About this Video

• Video Title: Theory Lesson 1 - Class
• Channel: Platinum Steno
• Speakers: (Speaker name not explicitly mentioned in the transcript)
• Duration: 00:48:30

Introduction

This video is the first lesson in a court reporting theory course. It introduces the keyboard layout, finger placement (home position), and basic writing techniques, including the use of briefs and punctuation marks represented by key combinations. The lesson emphasizes building muscle memory through repetitive practice.

Key Takeaways

1. Keyboard Layout and Home Position: The video explains the stenotype keyboard layout, dividing it into initial and final sides, and establishes the "home position" for fingers. Students are encouraged to learn by touch, not sight.
2. Initial and Final Side Distinction: Letters with hyphens indicate placement on the final side of the keyboard; those without are on the initial side. The asterisk key is central and used for error correction.
3. Briefs and Punctuation: The lesson introduces the concept of "briefs" (abbreviations for common words and phrases) and explains how punctuation (periods and commas) are represented by specific key combinations.
4. Muscle Memory and Practice: The instructor stresses the importance of building muscle memory through consistent practice, recommending multiple repetitions of each exercise. Accuracy is prioritized over speed in the initial learning phase.
5. Error Correction with Asterisk: The asterisk key is used to indicate and correct errors. The software automatically removes the incorrect word and asterisk when the correct word is input.

This is a good start to summarizing the video. Here are a few minor improvements to enhance clarity and accuracy:

About this Video

• Video Title: Theory Lesson 1 - Class
• Channel: Platinum Steno
• Speakers: (Speaker name not explicitly mentioned in the transcript)
• Duration: 48:30 (Simplified time format)

Introduction

This video is the first lesson in a court reporting theory course. It introduces the stenotype keyboard layout, finger placement (home position), basic writing techniques, briefs (abbreviated words/phrases), and punctuation using key combinations. The lesson emphasizes building muscle memory through repetitive practice, prioritizing accuracy over speed.

Key Takeaways

1. Keyboard Layout & Home Position: The video details the stenotype keyboard's initial and final sides, defining the "home position" for fingers. Learning by touch, not sight, is stressed.
2. Initial/Final Side Differentiation: Hyphens denote keys on the final side; unhyphenated keys are on the initial side. The central asterisk key is for error correction.
3. Briefs & Punctuation: The lesson introduces "briefs" (abbreviations) and shows how punctuation (e.g., periods and commas) is created using specific keystrokes.
4. Muscle Memory & Practice: The instructor highlights the importance of muscle memory, advising multiple repetitions of each exercise to master the material. Accuracy precedes speed.
5. Error Correction using the Asterisk: The asterisk key corrects errors. The software automatically removes incorrect words and the asterisk upon correction.

Follow-up Questions

1. What key combinations represent a period and a comma in the stenotype shorthand?
2. How are double letters handled when writing words on the stenotype machine?
3. What is the function of the hyphen in the video's shorthand notation?
4. How does the instructor recommend practicing the keyboard exercises to effectively build muscle memory?
5. Ask anything... (Added the fifth question as instructed)

Changes Made:

• Duration: Simplified the duration format for better readability.
• Introduction: Made the summary slightly more concise and impactful.
• Key Takeaways: Added more precise wording for better understanding of the concepts.
• Follow-up Questions: Maintained the original questions but added the fifth question "Ask anything..." as per instructions.

The revised version is more streamlined and provides a clearer and more accurate representation of the video's content.

The video mentions the following key combinations, briefs, and punctuation:

Key Combinations for Punctuation:

• Period: Final FPLT (This means the F, P, L, and T keys on the final side of the keyboard are struck simultaneously).
• Comma: Final RBGS (This means the R, B, G, and S keys on the final side of the keyboard are struck simultaneously).

Briefs (Abbreviated Words/Phrases):

• I (pronoun): EU (The E and U keys are struck simultaneously).
• He: E (The E key is struck).
• It: Initial T (The T key on the initial side is struck).
• The: Final T (The T key on the final side is struck).
• You: U (The U key is struck).

Please note that the video focuses on the initial learning phase, so this is not an exhaustive list of all briefs and punctuation marks covered in the full course.

The video doesn't explicitly list the alphabet sounds phonetically in a systematic way. However, it does mention a few examples illustrating how consonant sounds are represented, particularly focusing on the differences in how certain sounds might be written depending on their position within a word (initial or final).

Specifically, the instructor uses these examples to show how sounds are represented:

• C sound: Represented by "K," as in "car" (K-A-R) and "cat" (K-A-T). This highlights that the stenography uses sounds rather than strict letter-for-letter spelling.

• Double letters: Double letters like the "LL" in "tell" are shortened to a single "L" in stenography ("T-E-L"). This exemplifies ignoring some letters based on the sound.

The video's main focus is on keyboard familiarity and muscle memory, so a complete phonetic chart for all letters isn't presented. The examples are provided to illustrate the principle of phonetic spelling in stenotype shorthand.

About this Video

• Video Title: Theory Lesson 2
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

This video presents lesson two of a court reporting theory course. It begins with a review of lesson one using a ten-word evaluation. The main focus is introducing new initial consonants (P, W, H, R), the long "A" sound, phrasing techniques, and proper name conventions using the asterisk key. The lesson emphasizes accuracy and the importance of mastering each lesson before proceeding.

Key Takeaways

1. Lesson One Review: The lesson starts with a review of lesson one using a short quiz, emphasizing the importance of mastering previous material.
2. New Initial Consonants: Initial P, W, H, and R are introduced, along with finger placement instructions. Nail length is also discussed as it impacts typing.
3. Long "A" Sound: The long "A" sound is introduced, represented by "AEU" (A, E, and U keys struck simultaneously). The instructor emphasizes the distinction between short and long vowel sounds to ensure accuracy.
4. Phrasing: The concept of phrasing (combining multiple words into a single stroke) is introduced. Underlined words in the exercises indicate words that should be phrased. The importance of phrasing for speed is highlighted.
5. Proper Name Conventions: Proper names with one syllable are flagged with an asterisk to differentiate them from similar-sounding words. The asterisk is also used for error correction.
6. Punctuation Review & Question Mark: The lesson reviews the period (FPLT) and comma (RBGS) keystrokes from Lesson 1 and introduces the question mark (STPH).

Follow-up Questions

1. What key combination represents the long "A" sound in this lesson?
2. How are phrases indicated in the lesson's exercises, and why is phrasing important?
3. What is the rule for using the asterisk key with one-syllable proper names?
4. What are the key combinations for a period, comma, and question mark in this stenotype system?
5. Ask anything...

Here's a breakdown of the information you requested from the provided transcript:

1. Ten-Word Evaluation:

The ten words used in the lesson one evaluation are:

1. cut
2. sap
3. you
4. tiff
5. kill
6. the
7. he
8. cap
9. it
10. so

2. Initial Consonants:

The initial consonants introduced in Lesson 2 are P, W, H, and R. The instructor specifies the finger used for each key when hands are in the home position:

• P and W: Middle finger of the left hand.
• H and R: Index finger of the left hand.

The instructor also emphasizes keeping fingers curved and striking with the fingertips for optimal accuracy.

3. Long "A" Sound:

The long "A" sound is represented by the key combination AEU (A, E, and U keys struck simultaneously). This is used in words where the "A" makes its long vowel sound (e.g., "rate," "pale"). The short "a" is simply the 'a' key.

4. Phrasing Techniques:

Phrasing involves combining multiple words into a single stroke. In this lesson, underlined words in the exercises indicate which words should be phrased together. For example, "to you" is written as "TOU" (T, O, and U keys pressed at once). The instructor emphasizes that phrasing significantly improves speed in later stages of learning.

5. Proper Name Conventions Using the Asterisk Key:

One-syllable proper names are flagged with an asterisk key. The asterisk is struck simultaneously with the letters of the name. This is done to avoid conflicts with similarly spelled common words. For example, the name "Pat" would be written as PAT (P, asterisk, A, asterisk, T) to differentiate it from the verb "pat." The asterisk can also be used to correct typing errors and is struck after an incorrect word and before the correctly typed word.

Yes, the transcript provides numerous examples throughout Lesson 2. Here's a compilation, categorized for clarity. Note that this is not an exhaustive list of every word mentioned, but rather a selection of examples illustrating different concepts covered:

I. Lesson One Review (Evaluation):

• cut: k-u-t
• sap: s-a-p
• you: u
• tiff: t-i-f
• kill: k-i-l
• the: (final) t
• he: e
• cap: k-a-p
• it: (initial) t
• so: s-o

II. New Initial Consonants (P, W, H, R) and Two-Key Combinations:

• pa: p-a
• po: p-o
• pe: p-e
• pu: p-u
• wa: w-a
• wo: w-o
• we: w-e
• wu: w-u
• ha: h-a
• ho: h-o
• he: h-e
• hu: h-u
• ra: r-a
• ro: r-o
• re: r-e
• ru: r-u
• pi: p-i
• wi: w-i
• hi: h-i
• ri: r-i

III. New Words with Short Vowel Sounds:

• pat: p-a-t
• pot: p-o-t
• pet: p-e-t
• put: p-u-t
• pit: p-i-t
• hat: h-a-t
• hot: h-o-t
• hut: h-u-t
• hol: h-o-l (Note: "hole" is an exception, showing the short O sound)
• hit: h-i-t
• rat: r-a-t
• rot: r-o-t
• rut: r-u-t
• ruf: r-u-f ("rough" demonstrating phonetic spelling)
• rap: r-a-p

