Lucid International Language, LIL

This engineered conlang aims to be as expressive as possible with the least possible number of both the total number of morphemes created and used, having an extensive means of disambiguating but allowing context to supply the ones already used. LEL uses the minimum number of dedicated morphemes, relying instead on words being brought freely in and out of use as grammemes while also being able to be used in all of the various other classes of the sentence, like noun, verb and modifier.

Classification and Dialects
As an engelang, LEL intends to minimize the use of phones and phonotactics the peoples from various languages have difficulty distinguishing or pronouncing. However, LEL will use more difficult ones if using it brings with it an economy in other areas

Consonants
Those in parentheses are considered allophones. The varieties of [p], [t], [k]; [s]; [m], [n], [l]; [w], [j] are the 9 most common consonants in the languages of the world. [f] is added so that a base 10 can be used to economically direct the vocabulary mnemonically, as LEL aims to make maximum use from a limited number of words.

Two more consonants are added as to provide three sets of consonants that can be used to keep paradigm members maximally differentiated phonologically. These are [x] and [ʕ] orthographically ⟨ ^ ⟩ (though the latter may be changed to another consonant later)

LEL will also make the maximum use it can from the most internationally available keyboard: Qwerty. A freed Qwerty symbol can be considered open to repurposing if it can be legitimately and lucidly used. ⟨ ; ⟩ and ⟨ ^ ⟩  are two of those. These are no longer punctuation marks but are now phoneme symbols. Justifying this is that their only real use will be to be verbal punctuation marks. And it is this use that argues for the inclusion of these less than common phonemes. ⟨ h ⟩  carries similar functions

(note) The Flap/Tap and Retroflexes will become available for phonemic contrast only if unfulfilled grammatical use can be found for them. Ideally, one that would not cause too much confusion

Vowels
A 6-vowel system is justified as they are divided into 2 sets of 3 vowels, as is explained in Phonotactics

Phonotactics
(1) All languages have CV, and LEL has 10 × 6 = 60. (note) /w/ and /j/ may not have to be reassigned as "Vowels"

And all languages intuitively know the proper shapes of their native words. As stated, LEL aims to maintain its course to be phonologically and, thus, grammatically and lexiconically, minimal. Allowing for an open ended number of roots (the world’s worst offender being English) does not encourage restraint. Therefore, all (root) words are monosyllabic.

CVC is allowed as well. But all proper LEL words must be followed by a vowel, a resonant-initial word used grammatically or a break in the flow of speech. So, CVC is phonologically CVC+V/R. Nuclear syllable being: CV/R.

Unless it is followed by a comma, period or some other break that could be written as a punctuation mark. ...C, C... ...C‒C..., ...C. C..., etc., thus, has a grammatical function. If, that is, the two C-s have these syllabic features: Being a coda, the first C is naturally weakened while the second C is strengthened by it being an onset. (You can hear this these happening at commas in English.) Therefore. if a third C is not strengthened, then it is a word functioning as a piece of grammar.

10 C × 6 V = 60 × 10 C = 600 + 50 = 650 possible (root) words native to LEL.

(2) When there is no consonant in a coda, a glottal stop /ɂ/ after the vowel is used at a punctuation break. It is not used morphemically. Its absence allows two vowels to come next to each other and form a CVV or CVVC word (i.e., /CV:/ or /CV:C/). LEL makes overt use of length. See Prosody.

(2.1) LEL also makes use of diphthongs. /w/ and /j/ are the default realization with /u/ and /i/ being used to lengthen the word. Diphthongs, though, are only used for words beyond the most basic, entry level set of words.

(2.2) Long vowels and diphthongs can be divided into two syllables to indicate prosodic differences on the sentence level. So there are more than 650 acceptable LEL words. /w/u/ and /j/i/ is 2 × 4 vowels (/wu/ and /ji/ doesn’t count) = 8 possibilities. 8 × 650 = 5200 + 600 = 5800. Words with glides/diphthongs are not to be among the most frequently used roots. Unless there is an excellent reason to draw attention to its meaning.

A LEL rule of thumb is that whatever can be prosodically done with vowels can also be done with the other resonants, /m/, /n/, /l/. (For practicality sake, a nonphonemic central vowel may be inserted if need be.) Resonance increases the possibilities of a minimal language. See Paralinguistics.

