1. Linguistic classification and geography

ANLHE Micronesian classification and documentary audit (November 2026): Mortlockese is a member of the Chuukic branch of Nuclear Micronesian, closely related to but distinct from Chuukese. The Mortlock Islands include different speech communities and historical local naming practices, so examples must be attributed to their variety and source. Mortlockese is not another name for the Pohnpeic languages, even though the archipelago falls within the Federated States of Micronesia. Linguistic classification and documentary source.

Mortlockese (Nomoi) is associated with Mortlock Islands of Chuuk State, Federated States of Micronesia. Its documented classification is Austronesian → Oceanic → Micronesian → Chuukic. Local community names should take precedence over broad regional labels. A scholarly classification or published date does not show when the language began.

2. Language history and source criticism

Mortlockese is distinguished in historical and contemporary linguistics from Chuukese and Puluwatese although the languages are closely related. Frederick H. Jackson’s 1983 historical and comparative work discusses Upper and Lower Mortlockese evidence; Emerson Odango’s Lukunosh fieldnotes and the community-driven Mortlockese Living Dictionary provide different forms of documentation. Fieldwork collected at particular islands should not automatically be claimed to represent every Mortlockese speaker.

Field notebooks, language-catalogue classifications and current community practices are different kinds of evidence and must be separately attributed. No unverified contemporary population number is inferred from a historical survey.

3. Script, alphabet, phonetic and phonological evidence

Odango’s comparative wordlist is entered in IPA, with inalienable nouns conventionally shown with a base vowel and verbs in a third-person-singular object transitive form. This editorial choice must be stated before extracting a headword or building a vocabulary lesson. The community dictionary gives practical entries in its own orthography; its spellings should not be silently replaced by IPA.

When a source uses the IPA, accent marks or a special transcription convention, preserve its spelling and explanatory notes. A modern Roman-script transcription is not evidence for a previously existing ancient script.

4. Grammar and language-specific interpretation

The nominal and verb-entry conventions visible in Odango’s dataset can support research into possession and verb transitivity, but do not by themselves give a complete paradigm. Upper and Lower Mortlockese differentiation, vowel and consonant length, clause structure and particles should be checked against language-specific evidence. Community dictionary material offers authentic forms for contextual learning.

Do not copy examples from Chuukese, Yapese, Ulithian or any other neighboring language. If no descriptive corpus confirms a grammatical paradigm, the corresponding topic remains a documented research objective rather than a finished lesson explanation.

5. Verified examples and explicitly identified metadata

Small original-language examples are presented only where the cited materials support them. Codes and proper names are identified explicitly so that catalogue metadata cannot be mistaken for vocabulary.

• Kilisou: thank you, Mortlockese Living Dictionary.
• Ifa usum?: how are you?, community dictionary.
• Ran Allem: greeting or hello, community dictionary.
• akkaw: hat, community dictionary.
• Peei: hand or hands, community dictionary.

6. Social and cultural knowledge in context

Maritime travel, island ecology, household life, migration and contact with neighboring communities may help interpret archival vocabulary and oral traditions. These historical themes require community testimony and should never be attributed wholesale to present-day speakers without evidence. Community rights and permissions are relevant to publishing fuller texts.

7. Bibliographic and archival witness list

• Mortlockese Living Dictionary, community-contributed entries. https://livingdictionaries.app/mortlockese/entries
• Austronesian Basic Vocabulary Database: Mortlockese (Lukunosh), Emerson Odango fieldnotes. https://abvd.eva.mpg.de/austronesian/language.php?id=923
• Frederick H. Jackson, Trukic classification research, 1983. https://pure.mpg.de/pubman/item/item_401117_4/component/file_401116/trukic_jackson1983_o.pdf

Source listings enable readers to verify specific statements. A whole book citation does not authenticate an invented dialogue, and future lesson expansions should attach the exact page, entry or recording identifier.

8. Ninety separately named documentary research lessons

The curriculum uses nine modules of ten evidence-led topics and is suitable for gradual expansion into fully documented educational materials. In a source-poor language, some lessons teach methods for investigating unanswered questions rather than asserting facts not present in the archives.

Module 1. Identity, homeland and documented historical context — Lessons 1–10

Original research anchor: Mortlock archipelago. Secondary anchor: Upper and Lower Mortlocks. Specificity and provenance are required in each exercise.

1. Lesson 1: Native and regional designation — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
2. Lesson 2: Community geography — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
3. Lesson 3: Language family and subgroups — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
4. Lesson 4: Dialect and language boundaries — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
5. Lesson 5: First primary witness — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
6. Lesson 6: Later documentary record — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
7. Lesson 7: Historical fieldworker roles — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
8. Lesson 8: Named community contributors — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
9. Lesson 9: Research chronology — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
10. Lesson 10: Language-identity source report — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 2. Writing system and authentic phonology — Lessons 11–20

Original research anchor: Upper and Lower Mortlocks. Secondary anchor: Odango fieldnotes. Specificity and provenance are required in each exercise.

11. Lesson 11: Latin-script documentary writing — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
12. Lesson 12: Source consonant evidence — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
13. Lesson 13: Source vowels and length — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
14. Lesson 14: Consonant clusters if documented — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
15. Lesson 15: Stress or tone where recorded — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
16. Lesson 16: Phonetic versus phonemic analyses — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
17. Lesson 17: Spelling variation by source — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
18. Lesson 18: Language contact in sounds — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
19. Lesson 19: Source audio comparison — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
20. Lesson 20: Documented sound-system table — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 3. Real vocabulary and semantic domains — Lessons 21–30

Original research anchor: Odango fieldnotes. Secondary anchor: Lukunosh variety. Specificity and provenance are required in each exercise.

