Maguindanao Grammar Supplement 1994 - Dunwoody Press

Maguindanao
Grammar Supplement
Ruth Stickney

Maguindanao
Grammar Supplement
Ruth Stickney
2009

Maguindanao Grammar Supplement
Copyright © 2009 by McNeil Technologies, Inc.
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ISBN: 978-1-931546-61-4
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Printed and bound in the United States of America

Table of Contents
Publisher’s Preface ............................................................................. i
Preface ........................................................................................... ii
References ...................................................................................... iii
Abbreviations ................................................................................... iv
Lesson 1: Maguindanao Clause – Basic ......................................... 1
Lesson 2: Class System .................................................................. 3
Lesson 3: Maguindanao Clause – Non-Basic ............................... 11
Lesson 4: Question Words ........................................................... 13
Lesson 5: Interrelationship of Nouns, Adjectives, and Verbs ...... 18
Lesson 6: Kinds of Prepositional Phrases .................................... 20
Lesson 7: Linkers and Modifiers .................................................. 22
Lesson 8: Possessive Phrase ......................................................... 26
Lesson 9: Rules for Sentence Structure ........................................ 27
Lesson 10: Non-verbal Clauses ...................................................... 37
Lesson 11: Pseudo Verbs and their Clauses ................................... 42
Lesson 12: Verbal Clauses ............................................................. 45
Lesson 13: Object Focus or Passive Conjugation
of UM Verbs -IN- ........................................................ 50
Lesson 14: Abilitative .................................................................... 57
Lesson 15: Causative ...................................................................... 59
Lesson 16: Abilitative Causative .................................................... 62
Lesson 17: Object Focus or Passive Conjugation of
PAG- Verbs -IN- .......................................................... 63
Lesson 18: Object Focus or Passive Conjugation of
PANG- Verbs -IN- ....................................................... 66
Lesson 19: Verb Categories ........................................................... 69
Lesson 20: Agent Focus or Active Conjugation of -UM- Verbs .... 74
Lesson 21: Agent Focus or Active Conjugation OF
PAG- Verbs .................................................................. 77
Lesson 22: Agent Focus or Active Conjugation OF
PANG- Verbs ............................................................... 80

Lesson 23: Helping Verb Clause .................................................... 84
Lesson 24: Plurals .......................................................................... 91
Lesson 25: Comparison .................................................................. 93
Lesson 26: Location Focus or Beneficiary Conjugation of
UM verbs - AN ............................................................ 96
Lesson 27: Location Focus or Beneficiary Conjugation of
PAG- Verbs - AN ........................................................ 99
Lesson 28: Location Focus or Beneficiary Conjugation of
PANG Verbs - AN ..................................................... 102
Lesson 29: Noun Formers ............................................................ 105
Lesson 30: Adjective Formers ...................................................... 108
Lesson 31: Instrument Focus or Reason Conjugation of
UM Verbs – I- ............................................................ 110
Lesson 32: Instrument Focus or Reason Conjugation of
PAG Verbs – I- .......................................................... 113
Lesson 33: Instrument Focus or Reason Conjugation of
PANG Verbs - I ......................................................... 116
Lesson 34: Recent Action and Future Action .............................. 119
Lesson 35: Past Time Phrases and Constructions ........................ 120
Lesson 36: Indefinite Time Phrases and Constructions ............... 123
Lesson 37: Future Time Phrases and Constructions..................... 125
Lesson 38: Expressing Emotions ................................................. 126
Lesson 39: Commands ................................................................. 129
Lesson 40: Negatives ................................................................... 132
Lesson 41: Habitual and Social Action ........................................ 135
Lesson 42: Low Concentration, Reciprocal, and Unintentional
Action ......................................................................... 137
Lesson 43: Derivational Affixes................................................... 139
Appendices
Appendix A .................................................................................... 131
Appendix B ..................................................................................... 135
Appendix C ..................................................................................... 136

