symbolic art

SYMBOLIC ART NOTATION

Many years of development have gone into the design and engineering of this unique, complete modern language. This presentation has been designed to teach you how to use the language in a very short time (2 hours!)

™

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FUN TO LEARN

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EASY TO READ & ARRANGE

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SIMPLE BUT EFFECTIVE

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SPATIAL CONCEPT

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SERIOUS COMMUNICATION

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SEEN AT A GLANCE

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EARLY MASTERY

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UNLIKE ANY OTHER LANGUAGE

Teach your children BEFORE they start school, to develop their natural language ability, and gain a head start. Pre-school and primary school activities can be based around the learning of this language. Swap messages with children from other countries. Compile made-up symbols for children to move and place, to make up messages. Children and people with language disabilities can use simple messages to express themselves, without speaking, spelling and knowing grammar ! Just imagine the joy of placing one or two symbols into a prepared template, and creating your thoughts for all to see.

SAN Language Tutor ISBN: 978-0-9804604-1-4 STEFAN NICHOLSON

© Stefan A. Nicholson

MA (Swinburne) AFAIM FISTC

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ALL RIGHTS RESERVED 2011 - V9.0 (print version)

INVENTOR of Symbolic Art Notation ™. A unique and complete language— understood by all nationalities.

PREFACE 1 of 2 Symbolic Art Notation ™ is a complete language. It uses abstract pictures (symbols), in order to direct communication between the mind and a written representation. There is no alphabet, no spelling or pronunciation of words. In fact there are no words ! This is why it is unique and easy to learn. All the difficulties in learning a foreign language and remembering vocabulary and different grammatical rules, are done away with. There are 17 simple rules, and the symbols can be either drawn or used from pre-drawn picture cards. The main idea is to place the symbols into certain positions for a definite meaning. Any nationality learns the same Symbolic Art Notation ™ , and it then means the same to everyone. This book is designed for the teacher and the student. The teacher guides the student, and will recognise the usual grammar elements. Teachers can either tell the student what the grammar items are, or simply point out the next step in the learning process. This is usually a new symbol and location. The language processor is built into every human brain before birth. The processor is then activated and built on during early childhood. Children also have to learn the skills of speech, listening, sight, understanding their environment, drawing, reading and writing, along with all the emotional and life rules. It is easier to eliminate some of these extra skills while concentrating on language. Symbolic Art Notation ™ does that. Just by moving some pre-drawn symbols to specific places, the meaning can be made to be understood. Advanced students can be taught about grammar, and how to create complex meanings and stories. © Stefan A. Nicholson


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PREFACE 2 of 2 Start off with simple sentences in your own language. Make up the Symbolic Art Notation ™ expression with symbols. Create more involved and complex sentences with verbs, nouns, pronouns, adverbs, adjectives, questions, commands, negatives, etc. and translate those into Symbolic Art Notation ™ . It will become very easy. An adult can learn Symbolic Art Notation ™ in two hours !!! As a memory of my first book on Symbolic Art Notation ™ , I am reminded of the autistic boy who just stared at me with a gritted teeth smile. I was explaining the rules to his parents and got to a page with quite complex meanings. Every time I looked around at the boy, who was sitting next to me, his grinning face was about two inches from my face. Suddenly he looked at the open book, pointed to one of the complex symbol expressions that I was explaining, and quickly said “That’s wrong, that is missing and should go there !” I stared at my symbols and the sentence underneath, and suddenly realised that I had omitted a symbol. Looking around at the boy, he was now fixated on something else in the room, totally oblivious to his parent’s amazement at their son. I was fixated on the glaring hole where a symbol belonged in my shiny new book. It was my very own ozone hole. Oh ! Please enjoy your learning experience, and encourage your children to learn about language, reading and communication at an early age.



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CONTENTS 1. BASIC SYMBOLS, PARTICULAR THINGS PREFACE

2. MORE THAN ONE, PERSONAL BELONGING

INTRODUCTION BASICS:

1 to 6

ACTION ARROW

3. PERSONAL PRONOUNS EXPLAINED 4. GENDER SYMBOLS 5. JOINING SYMBOLS

SAN BLOCK 6. ROUND and SQUARE (WHAT A BRACKET !) QUESTION SYMBOLS COMBINATIONS

OPPOSITES and NOT

EMPHASIS

POSITION

DEGREE CHANGE

AUXILLIARY

STAR

STORY TO TRANSLATE © Stefan A. Nicholson

TRANSLATION OF THE STORY MA (Swinburne) AFAIM FISTC

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RULES: Teachers

INTRODUCTION Symbolic Art Notation ™ can be understood by people from ALL nationalities: English, European, Asian, African, South American, Arabic etc . after a simple 2 HOUR SESSION with an instructor.

can follow the rules. Students can just follow the symbols and their meanings written underneath !