Writing System
Qwerty is used because it is the most common Latin keyboard internationally and does not require extra strokes.

That means

Prosody
LEL makes extensive use of pitch and length at both the word morpheme and sentence levels so that they operate cooperatively.

(1) First of all, LEL is syllable-timed not, like English, stress-timed. Each vowel is to be pronounced with more or less equal force. Pitch accent is a feature that helps maintain this prescription. {II}

(2) LEL pitch is not an arbitrary accent. It is not a tone. It is not a true part of intonation. There are reasons for their variations.

(2.1) Where pitch goes in a group of words acts can distinguish between those that are compounded and those not. (Don’t tell me “I see a pink elephant” is the same as “I see a pink elephant”. One is a description and one is, hopefully, not to be taken literally.) See Syntax.

(2.1.1) Which pitch is used is determined by its 3(+) semantics of degrees:

(2.1.1.1) up/rising = “usually more attractive/positive”, (2.1.1.2) down/falling = “opposite/negative” (2.1.1.3) level/mid range = “in-between the poles/neutral”. (The quotation marks allow for fudging, that is to say, for expanding beyond the strict limitations of minimalism).

(2.1.2) But what if you don’t clearly hear the all-important pitch that determines the semantics of the word? There’s a system of vowel series that are maximally apart, (i > y > o > i ); ( e > a> u > e) that goes with the 3 pitches. If you don’t hear the pitch, you hear false homophones and (hopefully) can tell which is meant by context. If no pun is intended.

(2.1.3) But to the 3-pitch system is added reduplication of the word. In LEL, reduplication is used to indicate shades of meaning. “good good” has more force than simple “good”. “good. Good!” can have a different interpretation than “Good! good”. The high pitched good reduplicated would mean "excellent", while by changing its vowel and giving it a low pitch good becomes bad and reduplication can mean "inferior", and a different vowel from the set of 3 vowel options and mid pitch gives the root the meaning of "so-so", reduplicated into "mediocre". Separate modifications are then needed to indicate which value-system is applied. Of left to be supplied by already establish context.

Counting 0 reduplication and reduplication combined with the root also being with or without pitch increases the number of degrees possible. 3 × 5 = 15. 15 × 5800 = 8700.

(2.2) Keeping to the idea of maximal differentiation, LEL also has a system of consonant series: (2.2.1) p > l > s > w > p  (2.2.2) t > m > x > j  > t   (2.2.3) k > n > f > ^ > k. These are used to keep the members of a paradigm completely differentiated phonologically. (And, yes, I'm still struggling to find appropriate replacement for /^/ as I don't want them to be relevant on the world-level, only on the prosodic or even paralinguistic level

LEL’s underlying lexicon is still minimum. The great number is an expansion from the far fewer root words. It is easier to learn/remember an “opposite” and “neutral” equivalent of a word than to have to memorize and remember the same in a completely different form (English). Or making what you’re trying to say even longer and more complex to understand expressions by agglutinating yet more verbiage. (“The Turkish say Sorry using the French merci because by the time they say “özür dilemek” they no longer feel so sorry”)

Taking the time and effort to do (2) (should) increase the importance the speaker puts on expressing the degree right. It does discourage hyperbole when the strongest expressions take the longest time and effort to say and write.

(3) Different from the morpheme-level degrees (above) is the sentence-level degrees. The morpheme-level features are what the sentence-level ones are built upon.

(3.1) Every language every sentence will have at least one important word. Why? Focus, contrast, emphasis, assertion, relevance, etc. They are marked quite naturally by lengthening the vowel.

(3.2) Long vowels can be made into two syllables to allow more degrees of expressiveness here. And a LEL rule of thumb allows resonants to be treated the same way.

(3.3) To this end, the two side-by-side vowels/resonants can each have their own pitch features. The more time and effort something takes, the more worthwhile the user thinks that something is. This is especially made clear as there are a minimum of mandatory grammatical rules.

(4) The pitches can be spoken higher or lower than the person’s normal level. Briefly, like English, higher elevates the importance of the word, phrase or clause, lower lessens it. Think of such punctuation marks such as dashes and parentheses. Think of restrictive/essential (“the man who dropped the ball and lost the game”) verses the nonrestrictive/nonessential (“the man, who dropped the ball, hit a home run”).

