Estimate the functional load of the writing system •
Towards the end of the workshop, count the number of minimal pairs for tone, vowel quality, etc. in each word category, as well as the number across word categories, which are not
distinguished in writing. Also, estimate the frequency count the number of occurrences of clauses out of the total clauses in a text of each grammatical distinction such as tone being the
only difference for case, verb aspect, etc. that is not represented in writing. If any of these are significant, discuss them and try to resolve them with a representation in writing.
Alphabet Book •
Towards the end of the two weeks, or on the final day, revise the alphabet book if it exists according to the agreed-upon spelling of the cards, or choose three picturable words for each
letter of the alphabet that begin with each letter if possible. If an alphabet sentence book exists, consider revising the spelling of this book as well.
Summary •
On the last day, list the spelling rules agreed upon on the board. Check if the participants are still in agreement with these rules. Apply the spelling rules by completely revising one of the
texts according to all of the spelling rules. Tell the participants their assignment before the next workshop is to revise all the other texts according to the agreed-upon spelling rules, as well as
any existing literacy materials, and to collect and interlinearize five additional stories, using correct spelling.
3.5 Specific instruction for various types of languages
3.5.1 Languages with dialect alternations
In any language, it is common for occasional words to differ according to certain dialects of the language. Such differences can be recorded in a blank space of the card for that word, and the word later
entered in the dictionary as a dialect alternate. However, if the language has many words that In preparing for an RGC workshop of a language with substantial dialect differences, in addition to
the other requirements, you should also require a translated two hundred-wordlist for each of the recognized dialects. Then, instead of listing the plural form of nouns below the singular on cards, list the
two forms side by side, and list all dialect differences in either the singular or plural form below one another on the same card. Choose an abbreviation for each dialect and label each set of nouns on the
right side of the card. Try to find the dialect that most often has the same form with other dialects, and put a line above and below the words in that dialect on the card. Only write the singular or plural form
of other dialects when they differ from this most common dialect in-between the lines. This system should speed the writing of words, and still accurately record all relevant information. The lines and
abbreviations help the reader of the cards find herhis dialect word more quickly, regardless of how many dialects are recorded with differences on the card.
Figure 2. Example of a data card: For dialect alternation. When writing the words on the board, use separate columns labeled for each dialect, and make the
lines for the column of the most common dialect with a different color. Only write the words of other dialects when they differ from this most common dialect.
All morphology and syntax can be collected as for other languages, except that you make a separate column on the board for the grammar of each dialect, using a different frame and set of representative
words for each dialect.
3.5.2 Isolating languages
When working with an isolating language that has little or no bound morphemes, you will need to spend a significant amount of time on syntax, and especially the syntax of common particles which may have
various functions. You can treat these as other morphemes in the language by first marking them in the texts. And drawing from the texts, you should also make a list on the board showing all types of
constructions where each of these particles is found. As participants read the examples, mark tone in another color. For each construction, propose and write a description of its function. If you suspect there
are functions or constructions of some of the particles not represented in the texts, try rearranging the word order of clauses with these particles if you have observed that word order changes in the
language until you have confirmed or rejected all reasonable possibilities. Also try using two or more of the particles next to each other in various combinations if you have observed that certain particles have
a different function when next to each other than each alone until you have exhausted all reasonable possibilities. Be sure to mark tone of each acceptable construction. Then try to determine the meaning
and function of each. If you finish all the best practices steps for the first RGC workshop before the end of the two weeks, continue with the steps listed for the second RGC workshop.
3.5.3 Morphologically rich languages
