Cricket’s Shorthand Course Extras

Recent Revisions

Table of Contents

Introduction

This document is a supplement to Cricket’s Shorthand Course. It contains the full text from other books, where including the full text in the course would be distracting.

Pratt’s One Line Method

This method can be used with or without dictation, and works on several skills.

Easy intro to dictations. Reddit, r/shorthand, June 10, 2025

license!!!

For an easy intro to dictations, you can use just one easy sentence but repeated say five times in a single sound file, to make a longer “passage”, in order to remove outline recall obstacles and just get used to the dictation scenario of having to write without hesitation.

You can do the same without a sound file, just write the same sentence down the page, and by the time you get to line 20, you feel you’ve gone from snail to racehorse, gets the juices going and the cobwebs gone.

Pratt, Beryl; Long Live Pitman’s Shorthand.

Pratt is an accomplished Pitman writer and teacher, and gives sensible advice and dictation recordings for a wide range of abilities. Much applies to all systems, not just Pitman’s.

Advice for speed building. Reddit,r/shorthand, July 1, 2025

One Line Methods – Copying and Dictation

https://www.reddit.com/r/shorthand/comments/1kh69y7/advice_for_speedbuilding/

Beryl’s site, differences

Leslie’s Advice for the First Weeks of Dictation

{#leslie-first-week}

NINE QUESTIONS ABOUT DICTATION pag e168

  1. When to introduce dictation? The first shorthand writing, and all shorthand writing done in the shorthand classroom, should be from dictation. The author’s experience has made him a strong advocate of a reading approach of approximately twenty periods. At the end of that time writing is introduced, the writing being from the repetitive dictation of graded connected, practiced matter.

(Graded means leveled, or only using theory learned to this point. Cricket)

DICTATION AND THE DEVELOPMENT OF SHORTHAND SPEED 169

  1. How to introduce dictation? Dictation should be introduced by the use of practiced matter, without pressure for speed, accuracy, or legibility. From the beginning all dictation should be repetitive, but at first it is well to avoid the extreme pressure later associated with the 1-minute, repetitive dictation plan described in this chapter. Let the learner take his time. Do not watch his writing. Do not check his notes. Do not require him to read back. Give the learner time to get out of the stage of initial diffuse movements before applying pressure; the final results will be better.
  2. How long a dictation? For the first few days the dictation may profitably be limited to 30-second readings. After a few days two 30-second readings may be combined into a 60-second reading. From that time on, in general, 60-second readings seem the optimum length, with an occasional 30-second reading to enable the learner to write at a higher rate than he can get on the 60-second readings and with an occasional reading of 2, 3, 4, or 5 minutes.

xxx The rest of the chapter covers:

  1. When to introduce new matter dictation? (80-100wpm on 60 second repetitive dictation.)
  2. How to introduce new matter dictation? (Gently. Easy material. Short and slow dictations. Teacher does not look at students’ notes.)
  3. What kind of material for new matter? (Easy! Set students up for success, not failure. Build the habit of relaxation and confidence.)
  4. Where to get good speed-development material? (Answer is dated.)
  5. What is the difference between dictation for speed development and dictation for mailable transcript? (Two separate skills, two separate exercises. Mailable transcript is slow enough to be legible, even slower for the first few, only one chance to get it, then type it for mailing. Speedbuilding should be beyond the learner’s writing speed, to compel him to think the shorthand outlines faster.)
  6. How much time should be given to dictation in one period? (Every possible minute!)
    During theory learning stage, 5-15 minutes theory and the rest on dictation of material already practiced at home.
    After theory is finished and transcription begins,
    10 minutes—preview and dictation for mailable transcription
    15 minutes—preview and dictation of speed development material
    5 minutes—remedial English based on transcripts 10 minutes—reading back and checking previous typewritten transcripts

Leslie’s One Minute Speed Forcing Plan

{#leslie-speed-forcing} xxx check this link method

– Leslie, Methods of Teaching Gregg Shorthand, page 174

xxx check format of heading/ref , and the blockquote

To facilitate the explanation of the 1-minute plan, it is necessary to use specific speeds. The illustration begins with a speed of 60 words a minute. The figure might just as well have been 160. Assume that a class is able to write the first reading of a 1-minute dictation at about 60 words a minute. The procedure would be about as follows:

  1. Place on the blackboard the preview (about 10 outlines) for the first 100 words of the dictation, taking not more than 60 to 90 seconds to put the preview on the blackboard and to have a quick reading drill. These previews are read as the teacher points quickly at random; they are not written by the learner.
  1. Dictate the first 60 words in 1 minute. Have the learners who got the dictation raise their hands after each dictation. Whenever more than one-half the learners raise their hands, the piece may be dictated about 10 to 15 words a minute faster. Allow 10 or 15 seconds for the slower writers to complete writing at the end of each dictation.
  1. Take 10 to 15 seconds to have the learners reread the preview quickly from the blackboard. If any learner wishes additional outlines, add them to the preview at this time.
  1. Dictate in the minute 75 words—that is, the 60 words previously dictated and an additional 15 words. Ask how many got it. Have the material read back—although not more than one dictation in ten should be read back.
  1. Have the learners read the preview again from the blackboard in 10 to 15 seconds.
  1. Re-dictate the material, this time 90 words in the minute.
  1. Reread the preview in 10 to 15 seconds and re-dictate the material, this time 100 words in the minute. Not all the learners may get this fourth dictation, but urge them to keep on and write as much of it as they can get consecutively. They are not to drop a few words and then resume writing.
  1. Re-dictate the first 75 words in 1 one minute with the instructions to the learners “This will be only 75 words a minute. It will seem very slow. Write the very best shorthand you possibly can; you will have lots of time to make good outlines.”
  1. Repeat steps 1-8 for the next 100 words of the dictation.
  1. Dictate at 90 words a minute the two takes just completed.
  1. Repeat steps 1-8 for the next 100 words and again for the following 100 words.
  1. Finally, re-dictate the entire 400 words at about 80 words a minute; the exact speed will vary with the class and with the difficulty of the matter.