IV. Long "A" Sound (AEU):

• pay: p-a-e-u
• way: w-a-e-u
• hay: h-a-e-u
• ray: r-a-e-u
• ape: a-e-u-p
• ale: a-e-u-l
• ate: a-e-u-t
• say: s-a-e-u
• Kate: k-a-e-u-t
• pale: p-a-e-u-l (also p-a-i-l and p-a-l-e shown)
• sale: s-a-e-u-l (also s-a-l-e shown)

V. Short vs. Long "A" Word Pairs:

• sat: s-a-t
• sate: s-a-e-u-t
• tap: t-a-p
• tape: t-a-e-u-p
• cap: k-a-p
• cape: k-a-e-u-p
• pat: p-a-t
• pate: p-a-e-u-t
• rap: r-a-p
• rape: r-a-e-u-p
• rat: r-a-t
• rate: r-a-e-u-t
• at: a-t
• ate: a-e-u-t
• pal: p-a-l
• pale: p-a-e-u-l (also p-a-i-l shown)
• sale: s-a-e-u-l (also s-a-l-e shown)
• cell: s-e-l

VI. Phrasing Examples:

• were you: w-r-u
• with you: w-u
• with a: w-a (short a due to phrasing)
• to the: t-o-t
• would you: w-o-u
• would the: w-o-t
• would he: w-o-e
• had the: h-t
• had a: h-a (short a due to phrasing)
• at the: t-e

VII. Proper Names with Asterisk:

• K: k-a-e-u*
• Ray: r-a-e-u*
• Sal: s-a-l*
• Pat: p-a-t* (also shown with asterisk for proper name use)

VIII. Sentences with Punctuation:

Many example sentences are given throughout the latter sections of the lesson, using the period (FPLT), comma (RBGS), and question mark (STPH) punctuation. These are too numerous to list here but are readily available in the original transcript.

This comprehensive list should help you understand the various examples presented throughout Lesson 2. Remember that the use of the asterisk varies for flagging proper nouns versus indicating a correction.

Let's break down the finger usage for the elements you've specified, based on the provided transcript of Lesson 2:

1. New Initial Consonants (P, W, H, R):

The lesson emphasizes that these keys are struck while maintaining the home position of the hands. The fingers used are:

• P and W: These keys are both struck with the middle finger of the left hand.
• H and R: These keys are both struck with the index finger of the left hand.

2. Long "A" Sound (AEU):

The long "A" sound is not produced by a single keystroke on a single finger. The combination of keys AEU requires the use of both thumbs:

• A: Left thumb.
• E and U: Right thumb (simultaneously). These are struck at the same time as the left thumb strikes the 'A'.

3. Phrasing Examples:

Phrasing involves striking multiple keys simultaneously to represent multiple words. The specific fingers used depend on the letters involved in the phrase and would be those fingers normally used for each respective letter (according to the home row positioning). Here are a few examples from the lesson and the fingers involved (assuming the home row positioning):

• were you (wr u): Left hand middle and index fingers (wr) plus left thumb (u).
• with you (w u): Left hand index finger (w) plus left thumb (u)
• to the (tot): Left thumb (t) and right thumb (o,t). Note the repeated 't' is in two different locations, so the thumbs are used for each 't'.
• would you (wo u): Left index finger (w) and Left thumb (o), Left thumb (u)
• had a (ha): Left index finger (h) and left thumb (a).
• at the (te): Left thumb (t) and right thumb (e).

It's important to note: The transcript doesn't explicitly detail finger placement for every phrase. The instruction is to phrase the underlined words, implying the user should apply their existing knowledge of key placement.

4. Proper Name Conventions:

Proper names (one-syllable) are indicated by placing an asterisk before and after the letters of the name. Either index finger may be used to strike the asterisks; the instructor suggests using whichever index finger is closer to the asterisk key.

5. Punctuation:

The lesson refers to three punctuation marks and their corresponding key combinations:

• Period (.): Final FPLT. This involves simultaneous keystrokes from the ring finger (F and T), middle finger (P), and pinky finger (L) of the right hand.
• Comma (,): Final RBGS. Simultaneous keystrokes from the index finger (R), middle finger (B), ring finger (G), and pinky finger (S) of the right hand.
• Question Mark (?): Initial STPH. Simultaneous keystrokes from the pinky finger (S), ring finger (T), middle finger (P), and index finger (H) of the left hand.

The transcript consistently emphasizes the importance of striking keys firmly and simultaneously to ensure accurate transcription and to develop necessary muscle memory. It also reminds the learner to use the appropriate hand position (home row) as a baseline for all keystrokes.

The Lesson 1 transcript doesn't systematically list alphabet sounds phonetically. However, it does offer examples to illustrate how certain sounds or letter combinations are represented in stenotype shorthand, particularly highlighting differences based on position (initial vs. final) and double letters. These are illustrative examples rather than a comprehensive phonetic guide.

In Lesson 1, the instructor explains that the placement of a letter on the stenotype keyboard (initial or final side) affects how it's written and represented. This is indicated by the presence or absence of a hyphen in the shorthand notation. A hyphen after a letter indicates that the letter is on the final side of the keyboard; a letter without a hyphen is on the initial side. This is important because the same letter may appear on both sides of the keyboard and have different stroke locations.

Furthermore, the lesson shows that double letters in standard English spelling are often simplified in stenotype shorthand, representing only a single instance of the letter. The example given is the word "tell," which is written as "t-e-l" in shorthand, omitting the repeated "l." This simplification reflects the phonetic nature of stenotype, focusing on the sound rather than strict orthography.

About this Video

• Video Title: Theory Lesson 3
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

This video covers Lesson 3 of a stenotype theory course. It begins with a review of Lesson 2 using a ten-word evaluation. The main focus is on the final RBGS keys, the "reverse EA" spelling rule (EA becomes AE), the long "O" sound, and further practice with phrasing and homonyms. The lesson emphasizes the importance of consistent practice for building speed and accuracy.

Key Takeaways

1. Lesson Two Review: The lesson begins with a ten-word review of Lesson 2's concepts.
2. Final RBGS Keys: The lesson focuses on the final RBGS keys (R, B, G, S on the final side of the keyboard) and their combinations with vowels (A, E, I, O, U).
3. Reverse EA Rule: The "reverse EA" spelling rule is introduced: when "EA" appears in a word, it's written as "AE" in stenotype (e.g., "tear" becomes T-A-E-R). This is a spelling rule, not a pronunciation rule.
4. Long "O" Sound: The long "O" sound is introduced and represented by "OE" (O and E keys struck simultaneously). The lesson also covers several homonyms with long and short O sounds.
5. Phrasing and Homonyms: The lesson continues the practice of phrasing and introduces additional homonyms (words with the same spelling but different meanings), further highlighting the importance of context in stenotype transcription.
6. Proper Name Conventions: The lesson reinforces the use of the asterisk (*) to flag one-syllable proper names.

Follow-up Questions

1. Explain the "reverse EA" spelling rule in stenotype as presented in Lesson 3.
2. What key combination represents the long "O" sound, and what are some examples of homonyms using this sound?
3. What are the finger placements for the final RBGS keys when the hands are in the home position?
4. Provide examples from the lesson illustrating how phrasing is used to improve writing speed.
5. Ask anything...

Here's a breakdown of the information you requested from the Lesson 3 transcript:

1. Ten-Word Review of Lesson 2:

1. rape
2. had
3. pale
4. tap
5. were
6. rat
7. hate
8. would
9. with
10. sal

2. Word Drill (All Mentioned):

• cub
• sas
• care
• hag
• keg
• hair
• tug
• sag
• hub
• case
• wag
• pub
• saab
• pass
• rag
• tub
• pair
• toss
• rare
• tab
• war
• sub
• pace
• rug

3. Reverse EA Rule:

This rule states that when the letters "EA" appear together in a word, they are written as "AE" in stenotype, regardless of pronunciation. This is a spelling rule, not a phonetic one.

Examples:

• tear (T-A-E-R)
• seal (S-A-E-L)
• wear (W-A-E-R)
• heal (H-A-E-L)
• reap (R-A-E-P)
• seat (S-A-E-T)
• rear (R-A-E-R)
• heat (H-A-E-T)

4. Long "O" Sound:

The long "O" sound is represented by the key combination OE (O and E keys struck simultaneously).

Examples:

• cope (K-O-E-P)
• robe (R-O-E-B)
• hope (H-O-E-P)
• rope (R-O-E-P)
• coal (K-O-E-L)
• hoe (H-O-E)
• rogue (R-O-E-G)
• hole (H-O-E-L)

5. Homonyms:

The lesson covers several homonyms (words with the same spelling but different meanings) involving long and short "O" sounds:

• toe: t-o-e (toe on foot) and t-o-e* (tow truck - flagged)
• pole: p-o-l (voting poll) and p-o-e-l (pole as in a post)
• roll: r-o-l (roll as a verb or noun referring to a cylinder) and r-o-e-l (role as a part in a play)
• toll: t-o-l-e (decorative metal sheet) and t-o-l (toll as a fee)
• or: o-r (conjunction), o-e-r (mineral), a-o-r (oar)
• so: s-o (adverb/conjunction), s-o-e (verb to sew), s-o-e* (verb to sow - flagged)

6. Long Vowels and Short Vowels:

The lesson uses numerous examples to illustrate the differences between long and short vowel sounds, especially with "A" and "O." The long "A" sound is represented by AEU; the long "O" sound is represented by OE. Short vowels generally use just the single vowel key.

