1. Linguistic and community identity

ANLHE Solomon Islands comparative taxonomy audit (November 2026): Longgu is a separately documented Southeast Solomonic Oceanic language associated with eastern Guadalcanal (ISO 639-3 lgu). Comparative studies place it near the Malaita–Makira grouping, not as an alternative name for Lengo or Gela. Linguistic ancestry must not be inferred from the shared island name Guadalcanal alone. Reference classification and documentation.

Longgu is historically associated with northeastern Guadalcanal, Solomon Islands and has ISO 639-3 code lgu. Longgu is an Oceanic, Southeast Solomonic language. Deborah Hill’s 1992 ANU dissertation and 2011 reference grammar draw on fieldwork in Bambasu in 1989 and 1991. Walter Ivens’s earlier 1934 grammar instead drew from translated religious texts, a crucial methodological distinction.

2. Language-specific writing and sound evidence

Hill’s primary grammar is the reference for phonology, person-number systems and the internal structure of nominal, verbal and prepositional phrases. Historical missionary spelling must be compared with later field transcription rather than silently merged.

Modern scholarly spelling is not evidence for an independently attested ancient writing system. Historical quotations must retain accents, IPA symbols and original source context.

3. Grammatical characteristics and cautious explanation

Longgu pronoun distinctions include singular, dual, paucal and plural in documented paradigms. Hill’s spatial-language research describes two reference axes: sea and inland, and the rising and setting of the sun. Their usage differs by geographic scale, making geocentric direction terms a high-value linguistic topic.

Use complete original source sentences before creating examples or translation tasks. If a grammatical paradigm is not documented, describe the question and source needed rather than supplying fabricated forms.

4. Selected authentic evidence and metadata

• eta, teʔe: one, two listed variants in the 1997 numeral survey.
• rua: two.
• ɔlu: three.
• lima: five.
• taŋavulu: ten.
• taŋalau: one hundred.

Items identified as language codes or place names are not taught as ordinary words. These are deliberately limited examples rather than a complete vocabulary.

5. Community life, cultural history and scholarly ethics

Language structures and lexical meaning may reflect navigation, coastline geography, households, local knowledge and language contact. Dated fieldwork cannot be used as a current speaker census. Speaker credit and archive permissions are required for reuse of substantial narratives or recordings.

6. Named scholarly sources

1. Deborah Hill (2011), Longgu Grammar, publisher overview. https://lincom-shop.eu/epages/57709feb-b889-4707-b2ce-c666fc88085d.sf/en_GB/?ObjectPath=%2FShops%2F57709feb-b889-4707-b2ce-c666fc88085d%2FProducts%2F%22ISBN+9783862880959%22
2. Ivens (1934), Longgu grammar, BSOAS. https://www.cambridge.org/core/journals/bulletin-of-the-school-of-oriental-and-african-studies/article/abs/grammar-of-the-language-of-longgu-guadalcanal-british-solomon-islands/FBEED7196DCA1E796A2BF0A3C7D37DB2
3. Deborah Hill’s Longgu numeral data (1997). https://lingweb.eva.mpg.de/channumerals/Longgu.htm
4. Hill’s geographical reference study. https://researchprofiles.canberra.edu.au/en/publications/finding-your-way-in-longgu-geographical-reference-in-a-solomon-is/

7. Ten language-specific research anchors

1. Hill 1989–1991 fieldwork: explain documentary context and identify one original source for further verification.
2. 1992 ANU dissertation: explain documentary context and identify one original source for further verification.
3. Ivens 1934 translated texts: explain documentary context and identify one original source for further verification.
4. 2011 reference grammar: explain documentary context and identify one original source for further verification.
5. sea–inland direction axis: explain documentary context and identify one original source for further verification.
6. sunrise–sunset direction axis: explain documentary context and identify one original source for further verification.
7. singular dual paucal plural: explain documentary context and identify one original source for further verification.
8. inalienable possession: explain documentary context and identify one original source for further verification.
9. verbal transitivity: explain documentary context and identify one original source for further verification.
10. 1997 decimal numerals: explain documentary context and identify one original source for further verification.

8. Ninety individually numbered documentary objectives

Nine modules, ten lessons each. The exercises introduce original-language evidence only when available and otherwise explicitly designate source-collection tasks.

Module 1. Community, historical geography and scholarship, lessons 1–10

Distinctive documentary focus: Hill 1989–1991 fieldwork, with reference to 1992 ANU dissertation. Preserve exact speaker and source attribution.

1. Lesson 1: Local name — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
2. Lesson 2: Geography and varieties — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
3. Lesson 3: Genealogical affiliation — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
4. Lesson 4: Neighboring speech communities — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
5. Lesson 5: First documented witness — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
6. Lesson 6: Subsequent source chronology — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
7. Lesson 7: Researcher and speaker attribution — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
8. Lesson 8: Historical genre — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
9. Lesson 9: Evidence limitations — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
10. Lesson 10: Bibliography — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 2. Orthography and original pronunciation, lessons 11–20

Distinctive documentary focus: 1992 ANU dissertation, with reference to Ivens 1934 translated texts. Preserve exact speaker and source attribution.

11. Lesson 11: Source alphabet — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
12. Lesson 12: Consonants — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
13. Lesson 13: Vowels — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
14. Lesson 14: Length and stress — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
15. Lesson 15: Syllable structure — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
16. Lesson 16: Phonetic notation — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
17. Lesson 17: Comparative sound evidence — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
18. Lesson 18: Editorial spellings — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
19. Lesson 19: Sound recording verification — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
20. Lesson 20: Phonology report — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 3. Real lexicon and meanings, lessons 21–30

Distinctive documentary focus: Ivens 1934 translated texts, with reference to 2011 reference grammar. Preserve exact speaker and source attribution.