Actually the teacher will probably never dictate each of the separate takes exactly five times. All the figures given are approximations. The nature of the class and the nature of the matter and the temperament of the teacher will influence the number of the repetitions and the jumps in speed.

Very difficult material may not be worth dictating more than the second time The best practice material for speed development is easy practice material. In the example just given the dictations were given at 60, 75, 90, 100, 75. With different dictation material or a different class or a different teacher the dictations might run 60, 70, 80, 90, 100, 70. On very easy material they might run 60, 80, 100, 120, 80.

Swem’s Systematic Course for Advanced Writers.

At this stage, begin each passage by writing it once, checking it carefully, making a clean copy, and copying it enough to get past the “initial diffuse movements.”

Speed vs Hours Study Comparison

https://www.reddit.com/r/shorthand/comments/1m967yk/hours_of_study_needed_any_experience_or_references/

https://www.reddit.com/r/shorthand/comments/ztj6nd/i_learnt_teeline_at_80_wpm_in_2_months/ 2 months, 80wpm Lastly, I studied for 1.5 to 2 hours every day in the second month and for 4-5 hours in the first, 4.530 = 135 1.7530 = 52.5 tot 187.5

https://www.reddit.com/r/shorthand/comments/1dw8vz1/how_many_hours_to_learn_pitman_gregg_orthic/ beryl: I learned at college in 3 months which led to 60wpm, then the following 2 terms for speed building, reaching 130wpm, this would be an hour’s lesson per weekday, plus daily homework. (doesn’t say how many hours/month)

https://www.reddit.com/r/shorthand/comments/fcilkj/fornker_teeline_and_orthic_30_hours_later/ Then I timed my Orthic at 29 wpm with about 30 hours of study. A shout out the Orthic sub for their generous feedback even when I insist on using my personalisations. I’d say that I spent about 100 hours over the past year. I can definitely write faster in Orthic but it is much slower than longhand to read. I still prefer writing to reading. I can read only about as fast as I can write (say 40-50 wpm).

https://www.pitman-training.com/our-courses/teeline-professional/ 80wpm, 14 lessons

https://teelineshorthandcourse.com/testimonials/ I achieved 120 words per minute in ten weeks. – from scratch? but talks about failed test

https://www.lewiscollege.co.uk/teeline-shorthand/ 3-12 months correspondance 380 hours NCFE CQ10464 – Shorthand Diploma (Level 3)

https://www.reddit.com/r/shorthand/comments/1m967yk/hours_of_study_needed_any_experience_or_references/ t takes about six months to reach three times the speed of longhand, whatever that might be. On average. Because there will always be someone who did it in three months.

It will take considerable effort beyond that.

And this is based on regular, paced practice, twenty minutes each day.

20x30x6 = 60

https://www.reddit.com/r/shorthand/comments/1e1i1y0/for_those_of_you_that_studied_shorthand_in_an/ Pratt – 6 months of speedbuilding, after 4 months of theory, dictation only twice per passage

https://www.long-live-pitmans-shorthand.org.uk/about.htm At the end of the 9-months course, I obtained 120 wpm Royal Social of Arts certificate, and 130 wpm Pitman Examinations Institute certificate. At the time the PEI exam was considered to be slightly easier to pass than the RSA. ((how many hours per day))

The practicality of our secretarial/business training was the complete opposite of the lessons that one enjoys or endures in compulsory schooling, where there is often no obvious reason to remember any of the facts beyond passing exams.

https://www.academia.edu/38219837/A_Study_of_the_Effectiveness_of_the_Stenographic_Laboratory_in_Teaching_Beginning_and_Advanced_Shorthand

chart after 1 yr instruction (how many hours/wk?) most reached 60-70wpm over 5 minutes, unpreviewed, 95% accurate transcription … but how many hours in that 1 yr?

https://www.academia.edu/28437294/Evaluation_of_First_Year_Shorthand_Achievement_Final_Report?nav_from=3e8db814-01e5-4c07-bafb-c1befa1b7ee0 no sutdent coudl produce a mailabe letter at 80wpm

https://www.academia.edu/62276876/Methods_of_Shorthand_Instruction_A_Research_Analysis?nav_from=e9ae591c-da29-451b-9430-405ea7e0d271

AUTHOR Pullis, Joe M. TITLE Methods of Shorthand Instruction: A Research Analysis. INSTITUTION South-Western Publishing Co., Cincinnati, Ohio. PUB DATE Nov 73 NOTE 80p.

1973

Research reports indicate that after completing one year of short- hand instruction in high school, less than 20 percent of the students are capable of taking dictation at 60 words a minute. Even more ap- palling, the same reports show that after completing two years of shorthand instruction, less than 50 percent of the students are capable of taking dictation at 80 words a minute.

approximately 69 percent of the achievement in shorthand writing speed was directly associated with shorthand writing accuracy

pproxi- mately 87 percent of the student’s ability to transcribe isolated shorthand .outlines was directly associated with shorthand accuracy.

p8 he coefficient of determination indicated that approximately 65 percent of the achievement (speed) in shorthand dictation was directly associated with the student’s ability to transcribe isolated shorthand outlines. It should be recalled that approximately 87 per- cent of the student’s ability to transcribe shorthand outlines was directly associated with shorthand accuracy.

p8, charts - group that had faster dictation rates also had higher accuracy of shorthand

p11 While it has been establiShed that there is a significant positive rela- tionship between the shorthand student’s ability to write accurately isolated shorthand outlines and his achievement in shorthand dictation, a need does exist to analyze the notes of shorthand students to de- termine if there is a relationship between the accuracy of shorthand notes recorded from connected-matter dictation and the correctness of the transcripts resulting from those notes

1st yr students, high school, djs, 40wpm 70wpm 2nd yr

2nd yr: Very clear results: Of the total correctly written shorthand outlines, 2.3 per- cent were incorrectly transcribed.