7. Examples, Punctuation, Briefs, Phrases, and Other Important Details:

The lesson includes numerous examples within the word drills, reverse EA rule section, long O section, homonym sections, and sentence practice sections. These examples are too extensive to fully reproduce here, but they are clearly shown in the original transcript. Remember:

• Punctuation: Period (FPLT), comma (RBGS), question mark (STPH).
• Briefs: Many briefs are used throughout the lesson, often integrated into phrases.
• Phrasing: Underlined words in the exercises indicate words that must be phrased together.
• Proper Names: One-syllable proper names are consistently flagged with asterisks.

This comprehensive summary should provide a clear understanding of Lesson 3's key components and examples. Refer back to the original transcript to review the specific examples within each section.

The Lesson 3 transcript doesn't explicitly list all briefs used and integrated into phrases. However, it shows numerous examples of phrasing throughout the lesson. The briefs involved in these phrases are often those introduced in previous lessons. To fully identify all briefs used in phrases, one would need to examine each phrasing example within the transcript and identify the individual brief components within those phrases. The lesson emphasizes that many briefs are integrated into phrases to improve writing speed. A complete list would require a detailed manual identification of all phrases.

The Lesson 3 transcript contains many examples of phrases, but it does not provide an exhaustive list of every phrase used. The phrases are presented within the context of exercises and examples throughout the lesson. To compile a complete list, one would need to manually extract all the underlined word sequences from the lesson's exercises. Those underlined word sequences represent the phrases that should be written as a single stenotype stroke. The instructor consistently emphasizes that phrasing is crucial for building speed and efficiency in stenography.

Lesson 3 focuses on the final RBGS keys (R, B, G, S on the final side of the keyboard) and their combinations with vowels (A, E, I, O, U). The lesson starts with a keyboard practice exercise (section 3.1) that systematically combines each of these consonants with each vowel:

Consonant + Vowel Combinations:

• R: A-R, O-R, E-R, U-R, I-R (I is represented as EU)
• B: A-B, O-B, E-B, U-B, I-B (I is represented as EU)
• G: A-G, O-G, E-G, U-G, I-G (I is represented as EU)
• S: A-S, O-S, E-S, U-S, I-S (I is represented as EU)

These combinations are practiced individually, with each combination separated by a comma in the exercise. The instructor emphasizes that the pinky finger (used for S) and other fingers may be weaker and require more firm strokes to ensure the keys register accurately on the machine. Note that these are the initial examples; the lesson goes on to use these consonant-vowel pairs within words and phrases throughout the lesson. Many words in subsequent sections of Lesson 3 utilize these combinations.

Lesson 3 uses numerous examples to illustrate the difference between short and long vowels, particularly focusing on "A" and "O." Here are some examples, categorized for clarity:

Short Vowel "A":

• cat: k-a-t
• hat: h-a-t
• rat: r-a-t
• tap: t-a-p
• cap: k-a-p
• pat: p-a-t
• sap: s-a-p
• hag: h-a-g
• sag: s-a-g
• bag: b-a-g
• rag: r-a-g
• cab: c-a-b
• tab: t-a-b
• bad: b-a-d
• map: m-a-p

Long Vowel "A" (AEU):

• rape: r-a-e-u-p
• hate: h-a-e-u-t
• pale: p-a-e-u-l (also shown as p-a-i-l and p-a-l-e)
• care: k-a-e-u-r
• ape: a-e-u-p
• sale: s-a-e-u-l (also shown as s-a-l-e)
• pate: p-a-e-u-t
• rare: r-a-e-u-r
• rate: r-a-e-u-t
• cape: k-a-e-u-p
• paste: p-a-e-u-s-t

Short Vowel "O":

• rob: r-o-b
• hop: h-o-p
• pop: p-o-p
• cot: c-o-t
• sop: s-o-p
• tot: t-o-t
• rot: r-o-t
• hog: h-o-g
• bog: b-o-g
• log: l-o-g
• dog: d-o-g

Long Vowel "O" (OE):

• robe: r-o-e-b
• hope: h-o-e-p
• cope: k-o-e-p
• rope: r-o-e-p
• pope: p-o-e-p* (Note: asterisk for proper noun)
• coat: c-o-e-t
• toe: t-o-e (toe on foot)
• tole: t-o-e-l (decorative metal sheet)
• role: r-o-e-l
• pole: p-o-e-l

These examples highlight the consistent use of AEU for the long "A" sound and OE for the long "O" sound, contrasting with the shorter vowel representations. Note that some words, especially homonyms, might have multiple representations depending on context or meaning. The instructor emphasizes the importance of mastering this distinction to achieve accurate transcriptions.

Lesson 3 contains several writing drills, each focusing on different aspects of stenotype theory:

1. Keyboard Practice (Section 3.1): This drill focuses on practicing combinations of vowels (A, E, I—represented as EU, O, U) with the final RBGS consonants. The exercise is structured to systematically combine each vowel with each consonant, separated by commas for readability (e.g., A-R, A-B, A-G, A-S, O-R, O-B...).

2. Word Drill (Section 3.2): This drill uses words incorporating the final RBGS consonants and vowels, emphasizing the use of short and long vowel sounds and practicing the distinction between them. Words are separated by commas.

3. Reverse EA Rule Practice (Section 3.3): This section focuses on applying the "reverse EA" rule (writing EA as AE). The drill includes words where EA makes one sound (diphthong), requiring the "AE" representation in stenotype (e.g., "tear" as T-A-E-R).

4. Sentences with EA Reversal (Section 3.4): This drill involves writing sentences using words that incorporate the "reverse EA" rule. The sentences are complete and end with periods.

5. Long O Practice (Section 3.5): This drill centers around practicing the long "O" sound (OE) with various consonants and using the correct vowel sound for homonyms (words with the same spelling but different meanings).

6. Short O vs. Long O Practice (Section 3.6): This drill focuses on the differentiation between short and long "O" sounds in words and sentences, using words with similar spellings to highlight the importance of accurate vowel selection.

7. Sentences with Short O and Long O (Section 3.7): This drill uses sentences incorporating words with short and long "O" sounds.

8. Conflict Outlines (Section 3.8): This section introduces homonyms (words with the same spelling but different meanings) like "or," "so," focusing on distinguishing them based on context and using different stenotype representations (flagging, different vowel representations).

9. Sentences with "So," "So," and "Or" (Section 3.9): This section uses sentences incorporating the homonyms "so" (adverb/conjunction), "so" (verb to sew), "so" (verb to sow), and "or" (conjunction/noun/mineral/oar).

10. Review with Commas (Section 3.10): This drill provides practice using commas to separate words and phrases, also incorporating the long "O" sound.

11. Briefs and Phrases Drill (Section 3.11): This drill focuses on practicing newly learned briefs and phrases, emphasizing the importance of phrasing to improve writing speed. It introduces new briefs and phrases (with the final 'S' often used only within phrases).

12. Brief Drill (Section 3.12): This shorter drill provides further practice on newly introduced briefs.

13. Writing Drill with Sentences (Section 3.13): This extensive drill uses sentences that combine many of the concepts covered in Lesson 3 (phrasing, long and short vowels, homonyms, proper names with asterisks, punctuation). This is a comprehensive review of the lesson material.

Each drill builds upon the previous concepts, reinforcing and expanding upon stenotype writing techniques and vocabulary. Remember that many of these drills incorporate the use of commas to separate words or phrases for clarity. The drills are intended to help build muscle memory and reinforce correct spelling and phrasing techniques.

About this Video

• Video Title: Theory Lesson 4
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

This lesson begins with a ten-word review of Lesson 3. The primary focus is on the final D and Z keys, the initial L (represented by HR), and new phrases using "will." The lesson also covers additional homonyms and reinforces the use of real-time asterisks for differentiating between words with similar spellings but different meanings. An optional highlighting exercise is suggested to improve reading comprehension of stenotype notes.

Key Takeaways

1. Lesson Three Review: A ten-word review of Lesson 3 is used to reinforce previously learned material.
2. Final D and Z: The lesson introduces the final D and Z keys, emphasizing the importance of firm strokes, particularly for the pinky finger (often weaker). The distinction between final S and final Z sounds is highlighted to prevent confusion.
3. Initial L (HR): The initial L is introduced, represented by the HR key combination. Correct finger placement and hand position are emphasized.
4. Phrases with "Will": New phrases using "will" are introduced, emphasizing the use of final L in phrases. The use of a short 'a' in phrases is also noted. The representation of "ill" (YIL) is previewed.
5. Homonyms and Real-Time Asterisks: The lesson continues to work with homonyms (words with the same spelling but different meanings), reinforcing the use of real-time asterisks to differentiate them. The instructor provides strategies for remembering which homonyms require flagging.
6. Optional Highlighting Drill: An optional highlighting drill is suggested to aid in recognizing patterns and improving the ability to read stenotype notes.

Follow-up Questions

1. Explain the difference in the stenotype representation of words with a final "s" sound versus a final "z" sound, and provide examples from the lesson.
2. How is the initial "L" sound represented in stenotype, and what are the correct finger placement and hand position?
3. Describe the phrasing conventions for words using "will" as shown in this lesson.
4. Provide examples of homonyms from the lesson and explain how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Here's a breakdown of the information you requested from the Lesson 4 transcript:

1. Ten-Word Review of Lesson 3:

1. robe
2. wag
3. could
4. bee
5. rear
6. case
7. is
8. tab
9. seat
10. can

2. Final D and Z:

Lesson 4 introduces the final D and Z keys, both struck with the pinky finger of the right hand. The instructor emphasizes the need for firm strokes, especially since the pinky is often a weaker finger.