21. Lesson 21: Dictionary source — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
22. Lesson 22: Body parts — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
23. Lesson 23: Kinship terms — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
24. Lesson 24: Island ecology — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
25. Lesson 25: Sea and fishing — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
26. Lesson 26: Food and subsistence — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
27. Lesson 27: Spatial directions — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
28. Lesson 28: Numeral structure — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
29. Lesson 29: Contact-derived words — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
30. Lesson 30: Ten verified entries — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 4. Pronominal and nominal constructions, lessons 31–40

Distinctive documentary focus: 2011 reference grammar, with reference to sea–inland direction axis. Preserve exact speaker and source attribution.

31. Lesson 31: Noun phrase — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
32. Lesson 32: Person forms — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
33. Lesson 33: Singular — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
34. Lesson 34: Dual if attested — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
35. Lesson 35: Paucal if attested — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
36. Lesson 36: Plural — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
37. Lesson 37: Articles — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
38. Lesson 38: Possession — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
39. Lesson 39: Demonstratives — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
40. Lesson 40: Annotated nominal expression — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 5. Verbal grammar and clause analysis, lessons 41–50

Distinctive documentary focus: sea–inland direction axis, with reference to sunrise–sunset direction axis. Preserve exact speaker and source attribution.

41. Lesson 41: Verb classes — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
42. Lesson 42: Transitivity — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
43. Lesson 43: Temporal expression — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
44. Lesson 44: Aspect — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
45. Lesson 45: Negation — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
46. Lesson 46: Questions — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
47. Lesson 47: Imperatives — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
48. Lesson 48: Argument coding — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
49. Lesson 49: Complex clauses — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
50. Lesson 50: Real clause analysis — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 6. Authentic texts and translation, lessons 51–60

Distinctive documentary focus: sunrise–sunset direction axis, with reference to singular dual paucal plural. Preserve exact speaker and source attribution.

51. Lesson 51: Locate an original — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
52. Lesson 52: Provenance — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
53. Lesson 53: Copy source spelling — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
54. Lesson 54: Segmentation — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
55. Lesson 55: Glossing — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
56. Lesson 56: Literal translation — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
57. Lesson 57: Contextual translation — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
58. Lesson 58: Discourse analysis — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
59. Lesson 59: Cultural reference — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
60. Lesson 60: Annotated text — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 7. Comparative and historical research, lessons 61–70

Distinctive documentary focus: singular dual paucal plural, with reference to inalienable possession. Preserve exact speaker and source attribution.

61. Lesson 61: Subgrouping — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
62. Lesson 62: Cognate evidence — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
63. Lesson 63: Sound correspondence — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
64. Lesson 64: Contact and loans — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
65. Lesson 65: Dialect variation — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
66. Lesson 66: Source dates — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
67. Lesson 67: Historical change — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
68. Lesson 68: Alternative analyses — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
69. Lesson 69: Reconstruction limits — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
70. Lesson 70: Comparative essay — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 8. Community ethics and documentation, lessons 71–80

Distinctive documentary focus: inalienable possession, with reference to verbal transitivity. Preserve exact speaker and source attribution.

71. Lesson 71: Community agency — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
72. Lesson 72: Oral heritage — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
73. Lesson 73: Coastal environment — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
74. Lesson 74: Migration narratives — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
75. Lesson 75: Education — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
76. Lesson 76: Multilingualism — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
77. Lesson 77: Audio permissions — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
78. Lesson 78: Speaker attribution — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
79. Lesson 79: Community corrections — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
80. Lesson 80: Responsible archive — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

Module 9. Advanced scholarly portfolio, lessons 81–90

Distinctive documentary focus: verbal transitivity, with reference to 1997 decimal numerals. Preserve exact speaker and source attribution.

81. Lesson 81: Annotated bibliography — verbal transitivity. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
82. Lesson 82: Orthography table — 1997 decimal numerals. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
83. Lesson 83: Phonetic analysis — Hill 1989–1991 fieldwork. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
84. Lesson 84: Verified wordbook — 1992 ANU dissertation. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
85. Lesson 85: Nominal analysis — Ivens 1934 translated texts. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
86. Lesson 86: Verb evidence — 2011 reference grammar. Compare only verified evidence from different sources, and never invent phrases by borrowing forms from a neighboring language. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
87. Lesson 87: Original annotated passage — sea–inland direction axis. Where the evidence is insufficient, state what original text, archive recording or speaker consultation would be needed. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
88. Lesson 88: Comparative report — sunrise–sunset direction axis. Retrieve a source-based example and cite the exact edition, recording, page or headword, keeping the original diacritics. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
89. Lesson 89: Ethics plan — singular dual paucal plural. Discuss this feature using source-supported facts; clearly distinguish a theoretical prediction from evidence actually documented. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.
90. Lesson 90: Final ninety-lesson dossier — inalienable possession. Build a small table of original form, attributed speaker or researcher, date, English gloss and any unresolved ambiguity. Research deliverable: a cited primary evidence note, linguistic commentary, and a statement of uncertainty.

9. Editorial integrity and status

These ninety objectives form an academically oriented curriculum outline, not ninety independently completed textbook lessons. Unverified native dialogue, invented ancient alphabets and unsupported present-day speaker counts are excluded. Full future lessons need original page/entry references, appropriate intellectual property permissions and community review wherever practicable.