‘Elizabeth Iannizzi, “Transcription and Shorthand Errors Among Elementary and Advanced High School Writers of Simplified and Diamond Jubilee Gregg Shorthand” (Doctoral dissertation, New York University, 1967), p. 71.

https://search.library.nyu.edu/permalink/01NYU_INST/1d6v258/alma990012399670107876

11

p11

  1. Of the total outlines written, 88 percent were written cor- rectly and 12 percent were incorrectly written.
  2. The shorthand transcription error rate, which would not in- clude errors in spelling, punctuation, and grammar, etc., was 4 percent.
  3. Of the total shorthand transcription’ errors committed, 50 percent were from correctly written shorthand outlines and 50 percent were from incorrectly written outlines.
  4. Of the total correctly written shorthand outlines, 2.3 per- cent were incorrectly transcribed. ‘Elizabeth Iannizzi, “Transcription and Shorthand Errors Among Elementary and Advanced High School Writers of Simplified and Diamond Jubilee Gregg Shorthand” (Doctoral dissertation, New York University, 1967), p. 71. 11
  5. Of the total incorrectly written shorthand outlines, 16 per- cent were incorrectly transcribed.
  6. Fifty percent of the total shorthand transcription errors came from only 12 percent of the notes the incorrectly written shorthand outlines.
  7. An incorrectly written outline was 7 times as likely to be incorrectly transcribed as was a correctly written outline.

By the fifteenth week of the course, 80 words a minute was well within the control writing level of the class. The shorthand notes were transcribed twice by each student, immediately after receiving the dictation and again one week later.

Non-deferred 4.45 incorrect outlines 68% of errors came from 4.45% of the notes – the incorrectly written outlines. An incorrectly written outline was more than 40 times as likely to be incorrectly transcribed as was a correctly writ- ten outline.

deferred

  1. The percent of incorrectly written shorthand outlines that were also transcribed incorrectly increased from 19 percent on nondeferred transcription to 33 percent on deferred transcription.
  2. The percent of correctly, written shorthand outlines that were transcribed incorrectly increased from 0.42 percent on nondeferred transcription to 0.50 percent on deferred tran- scription.
  3. When the transcription of dictated material was deferred by one week, an incorrectly written outline was more than 60 times as likely to be incorrectly transcribed as was a correctly written outline.

Minor increase in correct outline -> incorrect transcr incorrect now up to 60% chance of wrong transcr

19 Are word lists as detrimental as some authorities claim? In one study it was reported that the person who wrote the most accurate shorthand also had the most accurate transcripts.”

3 While no shorthand authority advocates rote memorization or ver- balization of rules, many teachers and researchers recommend that greater emphasis be given the development of accurately written shorthand vocabulary. Teachers who believe that there is a significant relationship between competency in shorthand accuracy and achieve- ment in shorthand dictation utilize teaching methods such as vocabu- lary drills and word-list tests which are designed to build system- atically a shorthand vocabulary that will be written according to the “rules” (principles or rationale) of the shorthand system. Teachers who have been convinced that emphasis on shorthand accuracy is of no value or is detrimental to students abstain from such an approach and are not concerned with the accuracy of the students’ construction of shorthand outlines.

8 The value of the coefficient of correlation between shorthand accuracy and transcription was .9305, which was significant at the .05 level. The coefficient of determination indicated that approxi- mately 87 percent of the student’s ability to transcribe isolated shorthand .outlines was directly associated with shorthand accuracy

19 Are word lists as detrimental as some authorities claim? In one study it was reported that the person who wrote the most accurate shorthand also had the most accurate transcripts.”

19 When to start dictation

20 I have observed a great number of classes in beginning shorthand where the teacher has foilowed this procedure, but where students, instead of referring to the textbook when they need help, actually copy outline for outline and do not really take the material from dictation. In some cases like this the students are merely ‘copying pictures’ rather than men- tally forming shorthand outlines from dictated sounds.’

If no graded new-matter dictation is given up to the time theory is completed, the student is sure to experience difficulty when he first attempts to take new ungraded dictation. This difficulty may be minimized by introducing graded new-matter dictation relatively early in the course.2i

26 control and experimental control = Leslie

first year course, each teacher did one class with each method

test: 3 minute, nonpreviewed, last 4 weeks of winter and srping quarters, transcribe fastest take you can transcr at 97% acc

after 9 months

control/Leslie: 5 passed at 70, 14 at 80, 5 at 90, 1 at 100 xpt: 1 at 70, 6 at 80, 7 at 90, 7 at 100, 1 at 110 median average control 80wpm, expt 90

accuracy index ctrl 121, expt 151 transcrtiption index ctrl 151, expt 174

but… hard to read:

There were significant positive relationships between:

  1. The ability of the student in the control group to write ac- curate shorthand outlines and his achievement in shorthand dictation (r = .5815) and the ability of the student in the ex- perimental group to write accurate shorthand outlines and his achievement in shorthand dictation (r = .6495).
  2. The ability of the student in the control group to write accurate shorthand outlines and his ability to transcribe the outlines (r = .9402) and the ability of the student in the experimental group to write’ accurate shorthand outlines and his ability to transcribe the outlines (r
  3. The ability of the student in the control group to transcribe isolated shorthand outlines and his achievement in shorthand dictation (r = .6616) and the ability of the student in the ex- perimental group to transcribe isolated shorthand outlines and his achievement in shorthand dictation (r = .7144).

success in shorthand, as measured by achievement in shorthand dic- tation, is significantly related to one’s ability to construct accurate shorthand outlines. As the student’s mastery of shorthand vocabulary increases, achievement in shorthand dictation is enhanced. While it is true that the end result of shorthand dictation is the correct tran- scription of shorthand outlines, competency or lack of competency in 29 the writing of accurate shorthand outlines has a significant influence upon whether the outlines will be correctly transcribed.