Here is an outline of this unique, complete and powerful language:  Complete language with all grammar built-in, based on symbol position.  Does not use words, spelling, pronunciation, different word endings.  Not spoken, has no tones, has no alphabet, need not be written (just arrange symbols).  Can be learnt in two hours, by any nationality, and any culture. Simple to learn and use.  It is understood by any nationality, just by looking where symbols are placed.  It is a sight-mind language, and can be used as a universal first language.  Can be used before pre-school to encourage language skills, and for fun.  Can be used by people with special needs for communication.  Incorporates all the functions of a modern written language, but without the stress. Nouns, pronouns, definite and indefinite articles, adjectives, adverbs, verbs, tenses, plural, degrees of adjectives, questions, conjunctions and disjunctions, negation and opposites, conditionals, sense of time, colours, etc. etc. They are ALL there without knowing it !! * * *

IMAGINE TEACHING LANGUAGE STRUCTURE AND COMMUNICATION IN 2 HOURS !! IMAGINE COVERING ALL GRAMMAR AND SYNTAX JUST BY POSITIONING SYMBOLS !! PARENTS — TEACH YOUR OWN KIDS BEFORE THEY START AT SCHOOL. © Stefan A. Nicholson


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BASICS 1 of 6 The secret of making Symbolic Art Notation ™ easy to write down and understand, is the use of simple symbols. You will see later that by adding things to a symbol or the way it looks, can make that symbol mean complex things. Who was it that said a picture is worth a thousand words ! The aim is to make the symbol easy to recognise. You can use pre-drawn symbols, and move them to the required location. Even better is the fact that you can draw your own symbols. This opens up the treasure box, because people will not draw symbols exactly the same - but as long as people recognise them for what they represent, then there is really no need for a book of symbols, like a dictionary.

We will start off with basic, simple symbols, and then modify their meaning by adding supporting symbols. These supporting symbols are placed in unique positions AROUND the basic symbol. They represent some of the RULES of the language. Always read the widest possible meanings from the symbols. Then using the surrounding symbols of later sections, the thought to be expressed will be understood, by narrowing down the basic meanings into more complex ones. The symbols by themselves mean any house, any car, any bird. If you want to say something about a particular house or car, then the “inverted vee” symbol is placed over the top of the basic symbol.

a HOUSE

a SUN

a PERSON

a CAT

a TREE

for teachers: the person, the car, the fish etc. You can now see that the definite article has been introduced into the language.

RULE 1: Make a basic symbol

RULE 2:

for what you want to say.

for teachers: this is a NOUN, and because each symbol is general, an indefinite article is assumed to be in front of it: a house, a car, a bird etc.

ABC DEF GHIJK

the PERSON


the CAR


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the FISH

The definite article goes over the noun.

the BOOK



BASICS 2 of 6 The next symbol to be introduced is the PLURAL symbol. When the PLURAL symbol is placed underneath a basic symbol, then we are talking about more than one item. Remember:

a CAT (any cat)

the CAT (a particular cat)

and now:

RULE 3: The PLURAL symbol

I have made use of symbols from mathematics and music. The PLURAL symbol is like the multiplication symbol used in mathematics: The DEFINITE ARTICLE symbol is like the stress symbol used in music notation: Symbolic Art Notation ™ uses only a handful of symbols that you have to learn. As you learn this language, it is probably easier to just look at the symbols and their meanings. By doing this you will see a natural progression from simple ideas to the more complex ones later on, involving TIME and ACTIONS. If in any doubt - GO BACK THROUGH THE COURSE using the CONTENTS list on the Left-Hand side of every page. Each title is a hyperlink to the required material. Another idea is to watch the movies, where progression is fast, but can be repeated over and over. for teachers:

GENDER: Just a quick mention of GENDER (masculine, feminine and neutre). Symbolic Art Notation ™ makes use of GENDER for both NOUNS and PERSONAL PRONOUNS. This will be seen and discussed during the next few sections.

RULE 4: The PERSONAL PRONOUN symbols go immediately left of the noun.

goes underneath the noun.

