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Example of the sample text written in ANJeL notation.
[sb] I find upper case very hard to read but reversing the caps doesn't
do much to improve readability.
The students in the study also found the code difficult to dicipher
compared to other reform orthographies.
Unigraf was not included in the test example so there was no orthography
that attempts to do so much in the comparison.
Note: capital letters are pronounced differently from lower case letters. h = th, H = h, etc.
Evry modiul has a levl atachd tu it. The mayn levels ar 1, 2,
and 3, coresponding rufly tu the standa'rds expected ov a ferst yir (yeer),
seco'nd yir and fynl yir subject in a ful tym digre(e) korss. [su'prys
a'bout under u'nyt?[cud be oonyt] re'zult]
How tu sho iregular stress. Stress-apostrofe is iusd in so'm
dictionarys.
Evry modul haz a level aachd tu it. The main levels ar 1, 3, and 3, coresponding rufly tu the standards expected ov a ferst yir, second yir and fainal yir subject in a ful taim degri cors.
(Unispel
is a litl eezier tu reed, but not mu'ch) The phonology
leaves a litl tu be desired. How is wun tu no hau tu spel schwa.?
The
big ser'pryz is hau difficult this iz to reed.
evrE mojCl haz a levl ataKt tC it. Xu mAn
levlz ar 1, 2, and 3, korespondpondiN ruflE tC xu standordz eXpekted uv
a fRst yEr [yir], sekond yEr and fInal yEr subjekt in a fcl tIm digrE kors.
eVRE MoJXL HaZ a LeVeL aTacT TX iT. hu MAN LeVeLZ oR 1, 2 aND 3, KOReSPoNDig RuFLE TX hu STaNDoRDZ eKSPeKTeD uV a FRST YER, SeKoND YER aND FINaL YER SuBJeKT iN a FxL TIM DeGRE KORSS. hu LeVeL uV YuR MoJXLZ iZ iMPORTaNT weN iT KuMS TX WRKig CT YuR DeGRE KLaSiFiKAsuN (SE SeKsuN 3), OR hu ReKWIRMeNTS FOR YuR FINaL aWORD.
Ec MoJXL iZ DeZIND TX iNVoLV 150 CRS uV WRK a YER. hiS WiL NoT oL BE KLaS WRK, BuT WiL oLSO iNVoLV GIDeD STuDE aND iNDePeNDeNT WRK uV YuR ON. hu PReSIS BaLaNS BeTWEN FORMaL KLaSeZ, TUTOREaLZ aND YuR ON WRK WiL BE eKSPLAND iN hu MoJXL iNFORMAsuN.
U KaN oLSO TAK "{minimodules}". hES oR sORT KORSeZ wic hu UNiVRSiTE OPeNZ TX MeMBRS uV hu PuBLiK, BuT wic U KaN oLSO TAK aZ PoRT uV YuR DeGRE. Ec iZ W'Rt WuN tRD uV a MoJXL, SO U NED tRE TX BE eKWiVaLeNT TX a FxL MoJXL. MOST {minimodules} oR LeVeL 1. U sxD KoNTaKT hu {Minimodule} oFiS (aT PReZeNT iN hu {Alma} STRET BiLDig), OR YuR KORSS TUTOR, iF U WoNT TX {US,UZ} {minimodules} iN hiS WA.
hu UNiVRSiTE HaZ aN oN-LIN KoMPUT'R SiSTeM DeSKRIBig oL uV hu uND'RGRaJxT MoJXLZ. hu "aKaDeMiK iNFORMAsuN SiSTeM" ({AIS}) iZ aVALaBL iN MeNE PLASeZ, E.G. hu LIBReRE, hu {Alma} STRET FaSiLiTES, oL OPeN aKSeS KoMPUTig LaBRaTOREZ, aND SuM SKXL WRK ARiaS. U MA FIND hu {AIS} HeLPFuL weN LxKig FOR FRE cQS MoJXLZ.
