Story book Establishing the writing system

As with the first grammar book, there is no prescribed order for the lessons in this book, or even which lesson topics should be included. Each language will differ in which lessons are most crucial and how the lessons should be ordered and presented. In many cases, the paradigms and charts of data collected in the RGC workshop will need to be reorganized and presented in a different way than was collected. A template with a list of possible lessons on various topics, as well as potential terminology and their definitions is included in appendix A. Construct a grammar book initial version is 100–150 pages, at least 4 weeks • Draft a grammar book for speakers of the language that includes lessons on all word categories covered in the RGC workshop, all sound changes of all morphology covered, functions of each morpheme in their syntactic context, and basic syntax of phrases, clauses and sentences. • First, revise all texts from the RGC workshop according to dictionary spelling and agreed-upon rules, and put them at the back of the book. For each morpheme, choose an abbreviation and mark the morpheme in the word-for-word line throughout the texts with that abbreviation. This helps later with searches. Then choose an abbreviation for each text that can be used for referencing example clauses in various lessons or the exercises following lessons. • In the first lesson, list all spelling rules from the consonant, vowel and tone book, as well as all morphological spelling rules, rules for representing tone, and word-break rules agreed upon in the RGC workshop, which should also be discussed further in later lessons of this grammar book. • Introduce each new topic in a lesson with simple English, and give example sentences taken from the interlinearized texts list each reference, as well as charts of data collected in the RGC workshop that illustrate a grammatical pattern or show the sound changes of certain morphemes. Define each technical term such as noun, command, relative clause, etc. when introducing it in a lesson, and list it with an example in the glossary at the back of the book. • Make exercises following each lesson that test the reader’s understanding of the lesson. A simple way to make exercises for many of the morphemes is to search for the morpheme in the texts. For each instance of the morpheme, or for at least ten instances that show a representation of its functions, copy the vernacular clause of the morpheme and its free translation. Then paste all clauses and their translations in the exercise following the lesson on that morpheme. List the reference for all clauses taken from the texts. • Put the answers to the exercises at the back of the book. • Print and distribute at least one copy to each of the participants of the first RGC workshop for them to check and revise. If the participants are in agreement, post on a public website such as webonary.org. • Another way of documenting the grammar is by using the Parser and Writer for Syntax PAWS software, accessible at http:carla.sil.orgpaws.htm. After answering questions about the language and typing in data, this software can produce a first draft grammar write-up. Although the initial format and content produced by PAWS may be more rigid than desired in the final book, some linguists may find this tool a less daunting way to begin drafting a grammar book.

4.6 Story book

One other result of the data collected in the first RGC workshop can be a story book of all revised texts used in the workshop. Once the spelling of all words has been revised by consulting the dictionary, and the English translation taken out, a literacy person can help find pictures ideally chosen by a speaker and format the texts into a book for practice reading of language speakers. Ideally this book would be constructed as soon as possible so the writing system can be more fully tested with readers of the language. Constuct a story book • When the texts from the first RGW workshop have been revised, strip them of their translation and send to a literacy person who can find appropriate pictures and format the stories into a book. Send the interlinearized stories as well, so that the content can help in the choosing of pictures. • Print and distribute at least one copy to each of the participants of the first RGC workshop, for them to check and revise with the community. 5 Preparing for the second RGC workshop

5.1 Establishing the writing system

If the books resulting from the first RGC workshop are tested with the language community and a readable writing system is generally accepted, it is then ideal for more literacy books to be drafted to further test the writing system. The more materials that are written in the language, the sooner any remaining issues for writing will arise, and can then be discussed and dealt with. In addition, the drafting of new literacy books gives further opportunity for writers to practice the agreed-upon spelling rules and to become fluent readers. The longer the time period without further language development, the more potential there is for the remaining issues of writing to not be dealt with, and the more difficult it will be for literates entrenched in the initial writing system to be willing to make changes if needed when those issues arise. With this in mind, commencing translation work soon after the first RGC workshop can also draw out the remaining issues for writing, thereby helping language development as well as feed souls. Time in-between the two RGC workshops 3 months to 1½ years • Assuming the writing system agreed upon during the first RGC workshop is readable and is checked for acceptability with the language community, it is ideal before the second RGC workshop for literacy personnel to help the language group produce additional literacy materials, such as an alphabet story book, a primer, and additional story books. • Assuming readability and acceptability of the writing system, translation of Scripture could also begin during this period.

5.2 Logistics of the second RGC workshop