79 Sentences With "syllabaries" | Random Sentence Generator

In theory, syllabaries can transcribe any sound the human mouth can muster, making them a viable option for any culture.

"Kadena," probably the most straightforward poem in the collection, features few of these qualities, yet the poem was written in two different Japanese syllabaries.

Shelved separately with the dictionaries, there were also syllabaries of Sumerian words with their pronunciation in Eblaite.

All the paleohispanic scripts, with the exception of the Greco-Iberian alphabet, share a common distinctive typological characteristic: they represent syllabic value for the occlusives, and monophonemic value for the rest of the consonants and vowels. From the writing systems point of view they are neither alphabets nor syllabaries; rather, they are mixed scripts that normally are identified as semi- syllabaries. There is no agreement about how the paleohispanic semi- syllabaries originated; some researchers conclude that their origin is linked only to the Phoenician alphabet, while others believe the Greek alphabet exercised some influence.

All the Paleohispanic scripts, with the exception of the Greco-Iberian alphabet, share a common distinctive typological characteristic: they represent syllabic values for the stop consonants, and monophonemic values for the rest of consonants and vowels. They are thus to be classed as neither alphabets nor syllabaries; rather, they are mixed scripts normally identified as semi-syllabaries. There is no agreement about how the Paleohispanic semi-syllabaries originated; some researchers conclude that they derive only from the Phoenician alphabet, while others believe the Greek alphabet was also involved.

In most of the alphabets of India and Southeast Asia, vowels are indicated through diacritics or modification of the shape of the consonant. These are called abugidas. Some abugidas, such as Ethiopic and Cree, are learned by children as syllabaries, and so are often called "syllabics". However, unlike true syllabaries, there is not an independent glyph for each syllable.

Small Kana Extension is a Unicode block containing additional small variants for the Hiragana and Katakana syllabaries, in addition to those in the Hiragana, Katakana and Katakana Phonetic Extensions blocks.

The original Japanese kana syllabaries were a purely phonetic representation used for writing the Japanese language when they were invented around 800 AD as a simplification of Chinese-derived kanji characters. However, the syllabaries were not completely codified and alternate letterforms, or hentaigana, existed for many sounds until standardization in 1900. In addition, due to linguistic drift the pronunciation of many Japanese words changed, mostly in a systematic way, from the classical Japanese language as spoken when the kana syllabaries were invented. Despite this, words continued to be spelled in kana as they were in classical Japanese, reflecting the classic rather than the modern pronunciation, until a Cabinet order in 1946 officially adopted spelling reform, making the spelling of words purely phonetic (with only 3 sets of exceptions) and dropping characters that represented sounds no longer used in the language.

All the paleohispanic scripts, with the exception of the Greco-Iberian alphabet, share a common distinctive typological characteristic: they use signs with syllabic value for the occlusives and signs with monophonematic value for the remaining consonants and for vowels. From a writing systems point of view they are neither alphabets nor syllabaries; rather, they are mixed scripts that are normally identified as semi-syllabaries. Regarding their origin there is no agreement among researchers; for some they are linked only to the Phoenician alphabet, while for others the Greek alphabet played a part.

Other languages that use true syllabaries include Mycenaean Greek (Linear B) and Indigenous languages of the Americas such as Cherokee. Several languages of the Ancient Near East used forms of cuneiform, which is a syllabary with some non-syllabic elements.

All the paleohispanic scripts, with the exception of the Greco-Iberian alphabet, share a common distinctive typological characteristic: they represent syllabic value for the occlusives, and monophonemic value for the rest of the consonants and vowels. In a writing system they are neither alphabets nor syllabaries, but are rather mixed scripts that are normally identified as semi-syllabaries. The basic signary contains 28 signs: 5 vowels, 15 syllabic and 8 consonantic (one lateral, two sibilants, two rhotic and three nasals). The northeastern script was very nearly deciphered in 1922 by Manuel Gómez-Moreno Martínez, who systematically linked the syllabic signs with the occlusive values.

In a syllabary, written characters represent spoken syllables, whereas alphabetic systems use characters/letters to represent separate phonemes. A symbol in a syllabary typically has the canonical shape of a consonant-vowel (CV) combination. In the Japanese syllabaries, hiragana and katakana, there is a nearly one-to-one correspondence between morae and characters. The transparency of these syllabaries is the reason for their use in first teaching Japanese children to read before advancing to the complex logographic system of kanji, and by the age of five, prior to any official reading education, 89% of Japanese children can read the majority (60 or more out of 71) of hiragana characters.