Publisher's Preface
Dunwoody Press is pleased to issue Ruth Stickney’s Maguindanao
Grammar Supplement. Ms. Stickney adapted the grammar from the
OMF Tagalog Grammar Supplement (1987) with the permission of K.
Lampinen, Language Coordinator. The Press thanks OMF International
for granting permission to revise and republish Ms. Stickney’s work.
The revision of the text was undertaken by Dr. R. David Zorc, with
the final text approved by Ms. Stickney. Of Dr. Zorc’s work Ms.
Stickney wrote “I am indebted to Dr. R. David Zorc for his
masterful reworking of the original to produce this second edition
containing corrections, notes, and a list of references.” We heartily
agree with Ms. Stickney’s remarks.
Maguindanao Grammar Supplement is the first in a series of
training materials Dunwoody Press is preparing on Maguindanao.
Maguindanao Dialogs and Drills will be published shortly, and a
Maguindanaon reader is in the planning stages.
The Publisher
i

Preface
I wish to thank all those who in some way have had a part in the
preparation of this Supplement. Especially I wish to thank my
husband - for his ceaseless encouragement, his practical advice, and
for his untiring devotion to the Maguindanao people; and our
children - for their understanding and acceptance. Most of all I thank
our Heavenly Father Who gave the strength and insight.
Sources include Ron Moe (1988) – “Maguindanaon Particles,” and
Eric Fleishman (1880) - “Maguindanaon Verbal Inflections.”
However, I assume responsibility for any and all errors. This is not a
definitive linguistic analysis of the language, but rather a tool to assist
those wishing to study the Maguindanao language.
For this second edition, I would like to thank Bruce van Zante, Sarah
Goodman, John Ulrich Wolff (Professor Emeritus, Cornell
University), and Dr. R. David Zorc for their many astute comments
and suggestions for improvement. Finally, thanks to Julie Cruz for
formatting the text for publication.
ii
Ruth Stickney

References
Afdal, Eden G. 1965. “A Descriptive-Contrastive Analysis of
English and Maguindanao Consonants and Vowels.”
Unpublished seminar paper, UP. 75 lvs.
Albas, Pablo Y. 1964. A contrastive analysis of English and
Magindanao verbs. Unpublished MA thesis, CPU.
Allison, E. Joseph. 1974. Proto-Danao: A comparative study of
Maranao, Magindanao, and Iranon. Unpublished MA thesis,
University of Texas, Arlington.
–1979. “Proto-Danaw: A comparative study of Maranaw,
Magindanaw, and Iranun,” Papers in Philippine Linguistics,
No. 10. Pacific Linguistics A.55:53-112. Canberra: The
Australian National University. (Published version of 1974
thesis)
Anonymous. 1887. Cartilla Moro-Castellana para los
Maguindanaos. Manila: Imprenta y Litografia de M. Perez.
55 pp.
Anonymous. 1888. Compendio de Historia Universal desde la
Creacion del mundo rasta la Venida de Jesuscristo. Y un
Breve Vocabulario en Castellano y en Moro-Maguindanao.
Singapore: Imprenta de Koh Yew Hean. vi +146 pp.
Blumentritt, Ferdinand. 1891. “Die Maguindanaos.” Aus 64:886-
892.
–1893. Katechismus der Katholischen Glaubenslehre in der
Ilongoten-Sprache Verfasst von P. Fray Francisco de la
Zarza in Druck Gelegt und mit Aequivalenten des Ilongot-
Textes in Spanischer, Beziehungsweise Tagalisher und
Maguindanauischer Sprache. Wien. 30 pp.
Eck, Jerome (Jerry). 1972. “Sketch of Magindanao phonology.”
Nasuli, Malaybalay, Bukidnon: SIL. 45 lvs. (Unpublished
manuscript)
–1974. “Magindanao penultimate vowels.” Work Papers of the
Summer Institute of Linguistics, University of North Dakota
18: 125-31.
Fleischman, Eric, Nasrullah Glang, Makakena Solaiman, Hadji
Abdullah Ayub, and Faisal Daud, comps. 1981. Vocabulary:
Magindanawn-Pilipino-English. Manila: SIL. 340 pp.
Fleischman, Eric. 1980. “Magindanaon verbal inflection.” Nasuli,
Malaybalay, Bukidnon: SIL. 21 lvs. (Manuscript, published
in 1986, q.v.)
iii