(5) Certain laryngeal, epiglottal, pharyngeal and other non-Qwerty sounds can fairly naturally be associated with meanings that could be used to increase the subtlety of LEL even further. The are also often heard in the interjections and onomatopoeias of different languages. It is a real challenge to write them using Qwerty. Speech-to-text opens the possibility that they can be systematized.

The below examples, though are taken from Qwerty sounds:                                                                                                                                       (5.1) Vocative Cues

mm um: / ' / stage-holder; /-/ stage-enabler; /,/ stage-claimer                                                                                                                                                     ll      / ' /, /-/, /,/ = degrees of approval, pleasure, enjoyment                                                                                                                                                                                                                               ff     feh!: / ' /, /-/, /,/ = degrees of disapproval, displeasure, or disgust. ss   ss: / ' / wishing for attention (psst);  /-/ accepting attention; /,/ denial of attention (shh)                                                                                                                                hh   sigh: / '/ wishing to reset (towards positive) ; /-/ just "neutral" letting the breath out ; /,/ (towards the negative)

Grammar
(1) Speech Flow Breaks  or Punctuation Breaks

Grammemes. ...C, C... punctuation breaks separate Modifiers, be they Adjectives or Adverbs.

(2) Pure Vowel Grammemes (These were inspired by Mini by S.C. Gruget and was the final spark the lit LEL)

note) Vowel grammemes have no inherent tone and are usually neutral, taking the tone of their word.                                                                        However, they may take a different tone as commentary on its word

(2.1) ...V... grammemes are needed for when there is no punctuation break. The have no inherent tone, but when they do it is the tone of the word before it.

The one ...V... absolutely needed is [e]. Being mid, unrounded this vowel is the most convenient vowel to reach that isn’t a schwa [ə]; it separates consonants but also links words into a unit. It does not compound the words, but it can be part of the compounding method. See Prosody

(2.2) Realistically, nouns need to be differentiated from the verb. Not counting /e/, that’s two vowel grammemes. Phonetic symbolism can be called upon to decide which vowel goes with which grammeme. By the relative gradation of effort and the metaphor of the position in the vocal mouth:

(2.2.1) This second vowel grammeme is for the Verb. The high, rounded /u/ requires more effort and that makes it more important, the definition of an action predicate, as well as its going through the mouth all the way from the back to out into the world where people can see it by its rounded lips.

(2.2.2) The third available vowel grammeme, mid, round /o/, should be related to the /u/ particle. In some languages, adjectives are not usually differentiated grammatically from the verb. The Adjective Grammeme does not mark it as a modifier but as an adjective complement orbiting its verb.

(2.2.3) The fourth matches the vowel in the middle of the mouth /i/ with what is in the middle of an action, the Direct Object.

(2.2.4) The fifth, the /a/ grammeme, would then mark the Subject, as it is closest to the origin of the action if the actor is the speaker.

note) The Indirect Object does not need a grammeme that has no real use outside of marking syntactic phrases. Instead it can put full content words to grammatical use. Like "give" and "benefit". Though the "to/for" verb/adposition is a possibility.                     However, to make use of the Vowel Grammemes as not only a suffix but a Valency-marking prefix, the Indirect Object has to have /y/ assigned to it

(3) The /j/ Grammeme Separator

(3.1) When an open CV grammeme must be followed by one of the vowel grammemes, like /a/, /i/, /y/, then a /-j-/ is placed between them.

