{"id":1070,"date":"2021-09-23T20:09:49","date_gmt":"2021-09-23T20:09:49","guid":{"rendered":"http:\/\/ds-wordpress.haverford.edu\/ticha-resources\/modules\/?post_type=chapter&p=1070"},"modified":"2021-11-16T18:14:17","modified_gmt":"2021-11-16T18:14:17","slug":"answer-key-reading-an-interlinear-analysis","status":"publish","type":"chapter","link":"https:\/\/ds-archive.haverford.edu\/ticha-resources\/modules\/chapter\/answer-key-reading-an-interlinear-analysis\/","title":{"raw":"Answer Key: Reading an Interlinear Analysis","rendered":"Answer Key: Reading an Interlinear Analysis"},"content":{"raw":"
This sample answer key corresponds to the Reading an Interlinear Analysis<\/a> chapter. Keep in mind, in most cases, there may be more than one way to answer a question.<\/div>\r\n \r\n
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Exercise 2.1<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nPart I:<\/strong><\/em> Look at the translation of the Colonial Valley Zapotec text given in the fourth line. Given the glosses, what are some other ways you could translate the words?\r\n\r\nPart II:<\/strong><\/em> What sounds most natural to you? What do you notice about these different translations?\r\n\r\n<\/div>\r\n<\/div>\r\nPart I<\/strong>\r\n\r\nAnswers may vary. Students\u2019 translations should have a similar meaning as the translation given in line 4. For example, instead of saying\u00a0I, Sebastiana de Mendoza, suffer sickness,<\/em> one could also translate that portion as\u00a0I, Sebastiana de Mendoza, am sick.<\/em>\r\n\r\nSimilarly, the phrasing I have understanding <\/em> from the translation of line 2 could also be translated as I understand<\/em>.\r\n\r\nPart II<\/strong>\r\n\r\nAnswers may vary. Students could note the use of \u201cI\u201d twice in the original translation, discuss the role of translation more broadly (i.e, when is it useful, what its limitations are), etc. Phrases in Zapotec, for example, may not be able to be translated with the same meaning into English, and vice-versa.\r\n\r\n \r\n
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Exercise 3.1<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nTry to guess what the other two abbreviations (PRON.1S under naa<\/em>, HAB under ti-,<\/em> and 1S under =ya) <\/em>might mean before reading the rest of this explanation.\r\n\r\n<\/div>\r\n<\/div>\r\nThe chapter gives the definitions of these abbreviations directly below the exercise. HAB stands for \u201chabitual\u201d, which describes an action that occurs\/occurred regularly or customarily. The \u20181s\u2019 stands for \u2018first person singular\u2019 \u2014 used when referring to oneself (I, me mine\u2026)\r\n\r\n \r\n
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Exercise 3.2<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nBelow is an interlinear analysis of the next set of words from the Sebastiana de Mendoza text:\r\n\r\n\"\"\r\n\r\nExplore the abbreviations you see in the third line of the analysis by answering the following questions: What do each of the labels tell you about the particular morpheme they are referring to? How does this meaning fit into the larger word and how it could be interpreted\/translated? Consult the table of abbreviations<\/a> as needed.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nAnswers will vary. Students may look up each label in the table of abbreviations, discuss usages of similar morphemes in their language, discuss how the table of abbreviations is categorized given what the abbreviations mean, etc. The abbreviations that occur in this line in particular are defined as follows:\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Abbreviation<\/strong><\/span><\/td>\r\nMeaning<\/strong><\/span><\/td>\r\nExample<\/strong><\/span><\/td>\r\n<\/tr>\r\n