PERSONAL PRONOUNS describes the ownership of property. I have a dog - so it is MY DOG. If you have a cat, it is YOUR CAT. My brother has a car, so it is HIS CAR. My sister has a computer, making it HER COMPUTER. My family live in a house, so it is OUR HOUSE. My dog has a squeaky toy (unfortunately !), making that ITS TOY. PEOPLE (any group of people)

CATS (any group of cats)

the CATS (a particular group of cats)

The underlined text, are examples of PERSONAL PRONOUNS

I did not say whether my dog was a male or a female, so we refer to it in English as IT. * see the next page for the PERSONAL PRONOUN symbols and how they are used.



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BASICS 3 of 6 Back to PERSONAL PRONOUNS: MY

OUR

(first person SINGULAR)

YOUR (male second person SINGULAR) YOUR (female second person SINGULAR) HIS

(male third person SINGULAR)

HER

(female third person SINGULAR)

ITS

(unknown third person SINGULAR)

Finally - some examples:

YOUR FISH (belonging to one male)

for teachers:

(first person PLURAL)

YOUR (male second person PLURAL)

ADD the PLURAL symbol to make PLURAL PERSONAL PRONOUNS .

YOUR (female second person PLURAL) THEIR (male third person PLURAL) THEIR (female third person PLURAL)

Makes sense !

THEIR (unknown third person PLURAL)

To the purists out there, I used a flat-based triangle to represent “FEMALE”

ITS EYE (belonging to one thing maybe a cyclops)


THEIR TREE (belonging to a group of females - not necessarily human either) MA (Swinburne) AFAIM FISTC

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(who said more stable !)

OUR MOUNTAIN (belonging to us - for instance a family)

MY PERSON (a person belonging to me - in this case it is ME)



BASICS 4 of 6 for teachers:

Lo and BEHOLD !! The GENDER of a NOUN uses the same symbols as the singular PERSONAL PRONOUNS. It uses third person singular, because the NOUN itself can have a PLURAL symbol.

RULE 5: The GENDER

When the SAN BLOCK gets a mention on page 7, then you will see the spatial map arrangement of Symbolic Art Notation ™ . Using the RULES and the SAN BLOCK correctly, will allow you to draw up any recognisable symbols and slot them into place. The ACTION ARROW will get you jumping !

Examples of GENDER:

of NOUN uses only ONE of TWO PERSONAL PRONOUN symbols placed immediately on top of the NOUN symbol. They are:

MY MALE SNAIL (male snail belonging to ME)

MALE HER MALE CATS (belonging to one female)

ITS FEMALE BIRD (belonging to it)

FEMALE If you do not know the GENDER, or if the NOUN is an object, then you do not need a GENDER symbol.

YOUR FEMALE SHEEP (belonging to a group of males)

THEIR MALE SHEEP (belonging to a group of males)

REMEMBER that the GENDER goes on top of the NOUN.



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OUR WOMEN (belonging to us)



BASICS 5 of 6 for teachers:

I am now going to discuss CONJUNCTIONS and DISJUNCTIONS - the joining words. When teaching Symbolic Art Notation ™ , it is not necessary to tell the student what the name of the language function is called. It does not hurt, but some people will be content with JOINING UP symbols, balancing a statement with a reason. JOINING UP symbols are like the words underlined in these sentences:

THE MALES FROM THE MOUNTAINS

AT

I am going TO the shop.

Now for some examples using some of the concepts so far:

TO

I am smiling BECAUSE it is sunny. MY EYES ON THE BOOK

ON

I will cycle OVER the railway line. If I go, THEN you may stay. The first part of the sentence tells you what is happening, while the second part (after the joining word), tells you how, why, where, when, who etc.

OVER

Symbolic Art Notation ™ uses this concept as well. It is probably a good time to introduce how to develop symbol ideas, because this section contains quite a few of them. See how AT can change to other meanings.

FROM

IN © Stefan A. Nicholson

UNDERNEATH

ABC DEF GHIJK

FROM HER HOUSE TO THE TREES

UNDER IF

THEN

THROUGH MA (Swinburne) AFAIM FISTC

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BECAUSE



BASICS 6 of 6 ROUND BRACKETS:

RULE 6:

Use the ROUND BRACKETS for describing the NOUN. It goes on the LEFT.

for teachers:

Some parts of language can be grouped together. For instance ADJECTIVES describe the NOUN. Symbolic Art Notation ™ introduces the LHS DESCRIBING BRACKET, and is located on the LeftHand Side of the NOUN. This ROUNDED BRACKET not only separates symbols, but it also makes its meanings clear - it is describing the NOUN.