Memorization or verbalization of rules is certainly not suggested; however, teaching methods and procedures utilized by the classroom teacher should be designed to encourage as great a degree of mastery of the shorthand system as possible.

Word-list tests motivate students in their study of shorthand theory and indeed prove beneficial rather than detrimental. Student achievement is enhanced by expanding the amount of homework writing practice required. The writing of shorthand home- work only once is not sufficient for best results. Facility in reading shorthand is essential to facility in writing shorthand. The use of timed reading rates fosters a more intense study of shorthand and discourages superficial preparations

+++ duration advanced class, 60-80wpm for 3 min unfamiliar at entry, wide variety of experience to get this; 80wpm at 5 min to pass

met daily for 50 minutes

4 as equally well at both speeds 27 students dif of 10 wpm between 5 and minutes 33 , 20, 7, 30

half the errors in the 5min test in last 2 minutes 50% in last 40%

Students who were faster at 3 minute were also fsater at 5 miute

time to make the transcription also goes up when notes are cold, not just accuracy of transcription

p37 No doubt this concern is due in large part to the fact that a higher percentage of students fail shorthand than any other subject in our public secondary schools.’ Such a concern appears to be justified when one also con- siders that at the completion of one year of shorthand instruction, fewer than 20 percent of the students are capable of taking dictation at 60 words per minute;’ and at the completion of two years of in- struction, fewer than 50 percent of the students are capable of taking dictation at 80 words per minute.” If it is assumed that the majority of the students enrolled in the shorthand course are capable of learn- ing the skill, such shockingly low achievement levels must certainly be an indictment of the teaching procedures by which these students are instructed, for the proficiency attained by the students is directly related to the teaching methods utilized in the classroom.

Use either the functional or the manual method of teaching, whichever will give the best results, making certain adjustments which need to be made as indicated below.

  1. Emphasize theory throughout the shorthand program, but most ——– especially during the first semester.
  2. Give dictated timed word-list tests, grading not only the transcript but the shorthand outlines as well.
  3. Continue the emphasis upon correct outlines in advanced short- hand since inaccurate outlines often cause errors in transcription.
  4. Introduce new-matter dictation during the first semester at what- ever point appears desirable, so long as a limited amount of time is devoted to such dictation in any one period.
  5. Watch for those shorthand principles giving the class difficulty. Give special drills on the “o” and “oo” hooks and on the left and right “s.”
  6. Do not require the learning of shorthand rules. This is not what is meant by the term “theory” today.
  7. If a dictation laboratory is available, experiment with various pro- cedures to see which ones will yield the best results. Do not expect the equipment to do the teaching.
  8. Try experimental techniques to determine reasonable transcription standards for shorthand students. Do not expect them to tran- scribe mailable copy for sustained periods at one-half to two-thirds their straight-copy typing rate.5

A correctly written outline was as important as context in preparing a mailable transcript. Crewdson concluded that students should be encouraged to write correct outlines instead of being urged “to get something down for every word” in the hope that they will be able to read it back cor- rectly from the context. She recommended that more emphasis be placed on theory tests, especially early in the student’s learning.’”

– so what should you do if you can’t keep up???

The early introduction of new-matter dictation does not result in an increase nor does it retard students in the ability to take and transcribe new-matter dictation.

  1. The study provides no evidence to suggest either postponed bene- fits or postponed handicaps due to the early introduction of new- matter dictation.14 The early introduction of unpracticed dictation material in begin- ning high school shorthand classes had no discernible effect on student achievement.’

Ward, however, in an investigation indicating the effect of early new-matter dictation on the achievement of first-year shorthand students, found a significant positive difference in the achievement of students taught with the early new-matter approach.’”

Ideally, the appropriate error allowance in shorthand would be that which promotes maximum speed development while fostering an acceptable degree of accuracy in transcriptio – we have benefit of choosing speed for ourselves

if perfect copy tests are imposed early in the shorthand program, they have an extremely detrimental effect upon the students’ skill development and tend to inhibit speed development at any level. It is appropriate to say that a teacher requiring 100 percent accuracy for passing a test should not require nearly as high dictation rates

Could a student trained by the perfect-copy approach who was capable of taking dictation at 80 words a minute take dictation at 120 words a minute if suddenly allowed 3 percent error? Or, could another student ca- pable of taking dictation at 120 words a minute with 3 percent error allowance transcribe with perfect accuracy if the dictation rate were lowered to 80 words a minute?

Research in learning theory would indicate that the student who has experienced higher speeds of writing with an error allowance can more easily transcribe slower rates at a high degree of accuracy than 46 can a student who has never experienced high speeds of writing in- crease his rates even if allowed more errors

– I say practice variety of speed, so you have “modes”

The recommendation that a shorthand student need possess no more than a 70 percent mastery of the brief forms’ is not consistent with the fact that a higher percentage of brief forms are inaccurately transcribed when not correctly written than are any other words. No Ibid., p. 65. ;Louis A. Leslie, Methods of Teaching Gregg Shorthand (New York: Gregg Publishing Division, McGraw-Hill Book Co., Inc., 1953), p. 12. 50 doubt this is largely due to the fact that brief forms do not contain the component characters of the words they represent and are thereby more difficult to transcribe when not correctly written.

That is, the familiar dictation may have been previewed or unpre- viewed; it may have been previously used as drill in class or only written as a homework writing assignment; it may have been selected from a small number of lessons which were identified for the students, or it may have been selected from any lesson previously studied; and it may have been dictated verbatim from the text, or some of the words may have been altered to avoid rote memorization of the ma- terial. The type of familiar dictation administered, then, will have a significant bearing upon the level of achievement attained. Three-minute familiar dictation tests are usually administered be- tween the sixth and eighteenth weeks of instruction. If the material is unpreviewed, has not been practiced in class but has been written ftrr homework, and comes from an announced five-lesson range, all students should he capable of attaining the following minimum rates with 95 percent accuracy: Week 12, 50 words a minute; Week 15, 60 words a minute; and Week 18, 70 words a minute. As these minimum standards are based on a grade of C, the scale may be raised 10 words for a B and 20 words for an A.