–1980. “Phonemics and morphophonemics of Maguindanao.”
Nasuli, Malaybalay, Bukidnon: SIL. 19 lvs. (Unpublished
manuscript)
–1981. “The decline of datuship in the Iranun sultanate of Linek.”
Dansalan Quarterly 2(4): 228-36.
–1981. “The Danao languages: Magindanao, Iranun, Maranao, and
Illanun.” Philippine Journal of Linguistics 12.1:57-77.
–1986. “The Maguindanaon alphabet,” in Robert E. Sullivan (ed.), A
Maguindanaon dictionary, 10. Cotabato City: Notre Dame
University.
–1986. “Maguindanaon verbal inflection,” in Robert E. Sullivan
(ed.), A Maguindanaon dictionary, 26-45. Cotabato City:
Notre Dame University.
Forrest, Thomas. 1779. “Vocabulary of the Maguindanao tongue.”
In A Voyage to New Guinea and the Moluccas, 415-442.
Dublin: np. (Other editions, 1780. London: J. Robson;
French translation, 1780; German translation, 1782).
Juanmarti, Jacinto, SJ. 1888. Compendio de Historia Universal
Desde la Creacion del Mundo Hasta la Venida de Jesucristo
(y un breve vocabulario en Castellano y en Moro-
Maguindanao por un padre missionero de la Compania de
Jesus). Singapore: Imprenta de Koh Yew Hean. 146 pp.
–1892. Gramatica de la Lengua de Maguindanao Segun se Habla en
el Centro y en la Costa Sur de la Isla de Mindanao. Manila:
Imprenta Amigos del Pais. 110+2 pp.
–1892/1893. Diccionario Moro-Maguindanao-Español y Diccionario
Español-Moro-Maguindanao. Manila: Tipografía Amigos
del País. 242+270 pp. (2 parts in 1 vol)
–1906. A Grammar of the Maguindanao Tongue (According to the
Manner of Speaking It in the Interior and on the South Coast
of the Island of Mindanao). Washington, DC: US
Government Printing Office. 80 pp. (Translated by C. C.
Smith from Spanish in 1892).
Lee, Ernest W. 1962. “On non-syllabic high vocoids in
Maguindanao.” Studies in Linguistics 16(3-4):65-72.
–1964. “Maguindanao /l/.” General Linguistics 6(1):24-26.
–1964. “Non-focus verbs in Maguindanao.” Oceanic Linguistics
3(1):49-57.
Maceda, Jose Montserrat. 1963. The Music of the Magindanao in the
Philippines. Unpublished PhD dissertation, UCLA. 2 vols.
iv

Moe, Ronald. 1986. “How to find verb roots,” in Robert E. Sullivan
(ed.), A Magindanaon dictionary, 46-49. Cotabato City:
Notre Dame University.
–1988. “Maguindanaon particles.” Unpublished manuscript. 3 lvs.
Porter, Ralph Stribling. 1903. A Primer and Vocabulary of the Moro
Dialect (Magindanao). Washington, DC: US Government
Printing Office. 77 pp. (Bureau of Insular Affairs, War
Department Pamphlet 209).
Smith, Cap Cornelius C. 1906. “A grammar of the Magindanao
tongue,” in Gramatica de la Lengua de Maguindanao Segun
se Habla en el Centro y en la Costa Sur de la Isla de
Mindanao, by Jacinto Juanmarti. Washington, DC: US
Government Printing Office.
Sullivan, Robert E. (ed) 1986. Maguindanaon-English Dictionary.
Cotabato City: Notre Dame University. 545 pp.
Wein, Fr. Clemente, SVD. 1986. “An alternative classification of
Maguindanaon conjugation,” in Robert E. Sullivan (ed.), A
Magindanaon dictionary, 50-53. Cotabato City: Notre Dame
University.
Yamada. 1964-1975. “Unpublished MS of 513-item vocabulary
((1962) Tsuchida)) of Isnag (2 dialects), Ibanag (2 dialects),
Kalinga (2 dialects), Gaddang, Ilokano, Kapampangan, Bikol
(2 dialects), Koyonen, Aklanon (2 dialects), Ilonggo (2
dialects), Kinaray-a, Waray, Maranaw, Magindanaw,
Manobo (Tagabawa), Tausug, and Samal.” Np.
v