Alphabets and syllabaries are distinct from logographies in that they use individual written characters to represent sounds directly. Such characters are called phonograms in linguistics. Unlike logograms, phonograms do not have any inherent meaning. Writing language in this way is called phonemic writing or orthographic writing.

This general-use character list was to become the archetype of the common-use character list in use today. In December 1923, the Provisional Japanese Language Committee passed a draft on reforming the Japanese syllabaries. This reform was to become the archetype of the modern syllabary system used today.

Written Japanese also includes a pair of syllabaries known as kana, derived by simplifying Chinese characters selected to represent syllables of Japanese. The syllabaries differ because they sometimes selected different characters for a syllable, and because they used different strategies to reduce these characters for easy writing: the angular katakana were obtained by selecting a part of each character, while hiragana were derived from the cursive forms of whole characters. Modern Japanese writing uses a composite system, using kanji for word stems, hiragana for inflectional endings and grammatical words, and katakana to transcribe non-Chinese loanwords as well as serve as a method to emphasize native words (similar to how italics are used in Latin-script languages).

Hall's article was antedated by Demetrios Pieridis's 1875 usage of digraphic instead of bilingual for an inscription written in both the Greek alphabet and Cypriot syllabary. English digraphic and digraphia were contemporaneous with their corresponding terms in French linguistics. In 1877, Julius Oppert introduced digraphique to describe languages written in cuneiform syllabaries.

As the term alphasyllabary suggests, abugidas have been considered an intermediate step between alphabets and syllabaries. Historically, abugidas appear to have evolved from abjads (vowelless alphabets). They contrast with syllabaries, where there is a distinct symbol for each syllable or consonant-vowel combination, and where these have no systematic similarity to each other, and typically develop directly from logographic scripts. Compare the examples above to sets of syllables in the Japanese hiragana syllabary: か ka, き ki, く ku, け ke, こ ko have nothing in common to indicate k; while ら ra, り ri, る ru, れ re, ろ ro have neither anything in common for r, nor anything to indicate that they have the same vowels as the k set.

Nearly all other scripts invented by illiterates are syllabaries like Cherokee. However, to represent Hmong as a syllabary, Pahawh would have needed 60×91 = 5460 letters. By breaking each syllable in two in the fashion of Chinese phonetics, Shong was able to write Hmong, in his original version, with a mere 60+91 = 151 letters.

In less formal terms, a language with a highly phonemic orthography may be described as having regular spelling. Another terminology is that of deep and shallow orthographies, in which the depth of an orthography is the degree to which it diverges from being truly phonemic. The concept can also be applied to nonalphabetic writing systems like syllabaries.

The , colloquially , is a diacritic sign most often used in the Japanese kana syllabaries to indicate that the consonant of a syllable should be pronounced voiced, for instance, on sounds that have undergone rendaku (sequential voicing). The , colloquially , is a diacritic used with the kana for syllables starting with h to indicate that they should instead be pronounced with .

Systems that record larger morphosyntactic or phonological segments, such as logographic systems and syllabaries put greater demand on the memory of users. It would thus be expected that an opaque or deep writing system would put greater demand on areas of the brain used for lexical memory than would a system with transparent or shallow orthography.

A typical Kanji practice notebook of a 3rd grader By the nineteenth century, attention was increasingly given to developing quality penmanship in Eastern schools. Countries which had a writing system based on logographs and syllabaries placed particular emphasis on form and quality when learning.Gray, William S. (1961) "The Teaching of Reading and Writing". Chicago: Scott, Foresman, and Company. p. 189.

Echo vowels are also found in writing, especially with syllabaries. For example, a word kab may be written as if it were kaba, and keb would be written as if it were kebe. Such as system is found in Maya, with complications depending on the quality of the preceding vowel. In Linear B, such final consonants were simply not written.

The teaching of reading and writing has varied over the years from spelling and phonetic methods to the fashions for look-say and whole language methods. In America in the eighteenth century, Noah Webster introduced spelling approaches with syllabaries and in England the use of James Pitman's Initial Teaching Alphabet was popular in the 1960s. Recently phonic methods have been revived.

Two modern well-known examples of syllabaries consisting mostly of CV syllabograms are the Japanese kana, used to represent the same sounds in different occasions. Syllabograms tend not to be used for languages with more complicated syllables: for example English phonotactics allows syllables as complex as CCCVCCCC (as in strengths), generating many thousands of possible syllables and making the use of syllabograms cumbersome.

The traditional order is at top. Letters which retain a final nasal may reflect their origin, such as ne(m) from "name" and ko(m) from "come". The mid order differs in moving row 5 and the syllable a to the beginning. Most significant allographs can be seen in comparing these two syllabaries, with some letters rotated and others more angular in the mid syllabary.