Normally, new-matter dictation, when used for testing 51 purposes, should have been unpreviewed and never previously admin- istered to the class. New-matter dictation tests are usually administered beginning with the second semester of instruction. On unpreviewed, new-Matter, 3-minute tests requiring 95 percent accuracy, the high school student should be expected to attain the following minimum standards: Week 24, 50 words a minute; Week 30, 60 words a minute; and Week 36, 70 words a minute. Only the transcript is graded on the new-matter dictation tests, and it is customary to require a student to pass at least two tests at a given speed before he receives credit for passing that rate. As with familiar dictation, the minimum standard may be raised 10 words for each letter-grade level. That is, in order to receive an A, a student would be required to pass at least two tests at 70 words a minute during the fourth six weeks, 80 words a minute during the fifth six weeks, and 90 words a minute during the sixth six weeks.

++++

speed building, pyramid plan vs minute plan p54

pyramid plan – his starts with long slow , 80wpm The Pyramid Plan The pyramid plan is designed to have students writing in “speed spurts” at a rate 40 words a minute beyond their 3- or 5-minute writing rate for one-half minute durations, with the objective being to raise the dictation recording speed by 20 words a minute on the combined series of one-half minute writings. Assuming that the writing level of the class were 80 words a minute, the pyramid plan would be administered as follows: Cycle I Step 1 Preview the unusual or difficult words on the chalkboard. (Preview words should be written rapidly yet easily on the chalkboard to stress fluency of writing. Words should not be placed on the chalkboard before the class begins.) Step 2 Dictate the entire take of 400 words at 80 words a minute, the current writing speed of the class. (This dictation interval is based upon the assumption that dictation takes of 5 minutes are being used for evaluation purposes. If 3-minute takes were utilized, the introductory dictation need be for only 3 minutes.) Step 3 Have a small portion of the dictation read back by two or three students. Postview the chalkboard words and preview additional words as needed. Cycle II Step 4 Dictate four half-minute takes at 120 words a minute. Have part of the material read back. (Provide for a ten- to fifteen-second rest pause between half-minute dicta- tions. Students might request additional preview of diffi- cult words during this period. In drill, students should never write outlines without knowing the correct con- struction of the outline.)

4x.5x120 = 240 of the 400 words

Step 5 Repeat Step 4 over the same material. (The first 240 words will now have been dictated once at 80 words a minute and twice at 120 words a minute.) 54 Step 6 Redictate the four half-minute takes at 110 words a minute without pausing and have part of this dictation read back. Cycle III Step 7 Repeat Steps 4 and 5, dictating two series of four one- half minute takes at 120 words a minute from the last half of the dictation material. Step 8 Redictate these four half-minute takes at 110 words a min- ute without pausing and have part of the take read back. Cycle IV Step 9 Redictate the entire take at 100 words a minute without pausing. Have part of the material read aloud in class. Step nine completes the pyramid plan with the students writing continuous dictation at an increased rate of 20 words a minute the goal for which they were striving.

The Minute Plan The minute plan of dictation, while somewhat simpler in design, is also highly effective. Assuming again that the writing level of the class were 80 words a minute, the minute plan would be administered in the following manner: Cycle I Step 1 Preview, approximately ten to twelve words from the first 100 words of dictation material. Dictate the material at 80 words a minute. Step 2 Provide for postview and additional preview as needed. Redictate the material at 90 words a minute. Step 3 Redictate the material at 110 words a minute. Step 4 – Redictate the material at 100 words a minute. Have the dictation read back by individual students. Cycle II Repeat Steps 1-4 for the next 100 word’s. Cycle III Dictate the first 200 words at 100 words a minute. Read back part of the dictation. Cycle IV Repeat Steps 1-4 for the next 100 words. Cycle V Repeat Steps 1-4 for the next 100 words. 55 Cycle VI Dictate the second 200 words at 100 words a minute. Cycle VII Dictate the entire take at 100 words a minute. Read back part of the dictation. (At the end of the activity, some dictation should be given at a control rate in order to refine the outlines and to main- tain legibility of writing.) As in the pyramid plan, the students have raised their dictation recording speed by 20 words a minute. One particularly desirable feature of the minute plan is that it is highly flexible and is adaptable to many variations in the drill pro - cedure. which is especially useful in providing for change of pace. In fact, an infinite. number of variations might be provided.

+++

57, class of new students 75min/class, 12 weeks, how many /wk? if 5/wk it’s 75 hours 15 min drill from prev day’s lesson 20 min famiiliar dictation drill 20 new theory for tomorrow’s lesson, reading practice from today’s 20 unfam drill from heavily previewed material, all theory introduced at least 6 lessons before.

used the minuteplan, 1/2 min progressions, 60 70 80 70, then combine the halves

plates availble for all the dictation dril material

12 weeks, most 60wpm, unpreifvewed, 3 minutes

+++++

I should suggest:

if enough material: read shorthand plates first for half sh from text for half sh from very slow dictation first for ?? starting when??

uring first-year shorthand, typewritten transcription can profitably be delayed until the last nine to twelve weeks of instruction.

  1. In second-year shorthand (transcription), continue to build shorthand vocabulary. Contrary to frequently expressed opinion, ex- tensive vocabularies do not develop “automatically” from the reading and writing of shorthand but rather from teaching procedures spe- cifically designed to build the student’s shorthand vocabulary. Unless vocabulary drills are continually utilized, the student’s ability to write accurate outlines will be established during the first six months of instruction and appreciable increases in accuracy will not occur during the remainder of the instructional program. It should be recognized that there is a significant relationship between the student’s ability to write accurate shorthand outlines and his achievement in shorthand dictation.