(3.2) When the vowels are themselves two vowel grammemes, then the /-j-/ not only separates them, but lets classification (modifier, complement, noun, verb) of the 1st vowel to remain while the 2nd vowel repurposes it. (E.g., intend > intent > intention > intentional > intentionally) Note, though, just because mixing a word's grammar doesn't mean the system should be commonly used. It should (only) be used when extra-precision is, in fact, called for as it will no doubt narrow, if not change, the meaning of the word

(4) Vowel Grammemes and the Valences

The Valences (VP-suffix = VPHead-suffix)                                                                                                                                                                                               two (or more) of the NPs are using the same predicate word(s) but they are being/doing it  together ...                                                                                                                                                                         VP/-u/ = or at least at the same time                                                                                                                                                                                 VP/-wi/ = but individually, apart from the other's                                                                                                                                                                                           VP/-wy/ = making a whole (or part of a greater whole)                                                                                                                                                                                     VP/-wo/ = or not, generally. Perhaps think of it as the place for miscellany

(4.1) NP-a (...) NP-a when the two suffixes match = accompaniment. An "and" grammeme is added if the 2nd NP is no longer adjacent to the 1st NP                                                                                                                        1) NP/-y/-i/ with NP/-y/-i/ matching their suffix should also be possible, only they do not determine the valence

(4.2) NP-a (...) NP-y = one depends on the other, both may depend each other when marked by VP-wy                                                       The same grammeme (as A and C) is added if the 2nd NP is no longer adjacent to the 1st NP

(4.3) NP-a (...) NP-i = not strictly valence, but marks how the direct object is dealt with                                                                                        /e/ can be used to disambiguate when (C) is used with either (A) or (B) above. Otherwise, the same grammeme (as A and B) may be used to take one or more of the NPs away from the others

(4.4) Vowel Grammemes as Prefixes  If used, their pitch comes from the word they are 'prefixed' to                                                          Where (III), above,  was more about the relationship of the NPs have with Valence helping to define it,                                                                       (IV) is about the relationship the NPs have with their shared valence

When the /u/, /o/, /a/, /i/, /y/ mark Vowel, Complement, Subject, Direct Object, and Indirect Object, they are 'suffixed' to the word

(5) Vowel Grammemes as Prefixes

But they, as well as /e/, can be 'prefixed', provided they come within a greater NP where the /u/ of the predicate can be referenced. (note) NP and VP below refer to the Head of their respective phrase

(5.1) e-W-e = non-discursive commentary and able to mark what it is commenting on by being near it. By being in the right position, it can be on a word, phrase, clause, sentence, and, perhaps, even larger linguistic units

(5.2) u-W-u = impersonal verbs

(5.3) o-W-o = discursive, giving commentary on the message itself. Like e-W-e, it is free floating, able to mark what it is commenting on by being near to it

(5.4) u-W-o; o-W-u = stative verb made dynamic; dynamic verb made stative

(5.5) u-W-e = gerund, the verb(phrase) as modifier

(5.6) u-W-a; u-W-i; u-W-y = participles, the verb(phrase) as a noun(phrase)

(5.7) o-W-e = Complement of a modifier

(5.8) o-W-a; o-W-i; o-W-y = The subject; direct object; indirect object within a complement

(5.9) e-W-u = serial vowel where the referent is not the anaphoric subject; indirect object; direct object. As with the other /e-/ prefixes, it, too, is able to be free floating

(5.10) a-W-u; i-W-u; y-W-u = serial vowel where the referent is the anaphoric subject (default); indirect object; direct object

(5.11) a-W-o; i-W-o; y-W-o = Complement where the referent is the anaphoric subject (default); direct object; indirect object

(5.12) W-a; W-y; W-i with e-W-a; e-W-y; e-W-i marks the 2nd NP with matching suffix as a modifying NP, more or less equivalent to a Genitive

(5.13) W-a with an a-W-a marks the two (or more) NPs as sharing a general, loose Valence: V-u = Participating, V-wi = Corollary, V-wy = Nonrelational, V-wo = Paralleling

(5.14) W-a with an y-W-a marks two (or more) NPs as sharing a dependency Valence: V-u = Reciprocal, V-wi = Mutual, V-wy = Complementary, V-wo = Contingent

(5.15) W-a with an i-W-a marks the two (or more) NPs as sharing a response Valence: V-u = Imitating, V-wi = Duplicating, V-wy = Indicating, V-wo = Demonstrating

Etc) By the LEL rule of thumb, since, like -u, -wi, -wy, -wo can be used as suffixes, they can be used as prefixes

Resonant Grammemes

Now what of the other grammemes and words being purposed for grammar? All of the stand-alone vowels are taken. Grammemes ideally should begin (and end) with the other categories that have resonance, the quality that allows for the easier transition between consonants. Sonance is ordered this way:

[a], [e, o], [i, u], [j, w], [ɾ](flap), [l], [m, n, q];  Resonants                                                                                                                                                                         [v, ð, z], [f, þ, z];                                                  Fricatives are not resonants, but can also be used alone without a vowel                                                                                                                                                      [affricatives]; [b, d, g], [p, t, k],                       Obstruent/Stops cannot stand alone and needs one of the above categories

A LEL rule of thumb is that whatever can be prosodically done with vowels can also be done with the other resonants, [m, n, l]. Resonance increases the possibilities of a minimal language. See Prosody.

