=3D(bio-ma) living thing, bibe-ri= =3D(bibe-ma) drink(s) Frases: Face Glosa-ri boni / Face Glosa ma boni.. Co= mparing to the old: Face Glosa-ma boni / Face Glosa ma boni. They sound li= ke the same “ FAceGLOsamaBOni “/” FAceGLOsaMABOni “ The stress ‘MA’ could = not clearly distinguish the old two frases!

-TI =3D(-te) meaning textile = and cloth. Because the same “te” also shortened for “tende”, defined. “ri” = derives from “texTIli”. Exp: pedi-ti=3D(pedi-te) socks, tabla-ti=3D(tabla-t= e) table cloth

-CA =3D(-ka) meaning a room. Because the same “ka” also sho= rtened for “kausa”, defined. “ca” derives from “CAmbra(=3Dkamera)” which is= n’t in the GID but I, for this, strongly advise to add it in. Exp: kuko-ca= =3D(kuko-ka) kitchen, kli-ca=3D(kli-ka) Bedroom. (* I ever thought about “-= lu (derives from voLUmi)” which also means “room” among all its meanings, b= ut the “room” here means “space”, I don’t know whether -lu could be OK) = “-ca” now is decided to use by me!

UN: replaces u(n) (Singular Article)= “un” meaning “a” of English (Plu=A1=AAPlural Articla) AD: replaces a(d)= Exp: ad mi =3D a mi (very similar to AMI by eari); ad na =3D a na (very= similar to ANA by ear); ad vi =3D a vi (very similar to AVI by ear); KON:= replaces ko(n) kon mi, kon an; kon-face, kon-ergo NON: replaces no(n) = non-beli, non-ami I suggest use “ne” replacing “no”. Exp: Qe fe es b= eli? Ne, fe ne es beli. Ja alo ne? Or, we can especially use “NO” like “JA= “ which is only for answers. Exp: Qe fe es beli? No, fe es non-beli. Try t= o feel: No, beli!(No, beautiful!) and Non-beli(Ugly!). The old forms are si= milar to each other. Exp: No, beli and No-beli. LE: means “the” un-le= feli=3D le feli(the cat), un-la feli(that cat), tri-le feli (or le tri fel= i)=3D the three cats, tri-la feli=3D those three cats.(“la tri feili” doesn= ‘t mean “those 3 cats”, but “there three cats”. so I insist on “tri-le” not= “le tri” for regularity.) U, A, KO, NO could be short forms, if you still = like to use them as the original way of Glosa.

-mo:mobili(furniture) Unch= anged. Exp: sedi-mo=3Dchair (sedi mon=3D first sitting)

MON(mono)=3D o= ne / NUM-MON=3Dfirst (literaly derives “number one”); nume(ra) mon=3Dnumb= er one. bi=3Dtwo / num-bi=3D second tri=3Dthree / num-tri=3Dthird TET(t= etra)=3Dfour / num-tet=3Dfourth PEN(penta)=3Dfive / num-pen=3Dfifth SIX= (sixa)=3Dsix / num-six=3Dsixth *SET(seti),SEP(septi)=3Dseven / num-set,nu= m-sep=3Dseventh OK(okto)=3Deight / num-ok=3Deighth *NOV(nove),nona=3Dnine= / num-nev or num-nona=3Dninth the use of NOV as the short form of “n= ove” derives from Latin, using it is for it’s short. “Nona” ought not to be= shortened to “non” as a short form, because “non” replaces “no(n)” for for= ming opposites. MON-ZE,dek(deka)=3Dten / num-mon-ze or num-dek=3Dtenth bi= -ze=3Dtwenty / num-bi-ze=3Dtwentieth MON-ZE-ZE,hekto=3D100, / num-mon-z= e-ze,num-hekto=3Dhundredth mon-ze-bi=3D102 / num-mon-ze-bi=3D102nd QO-NU= M=3D Qo nume/numera (How many) Qo-num is much shorter than the old. Pr= efer using the former numerals for they are short. “NUM-(NUMERAL) + word”= is a new way to form the ordinals by preceding the word to be modified. Al= so we’d better prefer the original form as “WORD + NUMERAL” because which i= s shorter. Exp: le bibli mon(the book one)=3Dle num-mon bibli (the first bo= ok); le impresi mon de bi =3D le num-bi num-mon impresi (the second first i= mpression); bi-le impresi mon=3D bi-le num-mon impresi(the two first impres= sions)