In Bulgarian, Macedonian, Russian, Serbian and Slovak, the Cyrillic alphabet is also known as azbuka, derived from the old names of the first two letters of most Cyrillic alphabets (just as the term alphabet came from the first two Greek letters alpha and beta). In the Russian language syllabaries, especially the Japanese kana, are commonly referred to as 'syllabic azbukas' rather than 'syllabic scripts'.

Reading a text can be accomplished purely in the mind as an internal process, or expressed orally. Writing systems can be placed into broad categories such as alphabets, syllabaries, or logographies, although any particular system may have attributes of more than one category. In the alphabetic category, a standard set of letters represent speech sounds. In a syllabary, each symbol correlates to a syllable or mora.

Practical transcription can be done into a non-alphabetic language too. For example, in a Hong Kong newspaper, George Bush's name is transliterated into two Chinese characters that sound like "Bou-sū" (布殊) by using the characters that mean "cloth" and "special". Similarly, many words from English and other Western European languages are borrowed in Japanese and are transcribed using Katakana, one of the Japanese syllabaries.

The Japanese kana syllabaries indicate voiced consonants with marks known as dakuten. The International Phonetic Alphabet (IPA) also has some featural elements, for example in the hooks and tails that are characteristic of implosives, , and retroflex consonants, . The IPA diacritics are also featural. The Fraser alphabet used for Lisu rotates the letters for the tenuis consonants ꓑ , ꓔ , ꓝ , ꓚ , and ꓗ 180° to indicate aspiration.

The first Japanese books were mainly written with the Man'yōgana system, a rebus-like transcription that phonetically uses kanji "Chinese characters" to represent Japanese phonemes. For instance, using Chinese jiā (加 "add"), which was pronounced ka in Japanese, to write the Japanese mora ka. Irregularities within this awkward system led Japanese scribes to develop phonetically regular syllabaries. In many cases, the new kana were graphic simplifications of Chinese characters.

Japanese Braille on a can of Asahi Super Dry beer, written "sake" Japanese Braille is the braille script of the Japanese language. It is based on the original braille script, though the connection is tenuous. In Japanese it is known as , literally "dot characters". It transcribes Japanese more or less as it would be written in the hiragana or katakana syllabaries, without any provision for writing kanji (Chinese characters).

The semi-syllabaries of ancient Spain were syllabic for plosives such as p, t, k, but alphabetic for other consonants. In some versions, vowels were written redundantly after syllabic letters, conforming to an alphabetic orthography. Old Persian cuneiform was similar. Of 23 consonants (including null), seven were fully syllabic, thirteen were purely alphabetic, and for the other three, there was one letter for /Cu/ and another for both /Ca/ and /Ci/.

Since regional languages or dialects could not be adequately written using Chinese characters, missionaries and church leaders invented systems of phonetic transcription, syllabaries, or romanization in order to write and print Christian texts and Bibles. These were in most cases the first works printed in those languages, as in Bible translations into Taiwanese. A similar need led to the invention of several systems for Braille. Missionaries invented writing systems for tribal and minority peoples.

Many modern applications can render a substantial subset of the many scripts in Unicode, as demonstrated by this screenshot from the OpenOffice.org application. Unicode covers almost all scripts (writing systems) in current use today. A total of 154 scripts are included in the latest version of Unicode (covering alphabets, abugidas and syllabaries), although there are still scripts that are not yet encoded, particularly those mainly used in historical, liturgical, and academic contexts.

Remembering the Kanji is a series of three volumes by James Heisig, intended to teach the 3,000 most frequent Kanji to students of the Japanese language. The series is available in English, Spanish and German.Home page for books There is a supplementary book, Remembering the Kana, which teaches the Japanese syllabaries (hiragana and katakana). Remembering the Hanzi by the same author is intended to teach the 3000 most frequent Hanzi to students of the Chinese language.

Syllabaries are best suited to languages with a relatively simple syllable structure, such as Japanese. Other languages that use syllabic writing include the Linear B script for Mycenaean Greek; Sequoyan, Ndjuka, an English-based creole language of Surinam; and the Vai script of Liberia. Most logographic systems have a strong syllabic component. Ethiopic, though technically an abugida, has fused consonants and vowels together to the point where it is learned as if it were a syllabary.