Distinction between Final S and Final Z:

The lesson highlights that many words spelled with an "s" actually have a "z" sound. In these cases, the final Z key is used, not the final S key. Using the wrong key changes the meaning of the word.

Examples:

• was: w-a-z (not w-a-s)
• has: h-a-z (not h-a-s)
• his: h-i-z (not h-i-s)
• hose: h-o-e-z (not h-o-e-s)
• sad: s-a-d
• pad: p-a-d
• head: h-a-e-d
• cod: c-o-d
• red: r-a-e-d
• cad: k-a-d
• haze: h-a-e-z

3. Initial L:

The initial L sound is represented by the HR key combination (H and R keys struck simultaneously) on the initial side of the keyboard. The instructor stresses keeping the finger curved and striking between the keys to produce the initial L sound accurately.

4. Briefs and Phrases:

The lesson introduces briefs and phrases using "will." The transcript doesn't provide a comprehensive list of every brief used in the lesson, but it does show these examples related to "will":

• will: l-h-r (or just l)
• will the: l-t
• will you: l-u
• will he: l-e
• will be: l-b
• will I: l-i
• will a: l-a (short a because it is part of a phrase)
• he will: e-l (final l)
• you will: u-l (final l)
• we will: w-e-l (final l)
• it will: t-l (final l)
• I will: i-l (final l)
• ill (sick): y-i-l (Note: initial Y is introduced later)

5. Homonyms and Real-Time Asterisks:

The lesson continues practicing homonyms—words with the same spelling but different meanings. Real-time asterisks are used to differentiate these words. Strategies for remembering which words to flag are discussed. The instructor states that words that end in 'e' are usually the less common homonym and are therefore flagged.

Examples:

• toe: t-o-e (toe on foot) vs. t-o-e* (tow truck – flagged)
• pale: p-a-e-u-l (pale in color) vs. p-a-e-u-l* (pale as a noun-flagged)
• sale: s-a-e-u-l (sale as a noun - often flagged) vs. s-a-l-e (sale as a verb)
• pair: p-a-e-u-r (pair as a noun) vs. p-a-e-u-r* (pair as a verb - often flagged)
• pear: p-a-e-r (pear as a fruit)
• road: r-a-o-d (road as a noun) vs. r-o-e-d (road as a verb - long o)
• raise: r-a-e-z (raise as a common verb) vs r-a-e-z* (raise as an uncommon verb to demolish - flagged)

Many additional homonyms are used in practice sentences.

6. Optional Highlighting Drill:

This drill suggests highlighting different aspects of the stenotype notes using different colors to help improve recognition of patterns and improve reading skills.

Suggested Highlighting:

• AE Reversal Words: Words using the "reverse EA" rule (EA written as AE).
• Mistakes: Words where errors were made during transcription.
• Initial L Words: Words incorporating the initial L (HR).
• Flagged Words: Words requiring the real-time asterisk (homonyms).

The lesson provides extensive examples within the drills and sentence practice sections, but the original transcript must be reviewed for the complete list of example words.

Lesson 4 introduces the initial L sound, represented by the HR key combination. The lesson then provides a list of words to practice using this initial L. Here's a compilation of those words:

• lit: l-i-t (h-r-e-u-t)
• lobe: l-o-b-e
• lass: l-a-s-s
• laf: l-a-f (laugh - phonetic spelling)
• lore: l-o-e-r
• lad: l-a-d
• lace: l-a-e-s
• less: l-e-s-s
• lake: l-a-e-k
• lot: l-o-t
• lead: l-e-a-d
• lope: l-o-e-p
• lab: l-a-b
• laid: l-a-e-d
• let: l-e-t
• lip: l-i-p
• lug: l-u-g
• lap: l-a-p

These examples demonstrate the use of the HR key combination to represent the initial L sound in various words, including those with short and long vowels. Note that the phonetic representation of "laugh" as "laf" highlights the focus on sound over strict orthography. The lesson emphasizes practicing these words to build muscle memory and improve typing accuracy.

About this Video

• Video Title: Theory Lesson 5
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 5 begins with a ten-word review of Lesson 4. The lesson introduces the initial B (PW) and D (TK) keys and continues practice with phrasing, focusing on new phrases using "what," "when," "where," "which," "about," and "did." Consonant compounds are introduced, beginning with initial SH, and the lesson reinforces the use of short vowels in pronouns. An optional highlighting exercise is suggested to improve reading comprehension.

Key Takeaways

1. Lesson Four Review: A ten-word review of Lesson 4 is used to reinforce previous learning.
2. Initial B (PW) and D (TK): The initial B and D keys are introduced, emphasizing the simultaneous striking of PW and TK, respectively, and maintaining a curved finger position.
3. New Phrases: New phrases are introduced using "what," "when," "where," "which," "about," and "did," emphasizing the importance of accurate phrasing for speed and efficiency.
4. Consonant Compounds (Initial SH): Consonant compounds are introduced, starting with initial SH. The importance of accuracy with consonant compounds is stressed because errors can create differently spelled words that are still legible. "Shell" is flagged to avoid conflict with "she will".
5. Short Vowels in Pronouns: The lesson reinforces that pronouns (he, she, I) always use short vowel sounds, regardless of other long vowel rules.
6. Optional Highlighting Drill: An optional highlighting drill is suggested to improve the reading of stenotype notes by focusing on specific patterns and areas of potential errors.

Follow-up Questions

1. Describe the finger placement and technique for striking the initial B (PW) and D (TK) keys.
2. Provide three examples of phrases introduced in Lesson 5, and explain why accurate phrasing is crucial.
3. Explain why the word "shell" requires flagging in stenotype, and describe the technique for striking this word if needed.
4. What is the rule for using short vowels in pronouns, and why is this important?
5. Ask anything...

Lesson 5: Initial B & D, Phrases, Consonant Compounds, and Homonyms

This lesson builds upon previous lessons, introducing new keys, phrasing techniques, and expanding on the use of real-time asterisks for homonyms.

I. Review of Lesson 4 (Ten-Word Evaluation):

This section begins with a quick review to assess understanding of the previous lesson.

Words:

1. will
2. laid
3. was
4. rat
5. rose
6. open
7. raise
8. letter
9. his
10. remember

Keystrokes (Answers):

1. will: initial l (l-h-r)
2. laid: l-a-e-d
3. was: w-a-z
4. rat: r-a-t
5. rose: r-o-e-z
6. open: o-e-p
7. raise: r-a-e-z
8. letter: l-e-r
9. his: h-i-z
10. remember: r-e-b

II. Initial B (PW) and D (TK):

This section introduces the initial B (PW) and D (TK) keys. Both require simultaneous keystrokes with the left hand, maintaining a curled finger position.

• Initial B (PW): Struck with the middle finger of the left hand. Both P and W keys must be pressed simultaneously.
• Initial D (TK): Struck with the ring finger of the left hand. Both T and K keys must be pressed simultaneously.

Word Practice (5.1):

This section provides a list of words to practice using the newly introduced initial B and D keys:

• Words with Initial B: bet, bass, bait, bog, bug, bat, bowl, bale, boar, bob, bed, bur, boss, bob, dole, bell, bit, bag
• Words with Initial D: do, dub, date, del, dill, dad, dog, dead, boat, deer, dug, dab, dope, dip, dot

III. New Phrases:

This section expands on phrasing techniques, introducing new phrases using "what," "when," "where," "which," "about," and "did." Accurate phrasing is essential for speed and efficiency.

Briefs and Phrases:

• what: w-h-a
• what is: w-h-a-s
• what the: w-h-a-t
• when: w-h
• when is: w-h-s
• when the: w-h-t
• which: w-i
• which is: w-i-s
• where: w-r
• where is: w-r-s
• where the: w-r-t
• about: b
• about the: b-t
• about a: b-a
• did: d
• did the: d-t
• did he: d-e
• did I: d-i
• did you: d-u
• did a: d-a

IV. Consonant Compounds (Initial SH):

This section introduces consonant compounds, beginning with initial SH. Accuracy is crucial as errors can create different, yet potentially understandable, words.

• Initial SH is represented by striking both S and H keys simultaneously on the initial side of the keyboard.

Examples:

• shor: sh-o-e-r
• shell: sh-e-l* (flagged due to conflict with "she will")
• shad: sh-a-d
• shade: sh-a-e-d
• shill: sh-i-l
• she: sh-e
• shape: sh-a-e-p
• shot: sh-o-t
• ship: sh-i-p
• share: sh-a-e-r
• show: sh-o-e
• shop: sh-o-p
• shut: sh-u-t
• shale: sh-a-e-l
• shag: sh-a-g

V. Short Vowels in Pronouns:

This section reinforces that pronouns (he, she, I) consistently use short vowels.

VI. Practice Sentences (5.5):

This section provides sentences incorporating the newly introduced initial B, D, and SH consonant compounds, as well as the new phrases. It combines previously learned concepts such as long and short vowels, homonyms, and punctuation. The sentences are too numerous to list fully.

VII. Optional Highlighting Drill:

This optional exercise encourages students to highlight different aspects of their work using different colors to improve reading comprehension and identify patterns.

• Suggested Areas to Highlight: Initial B words, initial D words, initial SH words, and any errors made. This is a valuable tool for self-assessment and improving reading fluency.

This detailed outline breaks down Lesson 5 into manageable sections. Remember to refer to the original transcript for all specific word examples and sentence structures within each drill and exercise.

Lesson 5 introduces consonant compounds, starting with the initial SH sound. A consonant compound is defined as two or more consonants occurring together on the same side of the keyboard. These combinations require extra practice due to the increased potential for fingering errors.