Abbreviations
I Class I pronoun
II Class II pronoun
III Class III pronoun
IV Class IV pronoun
ABIL Abilitative Mode
abr abbreviated; an abbreviation
AF Agent or Actor Focus (focuses on the doer or
instigator of the action)
AGT Agent Participant Role (the doer or actor)
BEN Beneficiary Participant Role
BF Beneficiary Focus
(c) Comment
CAUS Causative Mode
CCV syllable pattern Consonant + Consonant + Vowel
COMP Completed Aspect (e.g., past)
CONT Contemplated Aspect (e.g., future)
deic demonstrative pronoun or deictic
dp discourse particle
EMS English-Maguindanaon Dictionary, Sullivan. 1986
ex: example; for example
GEN General Mode
IF Instrument Focus
INC Incompleted Aspect (e.g., present)
INS Instrument Participant Role (the thing used to perform
the action)
LF Location Focus
LOC Locative Participant Role (the location or direction of
an action)
mag mag-, nag- or pag- verb
mang mang-, nang- or pang- verb
MDS Maguindanaon-English Dictionary, Sullivan. 1986
n noun
NID not in Sullivan (1986) dictionary
np noun phrase
obj object
OBJ Object Participant Role
OF Object Focus (focuses on the object of the action)
p.c. personal communication
PER performer (the one caused by the agent to perform the
action)
vi

PF Performer Focus
pro pronoun
q.v. which see [cross-reference; Latin quod vide]
RF Reason Focus (the verb focuses on the reason for or
the cause of the action)
RMP Ronald Moe, “Maguindanaon Particles” 1988
Manuscript
RSN Reason
SIL Entries from the SIL Bibliography
SMG Ruth Stickney, Magindanaon Grammar Supplement.
1994
s.o. someone
s.t. something
(t) Topic
um -um-, m- or min- verb
v verb
x who (s.o.) or what (s.t.) is in focus
vii

Lessons

Lesson 1: Maguindanao Clause – Basic
A basic Maguindanao clause has two major parts – topic (t) and
comment (c).
1. Topic (t) – the known or old information.
Lesson 1
a. The topic is always a definite, specific person, object, idea,
or action that is known to the speaker and listener.
b. The topic is always marked by either i or su (see Class I
markers table in Lesson 2).
2. Comment (c) – the unknown or new information about the topic.
a. The comment usually occurs first. See the examples under
i-vi immediately below.
b. When a comment appears after the topic it is marked by na
(called inversion; see Lesson 3).
• Su gelat nin (t) na ebpagamin sekanin (c). He is
touching his knife.
c. Kinds of comment.
i. Noun
• Babasal (c) i nia 1 (t). This is a squash.
ii. Noun phrase
• Mapia a kamu (c) i babasal (t). Squash is a good
vegetable.
iii. Adjective
• Mategas (c) i babasal (t). The squash is hard.
1
The original manuscript uses the spelling nya, which can certainly be considered a
legitimate alternate. However, in the bulk of recently collected corpus (text) materials,
the spelling nia was favored. This is because Maguindanaon does not generally have
CCV syllable patterns.
1

Lesson 1
iv. Question word
• Ngin (c) i nia ba (t)? What is this?
v. Prepositional phrase
• Lu ebpun sa Tumbao (c) i manga babasal a nia (t).
These squash are from Tumbao.
vi. Verb
• Ebpelansag (c) i babasal (t). The squash plant is
spreading out over the ground
2

Lesson 2: Class System
Lesson 2
Maguindanao has four classes of personal pronouns. Which class is
used depends upon their role in a sentence. Focus will be studied in
detail later, in conjunction with verbs.
1. Subjective I: These are full forms (called Class IV here), mostly
beginning with the syllable se- (except the first person singular
saki, and third person plural silan).
a. Used usually at the beginning of a sentence to give more
prominence than Subjective II to the person referred to by
the pronoun.
• Sekami na pendagang sa malung. We are selling
malongs.
b. Used when two different sets of pronouns occur in the same
clause. The Class IV form is generally translated as an
English object or goal pronoun.
• Nailay ku seka. I saw you.
2. Subjective II: Except for the first person singular (aku) and the
third person (sekanin, silan), they are shortened versions of the
Subjective I forms.
3. Objective: Note that these are short (four are monosyllabic and
four are two syllables). Note that ta and tanu are identical to the
Subjective II forms.
4. Referential or Location (also known as Oblique). These too are
full forms (called Class III here), mostly beginning with the
syllable le- (except the first person singular laki, and third
person plural kanilan or lekanilan).
3