In order to make the grammar clearer, every noun had better fol= low “un”, “le”, number, or quantity words. (If the word as a noun is obviou= s, the “UN” before it may be dropped. ) Exp:

un kanta=3D a song, mon k= anta=3D one song plu kanta=3Dsongs, poli kanta=3Dmany songs pan kanta=3Da= ll songs tri kanta=3Dthree songs, mi un kanta=3Dmy song, mi (un) kanta es = boni=3Dmy song is good, mi kanta-ra es boni=3D my singing is good. mi plu k= anta=3Dmy songs, mi plu kanta es boni=3Dmy songs are good mi tri kanta=3Dm= y three songs,

mi kanta=3D I sing mi kanta-ra=3Dmy singing “-ra” ca= n be similarly used as Mondlango’s “-ec” and English’s “-ing”. (Also, mi k= anta-akti=3Dmy singing, expressing that meaning by adding a relative word) =

HE=3Dimperative he kanta=3D sing! ne he kanta/ he ne kanta=3D don’t = sing! kanta=3Dto sing or singing (“kanti” of Mondlango) ne kanta=3Dnot to= sing or not singing (“ne kanti” of Mondlango) (Without “he” is also accept= able, but the mood must be strong and the written form must be with an excl= amation mark “!” like “Kanta!” and “Ne kanta!”) “he” similar to “-ez” of Mo= ndlango. Comparing: Tom kanta.=3DTom sings; Tom he kanta!=3DTom, sing! Tom,= place kanta!=3DTom, please sing! Tom ne kanta.=3DTom doesn’t sing; Tom ne= he kanta/ Tom he ne kanta!!=3DTom, don’t sing! Tom, place ne kanta!=3DTom,= please don’t sing! “he” sounds like “Hey!” “Tom he kanta!” could be under= stood as “Tom,Hey!Sing!” The place of “he” may be put any where you want su= ch as “Tom he kanta{Tom, (Hey!) Sing!)!} He Tom kanta[(Hey!) Tom, Sing!]! T= om kanta he![Tom, Sing!(Hey!)]” “he kanta/he-kanta” is common.

“I”: deri= ving from “Iso”, indicating the two words between “i” are appositives. Exp:=

Mi i robota=3D I, robot Comparing to the original: Mi, robota Mi = (un) robota=3D my robot Comparing to the original: Mi robota Na i (plu) = robota=3D We, robots “plu” elided for short. Comparing to the original:= Na, plu robota Na plu robota=3D Our robots Comparing to the original: N= a plu robota “Na” indicates itself a “plural”, so the word after “Na i” nee= dn’t show the quantity word. Before it Exp: Tri-le stude-pe i mi ro-sibi f= u veni.=3DThe three students, my brothers will come. Tri-le stude-pe iso mi= ro-sibi fu veni.=3Dthe three students as my brothers will come.

“O”: indi= cating the word after “o” is vocative. Exp: Mi amo tu o papa!=3D I like you= , (Oh) dad! Comparing to the original: Mi amo tu, papa! Mi amo tu (un= ) papa.=3D I like your dad. Comparing to the original: Mi amo tu = papa. “i” and “o” may replace the comma “,” and are clear by ear, even if t= he pause and stress are week or off.

“DA”=3DComparative “DE”=3DPossesiv= e “PRI”=3DRelative Mi habe ma info da Tom. =3D I have more info than Tom= . Old: Mi habe ma info de Tom. Mi habe ma info de Tom. =3D I have mo= re info of Tom(‘s having). Old:Mi habe ma info de Tom. Mi habe ma info pri= Tom. =3D I have more info about Tom. Old:Mi habe ma info de Tom. Da = qo-pe=3Dthan whom Old: De qo-pe De qo-pe=3Dof whom Old: De qo-p= e Pri qo-pe=3Dabout whom Old: De qo-pe Un-ci stude-pe es iso boni da un= -la.=3D This student is as good as that. Un-ci stude-pe es ma boni da un-la= . =3D This student is better than that. Un-ci stude-pe es (le) maxi boni da= plu-la. =3D This student is the best among those. Un-ci stude-pe es (le) m= axi boni da le klasi. =3D This student is the best in the class. Note:Somet= imes “de” can be used as “pri” as the usage of English “of” if no confusion= happens. All “-“ could be elided, but less clear by viewing than the form = with “-“. Exp: Bovi gi=3DCow girl, Gi bovi=3DCow. Mon ze tri/ hekto tr= i=3D103

Above all, any original form of Glosa could be acceptable in Neog= losa! Neoglosa can solve any problem with its new forms !