Dictation for transcription should be at a constant rate within the control writing level of the students approximately 20 words below their dictation achievement. The transcription objective is solely to measure how many mailable letters (or other material) the students are able to produce from notes written within their control writing rate.

Do not overdo office-style dictation or the reading and tran- scribing from “cold notes.” The majority of the dictation in the transcription class should be timed dictation, with occasional office- style dictation presented toward the terminal stages of the course. Although some shorthand authors have stated that with their par- ticular shorthand system there is no such thing as “cold notes,” re- search does not support this opinion. However, even though short- hand notes do become “cold” and cannot be read as rapidly or as ac- curately on later dates as they can on the original date of the dictation, most of the transcription in the class should be from current dictation. The occasional transcription from notes written several days earlier does help emphasize, however, the importance of writing accurate, legible shorthand outlines.

++++

add: Middle Way, for all things

References and Other Sites

If not specified, Leslie refers to xxxx and Swem refers to xxx.

A study of the minimum standards for first-year shorthand in community unit high schools in Illinois Author Jacquelynn J. Harder Publication Date 1967 Dissertation/Thesis Department of Business Education North Illinois University https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/749/

The most common minimum speed requirement for first-year shorthand was 60 words per minute. 6. Most of the dictation is new letter-type material. Office-style dictation was not given until the last of the second semester if at all. 7. The most common length of dictation was three minutes

https://esirc.emporia.edu/handle/123456789/2456 ESIRC Home → Theses → Theses 1977 → View Item A survey of Forkner Shorthand instruction at selected post-secondary schools in the United States. Wenger, Phyllis C. URI: http://hdl.handle.net/123456789/2456 Date: 2012-12-20 Emporia State University Emporia, Kansas 1977

Hadfield conducted a study to determine and compare the learning achievement of students using the Gregg (DJ) symbol shorthand and two abbreviated longhand systems–Forkner Shorthand and Stenoscript ABC Shorthand–as measured by the dictation speed and standard vords correctly transcribed at the end of two semesters by eleventh and twelfthgrade high school students. A total of nine public high schools were included in the study-­ three Iligh schools for each of the three shorthand systems. A language achievement test was used to determine the student’s ability level. Hadfield concluded that the Forkner students achieved significantly higher than the students using the Stenoscript or the Gregg systems. The Forkner students in each ability level achieved higher than the students of corresponding levels in the Gregg and Stenoscript groups. The Gregg and Stenoscript students achieved their highest achievement in the 60-words-per-minute speed level while the Forkner students achieved their highest achievement in the 80-\Vord-per-minute speed level

Arthur Hadfield, “A Comparison of the Learning Achievement in Gregg (DJ) Symbol Shorthand and Selected Abbreviated Longhand Systems,” Business Education Forum, XXXI (October, 1976), 104. https://openlibrary.org/books/OL13548876M/A_comparison_of_the_learning_achievement_in_Gregg_(DJ)_symbol_shorthand_and_selected_abbreviated_lon

can’t find images of the book

https://openlibrary.org/works/OL10348005W/A_comparison_of_the_learning_achievement_in_Gregg_%28DJ%29_symbol_shorthand_and_selected_abbreviated_lon?edition= thesis by hadfield

To Read

https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/831/items/1.0106517?o=2 A comparison of a reading approach with a reading-writing approach to the learning of shorthand Abercrombie, William Thomas

Several factors mitigated against a successful experiment. First, a start was made with too few matched pairs, because when the groups were given their final test only 14 matched pairs could be used. Secondly, disturbing factors such as truancy, illness, and laziness interfered with some of the students’ application to their studies. In a large group, these influences probably would have balanced out, but in a small group, they tended to invalidate the test results. Although the study did not prove one method of approach to the learning of shorthand to be superior to another, still it is to be hoped that further experimentation will be carried on with a view to reducing the learning time of Pitman Shorthand, so that the student will learn to use this vocational tool in the shortest possible time.

An experimental study of two shorthand systems Sangster, Norman Abstract [No abstract available] — gregg vs pitman

Item Metadata Title An experimental study of two shorthand systems Creator Sangster, Norman Publisher University of British Columbia Date Issued 1937 http://hdl.handle.net/2429/38589

https://www.academia.edu/28437294/Evaluation_of_First_Year_Shorthand_Achievement_Final_Report Evaluation of First-Year Shorthand Achievement. Final Report By Judith Lambrecht ABSTRACT Pretests and dictation achievement tests were administered-to 1,317 first-year shorthand students and 120 second-year students learning Century 21, Forkner, or Gregg shorthand in the Minneapolis-St. Paul area high schools. Forkner shorthand’ students achieved a higher accuracy and transcription rate during.the first year of instruction. Thus, it is suggested that this is the preferred method of instruction for studentg who are able to devote , one year or less to shorthand instruction. However, by the end of the second year Gregg shorthand s bad higher accuracy scores and better. English error scores, suibg,that this is the preferred method for students who are able to tak wo years of shorthand instruction. None of the three shor nd systems included in this project resulted’in first-year shorthand achievement at vocational skill levels, assuming that maifable letters from dictation at 80 words per minute represents inilum vocational skill. (Complete data tables are included.) (BB)

dropouts the same for all 3 systems no C21 in 2nd yr class Half the Gregg students continued; teacher told some they couldn’t 31% Forkner continued — some selection bias

https://www.semanticscholar.org/paper/A-comparison-of-the-learning-difficulty-of-Forkner-Smith/7e2cee1fa110a1ae3b7b5edbf7ba66a623d639bf – catalog listing A comparison of the learning difficulty of Forkner alphabet shorthand and Gregg shorthand (DJ) E. R. Smith Published 1967 Linguistics https://www.semanticscholar.org/paper/A-comparison-of-the-learning-difficulty-of-Forkner-Smith/7e2cee1fa110a1ae3b7b5edbf7ba66a623d639bf?utm_source=direct_link

tables, but not the full text

1982 A comparison of Gregg and Forkner shorthand in the public schools Randall Charles Krejci University of Northern Iowa https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=3695&context=grp Krejci, Randall Charles, “A comparison of Gregg and Forkner shorthand in the public schools” (1982). Graduate Research Papers. 2734. https://scholarworks.uni.edu/grp/2734

