Stage 0 — First Contact
Not the formal system — what the language does.
Three sentences
Here are three real sentences from the Tonesu corpus. Not invented — actual sentences from recorded exchanges. Read them over. See what you can work out before reading on.
(1) lo-mu de
The unit is damaged.
(2) la-mi ki pa-li-pu ta-ti-be
I'm going to the city.
(3) to-si — la-tu ki pa-li-pu ta-ti-be
Are you going to the city soon?
What do you notice? What's similar across these sentences? What changed between (2) and (3)?
What's happening
lo- and la-
These two prefixes are the most fundamental signals in Tonesu.
lo- marks what is being described or affected — the patient.
la- marks who acts — the agent.
In sentence (1), only lo- appears. The unit (mu) is in a state of decay (de). No
actor — just a thing and its condition. This is how Tonesu describes states: put the
patient first with lo-, then state what's true of it.
Sentence (2) introduces la-mi: la- (agent marker) + mi (I, the speaker). Now there
is an actor. That actor moves — ki means motion, going somewhere. The destination is
pa-li-pu: pa- (place marker) + li-pu (city, literally: people-established). When:
ta-ti-be — at the upcoming time, soon.
Sentence (3) is identical to (2), except:
la-mi(I) has becomela-tu(you —tuis the second-person root)to-si —has been placed in front
to-si is a knowledge-seeking signal — knowledge (to) + signal (si). It turns a
statement into a question by marking the whole proposition as "information I'm seeking."
The — marks the pause before the proposition follows.
Word order
The core frame is:
In sentences (2) and (3), there is no lo- patient — the motion has a destination
(pa-li-pu), not a thing being acted on. Both patterns are normal.
Time and place markers (ta-, pa-) float freely. They can appear anywhere in the
sentence; their role is always clear from the prefix.
Roots introduced
Eight roots carry most of the meaning in these sentences. These are the building blocks of Tonesu vocabulary.
| Root | Core meaning | Where it appears |
|---|---|---|
mu |
artifact, device | lo-mu — the unit (a made thing) |
de |
decay, damage, break | predicate in (1): "is damaged" |
mi |
I, the speaker | la-mi — I as the acting agent |
tu |
you, the addressee | la-tu — you as the acting agent |
ki |
motion, movement | verb in (2) and (3): "go" |
li |
person, people | in li-pu — city (people-established) |
be |
grow, approach, emerge | in ti-be — the approaching time |
to |
knowledge, thought, pattern | in to-si — inquiry / question marker |
Structural markers — not vocabulary roots, but present in every sentence:
| Marker | Role |
|---|---|
la- |
marks the agent (who acts) |
lo- |
marks the patient (what is described or acted on) |
pa- |
marks place |
ta- |
marks time |
In ordinary writing, hyphens are dropped: lomu, lami, palipu. The
hyphenated form you see above is the analytic notation — it shows the morpheme
boundaries explicitly. Both forms are used in this section: analytic for learning,
solid for natural reading.
Two exercises
Exercise 1 — Fill in the blank
What root completes this compound?
The result should mean: a signal that seeks knowledge — a question.
Answer
to-si — knowledge (to) + signal (si).
to characterizes the signal: it's knowledge-seeking. Head-final rule: si
(signal) is the head; to describes what kind. In sentence (3), to-si — is
placed before the full proposition. It marks the whole thing as "information I'm
seeking." Result: a question.
Exercise 2 — Fill in the blank
Sentence (2) says I'm going to the city. Fill in the blank to say you're going to the city:
Answer
la-tu — the second-person root is tu.
Tonesu has no conjugation. Who acts is encoded by swapping the root after la-.
Everything else stays the same.
Reference
When you're ready to go deeper into what you've just seen:
- Quick start — the full language at a glance
- Primitives — all CV roots with meanings and usage
- Grammar — the
la-/lo-/lu-system in full
Next
Stage 1 — Roots in context introduces more roots through sentences, in clusters of 3–6. Vocabulary is built through use, not memorization.