"Sometimes things become possible if we want them bad enough"
1. For those who have never heard of the sketch language, it is a large collection of steps that humans take towards language development. Most of it goes unnoticed since it is seen through a lens of “verbal intelligence”. But as we continue to mature and our language becomes more complex, it is important to realize that neither our brain nor our brains’ perception of words and phrases is perfect. We generally get things right the first time, but there is always room for improvement.
2. Creating meaning
This is one of the major requirements of our language. Narrowing it down a bit, if our expression can be narrowed to a phrase that is within our realm of understanding, we don’t take into account what is being understood when we say that. There are ways to narrow this down and we can define a phonetic vocabulary to better understand specific words in addition to words with which we have some familiarity. For example, I can see the word “way” being described as afoot, but there is a lot more to the meaning of this word than being what we defined it in our vocabulary.
3. Deterring errors
This is the first and foremost requirement that every language has. All languages are written in letter forms. There is a lag between a word being spoken and being understood, and this lag between the meaning we are looking for and the meaning we are trying to capture. The great trick that a first grader can pull off is to shorten the word to its functional meaning. We may look for what sounds like this word: “a-way” but only be able to read it as: “man would go way”.
4. Pointing the context correctly
A sentence is only worth being understood if it is contextually related to that sentence. We have to point that context out to the reader to make sure they are getting the right context for the sentence that we are trying to capture. For example, if the sentence “one way to get water” goes as: “the only way to get water is to walk a long way” then the reader’s comprehension of that sentence would be similar to “water… are there many great lakes all over…?” The meaning is similar, but the context we can use is crucial to translate the meaning into our actual meaning.
5 … what do we want?
This should give you a better understanding of the sketch language and the more likely we are to succeed in this description of its process. We need to figure out what meaning is the end game that we are trying to capture. We want people and machines to communicate in a way that’s meaningful and means something. With the current information spread over the internet, there is a good chance that most of us get incomplete inputs. But what is great about the sketch language is that we don’t have to deal with a complicated way of collecting information, we can base the meaning of the questionnaire on the data.
That would take all the effort of writing a survey, and just to determine that whether the data is skewed or not, but we can gather this information from a survey that isn’t biased, and we can be pretty confident that we will be able to collect adequate data for our study. The other thing we could do is rely on our skills of measurement to determine if the shape of the vocabulary is problematic (if we can’t even find the most basic words) or not.
6. Creating a test
The third step of the sketch language is the creation of a study. We will need to collect more data, improve on the language and be able to gather more data. To be able to do this we will have to gather more interesting information that will help us improve.
New vocabulary could also give us useful information, but if we are struggling with the question of “what do people do not know about?” we would have to look into the evaluation of another language. If we were to compare ourselves to other human languages we would also need to explore alternatives to other languages.
The basic language-wide addition to our vocabulary would be a really useful thing to know. It also helps us better recognize the meaning of words that we understand and differentiate things. It makes us more aware of our vocabulary.
7. How do we measure this
Testing students. Our students will work on creating new vocabularies to reflect their interest in language study. Working with a group of students we would be able to create a number of vocabulary word samples for each student to create, and I’ll be able to give feedback to see the results.
8. Part Two: Data Collection
We will create a scale for each word. We are going to want the students to have a set of words they use in a logical order to introduce meaning to each word. For example, if they don’t know where to go in a specific article.