Symbolic Art Notation ™ uses a pair of ROUND BRACKETS on the Left-Hand Side of the NOUN, to simplify a description of the NOUN or main symbol. For instance, if I say a person is a cat person, it does not necessarily mean that the person owns a cat, but they like them. So: Here is another examples of the ROUND BRACKETS.

This means that : the person has something to do with cats.

THE HOUSE, WHICH HAS SOMETHING TO DO WITH CATTLE FROM OVER THE MOUNTAIN (maybe a FARM)

SQUAREBRA CKETS:

RULE 7:

Use the SQUARE BRACKETS for property of the NOUN. It goes on the RIGHT.

for teachers: The RHS SQUARE BRACKETS are a simple method of containing the things that BELONG to the NOUN.

Use the SQUARE BRACKETS for symbols that the NOUN owns. For example if a woman owns a car and a house, then the symbols for house and car will go into the SQUARE

THE PERSON, WHO HAS SOMETHING TO DO WITH BIRDS FROM TREES, HAS A CAT, AND SOME COWS IN THE HOUSE. This example shows both the ROUND BRACKETS and the SQUARE BRACKETS



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ACTION ARROW for teachers:

VERBS and the ACTION ARROW, gives Symbolic Art Notation ™ some clout. But first a TENSE moment ! The symbol for “NOW” is introduced to students as just another symbol, but it becomes more significant when used with the ACTION ARROW. It gives us TENSES.

NOW, means this particular moment in TIME. Not last year, next hour or as soon as I’ve put the kettle on - I mean NOW !! See the symbol for NOW, below. Using this symbol, and adding more symbols that we have already discussed in BASICS 5 of 6, the concept of TIME can be created. Without some concept of time in our actions, the past and future can not be talked about.

Having introduced the concept of time, the next step is to incorporate that into ACTION within a period of time. We are going to change NOUNS into VERBS, with reference to TIME. In grammar lingo that means tenses. For students, please just accept the ACTION ARROW and the NOW symbol, and what it means. Your teacher can tell you more about TENSES when you are ready for it - and RELAXED !

RULE 9: The ACTION ARROW goes above the MAIN NOUN.

A THROWING PERSON

A PERSON IS THROWING PRESENT

THE PERSON WAS THROWING

PEOPLE WILL BE THROWING

PAST

FUTURE

RULE 8: The NOW symbol is used to represent TIME.

NOW

FROM NOW ON

UP TO NOW


ALL THE TIME MA (Swinburne) AFAIM FISTC

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SOME OF THE TIME

FROM BEFORE NOW



SAN BLOCK for teachers: The SAN BLOCK is the spatial arrangement that is the backbone of Symbolic Art Notation ™. The SAN BLOCK arranges basic symbols in such a way, that the grammar is correct. This is SYNTAX. The focus points are the MAIN NOUN and the ACTION ARROW. c o nj u n ct io n

DO NOT WORRY !! - your teacher will show how this works.

RULE 10: Use the SAN BLOCK to arrange your symbols

It is important to realise, that the SAN BLOCK structure that appears at left, is for instruction only. In practice, there are no lines or squares used at all. They are only used here to show what the location represents.

Question Conditional

Verb and Tense Action Arrow

When using Symbolic Art Notation ™ , the symbol for the noun and the action arrow, will act like a map reference. They alone will show the “reader” what the other symbols represent by their locations.

Gender of Noun

+ di s ju n ct io n

Symbols can be drawn, sketched, photographed etc. They have been discussed in earlier sections. The SAN BLOCK on this page is described with words in it, because it is better explained. You may be shown how to put symbols in the SAN BLOCK straight away, and so make up sentences and phrases from the very start of their training.

Definite or Indefinite article

Pronoun

Adjective belonging bracket

NOUN

Noun belonging bracket

(main subject)

Ad verbial clause

Three new symbols that MUST be learnt, are the verb symbols for:

Plural Ad verb or degree of Adjecti ve



TO BE -

TO HAVE



TO NEED

ANSWERING WHO,WHAT,WHERE ? QUESTIONS ! We all have questions to ask. This is how we find out about our world. Just ask a two-year old! What?

Why?

Who?

Where?

When?

How?