21. Lesson 21: Original dictionary entries — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
22. Lesson 22: Terms for people and body — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
23. Lesson 23: Family and kinship lexicon — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
24. Lesson 24: Fishing and ocean terminology — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
25. Lesson 25: Local environmental knowledge — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
26. Lesson 26: Plant and food semantics — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
27. Lesson 27: Movement and spatial reference — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
28. Lesson 28: Numerals and classifiers — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
29. Lesson 29: Borrowed vocabulary — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
30. Lesson 30: Cited lexical portfolio — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 4. Nominal systems and reference — Lessons 31–40

Original research anchor: Lukunosh variety. Secondary anchor: community dictionary. Specificity and provenance are required in each exercise.

31. Lesson 31: Nouns and nominal heads — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
32. Lesson 32: Person reference — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
33. Lesson 33: Singular and plural — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
34. Lesson 34: Dual forms where documented — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
35. Lesson 35: Inclusive and exclusive when attested — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
36. Lesson 36: Determiners — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
37. Lesson 37: Deixis and demonstratives — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
38. Lesson 38: Possessive classes — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
39. Lesson 39: Kinship possession — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
40. Lesson 40: Nominal example annotation — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 5. Morphology and sentence structure — Lessons 41–50

Original research anchor: community dictionary. Secondary anchor: IPA transcription. Specificity and provenance are required in each exercise.

41. Lesson 41: Word classes — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
42. Lesson 42: Verb representation — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
43. Lesson 43: Tense and temporal interpretation — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
44. Lesson 44: Aspectual distinctions — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
45. Lesson 45: Negation — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
46. Lesson 46: Questions — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
47. Lesson 47: Commands and requests — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
48. Lesson 48: Transitivity and roles — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
49. Lesson 49: Clause ordering — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
50. Lesson 50: Original-text clause analysis — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 6. Authentic texts and source methods — Lessons 51–60

Original research anchor: IPA transcription. Secondary anchor: inalienable nouns. Specificity and provenance are required in each exercise.

51. Lesson 51: Locate original passage — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
52. Lesson 52: Speaker or contributor — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
53. Lesson 53: Record original notation — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
54. Lesson 54: Identify word boundaries — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
55. Lesson 55: Create source glosses — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
56. Lesson 56: Compare literal and free translation — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
57. Lesson 57: Genre and audience — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
58. Lesson 58: Discourse organization — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
59. Lesson 59: Interpret cultural context — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
60. Lesson 60: Prepare annotated excerpt — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 7. History, dialect comparison and contact — Lessons 61–70

Original research anchor: inalienable nouns. Secondary anchor: transitive verb entry convention. Specificity and provenance are required in each exercise.

61. Lesson 61: Historical comparison method — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
62. Lesson 62: Evidence for cognacy — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
63. Lesson 63: Borrowing versus inheritance — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
64. Lesson 64: Dialect differences — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
65. Lesson 65: Sound-change arguments — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
66. Lesson 66: Lexical replacement — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
67. Lesson 67: Migration and contact — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
68. Lesson 68: Documentary bias and sampling — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
69. Lesson 69: Uncertain reconstructions — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
70. Lesson 70: Historical synthesis — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 8. Community, transmission and ethical archiving — Lessons 71–80

Original research anchor: transitive verb entry convention. Secondary anchor: greetings and politeness. Specificity and provenance are required in each exercise.

71. Lesson 71: Community historical agency — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
72. Lesson 72: Oral-knowledge stewardship — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
73. Lesson 73: Island ecosystems — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
74. Lesson 74: Social register and age — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
75. Lesson 75: Multilingual context — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
76. Lesson 76: Educational materials — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
77. Lesson 77: Respecting restrictions — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
78. Lesson 78: Correct attribution — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
79. Lesson 79: Community review — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
80. Lesson 80: Long-term archive strategy — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

Module 9. Research portfolio and evaluation — Lessons 81–90

Original research anchor: greetings and politeness. Secondary anchor: historical Chuukic comparison. Specificity and provenance are required in each exercise.

81. Lesson 81: Annotated sources — greetings and politeness. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
82. Lesson 82: Original orthography table — historical Chuukic comparison. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
83. Lesson 83: Sound evidence analysis — Mortlock archipelago. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
84. Lesson 84: Verified lexicon — Upper and Lower Mortlocks. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
85. Lesson 85: Pronoun research note — Odango fieldnotes. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
86. Lesson 86: Verbal analysis — Lukunosh variety. Build a two-column evidence note separating observable source data from editorial interpretation and explaining the confidence level. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
87. Lesson 87: One cited text excerpt — community dictionary. Investigate the named feature in the language-specific source; include a bibliographic reference and avoid inventing unattested phrases. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
88. Lesson 88: Comparative research essay — IPA transcription. Identify the original passage, wordlist entry or recording; quote only a traceable short form with exact spelling, speaker or author and archival location. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
89. Lesson 89: Ethics and permissions audit — inalienable nouns. State precisely what the available source proves; distinguish comparative hypothesis from attested grammar and record an unresolved question. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.
90. Lesson 90: Final 90-objective synthesis — transitive verb entry convention. Compare documented regional or historical variants without importing words or paradigms from a different language. Evidence submission: source identification, bounded linguistic analysis, and an explicit uncertainty statement.

9. Academic editorial declaration

This profile contains historical and linguistic analysis and a curriculum of ninety research objectives. It does not claim the existence of ninety completed audiovisual lessons or full native-language dialogues. Any subsequent detailed lesson must be checked for source accuracy, language identification, original orthography, community attribution, and quotation or reproduction rights before publication.