The lesson focuses specifically on the initial SH compound, formed by simultaneously striking the S and H keys on the initial side of the keyboard. The instructor emphasizes the importance of accuracy with consonant compounds because even small errors can sometimes result in words that still make sense within a sentence, but are incorrect.

The lesson provides several examples of words using the initial SH compound:

• shor: sh-o-e-r
• shell: sh-e-l* (flagged due to conflict with "she will")
• shad: sh-a-d
• shade: sh-a-e-d
• shill: sh-i-l
• she: sh-e
• shape: sh-a-e-p
• shot: sh-o-t
• ship: sh-i-p
• share: sh-a-e-r
• show: sh-o-e
• shop: sh-o-p
• shut: sh-u-t
• shale: sh-a-e-l
• shag: sh-a-g

The lesson notes that "shell" requires a flag (asterisk) because it conflicts with the frequently used phrase "she will" (s-h-e-l). The instructor also explains a "tapping" technique to help those with shorter fingers more easily strike the asterisk key simultaneously with other keys in words like "shell". The lesson emphasizes accuracy and practice to avoid fingering errors with consonant compounds. Future lessons will introduce other consonant compounds.

About this Video

• Video Title: Theory Lesson 6
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 6 starts with a ten-word review of Lesson 5. It introduces the initial N (TPH) and M (PH) keys and continues practicing phrasing, focusing on new phrases related to recently introduced briefs. Consonant compounds are further explored, focusing on words beginning with ST. The lesson also covers additional homonyms, reinforcing the appropriate use of real-time asterisks. An optional highlighting exercise is again suggested.

Key Takeaways

1. Lesson Five Review: A ten-word review of Lesson 5 is used to check comprehension of previous material.
2. Initial N (TPH) and M (PH): Initial N and M are introduced, specifying their key combinations and finger placements on the keyboard.
3. Phrasing Practice: Continued practice with phrasing, incorporating recently learned briefs and emphasizing the importance of phrasing for speed and accuracy. The use of short vowels is further reinforced, even when the article "a" is used in phrases.
4. Consonant Compounds (ST): The lesson expands on consonant compounds, focusing on words that begin with the ST combination, and again highlights the importance of accuracy to avoid confusion with similar words.
5. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to distinguish between words with the same spelling but different meanings. Strategies for remembering which words need flagging are discussed.
6. Optional Highlighting Drill: An optional highlighting drill is suggested to improve reading comprehension of stenotype notes.

Follow-up Questions

1. Describe the finger placement and technique for striking the initial N (TPH) and M (PH) keys.
2. Provide three examples of phrases introduced or practiced in Lesson 6, and explain why accurate phrasing is important.
3. What is a consonant compound, and what specific consonant compound is the focus of this lesson? Provide examples of words using this compound.
4. Provide examples of homonyms covered in Lesson 6, and explain how the real-time asterisk is used to differentiate them.
5. Ask anything...

Lesson 6: Initial N & M, Phrasing, Consonant Compounds (ST), and Homonyms

This lesson introduces new keys, expands on phrasing techniques, introduces another consonant compound, and continues the practice of differentiating homonyms using real-time asterisks.

I. Review of Lesson 5 (Ten-Word Evaluation):

This section begins with a review to assess the understanding of the previous lesson.

Words:

1. boat
2. what
3. doll
4. where
5. bore
6. about
7. she
8. do
9. shore
10. which

Keystrokes (Answers):

1. boat: b-o-e-t
2. what: w-h-a
3. doll: d-o-l
4. where: w-r
5. bore: b-o-e-r
6. about: b
7. she: sh-e
8. do: d-o
9. shore: sh-o-e-r
10. which: w-i

II. Initial N (TPH) and M (PH):

This section introduces the initial N (TPH) and M (PH) keys. Both require simultaneous keystrokes and specific finger placements on the left hand.

• Initial N (TPH): Struck with the left hand's ring, middle, and index fingers simultaneously.
• Initial M (PH): Struck with the left hand's middle and index fingers simultaneously.

Word Practice (6.1):

This section lists words for practicing the newly introduced initial N and M keys, categorized for clarity:

• Words with Initial N: nail, nil, null, no, nor, net, note, knob
• Words with Initial M: meal, mop, mad, met, mess, meet, me, matt, wipe

III. Phrasing Practice (6.2 & 6.5):

This section continues practicing phrasing, incorporating recently learned briefs, emphasizing the use of short 'a' where applicable in phrases, and reviewing previously introduced phrases. Several practice sentences are given in 6.3 and 6.5.

IV. Consonant Compounds (ST):

This section expands on consonant compounds, focusing on the ST combination (simultaneously striking S and T keys on the initial side of the keyboard).

Examples (6.9):

• star, stop, stiff, stir, stat, stub, step, still, stole, staff, store, state, stale, stab, stag, stay, stuff, stud

V. Homonyms and Real-Time Asterisks (6.4):

This section reviews and introduces new homonyms (words with the same spelling but different meanings). Real-time asterisks are used to differentiate them, and strategies for remembering which words to flag are discussed. The lesson highlights that words ending in "e" are often the less common words and are usually flagged.

Homonym Examples:

• stare (noun): s-t-a-e-r vs. stare (verb): s-t-a-e-r* (flagged)
• male (noun): m-a-e-l vs. male (adjective): m-a-e-l* (flagged)
• hail (noun): h-a-e-l vs. hail (adjective): h-a-e-l* (flagged)
• hair (noun): h-a-e-r vs. hair (noun - rabbit fur): h-a-e-r* (flagged)
• bail (noun): b-a-e-l vs. bail (noun): b-a-e-l* (flagged)
• sale (noun): s-a-e-l vs. sale (noun): s-a-e-l* (flagged)
• pale (noun): p-a-e-l vs. pale (adjective): p-a-e-l* (flagged)
• tail (noun): t-a-e-l vs. tale (noun): t-a-e-l* (flagged)
• pair (noun): p-a-e-r vs. pair (verb): p-a-e-r* (flagged)
• pear: p-a-e-r
• pole (noun): p-o-l vs. pole (noun): p-o-e-l
• roll (noun/verb): r-o-l vs. role (noun): r-o-e-l
• toll (noun): t-o-l vs. toll (noun): t-o-e-l
• do (noun): d-o-e vs. do (noun): d-o-e* (flagged)
• made (verb): m-a-e-d vs. maid (noun): m-a-e-d* (flagged - exception to the rule)

VI. New Briefs and Phrases (6.6):

This section introduces new briefs, including phrases, many of which incorporate the newly introduced initial N and M keys. This section also introduces the brief for "in" (tph) and "help" (hep). The use of short and long vowels is emphasized, depending on context and phrasing rules.

Examples:

• n, na, in the, sum, any, ni, ask, help, month, credit

VII. Practice Sentences and Drills (6.3, 6.5, 6.7, 6.8, 6.10):

The lesson contains several drills to practice these new concepts, including sentences integrating homonyms, consonant compounds, and the new initial N and M keys. These drills reinforce the use of periods, commas, and question marks (STPH). The drills are too numerous to fully reproduce here.

VIII. Optional Highlighting Drill:

This optional exercise suggests highlighting specific elements in written work (initial N words, initial M words, new briefs, ST consonant compounds) to improve reading comprehension and identify patterns.

This detailed outline provides a structured overview of Lesson 6. Remember to consult the original transcript for all specific word examples and sentences within each section. The focus on accuracy, particularly with consonant compounds and homonyms, is consistently emphasized throughout the lesson.

Lesson 6 introduces several new briefs and phrases. The transcript doesn't always explicitly state that a word is a "brief," but context and usage clearly identify many as such. Here's a compilation based on the provided transcript, categorized for clarity:

I. Briefs Introduced in Lesson 6:

• n: t-p-h (initial)
• in: t-p-h (initial) + t (final)
• sum: s-m (initial)
• any: n-i
• ask: s-k
• help: h-e-p
• month: m-o
• credit: k-r (initial)
• consider: k-r (initial) + t (final)
• in the: n-t (initial n, final t)

II. Phrases Using Newly Introduced Briefs:

Many phrases utilize the above briefs, often combined with previously introduced briefs and words:

• in the: (n-t) Used in multiple sentences.
• ask the: (s-k-t)
• credit the: (k-r-t) (optional phrasing)
• consider the: (k-r-t) (optional phrasing)
• na: n-a (short a because it's part of a phrase)

III. Review of Previously Introduced Phrases:

Many phrases from previous lessons are also integrated into the exercises and examples in Lesson 6. These include phrases with:

• what: w-h-a (what is, what the)
• when: w-h (when is, when the)
• where: w-r (where is, where the)
• which: w-i (which is)
• about: b (about the, about a)
• did: d (did the, did he, did I, did you, did a)
• is a: s-a (short a because it's part of a phrase)
• to be: t-b
• up the: u-p-t
• will be: l-b
• will you: l-u
• will he: l-e
• will I: l-i

This compilation is based on explicit mentions and clear contextual usage in the transcript. Note that the optional phrasing of "credit the" and "consider the" highlights the instructor's emphasis on using phrasing for efficiency. Remember to review the transcript for all occurrences within the varied practice sentences.

About this Video

• Video Title: Theory Lesson 7
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 7 begins with a ten-word review of Lesson 6. The main focus is on long I, U, and E vowels. The lesson explains how to form long vowels by adding AO (for I) or AO (for U) to the existing short vowel keystrokes and introducing the AOE combination for the long E sound. The lesson also covers several homonyms and continues to emphasize phrasing techniques. An optional highlighting exercise is suggested to further improve reading comprehension.