iF a MoJXL iZ VeRRE PoPUL'R iT MA BE RePETeD DuRig hu WEK. MAK suR weN U oR GiVeN TIMS FOR a MoJXL haT U oR suR wehR U HaV a cQS uV TIM OR HaV TX GO TX Ec TIM LiSTeD. hiS iNFORMAsuN sxD BE sON iN hu MoJXL iNFORMAsuN (E.G. oN {AIS}). iT iZ NoT UzuaLE PoSiBL TX cANJ hu TIMTABL FOR MoJXLZ, SO U MA NED TX HaV a KuPL uV oLT'RNaTiVZ iN MIND FOR YuR FRE cQSeZ.
hu eKSaMiNAsuNZ TIMTABL iZ BAST oN hu TEcig TIMTABL, SO aZ TX aVQD KLaseZ, hO BeKoZ uV SKeJXLig {constraints} hAR WiL iNeViTaBLE BE SuM DiF'ReNSeZ. U MuST oLWAZ ceK hu eKSaMiNAsuNZ TIMTABL VeRRE KeRFuLE aND RePORT eNE KLaseZ iMEDEeTLE. uNFORcuNeTLE BeKoZ uV hu KoMPLeKSiTE uV hu MoJuL'R cQSeZ WE KaNNoT GeRaNTE haT U WiL NoT HaV TX eKSaMiNAsuNZ oN hu SAM DA.
DX NoT TRI TX cET iN {coursework} OR eKSaMiNAsuNZ: hu PeNaLTEZ KaN BE SeVER. iF U NED a KaLKULAT'R MAK suR iT HaZ BiN aPRXVD BI hu SKXL. KoMPUT'RZ aND DiKsuNeREZ KaNNoT NORMaLE BE UZD iN eKSaMiNAsuNZ.
iF U NED SPesaL eKSaMiNAsuN oRANJMeNTS (E.G. FOR iLNeS, DiSaBiLiTE, DiSLeKSEa {etc}.) MAK suR YuR SKXL NOS YuR NEDS WeL iN aDVaNS. iT iZ UzuaLE PoSiBL TX MAK LaST {MINUT,MiNiT} oRANJMeNTS FOR eM'RJeNSEZ, SO PLEZ MAK suR haT U iNFORM YuR SKXL.
| Notation | Ease of use | Acceptability | Time to Read |
| TO Sample
ANJeL TuN Campbell (CS) Ron 1 Ron 2 Upward Yule |
10
2 8.625 6.5 6.375 6.375 7 |
10
1.75 5 3 3.25 4 3.5 |
3
6 3 3 3 3 3 |
ease of use
acceptability
TO Sample 10
10
OGD
Campbell 8.625
5
Ron2
6.375
3.25
Ron1
6.5
3
Yule
7
3.5
Upward 7.375
4
Anjel (Bruce) 2
1.75
There were 6 samples provided by the members shown above, plus the TO
original text. (all attached)
The samples were arranged to be read in the above order: the TO text
deliberately first so that they knew what the words "really" were,
then the others in alphabetical order. "Ron1" and "Ron2" really differ
only in the treatment of the schwa and <th>.
There were two questions:
1 How easy did you find it to understand
2 How acceptable would it be to use as the normal form of spelling
The average scores are shown above.
It was a fairly small sample.
It should be noted however that for question 2, only two respondents
gave anything other than "1" (= no use) for any of the variants, plus
a third who gave 5/10 for Campbell and "1" for all the others. The
"average" is therefore really over 2 respondents. Nonetheless it
remains of use on the basis of these two/three.
Those taking part were also asked whether they (a) knew shorthand, and
(b) knew any foreign languages. This was to control for familiarity
with different ways of writing. In the end there did not appear to
be
any bias of the scores as a result of these other skills. All had used
one or the other. And the sample was too small to analyse further for
this feature.
Most took 3 minutes to read. Anjel took 6 minutes.
The issue is how quick speed can be built up.