The way that Symbolic Art Notation ™ asks questions is by the addition of the question mark symbol at the top left on the ACTION ARROW . In order to produce the type of question like the ones above (who what where etc), other symbols are used to modify the meaning. You only have to learn these once, and place them on the LEFT and ABOVE the ACTION ARROW. Here is the logic behind each question:

RULE 11: QUESTION symbols are located on the TOP-LEFT of the ACTION ARROW.

 GENERAL QUESTION

WHAT ?

WHERE ? (WHAT PLACE)

HOW ? (WHAT WAY OF MAKING))

WHO ? (WHICH PERSON)

WHEN ?

WHY ?

(WHAT TIME)

(WHAT REASON)

Now some examples: WHEN, WAS I A FISHING PERSON? Read it as: My person - being a fishing person in the past - when. IS A PERSON THROWING ?

WHY WILL PEOPLE BE THROWING



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COMBINATIONS At this point, it is best to pause, and combine material from previous sections.       

ABC DEF GHIJK

Assemble the information from the main subject. Look to the left brackets to see what describes the subject. Look to the right brackets to see what belongs to the subject. Look down to see if the noun is singular or plural (one or many). Look up to see if it is any or a particular subject and the gender. Look at the action arrow to see what action describes the noun, what tense, and if it is a question. COMBINE the thought to interpret the symbols.

There are only a few rules and some special symbols to learn the entire language. It only takes a few hours !!

ABC DEF GHIJK

ABC DEF GHIJK

ABC DEF GHIJK

THE BOOK ABOUT CATS

THE MALE CYCLIST FROM OVER A MOUNTAIN, WHO OWNS A CAR, READS ALL THE TIME.

THE BOOK ABOUT A PERSON WHO HAS A BOOK ON CATS. This is complex, but shows how the logic works.



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WILL THE FEMALE CYCLIST HAVE A SHEEP IN HER HOUSE ?



OPPOSITES and NOT RULE 12: The NEGATION symbol, placed in front of any symbol, means NOT.

ABC DEF GHIJK

NOT THE FISHING PERSON A PERSON IS NOT THROWING A BOOK OVER THE CATS.

for teachers:

Do not confuse NEGATION and OPPOSITES in grammar. The symbol is still the same, but the logic can be quite silly. The following example illustrates: 1. THE PERSON IS NOT ALIVE 2. THE PERSON IS ALIVE 3. THE PERSON IS DEAD 4. THE PERSON IS NOT DEAD 1 AND 2 ARE A NEGATION PAIR - 3 AND 4 ARE A NEGATION PAIR 2 AND 3 ARE OPPOSITES - 1 AND 4 ARE OPPOSITES TO SAY THAT A PIECE OF METAL IS NOT ALIVE, DOES NOT MEAN THAT IT IS DEAD !!

RULE 13: A left pointing action arrow can show opposite action to the normal right pointing action arrow.

A THROWING PERSON


$

$

Symbols MAY be shown as reversed to indicate a reverse action, if your intentions are known by the reader.


A CATCHING PERSON -

HE IS BUYING

HE IS SELLING



EMPHASIS for teachers:

We first used the concept of emphasis in converting an indefinite article into a definite article. i.e. A CAT ==> THE CAT. The symbol used , which I call a stress symbol, can also be used to further emphasise a symbol. The way to do this, is to have two of these symbols in the same position over the noun. The meaning then stresses that the object of attention is really to be noticed. Like shouting at somebody. Hey YOU !!

YOU LOOK ! (talking to a male)

YOU WERE SICK !! (talking to a male) Remember the: TO BE and TO HAVE

RULE 14: Two stress symbols placed over the noun, turns the statement into a COMMAND or EXCLAMATION !!

CATS !!

SHE WILL NOT BE HAPPY !! © Stefan A. Nicholson


SHE IS NOT LOOKING AT THE COWS !! -



POSITION STAR It is very economical to modify basic symbols, rather than draw many symbols to convey a thought. An example of this is when one symbol of a person with a smile and riding a bicycle, is shown as:

for teachers: One way of modifying a symbol, is to use the POSITION STAR. It can be combined with an arrow to show the movement (to or from), associated with the position of interest. Remember that the widest possible meaning is applied to all symbols. Here are some examples:

The POSITION STAR the symbol for TO BE: (click here to see TO BE)

is not to be confused with

THE SUN

or

A more complicated (but still correct) way of creating this thought, would be to say: SUNLIGHT or WHITE

A person is riding a bicycle and is a happy person. This could be made by using more symbols to say the same thing: A THINKING PERSON

A MILKING COW

1 2 3

1+2 2+3

PALETTE COLOUR NUMBERS

BLACK

From the symbol for SUNLIGHT, the colours can be produced, either by using coloured lines, or by “mixing colours on a palette”.