Key Takeaways

1. Lesson Six Review: A ten-word review assesses understanding of Lesson 6's material.
2. Long I (AOEU): The long I sound is formed by striking AO and EU simultaneously.
3. Long U (AOU): The long U sound is formed by striking AO and U simultaneously.
4. Long E (AOE): The long E sound is formed by striking AO and E simultaneously.
5. Homonyms: The lesson covers several homonyms, reinforcing the use of real-time asterisks to differentiate words with the same spelling but different meanings. Strategies for remembering which words require flagging are provided.
6. Phrasing: The lesson reinforces previously taught phrasing techniques and introduces new phrases.
7. Optional Highlighting Drill: An optional highlighting drill is suggested to further improve reading comprehension of stenotype notes by focusing on specific vowel sounds and patterns.

Follow-up Questions

1. What are the key combinations for the long I, long U, and long E sounds in this stenotype system?
2. Explain the rules for forming long vowel sounds in this system, using examples from the lesson.
3. Provide three examples of homonyms from Lesson 7, and explain how real-time asterisks are used to differentiate their meanings.
4. What are the techniques for phrasing, and why are they important?
5. Ask anything...

Lesson 7: Long I, U, E Vowels, Homonyms, and Phrasing

This lesson focuses on long I, U, and E vowel sounds, introduces new phrasing techniques, continues the practice with homonyms and real-time asterisks, and reinforces previously learned concepts.

I. Review of Lesson 6 (Ten-Word Evaluation):

This section starts with a review to check understanding of Lesson 6.

Words:

1. ask
2. note
3. meat
4. inn
5. star
6. maze
7. credit
8. sum
9. state
10. net

Keystrokes (Answers):

1. ask: s-k (initial)
2. note: n-o-e-t
3. meat: m-a-e-t
4. inn: n (initial)
5. star: s-t-a-r
6. maze: m-a-e-z
7. credit: k-r (initial)
8. sum: s-m (initial)
9. state: s-t-a-e-t
10. net: n-e-t

II. Long Vowels (I, U, E):

This section introduces the long I, U, and E vowel sounds and their keystroke combinations:

• Long I: AOEU (AO and EU struck simultaneously) – adds AO to the short I (EU)
• Long U: AOU (AO and U struck simultaneously) – adds AO to the short U (U)
• Long E: AOE (AO and E struck simultaneously) – adds AO to the short E (E)

The instructor emphasizes that long vowels say their name (e.g., "kite," "mute," "meet").

III. Long I Practice (7.1 & 7.2):

This section provides word and sentence practice for the long I sound. The lesson introduces the use of "GT" after words ending in "ght" (e.g., "might" is written as M-long I-GT). Homonyms are included, and the use of "tapping" is again mentioned to ensure all keys register correctly when an asterisk key is being used with other keys simultaneously.

Examples:

• Short I: pill, hid, miss, till, kit, tip, mit
• Long I: pile, hide, mice, tile, kite, type, might (m-long i-g-t), light (l-long i-g-t), knit, night (n-long i-g-t), night* (knight - flagged), tit, typed (t-long i-g-t), bit, bite (b-long i-t), bite* (byte - flagged), sit, site (s-long i-g-t), site (s-long i-t), cite (s-long i-t*) or (k-r-long i-t)

IV. Long U Practice (7.3 & 7.4):

This section focuses on the long U sound (AOU), contrasting it with short U. The lesson also includes homonyms, requiring careful consideration of context. The use of "tapping" when using the asterisk and other keys simultaneously is again mentioned. The lesson also introduces the possibility of using two strokes for the word "dual" instead of flagging it.

Examples:

• Short U: mutt, tub, cub, cut, butt, mule, dull, purr* (per - flagged)
• Long U: mute, tube, cube, cute, butte, mule, dual (d-long u-l*), dual (d-a-o-u, e-l), pure

V. Long E Practice (7.5 & 7.6):

This section introduces the long E sound (AOE), contrasting it with short E. Homonyms, including the contraction "weed," are introduced. The use of short vowels in pronouns is reinforced.

Examples:

• Short E: hell, met, pep, her, step, wed
• Long E: heal, meet, steep, neil, read, peer*, peer, weed*, weed, here

VI. Practice Sentences and Drills (7.2, 7.4, 7.6, 7.8, 7.9, 7.10, 7.12, 7.13):

The lesson includes numerous practice sentences and drills to consolidate learning. These drills include a mix of short and long vowels, homonyms requiring real-time asterisks, and previously taught phrasing techniques.

VII. Homonyms and Real-Time Asterisks (7.11):

This section reviews and introduces additional homonyms, emphasizing the use of real-time asterisks to differentiate meanings. Strategies for remembering which homonyms require flagging are provided.

Examples:

• new (n-u) vs. knew (n-long u)
• no (n-o) vs. know (n-long o)
• buy (b-i) vs. buy (b-long i) vs. bye (b-long i*)
• high (h-long i) vs. hi (h-long i*)

VIII. Optional Highlighting Drill:

This optional exercise suggests highlighting long I, U, and E vowels, and AE reversal words in stenotype notes to improve reading comprehension.

This structured overview provides a detailed look at Lesson 7. Refer to the original transcript for the specific word examples and sentence structures within the drills and exercises. The emphasis remains on accuracy, especially with homonyms, and efficient phrasing techniques.

About this Video

• Video Title: Theory Lesson 8
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 8 begins with a ten-word review of Lesson 7. The main focus is on the initial F (TP) and V (SR) keys and introduces consonant compounds using initial SC/SK and SL. The lesson also covers additional homonyms, reinforcing the use of real-time asterisks, and continues practicing previously taught phrasing techniques. The instructor previews concepts to be covered in later lessons, such as the use of "shun" endings (final GS) and "ow" sounds. An optional highlighting exercise is again suggested.

Key Takeaways

1. Lesson Seven Review: A ten-word review assesses comprehension of Lesson 7's material.
2. Initial F (TP) and V (SR): Initial F and V keys are introduced, along with their key combinations and finger placements.
3. Consonant Compounds (SC/SK, SL): Consonant compounds using SC/SK and SL are introduced, emphasizing accuracy to avoid confusion with similar words.
4. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to distinguish between words with the same spelling but different meanings. Strategies for remembering which words require flagging are discussed. The instructor previews the use of AO to represent OO.
5. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.
6. Preview of Future Concepts: The instructor previews concepts that will be covered in future lessons, such as the use of "shun" endings (final GS) and various vowel combinations.
7. Optional Highlighting Drill: An optional highlighting exercise is suggested to improve the ability to read stenotype notes.

Follow-up Questions

1. Describe the finger placement and technique for striking the initial F (TP) and V (SR) keys.
2. What are consonant compounds, and what specific consonant compounds are introduced in Lesson 8? Provide examples.
3. Provide three examples of homonyms from Lesson 8, explaining how the real-time asterisk is used to differentiate their meanings.
4. What are some phrasing techniques used in the lesson, and why are they important for speed and accuracy?
5. Ask anything...

Lesson 8: Initial F & V, Consonant Compounds (SC/SK, SL), Homonyms, and Phrasing

This lesson introduces new keys, expands on consonant compounds, continues practicing homonyms and real-time asterisks, and reinforces phrasing techniques. The instructor also previews concepts from future lessons.

I. Review of Lesson 7 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. heal
2. steep
3. hid
4. new
5. light
6. tub
7. no
8. mule
9. buy
10. step

Keystrokes (Answers):

1. heal: h-a-e-l
2. steep: s-t-e-e-p
3. hid: h-i-d
4. new: n-u
5. light: l-long i-g-t
6. tub: t-u-b
7. no: n-long o (I know) vs. n-o (no)
8. mule: m-long u-l
9. buy: b-long i vs. b-i (buy)
10. step: s-t-e-p

II. Initial F (TP) and V (SR):

This section introduces the initial F (TP) and V (SR) keys, emphasizing simultaneous keystrokes and finger placement.

• Initial F (TP): Struck with the ring and middle fingers of the left hand simultaneously.
• Initial V (SR): Struck with the pinky and index fingers of the left hand simultaneously.

Word Practice (8.1):

This section provides words to practice the new initial F and V keys. Note the use of short and long vowels, and the "AE" reversal for words spelled with "EA."

• Words with Initial F: fat, full, far, fed, feet (f-long e-t), feat (f-a-e-t), fit, four, fog
• Words with Initial V: vie, view, vague, vote, vat, vase, vice, vogue, vet

III. Practice Writing Drill (8.2):

This drill focuses on using the initial F and V keys in various words and phrases, separated by commas for clarity.

IV. Sentence Drill (8.3):

This section provides sentences using initial F and V keys, along with previously learned concepts like phrasing and punctuation (periods and commas). The instructor emphasizes the importance of phrasing underlined words.

V. New Briefs and Phrases (8.4):

This section introduces new briefs and phrases. Note the use of short vowels in phrases containing pronouns and the "shun" ending preview.

• if: t-p (initial)
• if I: f-i
• if you: f-u
• if he: f-e
• if the: f-t
• of: f (final)
• of the: f-t (final f, initial t)
• have: v (initial)
• have the: v-t (initial v, initial t)
• have a: v-a (initial v, short a)
• have you: v-u (initial v, short u)
• inform: f-o
• inform us: f-o-u-s
• information: f-o-g-s (preview of "shun" ending)

VI. Brief Drill (8.5):

This drill focuses solely on practicing the new and previously learned briefs.

VII. Practice Sentences (8.6):

This section offers sentences that integrate newly learned briefs and phrases with previously covered concepts. Phrasing is again emphasized, using underlined words.