Smith {20) summarized the following conclusions based on his study: (l) The Forkner Alphabet Shorthand System is easier to learn than the Gregg Shorthand System. This conclusion is based on the fact that when comparing systems and achievement, Forkner achieved significantly higher than Gregg. (2) The learning progress of first year Forkner Alphabet Shorthand students is greater than the learning progress of Gregg students. (3) The Forkner Alphabet Shorthand System is better adapted than the Gregg Shorthand System to the above average, average, and below average student. (4) In one year of shorthand, Forkner excels in superiority over the Gregg system. Three sets of dictation were used and the findings were compared not only between systems, but also with comparison to grade point average of similar nature in both groups.

  1. Smith, E.R. 11A comparison of the learning difficulty of Forkner alphabet skills and Gregg Shorthand,n Doctoral dissertation, Ohio State University, 1966.

Note that all systems, even the simpler ones, simplify spelling and even leave out many sounded letters, which is scary at first. Trust the system. The main difference between phonetic systems often claim the write as you speak, but in fact write as the author speaks, complete with accent. Memorize the shorthand spelling of common words, like you did when learning to write English as a child. You will get plenty of practice for them. Use the spelling you think makes sense for the rest. I often use the standard English spelling for vowels, rather than think carefully about how I actually say them.

https://archive.org/details/ERIC_ED094232 Dyep J. Lee A Comparison of Two Practice Patterns Used for the Development of Skills in Writing Shorthand Dictation, Apr 74 Paper presented to the Annual Meeting of the American Educational Research Association (SSth, Chicago, Illinois, April 1974)

ABSTRACT

The major purpose of this study was to whether two patterns of writing practice dictation wou iifferent resur..s in the development of shorthand writ of Gr<?gg Shorthand, Diamond Jubilee. The findings indi rate pattern does not appear to affect the level of ac writing shorthand from dictation; therefore, shorthand should have no hesitation in using the ^aster practice Teachers should endeavor to assist students to set rea that will permit continiious periods of success in t^^rit from dictationo (Author)

Authorities differ as to the most appropriate speeds for dictation prac^ tlce. Some writers believe that the students shoxild be encouraged to practice at speeds below their three-minute dictation test rates; others feel that >all the practice for speed bidlding should be at least 20 to 1+0 words a minute above the rate the student is attempting to pass on a three-minute dictation test.

first year students, uni freshmen

djs – good book 3 minute final 1 minute for practice, repetitive

“No significant difference in the level achieved in writing shorthand from dictation” between the two methods! includes comparing high/low SAT groups.

tiny but nonsig diff – higher did worse on practice, better on test

NSDif in attitudes towards learning “NSig relationship between each of the areas on the aptitude inventory and the level of achievement on the shorthand dictation tests.”

fast group, all did equally well, highest level on test next highest smart slow worst dull low – not author’s words

attitudes: faster were happier, fav attitude toward study of shorthand, speed they wanted to practice, confidence in adequacy..skill..office position, even though test results same

– teachers don’t have to worry about different speeds for each student

(I say BS – failing at “too hard that everyone does” vs “slower but progressing”)

attitudes related to results on tests – set good goals

Bellows, Gladys Pauline. A Comparison of Methods in Teaching Gregg Shorthand, thesis, August 1949; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc83508/m1/1/: accessed July 27, 2025), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; . Aug 1949 – edge of simp and anni

https://digital.library.unt.edu/ark:/67531/metadc83508/m1/1/

A Comparison of Methods in Teaching Gregg Shorthand

DescriptionBookmark this section The purpose of this problem is to make a comparative study of methods in teaching Gregg shorthand. The problem is to compare the methods of approach, procedures, and techniques used, and to determine what has been accomplished in the way of experiments which have been performed by the different writers.

Physical DescriptionBookmark this section iv, 84 leaves

Creation InformationBookmark this section Bellows, Gladys Pauline August 1949.

Manual vs Direct manual/functional better than direct – but what is direct? use of blackboard!!

Functional better in all ways except brief forms in first few months BUt… advanced class shows opposite in first test, afer vacation (easy enough ti fix) thoery: drill of manual type new to fn group so it would be more effecive, speed of transcription much higher with fn

Direct method: genrealization from other words

Leslie functional 761 pages of shorthand; next highest 558, only after combining with gregg manual and speed studies

p69 functional better in all ways esp formal penmanship drills not beneficial class time for practice, not quesitons to/from students formal testing harmful writign word lists no help copying outlines or connected matter numberous times no help no review of principles nec at end of yr bec review takes place naturally by frequent recurrenc of common words

“The success of any method depends on the skill and enthusiasm of the teacher.”

p71 as above and do not memorize rules blackboard! prompt promptly when necessary for speed building mix of activities encourage pupils by allowing on lsuccessful experiences

++++++++++++

The textbook and teaching method affects student success more than the system, as long as the system is not too extreme. Leslie’s Functional Method for Gregg Anniversary (xxxref) had great success, even though it did not state the rules clearly, because it had so much well-written shorthand for each chapter, a key in the back, a teacher’s book and magazines with tests for each chapter, instructions on how to teach new words, how much time to spend each day on each type of exercise, instructions for gradual increasing of difficulty, and ways to keep students interested. The better results may not have been due to the innovation of delaying all writing for the first half of the class and reduced wording of the rules.

Leslie’s book Methods of Teaching Gregg Shorthand. (1953, 497 pages, not to be confused with other similarly-named books by the same company and even the same author.)