3

BLUE A PERSON IS A CYCLING PERSON AND A HAPPY PERSON

RULE 15: USE THE LEAST NUMBER OF SYMBOLS. MODIFY BASIC SYMBOLS TO MEAN MORE. LESS IS MORE !! © Stefan A. Nicholson

GREEN

2+3

RED

1

USING COLOURED LINES


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for teachers: Two ways of representing the colours: 1. Actual Colours or 2. Palette Numbers

USING PALETTE NUMBERS



DEGREE CHANGE Symbolic Art Notation ™ contains ALL the essential parts of a modern language. Comparisons form a large part of how we think. For instance, we might compare one person to another in a group of people: One is sad, one has a slight crack of a smile, while another is laughing and alive with a face that reflects real happiness. There are two comparisons that we can make: 1. The degree of happiness: some are happier than others - one is the happiest in the group. 2.

The mimicking of a condition that we can imagine: Like a happy person (happily). Another example is like a person (personally).

for teachers: The first case shows the degree to which the deed is apparent. For the status of happy, the cases are: Happy => Happier => Happiest The second case is changing a NOUN to an ADVERB. The adverb describes how an action is done.

Check out the following examples =>

EXAMPLES: Case 1 (DEGREES of Adjectives) using the symbol:

A HAPPY PERSON

A HAPPIER PERSON

THE HAPPIEST PERSON

A BLACK CAT

A BLACKER CAT

THE BLACKEST CAT

EXAMPLES: Case 2 (ADVERBS) using the symbol :

A HAPPY PERSON

HAPPILY (like a happy person)

A CAT

CATTILY

for teachers: This is very useful for showing the mannerisms of a noun. A PERSON can act like a CAT. A TIME can be like a RUNNING TAP.

(like a CAT)

RULE 16: DEGREE CHANGES CAN MIMIC OTHER OBJECTS and CAN SHOW THE EXTENT OF A FEELING.



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AUXILLIARIES for teachers: No, not the ladies’ auxilliary — but just as important, the AUXILLIARY VERBS that tells someone what they: * CAN do; * SHALL do; or * MAY do.

RULE 17: AUXILLIARY CONDITION VERBS ARE PLACED ON THE ACTION ARROW, TO COMPLEMENT THE MAIN VERB .

SYMBOLS USED

CAN implies that you have the ABILITY to do something.

I CAN SEE (present)

I COULD SEE (past)

I WILL BE ABLE TO SEE (future)

SHALL implies that you MUST do something.

?

MAY implies that you have the OPTION of doing something.

?

?

The TENSES of the verbs are as follows: Past

Present

Future

COULD

WILL BE ABLE

SHOULD

SHALL

MAY HAVE

MIGHT


A FEMALE PERSON MAY NOT HAVE SEEN (past)

SHALL A FEMALE PERSON SEE YOU ? (talking to a male) (future)

for teachers: You have reached the end of the training course. The next part is a story written entirely in Symbolic Art Notation ™. Try your skill. MA (Swinburne) AFAIM FISTC

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STORY TIME TRY TO UNDERSTAND AND TRANSLATE THE FOLLOWING STORY. SOME SYMBOLS ARE NEW, AND YOU MUST TRY TO MAKE SENSE OF IT. THE TRANSLATION IS ON THE NEXT PAGE !!

1

1+2

ABC DEF GHIJK

3

?



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RULES RULES:

GRAMMAR:

STORY TRANSLATION (from previous page):

RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE RULE

Indefinite Article symbol Definite Article symbol Plural symbol Personal Pronoun symbols Gender symbols Descriptive (ROUND Brackets) Property [SQUARE Brackets] Now symbol for Verb Tenses Action Arrow for Verbs SAN Block Spatial Arrangement Question symbols Negation and Opposites symbol Reverse Arrow - (Reverse Meaning) Emphasis symbol (Command / Exclaim) Position Star (reduce number of symbols) Degree Changes (for adverbs, mimicking) Auxilliary Condition Verb (Can, Shall, May)

In my book, a happy fisherman (who has a red car and a green house), is looking through the window, at the sun and no rain clouds.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

He will drive under some tall trees. He will sail/boat over the blue waters. He is the happiest person in the world

When is he not a happy person ? At the time he is looking at rain clouds and small fish.

How well did you do ??



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