1s<\/td>\r\n\"first person singular\"<\/td>\r\n(I, me, mine<\/em>...)<\/td>\r\n<\/tr>\r\n
NOM<\/td>\r\n\"nominalizer\" (turns a word into a noun)<\/td>\r\nThe -ness in happiness<\/em><\/td>\r\n<\/tr>\r\n
HAB<\/td>\r\n\"habitual\" (an action that repeats or recurs)<\/td>\r\nI knit; I run<\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nStudents may also find it helpful to consult the footnotes in this line, specifically footnote 11 \u2014 addressing different interpretations of \u2018understanding\u2019 versus \u2018consciousness\u2019. They may also discuss how the presence of a particular morpheme affects word choice in translation.\r\n
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Exercise 4.1 How does it work in your language?<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nSelect three lines from the interlinear analysis of the Sebastiana de Mendoza text. Look closely at the transcription and interlinear analysis. Do you recognize any words?\r\n\r\n<\/div>\r\n<\/div>\r\nAnswers will vary. Below is a table of words that Dr. Felipe Lopez, a native speaker of Dizhsa (San Lucas Quiavin\u00ed Zapotec), recognized from lines 2, 3, 5, 6, 7, and 8 of the analysis. Are any of these words familiar to you?\r\n
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Colonial Valley Zapotec<\/span><\/strong><\/td>\r\nLine Number<\/span><\/strong><\/td>\r\nDizhsa<\/span><\/strong><\/td>\r\nEnglish Translation<\/span><\/strong><\/td>\r\n<\/tr>\r\n
pela latia<\/td>\r\n2<\/td>\r\nbel ladya<\/td>\r\nmy flesh\/my body<\/td>\r\n<\/tr>\r\n
rapa<\/td>\r\n2<\/td>\r\nrap<\/td>\r\nhave<\/td>\r\n<\/tr>\r\n
racapea<\/td>\r\n2<\/td>\r\nracbe<\/td>\r\nknow<\/td>\r\n<\/tr>\r\n
xteniya<\/td>\r\n2<\/td>\r\nxtena<\/td>\r\nmine<\/td>\r\n<\/tr>\r\n
sica<\/td>\r\n3<\/td>\r\nzica<\/td>\r\nonly (emphasized)<\/td>\r\n<\/tr>\r\n
Dios<\/td>\r\n3<\/td>\r\nDios<\/td>\r\nGod<\/td>\r\n<\/tr>\r\n
gualica<\/td>\r\n3<\/td>\r\nwldiegza<\/td>\r\ntruly<\/td>\r\n<\/tr>\r\n
naca<\/td>\r\n3<\/td>\r\nnac<\/td>\r\nis<\/td>\r\n<\/tr>\r\n
Tovisi Dios<\/td>\r\n5<\/td>\r\nteibyizy Dyoz<\/td>\r\nonly one God<\/td>\r\n<\/tr>\r\n
chij<\/td>\r\n6<\/td>\r\nts\u00eb<\/td>\r\nten<\/td>\r\n<\/tr>\r\n
cayo<\/td>\r\n7<\/td>\r\ngai<\/td>\r\nfive<\/td>\r\n<\/tr>\r\n
cache<\/td>\r\n7<\/td>\r\ngaz<\/td>\r\nseven<\/td>\r\n<\/tr>\r\n
chela<\/td>\r\n8<\/td>\r\nchiru<\/td>\r\nand<\/td>\r\n<\/tr>\r\n
bexuana<\/td>\r\n8<\/td>\r\nbzhuan<\/td>\r\nlord<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n
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Exercise 4.2<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nUsing the illustration of line 1 as a model, draw arrows that connect morphemes, the glosses of those morphemes, and corresponding English translations for line 2. The first few morphemes are done for you.\r\n\r\n\"\"\r\n\r\n\"\"\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n \r\n\r\n\"\"\r\n\r\nSince chela<\/em> is a conjunction that can be translated as \u2018and\u2019 or \u2018but\u2019, '[but?] ' is written with a question mark in brackets on the fourth line.\r\n\r\nThe second '[and]' in the fourth line is also in brackets, here because it doesn't directly correspond to a Colonial Zapotec word in the first line. In Colonial Zapotec, one way to express conjunction ('and') is to simply put the two words next to each other. But that doesn't work in English, so we need to add an extra word to the translation.\r\n\r\nNotice also that the\u00a0xte<\/em> at the end of the first line is written as 'xte-ni=ya' on the second line. Where did the '-ni=ya' come from? Since this is an analysis of a written text, oftentimes scribes ran out of room on the paper before they finished writing a word, and thus used the next free line of the paper to finish writing the word. So the 'xte-' is the beginning of the word 'xte-ni=ya', and the rest of the word '-ni=ya' is written on the next line of the document (line 3 of the interlinear analyses).\r\n\r\n \r\n