(6) Adpositions and their Modifiers  The same processes can also occur with metaphoric comparison within a VPs

There is a limited number of words that can perform the "adposition" functions and as such they themselves do not have to be marked. They are put into groups with a set of three vowels - /e, a, u/ or /i, y, o/ - sharing the same initial consonant. They have inherent tone because outside of their use as adpositions, they are also used as full content words. But as adpositions, they usually have a neutral tone, taking on that of the phrase they govern. (Reminder, tone should seldom be have critical importance and are there as an additional way to disambiguate)

LEL's use of reduplication is not meant to be used as they are traditionally used across languages. Instead, it is to put the word-into-words into related but less frequently used meanings. Which has the least frequent use should be the deciding factor. Rule of thumb: Specific is usually more common than the less specific

The (etc) is to remind that the word used may (have to) be translated by different word(s). See Lexicon

(6.1) Three of the most useful are those that form the basis of  from  (etc) ~ at (etc) ~ to (etc), made more explicit in the lexicon. Of note is how reduplicating them makes them less specific: not (confidently) know or relevant but mentioned because something has to be used for it to be useful as an adposition.  from from  applied to the origin or source: from the direction of, back as far as.  at at  applied to the location: around, about. to to applied to the destination: toward, go for.

(6.2) To these three are added three that are the similar but are temporal based trio. The spatial uses inform how their metaphoric twins are to be used. They are used inside VPs to supply tense and other uses other languages employ affixes, auxiliaries, and the like to express. When there is no direct metaphoric comparison with the spatial, then consideration should be given to using the equivalent form to missing in-VP uses with no easily or economy of form fix

note) It is possible for a spatial to be used inside a VP as well, used as immediate, utterance-tensed, Meta for the speaker on the sentence level (e.g., relevant or not, put aside for later consideration). Or a meta trio similar to the spatial and temporal 'adpositions' may be instituted, to give free range of employment, outside as well as in the predicate

Modifiers with an adposition's NP can further specify and disambiguate. None, though, are grammatically mandatory like the adpositions are. There are two places for these: the adposition and its NP modifies the adposition, the one inside the NP itself modifies the NP

Dimensions : Two Sets

01) 0D = point  (redup. = indefinite point: atom, pixel); 1D = line  (redup. = also has a surface, but the line is considered more relevant: e.g., road, ribbon); 2D = surface  (redup. = also has volume: grass, slide); 3D = volume  (redup. = something 0D/1D/2D relates to it: tunnel, penetration). Beyond the redupications unspecifying, the dimensions can be added to each other for greater specification. Like 3D 2D = surface on a volume.                                                                                                                                                                                       01) Temporally: 0D = point in time (redup. = circa, approximately when); !D = a line in time, (redup. = a timeline); 2D = a period in time (redup. = an era, etc.) ; 3D = age (redup. = geological/etc age when many events are occurring at (about) the same time - a volume)

01) ØD = relative  (from/at/to). For when dimensions are not considered relevant, per se. But 0D, !D, 2D, 3D may be added to this. Redup. = related generally.                                                                                                                                                                                                                               note) from + relative = landmark (from which to take bearings); to + relative = target. Redup. makes them less specific. (Like, say, being unsure where the landmark or target is)                                                                                                                                                                 01) Temporally: relative to this or that time/landmark/target

Direction

02) Spatially: back (etc) ~ axis (etc) ~ front (etc). Reduplication makes them more specific: (body) parts                                                                                                                                                                02) Temporally: past - present - future   Tense 

03) Spatially: bottom (etc) ~ level (etc) ~ top (etc). Reduplication makes them more specific: (body) parts                                                                                                                                                                    03) Temporally: (mean)while: non-causal support - 'in view/interactable' - 'out of sight'