A style mixing Chinese and Japanese elements (sōrōbun) was derived from the medieval hentai-kanbun ("variant Chinese writing") used in such works as the historical chronicle Azuma Kagami (1266). It was used during the Meiji period, and as late as the end of the Second World War, by men for diaries and correspondence, and for various public notices. Both have since been replaced by writing in Japanese, using a script combining Chinese characters (Kanji) and kana syllabaries.

The Dunging script is a syllabaric script used to write the Iban language of Borneo. It was invented in 1947 by its namesake, Dunging anak Gunggu (1904-1985), who revised the original 77 syllabaries to the current 59 in 1962. It has not been used widely until Dr. Bromeley Philip of Universiti Teknologi MARA begun to promote the script again. In 2010, extending Dunging's work, Dr Bromeley Philip of Universiti Teknologi MARA (UiTM) Sarawak developed computer fonts for the Iban alphabet, called LaserIban.

The major innovation of Greek was to dedicate these symbols exclusively and unambiguously to vowel sounds that could be combined arbitrarily with consonants (as opposed to syllabaries such as Linear B which usually have vowel symbols but cannot combine them with consonants to form arbitrary syllables). Abugidas developed along a slightly different route. The basic consonantal symbol was considered to have an inherent "a" vowel sound. Hooks or short lines attached to various parts of the basic letter modify the vowel.

Kaibun (回文; literally circle sentence) is a Japanese equivalent of the palindrome, or in other words, a sentence that reads the same from the beginning to the end or from the end to the beginning. The unit of kaibun is mora, since the Japanese language uses syllabaries, hiragana and katakana. Single word palindromes are not uncommon in Japanese. For example, Ku-ku (九九, multiplication table), Shi-n-bu-n-shi (新聞紙, newspaper), to-ma-to (トマト, tomato), etc.

The Ritsuryō (757) and Engi shiki (927) were legal codes on the Chinese model. As Japanese is very different from Chinese, with inflections and different word order, Japanese scholars developed kanbun kundoku, an elaborate method of annotating Literary Chinese so that it could be re-arranged and read as Japanese. There had been experiments with adapting Chinese characters to write Japanese since the 7th century, and by the early 10th century these had been simplified to the kana syllabaries still in use today.

He wrote that Japan had three syllabaries: firo-canna (hiragana) and catta-canna (katakana), both used by commons, and imatto-canna, used by nobles. However, the imatto-canna he believed to exist were just variant forms of hiragana called hentaigana. Being hentaigana, they did not make up a cohesive or independent writing system, and were in often free variation with other hiragana characters. The only other Japanese syllabary besides hiragana and katakana is their precursor man'yōgana, use of which had died out well before 1712.

During the pre-colonial period, most children were provided with solely vocational training, which was supervised by parents, tribal tutors or those assigned for specific, specialized roles within their communities (for example, the babaylan). In most communities, stories, songs, poetry, dances, medicinal practices and advice regarding all sorts of community life issues were passed from generation to generation mostly through oral tradition. Some communities utilized a writing system known as baybayin, whose use was wide and varied, though there are other syllabaries used throughout the archipelago.

The news that an illiterate Cherokee had created a syllabary spread throughout the USA. A missionary working in northern Alaska read about it and created a syllabary, what has become known as Cree syllabics. This syllabic writing inspired other groups across Canada to adapt the syllabics to their languages. A literate Cherokee emigrated to Liberia and told about their syllabary, leading a Bassa language speaker of Liberia to create his own syllabary, which led to other groups in West Africa to follow suit, creating their own syllabaries.

Vietnam, Korea, and Japan each developed writing systems for their own languages, initially based on Chinese characters, but later replaced with the Hangul alphabet for Korean and supplemented with kana syllabaries for Japanese, while Vietnamese continued to be written with the complex Chữ nôm script. However, these were limited to popular literature until the late 19th century. Today Japanese is written with a composite script using both Chinese characters (Kanji) and kana. Korean is written exclusively with Hangul in North Korea, and supplementary Chinese characters (Hanja) are increasingly rarely used in South Korea.

Chinese characters were first introduced into Japanese sometime in the first half of the first millennium AD, probably from Chinese products imported into Japan through Korea. At the time, Japanese had no native written system, and Chinese characters were used for the most part to represent Japanese words with the corresponding meanings, rather than similar pronunciations. A notable exception to this rule was the system of man'yōgana, which used a small set of Chinese characters to help indicate pronunciation. The man'yōgana later developed into the phonetic syllabaries, hiragana and katakana.