Lesson 2
Table of Pronouns (Personal Pronouns)
Subjective I Subjective II Objective Referential/Oblique
Class IV Class I Class II Class III
Singular
1st saki aku ku laki
2nd seka ka nengka leka
3rd
Plural
1st
sekanin sekanin nin lekanin
incl 2 sekita ta ta lekita
incl>2 sekitanu tanu tanu lekitanu
excl sekami kami nami lekami
2nd sekanu kanu nu lekanu
3rd silan silan nilan (le)kanilan
Table of Demonstrative Pronouns (Deictics)
Class I 2
Class III
nia ~ nya / ya this sia ~ sya here
nan that san there
entu that-far lu there-far
entu’i that-very far lui there-very far
Table of Noun Markers
Class I (topic) Class II (off-topic) Class III
(locative)
common, sg su / i na (off-topic indefinite Actor)
nu (off-topic definite Actor)
sa (off-topic Goal)
sa / kanu
common,pl su manga na manga sa manga
proper, sg si / su ni / nu kani / kanu / ki 3
proper, pl 4
sila nila kanila
2 Note that there is no Class II demonstrative pronoun set as there is in Tagalog. When
a demonstrative modifies a noun, it is preceded by the a linker and loses its first vowel
(e.g., a’ntu; see discussion below).
3 This ki is a contraction of kani; its use is more colloquial than formal.
4 Considered by many Maguindanaon speakers to be Tagalog (Bruce Van Zante, p.c.).
4

Some observations regarding noun markers:
1. i is generally used:
a. After most question words. 5
• Ngin i nia ba? What is this?
• Entayn i ngala nengka? What is your name?
Lesson 2
• Endaw sia i masela? Which of these is the largest?
b. Before subordinate clauses as a marker to mean that.
• Ipapedtalu sa laki ni Hana sa leka i pengganat den
silan. Hana is having me tell you that they are
leaving.
c. Before topic-position nominalized verbs. 6
• Kagay pan i kinauli nilan. They came home
yesterday. (Yesterday was their arrival.)
d. When the topic is highlighted.
• Sekanin i nars. She is the nurse.
e. Not used to begin a sentence.
2. su is generally used:
a. When the topic is not highlighted.
• Pendadalemet su manga wata nin. Her children are
playing.
b. At the beginning of a sentence.
• Su dusa na lawan pan kanu manga
kapegkalimban. Sin is much more than making
mistakes.
5 See Lesson 4 for details when su can be used in questions.
6 For non-topic position, the other markers are used, e.g., Linikupan den sekanin [sa
kambisiklita.] He forgot his skill in biking. See Lesson 5 #2 for a discussion of
nominalized verbs.
5

Lesson 2
3. su/nu/kanu (as personal name or proper noun markers) have
the following use:
a. For certain proper names to show honor and respect.
• Tabangan tanu nu Allahu ta Ala. Allah will help us.
4. si/sila, ni/nila, kani/kanila (the personal name or proper noun
markers) have the following uses:
a. For names of people.
• Inabut’a langaw si Jubeka. Jubeka was bitten by a fly.
• Saki si Mamatantu Abdul a wata ni Kusingan. I am
Mamatanto Abdul, son of Kusingan.
• Katawan nengka na manga mapia gid i tularan nin
ka manga artista, mana sila Kamil Prats, Hart
Ibanggilista, Sandara Parks, Gi Tungi, endu Alis
Diksun. You know that its pictures are very nice,
featuring such artists as Camille Prats, Heart
Evangelista, Sandra Parks, G. Toengi and Alice Dixon.
b. For titles of people.
• Da pan makauma si Bapa. Uncle has not yet
arrived.
• Taga Mamali, Lutayan Sultan Kudarat aku ugayd
na si ama ku na taga sia bun, si ina ku na taga ilud.
I am from Mamali. Lutayan Sultan Kudarat, but my
father is also a native of this town and my mother is
from downstream (referring to the southern part of
Maguindanao province).
• Nagetaw aku kani ina bagu aku ginemanat. I asked
permission from my mother before I went.
5. na/nu, ni/nu, nila (the Class II markers) have the following uses:
a. Show possession.
• Banggala ni Bai i nia. This is Bai’s blouse.
6