A good book will:

This course will help you overcome those deficiencies in your book, and to do for yourself most of the things a good teacher would do. It gives more specific guidance to those who wish it; explains some of the reasoning behind the suggestions; reinforces common advice; and adds useful ideas not commonly found in other places.

Richardson, et. al. “Eye Movements in Language and Cognition, A Brief Introduction,” Empirical Methods in Cognitive Linguistics. John Benjamins Publishing Company, 2007
https://www.researchgate.net/publication/236627037_Eye_movements_in_language_and_cognition_A_brief_introduction
https://co-mind.org/rdmaterials/pdfs/chapters/richardson_dale_spivey_2007.pdf

Pratt’s Easy Intro to Dictation,

Pullis, Joe. “The Relationship between Competency in Shorthand Accuracy and Achivement in Shorthand Dictation.” PhD Dissertation. North Texas State University, 1966
https://www.academia.edu/62276863/The_Relationship_between_Competency_in_Shorthand_Accuracy_and_Achivement_in_Shorthand_Dictation

Four Column Method for Copying

This method combines reading well-written shorthand, writing, and reading your own writing into a single exercise. It works well at the copying stage, in the early stages of dictation when you should have well-written shorthand in front of you, when you cannot take dictation, and at all stages for penmanship practice. It also helps you build pen speed separate from brain speed.

It will not, however, help you build brain speed. I speak from experience. Only exercises that force you to think of outlines at speed will help brain speed.

Make four columns by dividing two pages into two columns each, so you can see all at the same time. Copy the passage from the book into the first column. Aim for a slightly uncomfortable speed, at which your notes are readable and follow the rules, but are not perfect. If you are creating your own material, write your first attempt in the first column and leave room for corrections.

The 1st column needs to be accurate, since it will be the model for the others. Accurate means legible and following the rules, not perfect penmanship. Go as slow as needed to reach this level, but no slower.

Check your work and make corrections. Choose a few outlines you struggled with and copy them a few times, then a few more including a few words on either side.

I sometimes do the first column of several passages, so I only have to carry my notebook to practice. This adds a delay between first writing and reading. It looks very different after the break. For now, though, go to the next step immediately.

Copy from the first column to the second, check your work, make corrections, and practice difficult sections. Then copy from the second column to the third, and the third to the forth. Check your work, make corrections, and practice difficult sections after each copy.

Speed up a bit for the 2nd column. Counter-intuitively, shorthand is easier to write neatly with a bit of speed.

Speed up even more for the 3rd column. Go so fast that your writing is only 95% accurate. (If your goal for the exercise is penmanship, then go slower.)

The 4th and final column should be slow enough for 98% accuracy, but no slower. Your hand will remember this copy most. Too slow will teach slow writing. Too fast will teach inaccurate writing.

It will take a bit of practice to learn how fast to write each column. The speeds will increase over time. Some passages will be easier or harder than others. Find speeds that usually work and don’t worry about it. By speed, I mean how hard to push yourself, but you can also do this exercise with dictation.

If you wait between the first and second column, then read the entire passage before copying. This time counts as reading your own writing.

Pratt’s One Line Method for Copying

Easy intro to dictations. Reddit, r/shorthand, June 10, 2025

This is similar, but uses one-line sentences or word groups (about 10 words), lines instead of columns, and more copies. See the Reddit post and [Pratt’s site] for more details.

– Larson, Kevin. “The Science of Word Recognition”. Microsoft, paper presented 2003, reprinted 2022.

https://learn.microsoft.com/en-us/typography/develop/word-recognition

Leslie recommends approximately a week of slow copying and slow dictation until the last initial diffuse movements have disappeared or are under control [before working on speed]. – Leslie, Methods of Teaching Gregg Shorthand, page 363 xxx ref

A comparison of student dictation speed in first year shorthand when taught by the micromolar approach and the early new-matter approach , MS Thesis Montana State University - Bozeman, College of Professional Schools en dc.rights.holder Copyright 1972 by Russell Leon Sevier https://scholarworks.montana.edu/handle/1/11418 both approaches effective, no dif in 3 minute new matter dictation tests

Shorthand I class, high school 60 minute periods, 5/wk, entire year – but study was only 1st quarter – 3 minutes new matter after only that long?? immediate transcription DJS – so lots of matrial in book partial preview and practice

Early New-Matter Method

micromolar

grrr, changed several things! between groups

++ report on study by schloemer, reading/functional vs writing with much eveidence on rules of theory end of class, 3min dictation, equal results

Settle, difference but insig

++ early new matter vs reading writer found studies disagreed Ward – early new matter helped, esp for suller students Persing – opposite results – no sig dif

micromolar theory – each speed is a different skill, need to learn shorthand multiple times

suggests easy material at high speed, instead of difficult at low Sloan - control group practiced variety of speeds, test at only 100, for practice and tests

test 4 times over 12 wks ctrl: 50wpm, 60, 70, 80 tests test: all at 100 material?

at 12 wks: battery of 3-min tests vareity fo speeds

first three test, tradl methd superior fourth test same results

Recommend: longer experiment and slower speed for the test group

Boss, college students: expt better on 1st 2 interim, ctrol on the remainder; ctrl gp didn’t improve during last 2 wks, explt group did no sig acheivement – lots of details of expt not listed

New expt:

A: beginning new matter at 20wpm, each day antoher new-matter letter, with word privew and pracice various plans for speedbuilding – dictation same speed vary length; vary rate keep lentgh; vary both; what htey call pyramid but actually leslie first steps up, down.

B: 100wpm constant, no writing outside of class except tracing – control speed 2 types tracing plates: start with copy of prev days lesson, dicate 10-15 sec and trace later, 1 sentence repeated 5 times. complicated method of leaving out words dictated, filing them in – what???? Why???? only time not at this speed were the tests

testing on 3 min new matter every week, much practice dictation on other days end of st wk, test dictate to all at 20, 30, 40 final 5 takes, 40 50 60 70 80

Badly designed!!