Second, if we have to show a transcriber-defined symbol enclosed in a circle, I agree that the following would be the best way to do so (using “physical enclosure” as illustrated in GTM §14.3.1).
;;$=[?
That symbols-sequence is a grade 1 word indicator, the two-cell symbol for a circle (shape indicator and a full cell), the physical enclosure cell, the first transcriber-defined symbol, and then space.
You have likely already considered all angles of:
- using the transcriber-defined symbol vs. the transcriber-defined shape
- with what words you will identify whatever transcriber-defined thing you use
- where you will identify whatever transcriber-defined thing you use (i.e., on the Special Symbols Page or in a list of special symbols within the text)
I do think this would be understood by a 10th grade student. ????
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Finally, does the termination of a shape leave the rest of the symbols-sequence in grade 2 (unless it is affected by a grade 1 word or passage indicator)? … Many agree with your assessment that according to RUEB2024 §2.5.3, it does. However, the first example in GTM §14.3.1 might indicate otherwise.
RUEB2024 §2.5.3 says, “Grade 1 mode exists only when introduced by a grade 1 indicator or by a numeric indicator.”
The first example in GTM §14.3.1 is: ;$=[“6 (circle enclosing a plus sign) where the cell dots 2-4-6 does not have any grade 1 indicator or numeric mode affect it, BUT it is treated as if it has its grade 1 meaning (physical enclosure). Maybe the argument is that what’s physically enclosed is part of the shape and so affected by the shape indicator’s limited grade 1 mode (though that would be quite a unique effect for an indicator to have).
This issue is on the list of things to be clarified by ICEB’s technical material code maintenance committee. Right now, I would follow RUEB2024 §2.5.3, as you have suggested.
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