What do you thin= k? Just tell me your better ideas!

************= ******************* NEW ADDITIONS TO POSSESSIVE = FORMS AS THE USAGE OF ENGLISH AND CHINESE (The creations below are under c= onsideration! Currently they aren’t added to Neoglosa in order to maintain = the compatibility between Neoglosa and Glosa ) “-CO” the expansive use as = a Nominative Possessive Marker like “s” in “yours” not possessing the follo= wing word, because of its original meaning “that or this “ of Italian. It i= s also as the usage “-as in mias” of Mondlango Exp (un-)mi-co=3Dmine(my-tha= t), plu-vi-co=3Dyours(your-those), (un-)ci-co=3Dthis(here-this), plu-la-co= =3Dthose(there-those) Tom-co=3DTom’s(Tom’s-that), (un-)ci-co=3Dthis, Bi-ci = stude-gi-co=3D These two students’s “-CU” deriving from “-CO”, as an Adjec= tive Possessive Marker like “‘s” in “Tom’s book” possessing the following w= ord “book” which is also as the usage of Chinese “de” and “-a” of Mondlango= . Exp mi-cu (un) feli=3Dmy cat, vi-cu plu feli=3Dyour cat, ci-cu (sth) =3D= this[here’s (sth)], la-cu (sth)=3Dthat[there’s (sth)], plu-ci-cu (sth)=3Dt= hose (sth) Cina-cu arki=3DChina’s right, Tom-cu domi=3DTom’s home. Mi beli= -cu kanta=3D my beautiful song, *Mi un beli kanta=3DMia belo kanti, or Mia = bela kanti. Confusing! Mi beli-ce kanta=3DI beautifully sing.

Mi kanta=3D = I sing, Mi-cu kanta/Mi un kanta=3D My song, Mi-co kanta=3DMine sings. Bi-ci= stude-gi auxi=3D These two students help, Bi-ci stude-gi-cu auxi=3D These = two students’ help/ The help of these two students, Bi-ci stude-gi-co auxi= =3D These two students’ (that) helps.

“CE” deriving from “-CO”, as an Adve= rbial Marker like English “-ly” and Mondlango’s “-e” Hedo=3Dhappy, Hedo-ce= =3Dhappily. Mi hedo-ce sti hedo an. I happily make him happy. The old: Mi = hedo sti hedo an=3DI happily make him happy. Or Mi hedo sti hedo an.

The M= ulti-functional Letter “-W-“ “W” is a Great Media of forming the Parts of S= peech as any language like Mondlango, Esperanto, LFN etc. Because “w” is no= t used in Glosa, so the compound of “w” + the suffixes of Mondlongo, LFN et= c., could be without the hyphen and directly linked to the Glosa words as r= oots. The original stress of Glosa words don’t change. W+the suffixes of M= ondlango: wo=3D-o, wos=3D-os, wa=3D-a, wi=3D-i, we=3D-e, wan=3D-an, win=3D-= in, won=3D-on, wez=3D-ez, wanta=3D-anta, ect. W+the suffixes of Esperanto: = wo=3D-o, wos=3D-oj, won=3D-on, wojn=3D-ojn, wa=3D-a, waj=3D-aj, wan=3D-an, = wajn=3D-ajn,wi=3D-i, we=3D-e, was=3D-an, wis=3D-in, wos=3D-on, wu=3D-u, wan= ta=3D-anta, ect. HEdowe=3DHEdo-we English: My friends happily sing the thir= d song with the beautiful student Glosa: Mi plu ami hedo kanta u kanta tri = kon u beli stude-pe. Neoglosa:Mi plu ami hedo kanta le kanta tri kon le bel= i stude-pe. Mondlango:Mia amikos hape kantan la triu kanto kum la bela stud= anto. Esperanto: Mia amikos felice kantas la trian kanton kun la bela studa= nto.

Wholy Simulating Mondlango: Miwa amiwos hedowe kantawan le triwu kant= awo kon le beliwa studewanto Wholy Simulating Esperanto: Miwa amiwoj hedow= e kantawas le triwan kantawon kon le beliwan studewanton Semi-Neoglosa and= Semi-Mondlango: Mi amiwos hedo kantawi le kanta tri kon le beli stude-pe. =

Countless Versions as you can create with the “W”+Suffixes. The info in = this block isn’t added to Neoglosa, which is only an interesting creation. =

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Saluta! Li Zhenyu April 20=A1=AAMay 4, 2010