Japanese words are spelled using characters that represent syllables (morae), rather than individual phonetic units (phonemes) as in the English alphabet. These characters are compiled into two syllabaries: hiragana and katakana. Japanese also makes extensive use of adopted Chinese characters, or kanji, which may be pronounced with one or more syllables. Therefore, when a word or phrase is abbreviated, it does not take the form of initials, but the key characters of the original phrase, such that a new word is made, often recognizably derived from the original.

Kanji characters for shodō (書道) also called is a form of calligraphy, or artistic writing, of the Japanese language. For a long time, the most esteemed calligrapher in Japan had been Wang Xizhi, a Chinese calligrapher from the 4th century, but after the invention of Hiragana and Katakana, the Japanese unique syllabaries, the distinctive Japanese writing system developed and calligraphers produced styles intrinsic to Japan. The term shodō (書道, "way of writing") is of Chinese origin as it is widely used to describe the art of Chinese calligraphy during the medieval Tang dynasty.

A featural script represents finer detail than an alphabet. Here symbols do not represent whole phonemes, but rather the elements (features) that make up the phonemes, such as voicing or its place of articulation. Theoretically, each feature could be written with a separate letter; and abjads or abugidas, or indeed syllabaries, could be featural, but the only prominent system of this sort is Korean hangul. In hangul, the featural symbols are combined into alphabetic letters, and these letters are in turn joined into syllabic blocks, so that the system combines three levels of phonological representation.

One of the earliest Chinese thinkers to relate Western alphabets to Chinese was late Ming to early Qing dynasty scholar-official, Fang Yizhi (; 1611–1671). The first late Qing reformer to propose that China adopt a system of spelling was Song Shu (1862–1910). A student of the great scholars Yu Yue and Zhang Taiyan, Song had been to Japan and observed the stunning effect of the kana syllabaries and Western learning there. This galvanized him into activity on a number of fronts, one of the most important being reform of the script.

Furthermore, Japanese children learn a writing system that involves both phonetic syllabaries (hiragana and katakana) and a pictographic writing system (kanji). Minority students who enter Japanese schools are starting with a large deficit in reading skills. The student must catch up and then keep up without the prerequisite knowledge-base of the spoken language. Cook (1999) writes: [t]he moral for teaching is to make the L2 non-threatening and to allow the learner to persevere long enough to feel the benefits.. Yet, Cummins (cited in Fujita, p.

Morse code for non-Latin alphabets, such as Cyrillic or Arabic script, is achieved by constructing a character encoding for the alphabet in question using the same, or nearly the same code points as used in the Latin alphabet. Syllabaries, such as Japanese katakana, are also handled this way (Wabun code). The alternative of adding more code points to Morse code for each new character would result in code transmissions being very long in some languages. Languages that use logograms are more difficult to handle due to the much larger number of characters required.

Kanji and hiragana signs More than 99 percent of the population speaks Japanese as their first language. Japanese writing uses kanji (Chinese characters) and two sets of kana (syllabaries based on cursive script and radical of kanji), as well as the Latin alphabet and Arabic numerals. Public and private schools generally require students to take Japanese language classes as well as English language courses. Besides Japanese, the Ryukyuan languages (Amami, Kunigami, Okinawan, Miyako, Yaeyama, Yonaguni), also part of the Japonic language family, are spoken in the Ryukyu Islands chain.

That is, the characters for , and have no similarity to indicate their common "k" sound (voiceless velar plosive). More recent creations such as the Cree syllabary embody a system of varying signs, which can best be seen when arranging the syllabogram set in an onset–coda or onset–rime table. Syllabaries are best suited to languages with relatively simple syllable structure, such as Japanese. The English language, on the other hand, allows complex syllable structures, with a relatively large inventory of vowels and complex consonant clusters, making it cumbersome to write English words with a syllabary.

There are mixed results in how important phonological information is to deaf individuals when reading and when that information is obtained. Alphabets, abugidas, abjads, and syllabaries all seem to require the reader/writer to know something about the phonology of their target language prior to learning the system. Profoundly deaf children do not have access to the same auditory base that hearing children do. Orally trained deaf children do not always use phonological information in reading tasks, word recognition tasks or homophonic tasks; however, deaf signers who are not orally trained do utilize phonological information in word-rhyming tasks.

Both hiragana and katakana are phonetic syllabaries derived from the Chinese of the 5th century.Yookoso! An Invitation to Contemporary Japanese 1st edition McGraw- Hill, page 13 "Linguistic Note: The Origins of Hiragana and Katakana" Hiragana and katakana were developed from simplified kanji; hiragana emerged somewhere around the 9th century and was mainly used by women for informal language, with katakana mainly used by men for formal language. By the 10th century, both were commonly used by everyone. The Latin alphabet is often used in modern Japanese, especially for company names and logos, advertising, and when inputting Japanese into a computer.