04) Spatially: left ~ middle ~ right. Redup. = the mirror p.o.v. Reduplication makes them more specific: (body) parts                                     04) Temporally:

05) Spatially: center ~ West ~ North ; East ~ South ~ Ø. Redup.:                                                                                                                                                      05) Temporarily:                                                                                                                                                                                                                                      note) These are among the Mnemonic Candidates.  These form a paradigm of homophones that would make for maximal confusion without additions to disambiguate them. (say, West ~ purple ~ nine ~ letter j ). And that is the whole purpose of a mnemonic. They help the memory by creating ad hoc stories the brain can more easily hold onto by utilizing action, color, image, emotional, etc, Thus, 1, 780 can become "river-green-spider-donut"). The one of the best way to remember a lexicon is supposed to be through mnemonic randomization. LEL has the ability to both disambiguate  and ambiguate - at the same time

Distance

Gap, the space between, is the default setting: Assume it until expressed otherwise

06) Spatial: invisible (yonder) ~ in "view' (there) ~ close (this).  Redup.: have no idea where ~ coming in view is judged possible ~ within easy reach.                                                                                                                                                                                                                      06) Temporally:

Contact

07) Spatially: abutting ~ inserted/overlapping ~ coexisting.  Redup.:                                                                                                                                                      07) Temporally:

08) Spatially: attached ~ merging ~ a part of.  Redup.:                                                                                                                                                                            08) Temporally:

Span, there is no relevant gap.

09) Spatially: extensive ~ long (etc) ~ short (etc). Redup.                                                                                                                                                                              09) Temporally:

10) Spatially: extensive (etc) ~ wide (etc) ~ narrow (etc).  Redup.                                                                                                                                                                               10) Temporally:

11) Spatially: extensive (etc) ~ deep (etc) ~ shallow (etc) Redup.                                                                                                                                                                             11) Temporally:

C) After (vowel grammeme) Case and (Adposition) Location~Motion Spatially and Temporally, the next most useful grammeme is "use" itself. It, too, is expressed through a set of three phonologically related morphemes. (1) use atypically (redup. = to continue to use something atypically, to repurpose); (2) use typically (redup. = to not use strictly as intended); (3) have but not use (redup. = to be in the way, considered useless).

Nouns
Nouns are only required to have their case grammemes.

Everything else is optional. There is a list of options that the speaker should keep in mind to add if context does not provide adequate clarity. LEL is meant to allow language to be lucid without being burdensome.

Pronouns                                                                                                                                                                                                                                                                              Each one is followed by a vowel grammeme unless it comes before a punctuation break

1p  wej      1p1p   wew   1p2p   wes   1p3p   wel   1p4p   wep

2p  sej                              2p2p   ses    2p3p   sel    2p4p   wep

3p  lej                                                        3p3p    lel    3p4p   lep

4p  pej                                                                              4p4p   pep

Verbs
Verbs are only required to have their grammeme marker.

Everything else is optional. There is a list of options that the speaker should keep in mind to add if context does not provide adequate clarity.

Note that these options can be moved out of the predicate in order to link them up with what has come before, demote or promote them. An example would be the word used to mark an assertion mood that continues with the same force, is made less confidently or made more emphatically.

Syntax
Compound words: The main pitch goes on a modifier, otherwise it is on the head, Noun/Verb.

SVO with an Indefinite Object that can even be brought not only before the object but next to the Subject with a valence conjunction.

Noun+case_particle  Modifier   e/punctuation-break   Modifier   punctuation-break   Meta

Noun+case_particle  Noun+case_particle(same) = 2nd noun is a genitive

Verb+u  Modifier   e/punctuation-break   Modifier   punctuation-break   Meta

Verb+u  Verb+u = 2nd verb is a serial verb.

Critique, I am not yet satisfied that auxiliaries are adequately distinguishable from modifiers. Perhaps [y] will be used, it would be better if [y] can be used analogously within the Noun Phrase.

Lexicon
The strategy of this engelang is to first firmly establish the necessary grammemes and their lexical tone. From there a list of false homophones can be made distinguished from one another by having different tones, but not relying on tone as they should also be shown to be different by them individually being appropriateness or not in different, ideally non-overlapping, contexts.