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Exercise 4.3<\/p>\r\n\r\n<\/header>\r\n

The goal of an interlinear analysis is to show the structure and meaning of a phrase in a language that others might not understand. Can you think of other ways you may also be able to achieve this goal?<\/div>\r\n<\/div>\r\nAnswers will vary.\r\n\r\nOne idea is to consider the visual aspect of the analysis. How would the analysis be different if the lines were positioned in, say, a tree-like structure or a map with pointers (similar to the visual given in figure 3)?\r\n
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Exercise 4.4<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nTry taking a sentence or phrase from your language and glossing it into English (or Spanish, or another language you know). What do you notice? What kinds of decisions did you have to make?\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nAnswers will vary. Students may reflect on why they decided to equate two particular words in the two languages they chose.\r\n\r\nFor example:\r\n
    \r\n \t
  1. Juego futbol todos los d\u00edas\r\nJueg-o\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0futbol\u00a0 \u00a0 \u00a0 \u00a0todos\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0los\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0d\u00eda-s\r\nplay-1sg.pres.ind\u00a0 \u00a0football\u00a0 \u00a0 every.masc.pl\u00a0 \u00a0def.art.masc.pl\u00a0 day-pl<\/li>\r\n \t
  2. \r\n

    She walks.\r\n<\/span>She\u00a0 \u00a0 \u00a0 \u00a0 walk-s.\r\n3sg.fem caminar-3sg.pres<\/p>\r\n<\/li>\r\n<\/ol>\r\nHere's a table of the abbreviations used in these 2 examples:\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    1sg<\/td>\r\nfirst person singular<\/td>\r\n<\/tr>\r\n
    pres<\/td>\r\npresent<\/td>\r\n<\/tr>\r\n
    ind<\/td>\r\nindicative<\/td>\r\n<\/tr>\r\n
    masc<\/td>\r\nmasculine<\/td>\r\n<\/tr>\r\n
    pl<\/td>\r\nplural<\/td>\r\n<\/tr>\r\n
    def<\/td>\r\ndefinite<\/td>\r\n<\/tr>\r\n
    art<\/td>\r\narticle<\/td>\r\n<\/tr>\r\n
    3sg<\/td>\r\nthird person singular<\/td>\r\n<\/tr>\r\n
    fem<\/td>\r\nfeminine<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\nThe glosses given above contain a lot of information! Single words can contain multiple morphemes, each of which lend a unique meaning to the word's overall meaning. For example, the word 'todos', in addition to meaning 'every' in English, tells us that the thing following it will be both masculine and plural. The word 'los', which would be translated simply as 'the' in English, also encodes information about gender and number of 'd\u00edas'. Finding the right way to gloss a word is important, since you can get a lot of information from a word in one language that you can't get in the language you're translating it into (or vice-versa)!\r\n
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    Exercise 4.5 How does it work in your language?<\/p>\r\n\r\n<\/header>\r\n

    \r\n\r\nTry translating one of the lines from the Sebastiana de Mendoza text into your language. In what ways is your Zapotec language similar to the Zapotec in Sebastiana de Mendoza's will? In what ways is it different?\r\n\r\n<\/div>\r\n<\/div>\r\nAnswers will vary. Below is a translation of line 4 into Dizhsa by Dr. Lopez:\r\n\r\nLine 4 (Colonial Valley Zapotec): Dios vixoce Dios xinij Dios espiritu santo chona persona<\/em>\r\n\r\nDizhsa Translation: Dyoz bxuaz Dyoz zhiny Dyoz espiritu san chon person<\/em>\r\n\r\nHere are some (but certainly not all) similarities and differences students may notice between the Dizhsa and Colonial Valley Zapotec:\r\n