A featural script represents finer detail than an alphabet. Here, symbols do not represent whole phonemes, but rather the elements (features) that make up the phonemes, such as voicing or its place of articulation. Theoretically, each feature could be written with a separate letter; abjads or abugidas, or indeed syllabaries, could be featural, but the only prominent system of this sort is the Korean alphabet, also known as hangul. In the Korean alphabet, the featural symbols are combined into alphabetic letters, and these letters are in turn joined into syllabic blocks, so the system combines three levels of phonological representation.

Orthographies that use alphabets and syllabaries are based on the principle that the written symbols (graphemes) correspond to units of sound of the spoken language: phonemes in the former case, and syllables in the latter. However, in virtually all cases, this correspondence is not exact. Different languages' orthographies offer different degrees of correspondence between spelling and pronunciation. English orthography, French orthography and Danish orthography, for example, are highly irregular, whereas the orthographies of languages such as Russian, German and Spanish represent pronunciation much more faithfully, although the correspondence between letters and phonemes is still not exact.

Chinese characters also came to be used to write Japanese words, resulting in the modern kana syllabaries. Around 650 AD, a writing system called man'yōgana (used in the ancient poetry anthology Man'yōshū) evolved that used a number of Chinese characters for their sound, rather than for their meaning. Man'yōgana written in cursive style evolved into hiragana, or onna-de, that is, "ladies' hand,"Hadamitzky, Wolfgang and Spahn, Mark (2012), Kanji and Kana: A Complete Guide to the Japanese Writing System, Third Edition, Rutland, VT: Tuttle Publishing. . p. 14. a writing system that was accessible to women (who were denied higher education).

Although writing systems have been studied for centuries by linguists, Gelb is widely regarded as the first scientific practitioner of the study of scripts, and coined the term grammatology to refer to the study of writing systems. In A Study of Writing (1952), he suggested that scripts evolve in a single direction, from logographic scripts to syllabaries to alphabets. This historical typology has been criticized as overly simplistic, forcing the data to fit the model and ignoring exceptional cases. Yet, despite more recent refinements of the typology by Peter T. Daniels and others, Gelb's rigorous study of the properties of different kinds of writing system was pioneering and innovative.

In a logography, each character represents a semantic unit such as a word or morpheme. Abjads differ from alphabets in that vowels are not indicated, and in abugidas or alphasyllabaries each character represents a consonant–vowel pairing. Alphabets typically use a set of less than 100 symbols to fully express a language, whereas syllabaries can have several hundred, and logographies can have thousands of symbols. Many writing systems also include a special set of symbols known as punctuation which is used to aid interpretation and help capture nuances and variations in the message's meaning that are communicated verbally by cues in timing, tone, accent, inflection or intonation.

The background of Bujangga Manik story had been based on contemporary reality, as is proven by the accuracy of the topographical details of the journeys. These details are therefore of great historical value, especially if the time of writing of this undated story can be at least roughly determined. It is clear from the text itself that it dates from pre-Muslim times of West Java, precisely from the era of Hindu Sunda Kingdom. The script used in the manuscript is the usual Old Sundanese variety of the Indonesian family of Indic syllabaries, which fell into disuse after the penetration of Islam into western part of Java island.

There are several other pen shorthands in use (Ishimura, Iwamura, Kumassaki, Kotani, and Nissokuken), leading to a total of nine pen shorthands in use. In addition, there is the Yamane pen shorthand (of unknown importance) and three machine shorthands systems (Speed Waapuro, Caver and Hayatokun or sokutaipu). The machine shorthands have gained some ascendancy over the pen shorthands.. Japanese shorthand systems ('sokki' shorthand or 'sokkidou' stenography) commonly use a syllabic approach, much like the common writing system for Japanese (which has actually two syllabaries in everyday use). There are several semi-cursive systems.. Most follow a left-to-right, top-to-bottom writing direction.

Every language has a morphological and a phonological component, either of which can be recorded by a writing system. Scripts recording words and morphemes are considered logographic, while those recording phonological segments, such as syllabaries and alphabets, are phonographic. Most systems combine the two and have both logographic and phonographic characters. In terms of complexity, writing systems can be characterized as “transparent” or “opaque” and as “shallow” or “deep.” A “transparent” system exhibits an obvious correspondence between grapheme and sound, while in an “opaque” system this relationship is less obvious. The terms “shallow” and “deep” refer to the extent that a system’s orthography represents morphemes as opposed to phonological segments.