Mnemonic tables are, then, to be drawn up, relating different categories of words randomly to others (say, West - red - spider - star). A system of phonolgoical and morphemic additions will then allow them to be distinguished - or not, if that is the mnemonicist's wish. Learning a lexicon can be made vastly more easy if its members can have free, even surrealistic, association (inside and outside of the language itself)

(n) 	head noun

(m) 	modifier (adjective or adverb)

(vt) 	verb, transitive

(vi) 	verb, intransitive

(p) 	quasi-preposition

(c)	conjunction

(d)  * meta

(i)	interjection

A work in progress. (Below is mostly, but not all, taken from Marq Thompson's ta ti. *will mark my own additions)

L+e > a > u set, root set of tones: Sense of Place - Location and Movement

le ' :   (n) movement, transportation   (m) moving, mobile   (vi)  to be moving, to be walking, to be traveling   (vt) to go, to walk, to travel, to move, to set out for  (p) to, in order to, towards, for, until   (c) thus, therefore, so   (i) hello in passing                                                                                                               le le : (n) aim, goal, destination  (m)     (vi)   (vt) to aim for, to have the goal of   (p) towards

la- :  (n) location, place   (m) real, true, existence   (vi) to be there, to be present, to be real/true, to exist   (vt) to actualize, to cause manifestation   (p) to be (located) at/on /in                                                                                                                                                                               la la :   (n) relative location   (m)    (vi) to be (located) somewhere   (vt) to place somewhere carelessly/uncertain  (p) relative to

lu, :  (n) origin, cause   (m) original, causal,   (vi) to be from, to leave   (vt) to go from, to move from, to displace, to leave   (p) from, by, because of, since   (c) because, since                                                                                                                                                                                   lu lu :   (n)  assumption, imputation  (m) provisional  (vi)   (vt)   (p) to seemingly come from

NOTE: le-  la,  lu'   and   le,  la'  lu- are to be given definitions that will be very difficult to confuse with the root set (above) so that those unable to hear tones will still be able to understand what is meant through the context. The word-morphemes that are the most important in conveying grammatical information should be given the fewest false homophones.

L²+i > y > o set, root set of tones: Influencing/Influenced

li' :    (n) head, mind   (m) main, leading, in charge   (vi)   (vt) to lead, to control, to steer

ly- : * (n)  torso, intuition   (m) secondary, deputy, acting   (vi)  to be representing a power   (vt) to channel, to guide, to direct, to abet

lo, :  * (n) joint, impulse   (m) tertiary, following, obedient   (vi)  to be in the power of, to be under the sway (vt) to follow, to obey,

P+e > a > u set, root set of tones: Distance from a Place

pi' :    (n) side, convenience  (m) this, near, reachable,   (vi)  to be on hand, to be near to (vt)  to reach  (p) by the side of, near to           (d) deictic this, here                                                                                                                                                                                                                           pi pi :   * (n) touch, border   (m) abutting, adjacent, conterminous   (vi) to be touching, to be on the border

py- :  * (n) neighbor, area,  (m) that, next-door, close, approximate   (vi) to be next to, to be close by   (vt)                                                      (d) deictic that, there                                                                                                                                                                                                                py py :   * (n) view, sight   (m) visible,   (vi) to be in sight   (vt)  to sight, to find

pu, :   (n) absence   (m) away, absent, missing   (vt) to throw away, to remove, to get rid of                                                                                 (d) deictic yon, yonder                                                                                                                                                                                                              pu pu :   * (n)  lost,   (m) unknown, uncontacted  (vi) to be in an unknown location   (vt) to have no idea  where

T+e > a > u set, root set of tones: +/- Dedicated Instrument  (This was inspired by Ithkuil)

te’ :  * (n) kludge, inspiration   (m) jury rigged, ad hoc, make shift   (vi)   (vt) to use atypically, to improvise

tu- :  (n) application, app, skill (m)   (vi)   (vt) to use   (p) with, instrumental case

ta, :  *(n)  gear, equipment   (m) back up, just-in-case   (vi) to be outfitted with   (vt) to have but not use, to have on hand   (p) bring along