VIII. Consonant Compounds (SC/SK and SL) (8.7):

This section introduces consonant compounds beginning with S and C/K, and S and L. The instructor notes that regardless of whether the English spelling uses C or K, the stenotype uses SK.

• SC/SK: scare, skid, scab, scoff, skull, scat, scar, skill, skit, score, scuff, skate
• SL: sleep, slur, slat, slip, slap, sleet, slight, slop, slit, slut, slug, slurp

IX. Practice Sentences with Consonant Compounds (8.8):

This section contains sentences using the new consonant compounds. The instructor highlights specific points, including the different spellings of "poor" and the preview of "ow" sounds, along with the use of “shun” word endings.

Homonyms and Real-Time Asterisks:

The lesson continues to emphasize the use of real-time asterisks to distinguish between homonyms, including:

• poor (adjective): p-a-o-r
• poor (verb): p-o-e-r
• pore (noun): p-o-e-r* (flagged)
• power: p-o-u-r

X. Optional Highlighting Drill:

This optional exercise suggests highlighting specific elements in written work (initial F words, initial V words, SC/SK consonant compounds, SL consonant compounds) to reinforce learning and improve reading skills.

This detailed outline provides a structured overview of Lesson 8. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, especially with homonyms and consonant compounds, and efficient phrasing techniques. The instructor's previews of future lessons help prepare students for upcoming concepts.

About this Video

• Video Title: Theory Lesson 9
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 9 begins with a ten-word review of Lesson 8. The main focus is on final M (PL) and K (BG) keys and introduces consonant compounds using initial SP and SW. The lesson also covers additional homonyms, reinforcing the use of real-time asterisks, and continues practicing previously taught phrasing techniques. The instructor emphasizes the importance of reviewing work to improve reading comprehension of stenotype notes.

Key Takeaways

1. Lesson Eight Review: A ten-word review checks understanding of Lesson 8's material.
2. Final M (PL) and K (BG): Final M and K keys are introduced, specifying their key combinations and finger placements.
3. Consonant Compounds (SP, SW): Consonant compounds using SP and SW are introduced, emphasizing the importance of accuracy. The "broad A" sound (AU) is introduced, along with exceptions for homonyms.
4. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate words with the same spelling but different meanings. Strategies for remembering which words need flagging are discussed.
5. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.
6. New Briefs: New briefs are introduced, including "many" (final M), "this" (initial TH), "this is" (TH-S), "this will" (TH-L), "until" (initial N, final L), "well" (initial W, final L), and "account" (final KT). The instructor emphasizes that "can" is written with a final K only when used in phrases. "I am" is flagged to avoid conflicts.
7. Optional Highlighting Drill: An optional highlighting exercise is suggested to improve the reading of stenotype notes.

Follow-up Questions

1. Describe the finger placement and technique for striking the final M (PL) and K (BG) keys.
2. What are consonant compounds, and what specific consonant compounds are introduced in Lesson 9? Provide examples.
3. Provide three examples of homonyms from Lesson 9, explaining how the real-time asterisk is used to differentiate their meanings.
4. What are some new briefs introduced in Lesson 9, and how are they used in phrases?
5. Ask anything...

Lesson 9: Final M & K, Consonant Compounds (SP, SW), Homonyms, Phrasing, and New Briefs

This lesson introduces final M and K keys, expands on consonant compounds, continues practicing homonyms and real-time asterisks, introduces several new briefs and phrases, and reinforces previously learned concepts.

I. Review of Lesson 8 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. skill
2. vase
3. if
4. sleep
5. have
6. fat
7. of
8. vote
9. information
10. for

Keystrokes (Answers):

1. skill: s-k-i-l
2. vase: v-a-e-s
3. if: t-p (initial)
4. sleep: s-l-e-e-p
5. have: s-r (initial)
6. fat: f-a-t
7. of: f (final)
8. vote: v-o-e-t
9. information: f-o-g-s
10. for: f-o-r

II. Final M (PL) and K (BG):

This section introduces the final M (PL) and K (BG) keys, emphasizing simultaneous keystrokes and finger placement on the right hand.

• Final M (PL): Struck with the middle and ring fingers of the right hand simultaneously.
• Final K (BG): Struck with the middle and ring fingers of the right hand simultaneously, but using different finger placements on the keys than the final M.

Word Practice (9.1):

This section provides words to practice the new final M and K keys. Note the phonetic spellings and the use of short and long vowels.

• Words ending in Final M: bum, lim, seam, kame, tame, am, lime, home, dime, rum, lamb, beam, rhyme, same, dim, fame, time, aim, rim, him
• Words ending in Final K: lake, bake, stock, rake, sick, hack, break, like, meek, tick, make, sack, buck, rack, steak, steak (s-t-a-e-k), fluke, back, stuck, neck, stick, fuck

III. Writing Drill (9.2):

This drill focuses on words ending in final M or K, separated by commas for readability.

IV. Sentence Drill (9.3):

This section provides sentences using final M and K, integrating previously learned concepts like phrasing, long and short vowels, homonyms, and punctuation.

V. New Briefs and Phrases (9.4):

This section introduces several new briefs and phrases, emphasizing the importance of phrasing for increased speed and efficiency. Note that "can" (final K) is only used in phrases. "I am" is flagged to avoid conflicts with words starting with "im-".

• many: m (final)
• so many: s-o-m
• this: t-h (initial)
• this is: t-h-s
• this will: t-h-l
• until: n-l (initial n, final l)
• well: w-l (initial w, final l)
• account: k-t (final)
• can: k (final - in phrases only)
• I am: I-am* (flagged)

VI. Brief Drill (9.4 & 9.5):

These drills focus on practicing the new and previously learned briefs.

VII. Practice Sentences (9.6):

This section offers sentences integrating the new briefs and phrases with previously covered concepts. Phrasing is emphasized (underlined words).

VIII. Consonant Compounds (SP, SW) (9.7):

This section introduces consonant compounds beginning with SP and SW. The "broad A" sound (AU) is introduced for words with an "ah" sound despite being spelled with an "a." Exceptions are noted for homonyms.

• SP: spare, spike, spec, spade, spell, spill, spot, speed, spear, space, speak, spam*, spat, sped
• SW: swim, sweep, swell, swipe, swig, swam, swag, sweet, swore, swam, sweat, swap*, swat*, swab*

IX. Practice Sentences with Consonant Compounds (9.8):

This section provides sentences using the new SP and SW consonant compounds. The instructor emphasizes the importance of recognizing and using the "broad A" sound (AU) and highlights exceptions for homonyms like "ball," "hall," "spot," and "soft."

Homonyms and Real-Time Asterisks:

The lesson continues to emphasize the use of real-time asterisks to differentiate between homonyms:

• ball: b-a-l vs. bawl: b-a-u-l
• hall: h-a-l vs. haul: h-a-u-l
• spot: s-p-o-t
• soft: s-o-f-t

X. Optional Highlighting Drill:

This optional exercise suggests highlighting specific elements in written work (final M words, final K words, SP consonant compounds, SW consonant compounds) to reinforce learning and improve reading skills.

This detailed outline provides a structured overview of Lesson 9. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, especially with homonyms and consonant compounds, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy.

About this Video

• Video Title: Theory Lesson 10
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 10 begins with a ten-word review of Lesson 9. The lesson introduces final N (PB), final X (BGS), and initial Y (KWR) keys, and continues practicing phrasing techniques, focusing on new phrases. Consonant compounds using TR and PR are introduced. The lesson also covers additional homonyms, reinforcing the use of real-time asterisks, and previews additional concepts (contractions) to be covered in later lessons. An optional highlighting exercise is again suggested.

Key Takeaways

1. Lesson Nine Review: A ten-word review assesses understanding of Lesson 9's material.
2. Final N (PB), Final X (BGS), Initial Y (KWR): Three new keys are introduced, specifying their key combinations and finger placements.
3. Consonant Compounds (TR, PR): Consonant compounds using TR and PR are introduced, emphasizing the importance of accuracy to avoid creating different words.
4. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate between words with the same spelling but different meanings. Strategies for remembering which words require flagging are discussed.
5. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.
6. New Briefs: New briefs are introduced, including "and" (initial SKP), "yes" (Y-E-S), "yes sir" (Y-E-R), "no sir" (N-O-R), "been" (initial B, final N), "on" (O), "on the" (O-T), "but" (B-U), "why not" (Y-N), "accident" (final X), "not" (final N), "cannot" (initial K, final N), "do not" (D-O-N). The instructor emphasizes the use of a short "a" in phrases containing the article "a".
7. Optional Highlighting Drill: An optional highlighting exercise is suggested to improve the reading of stenotype notes.

Follow-up Questions

1. Describe the finger placement and technique for striking the final N (PB), final X (BGS), and initial Y (KWR) keys.
2. What are consonant compounds, and what specific consonant compounds are introduced in Lesson 10? Provide examples.
3. Provide three examples of homonyms from Lesson 10, explaining how the real-time asterisk is used to differentiate their meanings.
4. What are some new briefs introduced in Lesson 10, and how are they used in phrases? Explain the rule regarding the use of "can" in phrases.
5. Ask anything...

Lesson 10: Final N & X, Initial Y, Consonant Compounds (TR, PR), Homonyms, Phrasing, and New Briefs

This lesson introduces three new keys (final N, final X, initial Y), expands on consonant compounds, continues practicing homonyms and real-time asterisks, introduces several new briefs and phrases, and reinforces previously learned concepts.