In most languages written in any variety of the Latin alphabet, the dot on a lower-case i is not a glyph because it does not convey any distinction, and an i in which the dot has been accidentally omitted is still likely to be recognized correctly. However, in Turkish it is a glyph because that language has two distinct versions of the letter i, with and without a dot. Also, in Japanese syllabaries, a number of the characters are made up of more than one separate mark, but in general these separate marks are not glyphs because they have no meaning by themselves. However, in some cases, additional marks fulfill the role of diacritics, to differentiate distinct characters.

Excepting the Greco-Iberian alphabet, and to a lesser extent this script, paleoiberian scripts shared a distinctive typology: they behaved as a syllabary for the stop consonants and as an alphabet for the remaining consonants and vowels. This unique writing system has been called a semi-syllabary. There is no agreement about how the paleohispanic semi- syllabaries originated; it is typically agreed that their origin is linked to the Phoenician abjad, but some believe the Greek alphabet had an influence. In the southwestern script, although the letter used to write a stop consonant was determined by the following vowel, as in a full semi-syllabary, the following vowel was also written, as in an alphabet.

An early system of this type was Man'yōgana, as used in the 8th century anthology Man'yōshū. This system was not quite a syllabary, because each Japanese syllable could be represented by one of several characters, but from it were derived two syllabaries still in use today. They differ because they sometimes selected different characters for a syllable, and because they used different strategies to reduce these characters for easy writing: the angular katakana were obtained by selecting a part of each character, while hiragana were derived from the cursive forms of whole characters. Such classic works as Lady Murasaki's The Tale of Genji were written in hiragana, the only system permitted to women of the time.

The Tartessian script is typologically intermediate between a pure alphabet and the Paleohispanic semi-syllabaries. Although the letter used to write a plosive was determined by the following vowel, as in a semi-syllabary, the following vowel was also written, as in an alphabet (as seen in the Tartessian language). This redundant typology re-emerged in a few late (2nd and 1st century BCE) texts of northeastern Iberian and Celtiberian scripts, where vowels were once again written after plosives. Some scholars treat Tartessian as a redundant semi-syllabary, with essentially syllabic glyphs followed by the letter for the corresponding vowel; others treat it as a redundant alphabet, with the choice of an essentially consonantal character decided by the following vowel.

Written Japanese uses several different scripts: kanji (Chinese characters), 2 sets of kana (phonetic syllabaries) and roman letters. While kana and roman letters can be typed directly into a computer, entering kanji is a more complicated process as there are far more kanji than there are keys on most keyboards. To input kanji on modern computers, the reading of kanji is usually entered first, then an input method editor (IME), also sometimes known as a front-end processor, shows a list of candidate kanji that are a phonetic match, and allows the user to choose the correct kanji. More-advanced IMEs work not by word but by phrase, thus increasing the likelihood of getting the desired characters as the first option presented.

Initial consonants and "medials" are alphabetic, but the nucleus and coda are combined as in syllabaries. That is, a syllable like kan is written k-an, and kwan is written k-u-an; the vowel is not written distinct from a final consonant. Pahawh Hmong is somewhat similar, but the rime is written before the initial; there are two letters for each rime, depending on which tone diacritic is used; and the rime /āu/ and the initial /k/ are not written except in disambiguation. Old Persian cuneiform was somewhat similar to the Tartessian script, in that some consonant letters were unique to a particular vowel, some were partially conflated, and some simple consonants, but all vowels were written regardless of whether or not they were redundant.

The New England Primer was first published between 1687 and 1690 by printer Benjamin Harris, who had come to Boston in 1686 to escape the brief Catholic ascendancy under James II. It was based largely upon The Protestant Tutor, which he had published in England,A Famous Book -- "The New England Primer", The New York Times, November 14, 1897 and was the first reading primer designed for the American Colonies. The selections in the New England Primer varied somewhat over time, although there was standard content for beginning reading instruction. Included were the alphabet, vowels, consonants, double letters, and syllabaries of two letters to six letter syllables. The 90-page work contained religious maxims, woodcuts, alphabetical assistants, acronyms, catechism answers, and moral lessons.

To write English using a syllabary, every possible syllable in English would have to have a separate symbol, and whereas the number of possible syllables in Japanese is around 100, in English there are approximately 15,000 to 16,000. However, syllabaries with much larger inventories do exist. The Yi script, for example, contains 756 different symbols (or 1,164, if symbols with a particular tone diacritic are counted as separate syllables, as in Unicode). The Chinese script, when used to write Middle Chinese and the modern varieties of Chinese, also represents syllables, and includes separate glyphs for nearly all of the many thousands of syllables in Middle Chinese; however, because it primarily represents morphemes and includes different characters to represent homophonous morphemes with different meanings, it is normally considered a logographic script rather than a syllabary.