Lesson 2
b. Mark non-focus agents or actors. Note that na marks an
indefinite actor while nu marks a definite one.
• Inumbal na ingginir i namba a titayan. That bridge
was built by an engineer.
• Inabut na tagenek si Abdul. 7 Abdul was bitten by a
mosquito.
• Apia ngin i salam nengka na egkasabutan nu
Kadnan tanan. Whatever your greetings, all are
understood by God.
• Ebpagamin nu mama su gelat nin. The man is
touching his knife.
• Saki su wata nu kumander a’ntu a nasabil a
pamilia Malaguiok. I am the son of the late martyr
commander from the family of Malaguiok.
• Madakel i pinagakat nila ama. My father (and his
family) invited a lot of people.
6. sa (a Class III marker) has the following uses:
a. Marks a general non-focus object.
• Ebpamasa sekanin sa kamu. He is buying
vegetables.
b. As above, note that this includes the object of a nominalized
verb. 8
• Inindaw aku nin sa di kanggula sa mala. He
advised me not to do evil.
c. Marks a general area or location.
• Ebpangagi kami lu sa eskwela. We study there at
school.
7 Pronounced as Inabut ‘a tagenek si Abdul. See below under “disappearing n.”
8 See Lesson 5 #2 for a discussion of nominalized verbs.
7

Lesson 2
d. Marks a general non-focus instrument.
• Sinandak nin su kaped nin sa guluk. He stabbed his
companion with a dagger.
e. Marks a non-focus benefactee.
• Minumbal aku sa liplanu sa leka. I made an
airplane for you.
f. Used before adjectives to form adverbial phrases.
• Binegkes nin su uyunan na kayu sa mapia. He
tightened the bundle of firewood well.
7. kanu (the other Class III marker) may substitute for sa in most
instances, except if it precedes a Class III pronoun. 9 It has not been
observed to form adverbial phrases. It has the following uses:
a. Marks a specific non-focus object.
• Su manga taw a sinemungkang kanu 10 Kadenan i
inadilan kanu naraka. The people who oppose God
are the ones for whom hell is reserved.
• Na ngin i epapenggalebek nengka kanu
panugangan nengka? So, what do you have your
mother-in-law do?
b. This includes an object which is a nominalized verb.
• Pendagendel su makina kanu kapedtileng nin. 11
The machine is whirring as it turns.
c. For a specific location (locative marker).
• Ebpangagi kami lu kanu eskwela. We study there at
the school.
9 That is, it could not substitue in an sentence like: Ebpamityala aku sa taw a
makatabang sa laki mamanay. ‘I am speaking with a person who can help me sew.’
10 This could have the alternate: Su manga taw a sinemungkang sa Kadenan i
inadilan kanu naraka, which would have the same general translation but imply a
more general reference to God.
11 Or alternatively: Pendagendel su makina sa kapedtileng nin.
8

d. Marks a specific non-focus instrument.
Lesson 2
• Sinandak nin su kaped nin kanu guluk. He stabbed
his companion with the dagger.
e. For a specific benefactee.
• Ebpagenggay aku sa pegken kanu pakat ku. I am
giving food to my friend.
• Tinanulan nin kanu matua su lagum. He threaded
the needle for the old man.
8. ki has the following use:
a. An informal, short form of kani.
• Kani Bapa i wata a nia. / Ki Bapa i wata a nia. This
child belongs to Bapa.
• Ki Teneks i manga migyas a nia. These socks are for
Tenex/belong to Tenex.
9. kanu, kani/ki, kanila have the following use:
a. Shows beneficiary or possession.
• Ki Tans i manga talumpa a nia. These shoes are for
Tans/belong to Tans.
b. Show the person to or for whom an action is directed.
• Di ku bun samaya katawan ugayd na idsa ta lu
kani ama. I don’t know yet but we have to ask to
my father.
III. Disappearing N: Often when a pronoun or marker beginning with n
follows a word ending in a consonant, it is assimilated into the
preceeding word.
• Inabut’a tagenek si Abdul. Written: «Inabut na
tagenek si Abdul.» Abdul was bitten by a mosquito.
However, the linker na, should not be shortened, as it may cause a
change in meaning.
9

Lesson 2
IV. Use of the apostrophe
• Inabut’a tagenek si Abdul na dinemalu sekanin.
Abdul was bitten by a mosquito and became ill.
• Inabut’a tagenek si Abdul a dinemalu sekanin.
Abdul, who was ill, was bitten by a mosquito.
The apostrophe is also used to indicate other MISSING LETTERS such
as in the following table:
Full Form Abbreviated
a entu a’ntu
i entu i’ntu
ba entu ba’ntu
ngin entu ngin’tu
10