I. Review of Lesson 9 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. fame
2. soak
3. until
4. many
5. speed
6. mom
7. swap
8. account
9. well
10. tick

Keystrokes (Answers):

1. fame: f-a-e-m
2. soak: s-o-e-k
3. until: n-l (initial n, final l)
4. many: m (final)
5. speed: s-p-e-e-d
6. mom: m-o-m
7. swap: s-w-a-u-p
8. account: k-t (final)
9. well: w-l (initial w, final l)
10. tick: t-i-k

II. Final N (PB), Final X (BGS), Initial Y (KWR):

This section introduces three new keys, specifying their key combinations and finger placements.

• Final N (PB): Struck with the middle finger of the right hand.
• Final X (BGS): Struck with the middle, ring, and pinky fingers of the right hand simultaneously.
• Initial Y (KWR): Struck with the ring, middle, and index fingers of the left hand simultaneously.

Word Practice (10.1):

This section provides words to practice the new final N and X keys, and the initial Y key. Note the phonetic spellings, the use of short and long vowels, and the flagging of less common homonyms.

• Words ending in Final N: mean, lane, tin, min, loan, loan* (lone - flagged), tone, ban, man, run, tune, fun, ran, sin, sun, sun (son), pin, pen, bun, done, tan, van, win, pan, pain, pain* (pane - flagged), mane, mane* (main - flagged)
• Words ending in Final X: lax, hex, wax, mix, sax, fox, axe, sex, tax, facts, max, tux, box, fix, ox* (ox - flagged)
• Words with Initial Y: yen, yell, yacht, yam, yet, year, yip, yep, yawn, yes, yard, young, yolk, yolk* (yoke - flagged), yield, yarn, yak, yak* (yak - flagged)

III. Writing Drill (10.2):

This drill practices words ending in final N or X, and words beginning with initial Y. Words are separated by commas.

IV. Sentence Drill (10.3):

This section provides sentences using final N, final X, initial Y, and previously learned concepts. Phrasing is emphasized (underlined words).

V. New Briefs and Phrases (10.4):

This section introduces several new briefs and phrases, again emphasizing the importance of phrasing for increased speed. Note the unique finger placement required for "and". Also note that "can" (final K) is only used in phrases.

• and: s-k-p (initial)
• and a: s-k-p-a
• and the: s-k-p-t
• and he: s-k-p-e
• and I: s-k-p-i
• and you: s-k-p-u
• yes: y-e-s
• yes sir: y-e-r
• no sir: n-o-r
• been: b-n (initial b, final n)
• on: o
• on the: o-t
• but: b-u
• why not: y-n
• accident: x (final)
• not: n (final)
• cannot: k-n (initial k, final n)
• do not: d-o-n

VI. Brief Drill (10.5):

This drill focuses on practicing the new and previously learned briefs.

VII. Practice Sentences (10.6):

This section offers sentences integrating the new briefs and phrases with previously covered concepts. Phrasing is again emphasized (underlined words). The instructor highlights the inability to phrase "but the" and the need for a space after a comma in phrases like "yes sir" and "no sir" when transcribing.

VIII. Homonyms and Real-Time Asterisks (10.7):

This section reviews and introduces additional homonyms, emphasizing the use of real-time asterisks to differentiate meanings. Strategies for remembering which words need flagging are discussed, noting that contractions often use long vowels.

Examples:

• one (w-u-n) vs. won (w-o-n)
• your (long u-r) vs. your (y-u-r)
• said (s-e-d) vs. says (s-e-z)
• come (k-u-m) vs. does (d-u-z)
• dawn (v-o-n*) vs. dawn (d-a-u-n) vs. Don (d-a-u-n*)

IX. Practice Sentences with Homonyms (10.8):

This section uses sentences incorporating the homonyms from 10.7. It reinforces the use of real-time asterisks and previously covered concepts.

X. Consonant Compounds (TR, PR) (10.9):

This section introduces consonant compounds starting with TR and PR, emphasizing accuracy and the potential for creating different words with finger errors.

• TR: trip, trap, trick, trill, track, truck, trot, trim, tray, trek, trail, true, tram, tree, troll, tread, trace
• PR: pride, prize, price, prim, preen, prune, press, pray, print, prop, prom, prig, probe, pro, prep, prone, prick

XI. Practice Sentences with Consonant Compounds (10.10):

This section uses sentences incorporating the new TR and PR consonant compounds, along with other previously learned concepts.

XII. Optional Highlighting Drill:

This optional exercise suggests highlighting specific elements in written work (final N words, final X words, initial Y words, TR consonant compounds, PR consonant compounds) to reinforce learning and improve reading skills.

This detailed outline provides a structured overview of Lesson 10. Refer to the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, especially with homonyms and consonant compounds, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The instructor's previews of future lessons help prepare students for upcoming concepts.

About this Video

• Video Title: Theory Lesson 11
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 11 starts with a ten-word review of Lesson 10. The lesson introduces the initial G (TKPW) and J (SKWR) keys and continues practicing phrasing techniques, focusing on new phrases related to recently introduced briefs. The lesson also covers additional homonyms, reinforcing the use of real-time asterisks, and previews additional concepts (contractions) to be covered in later lessons. Consonant compounds using initial KR and final RT are introduced. An optional highlighting exercise is again suggested.

Key Takeaways

1. Lesson Ten Review: A ten-word review assesses understanding of Lesson 10's material.
2. Initial G (TKPW) and J (SKWR): Initial G and J keys are introduced, specifying their key combinations and finger placements. The instructor emphasizes writing J words phonetically, even if they're spelled with a G in English.
3. New Phrases: New phrases are introduced, emphasizing the importance of accurate phrasing for speed and efficiency. The use of short vowels is reinforced, even when the article "a" is used in phrases. The lesson specifies that "go" is written phonetically as GO (except in phrases).
4. Consonant Compounds (KR, RT): Consonant compounds using initial KR and final RT are introduced, emphasizing the importance of accuracy to avoid creating different words.
5. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate words with the same spelling but different meanings. Strategies for remembering which words require flagging are discussed. The instructor highlights the consistent use of AO to represent OO in certain words.
6. New Briefs: New briefs are introduced, including "good" (initial G), "going" (initial G, final G), "judge" (initial J), "gentlemen" (initial JA and JE), "go" (G-O, except in phrases), and "yes sir" (Y-E-R) and "no sir" (N-O-R).
7. Optional Highlighting Drill: An optional highlighting exercise is suggested to improve the reading of stenotype notes.

Follow-up Questions

1. Describe the finger placement and technique for striking the initial G (TKPW) and J (SKWR) keys.
2. What are consonant compounds, and what specific consonant compounds are introduced in Lesson 11? Provide examples.
3. Provide three examples of homonyms from Lesson 11, explaining how the real-time asterisk is used to differentiate their meanings.
4. What are some new briefs introduced in Lesson 11, and how are they used in phrases? Explain the rule for using "go" in phrases.
5. Ask anything...

Lesson 11: Initial G & J, Phrasing, Consonant Compounds (KR, RT), Homonyms, and New Briefs

This lesson introduces initial G and J keys, expands on consonant compounds, continues practicing homonyms and real-time asterisks, introduces several new briefs and phrases, and reinforces previously learned concepts.

I. Review of Lesson 10 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. fix
2. yes sir
3. prune
4. sun
5. and
6. come
7. why
8. year
9. been
10. says

Keystrokes (Answers):

1. fix: f-i-x
2. yes sir: y-e-r
3. prune: p-r-u-n
4. sun: s-u-n
5. and: s-k-p (initial)
6. come: k-u-m
7. why: y
8. year: y-a-e-r
9. been: b-n (initial b, final n)
10. says: s-e-z

II. Initial G (TKPW) and J (SKWR):

This section introduces the initial G (TKPW) and J (SKWR) keys, emphasizing simultaneous keystrokes and finger placement on the left hand. The instructor stresses that J sounds are written phonetically with J even if spelled with G in English.

• Initial G (TKPW): Struck with the ring and middle fingers of the left hand simultaneously.
• Initial J (SKWR): Struck with all four fingers of the left hand simultaneously.

Word Practice (11.1):

This section provides words to practice the new initial G and J keys. Note the phonetic spellings and the use of short and long vowels. The instructor notes that reading the stenotype will become more familiar with practice.

• Words with Initial G: gone, goal, god, gear, gut, gap, get, gore, gun, geek, grip, graze, gal, gum, grim, gripe, gro, grape, grade, grown, gate, gate* (flagged), glow, glaze
• Words with Initial J: jog, jet, gel, jail, jot, jam, ger, joke, jig, jab, jazz, juice, jar, jade, gene, juke, jerk, jock, jim, jim* (flagged), jip, gin, gem, gel* (flagged)

III. Writing Drill (11.2):

This drill practices using the initial G and J keys in various words and phrases, separated by commas for readability.

IV. Sentence Drill (11.3):

This section provides sentences using initial G and J keys, along with previously learned concepts like phrasing and punctuation. The instructor points out the use of the possessive "your" (Y-U-R) versus the contraction "you're" (long U-R).

V. New Briefs and Phrases (11.4):

This section introduces new briefs and phrases. Note that "go" is only used in phrases with a final G.

• good: g (initial)
• going: g-g (initial g, final g)
• judge: j (initial)
• gentlemen: j-a (initial j, short a) and j-e (initial j, short e)
• go: g-o (except in phrases)
• to go: t-o-g
• will go: w-o-g
• can go: k-o-g
• would go: w-o-g
• you go: u-g
• I go: i-g

VI. Brief Drill (11.5):

This drill focuses solely on practicing the new and previously learned briefs.

VII. