Sağ ol, scalpel.  -  Did you notice one thing? The vocabulary was not very bad this time, thanks to your advice (ok, it was pretty ordinary words also, but I think I was not so very helpless). So I had all the chance in the world to make my grammar blindness obvious and visible.

I may still ask about some things later if you don´t mind.

The pan is blaiming the pot...

It is an archaic form anyway, isn´t it?

You are using so difficult grammar terms, scalpel, who can ever understand them?

My Try, ya habebti, wait for corrections and improvements:

Endure Heart

My big love, my sweet darling,
I used to hurry with you to happiness.
I never hoped we wouldn’t separate one day.
Now come and see how I burned:
I have become miserable, even worse.
Why, why I asked over and over again.
I found pain and melancholy in the answers.
I got lost into your absence.
Take this longing till its end, lie.
When we are those who suffer endure, heart, endure.
Offff, later we are those who go.
Endure when we are waiting, endure.
When we are those who suffer, endure, heart endure.
Offf, we are outgone.
Ah with you all my life
my crying, my pretty-eyed.
I will wait all my life
as long as you keep your word.
I have become the soil that you step on,
the roads you turn to.
Come quickly, my love, let this be the end.

What is the dative ending doing in finite verbs? I can´t find this structure in my grammar book.

Often in sentences with multiple predicates only the last one carries personal and tense markers. In the following construction the –ip marking in the first predicate is a signal to the listener: go check the conjugation from the latter predicate:

Gidip şehirde çalışayım. ‘Let me go and work in town.’

The same structure works in negative sentences, too. Notice that the negative marker also comes visible only in the last predicate:

Kayınvalidem oku|y|up yaz|a|maz. ‘My mother in law can not read or write.’

In sentences where one of the predicates is affirmative and the other one negative you have to take care. The combination where the first predicate is negated is understood correctly:

Yemek ye|me|y|ip işe gid|eceğ|im. ‘I won’t eat and I will go to work.’

There is a trap in the opposite alternative. If the latter predicate is negative the first one is understood negative also if the sentence is not interrupted with de/da.

Onu gör|üp de kork|ma|mak imkansız. ‘It’s impossible to see him and not to be afraid.’

görüp korkmamak would mean ‘not to see and not to be afraid’.

(Lewis, old threads)

The future participle often pays my attention in texts. It’s a beautiful verb form. In many sentences it has a huge power of expressing complicated meanings in short.

In the fairy tale of Emperor’s New Chothes (Kralın Elbisesi) the famous foreign weavers’ products are described with this sentence.

Renklere ve desenlere diyecek yoktu.

(renk ‘colour’, desen ‘design, pattern’, demek ‘to say’ )

A quick glance shows that it is a sentence which talks about existence. Or actually non-existence. yok|tu = yok + past tense marking.

> There was not [something].

When we begin to gather material inside the brackets we notice that this time the subject cannot be in the beginning of the sentence. renk|ler|e and desen|ler|e have dative endings and thus they must be parallel modifiers for the next word, diyecek, which is the only alternative for the subject.

> There was not [something for colours and patterns].

It seems that the whole clue is in this small word di|y|ecek = verb stem de- + BUFFER + future marking. The syntactic position of the subject makes it impossible to interpret it as a verbal future form of demek even though it looks the same.

The future participle form expresses time but also often ability, possibility. Participles are usually adjectives, but as diyecek is standing alone here without a governor it must be governing itself and that’s why we can look at it as a noun. We get something like

> There was not [(future possible to say) (for colors and patterns)].

Some creativity is needed in order to transfer the meaning into English. My Try:

‘Nothing could be said for the colours or the patterns.’

No, we have to go a step further:

‘It was impossible to describe the colours and patterns with words.’

My brother says

there should be tours from there to Turkey.

Search for them thoroughly.

You will take one of them and come.

I even talked to my brother today.

He said you haven´t understood everything.

But I thought you understood me.

Come on, go and find those tours.

(My Try)

A few lines from Jo Nesbø´s novel The Leopard. If someone had the time to take a look I would be so glad.

“...´I´ve never told you this, but when you were in your teens one of your teachers called us. He said you´d been fighting in the playground again. With two of the boys from the grade above, but this time it hadn´t turned out so well  -  they´d had to send you to the hospital to have your lip sewn and a tooth taken out. I stopped your allowance, remember? Anyway, Øystein told me about the fight later. You flew at them because they´d filled Tresko´s knapsack with water from the school fountain. If I remember correctly, you didn´t even like Tresko much. Øystein said the reason you´d been hurt so badly was that you didn´t give in. You got up time after time and in the end you were bleeding so much that the big boys became alarmed and went on their way.´
Olav Hole laughed quietly. ´I didn´t think I could tell you that at the time  -  it would only have been asking for more fights  -  but I was so proud I could have wept. You were brave, Harry. You were scared of the dark, but that didn´t stop you going there.´...”

”…Sana hiç bunu anlattım ama sen genç bir erkekken öğretmenlerinden birisi bizi aradı. Senin yine oyun sahasında kavga ettiğini söyledi. Daha yukarı sınıftaki erkek çocuklardan ikisi ile, ama bu kez pek iyi olmamış  -  dudağına dikiş attırıp dişini çektirmek için seni hastaneye göndermek zorunda kalmamıştılar. Haftalığını kestim, hatırlıyor musun? Neyse, Øystein daha sonra bana kavga hakkında anlattı. Tresko’nun arka çantasını okul çeşmesi suyuyla doldurdukları için üstülerine atlamışsın. Doğru hatırlıyorsam, sen Tresko’yu bile pek sevmiyordun. Øystein pes etmemenin kötü yaralanmanın nedeni olduğunu söyledi. Tekrar tekrar ayağa kalkıp sonunda o kadar akmışsın ki büyük delikanlılar endişelenip çekip gitmişler.”
Olav Hole sessizce güldü. ”O zamanda sana bunu söyleyebileceğimi düşünmedim  -  sanki daha fazla kavga aramak gibiydi  -  ama ağlayacak kadar gururlu idim. Cesurdun, Harry. Karanlıktan korktun ama bu oraya gitmesini engellemedi.”

I´m not sure if I understand what you mean by notebooks, jas206. Writing things down by your own hand? It is certaily useful for people who memorize things using the cooperation of eye and hand. There is a special name for this kind of learning but I can´t remember it now. And it is very personal how each one of us learns new things.

At the time when I was studying for exams I used this method a lot. I had a pile of paper on the table always with coffee cups on top. Every inch scribbled full of text. It looked like a mess but it worked for me.

I mostly study Turkish next to my computer. That´s why most of the work is text processing: writing, copy pasting, correcting, organizing... I have a couple of big Word files for Turkish only. I try to keep them in some kind of order, deleting old things and collecting certain issues together. The good thing is that there are always many things going on at the same time (women can do this, I don´t know about men). You can work on your translation attempts for next week, collect together things that you didn´t understand (in order to ask about them later), create your own dictionary, clear your thoughts about issues that you are processing right now. Opening these files brings me to a certain state of mind where my brain automatically begins to create order into disorder.

It´s very personal. Do what it takes to learn, no matter if other people use the same method or not.