The development from Ideographs (or direct representation of an object or idea) to symbols of phonetic value, and so to syllabaries or alphabets, took place in many different systems to various degrees. But the first people to invent a completely alphabetic system of writing were the Phoenicians, from whom the Greeks borrowed (some scholars believe, but with no proving) it with certain modifications and improvements. From the Greeks was derived the Latin, and from the two all the alphabets of European peoples. It is still a matter of dispute whether the Phoenician was derived from the Egyptian. An inscription using cipher runes, the Elder Futhark, and the Younger Futhark, on the 9th-century Rök runestone in Sweden The hieroglyphic symbols naturally tended to be conventionalised and simplified for convenience of cutting, in accordance with the materials and tools employed.

Because of syllable clustering, words are shorter on the page than their linear counterparts would be, and the boundaries between syllables are easily visible (which may aid reading, if segmenting words into syllables is more natural for the reader than dividing them into phonemes). Because the component parts of the syllable are relatively simple phonemic characters, the number of strokes per character on average is lower than in Chinese characters. Unlike syllabaries, such as Japanese kana, or Chinese logographs, none of which encode the constituent phonemes within a syllable, the graphic complexity of Korean syllabic blocks varies in direct proportion with the phonemic complexity of the syllable. Like Japanese kana or Chinese characters, and unlike linear alphabets such as those derived from Latin, Korean orthography allows the reader to "utilize both the horizontal and vertical visual fields".

Modern Japanese is written in a mixture of three main systems: kanji, characters of Chinese origin used to represent both Chinese loanwords into Japanese and a number of native Japanese morphemes; and two syllabaries: hiragana and katakana. The Latin script (or romaji in Japanese) is used to a certain extent, such as for imported acronyms and to transcribe Japanese names and in other instances where non-Japanese speakers need to know how to pronounce a word (such as "ramen" at a restaurant). Arabic numerals are much more common than the kanji when used in counting, but kanji numerals are still used in compounds, such as tōitsu ("unification"). Historically, attempts to limit the number of kanji in use commenced in the mid-19th century, but did not become a matter of government intervention until after Japan's defeat in the Second World War.

Of the Eblaite corpus, whose publication began in 1974 as stated above, the majority of discovered documents are administrative or economic in nature, along with about a hundred historical tablets as well as some scholastic writings: lexicons, syllabaries, or bilingual texts. To this list, we must also add a few rare literary texts: fragments of myths, epics, hymns, proverbs, as well as some documents for conjuration. From a linguistic perspective, although a great number of these documents were effectively written in Sumerian, a rather large portion of these only used the language ideogrammatically, as confirmed by certain Semitic elements added to the Sumerograms - such as morphological markers, suffix pronouns, or certain prepositions - which reveal an underlying language distinct from Sumerian.in U4 DINGIR a-mu-su3 NIDBA "the day when the god of his father had his festival" Such writing practices obviously made approaching Eblaite difficult.

The partially deciphered Khitan small script may be another. In addition, various phonetic scripts descend from Chinese characters, of which the best known are the various kana syllabaries, the zhuyin semi-syllabary, nüshu, and some influence on hangul. The Chinese scripts are written in various calligraphic hands, principally seal script, clerical script, regular script, semi-cursive script, and cursive script. (See Chinese calligraphy and Chinese script styles.) Adaptations range from the conservative, as in Korean, which used Chinese characters in their standard form with only a few local coinages, and relatively conservative Japanese, which has coined a few hundred new characters and used traditional character forms until the mid-20th century, to the extensive adaptations of Zhuang and Vietnamese, each coining over 10,000 new characters by Chinese formation principles, to the highly divergent Tangut script, which formed over 5,000 new characters by its own principles.

Thus, in an abugida there may or may not be a sign for "k" with no vowel, but also one for "ka" (if "a" is the inherent vowel), and "ke" is written by modifying the "ka" sign in a way that is consistent with how one would modify "la" to get "le". In many abugidas the modification is the addition of a vowel sign, but other possibilities are imaginable (and used), such as rotation of the basic sign, addition of diacritical marks and so on. The contrast with "true syllabaries" is that the latter have one distinct symbol per possible syllable, and the signs for each syllable have no systematic graphic similarity. The graphic similarity of most abugidas comes from the fact that they are derived from abjads, and the consonants make up the symbols with the inherent vowel and the new vowel symbols are markings added on to the base symbol.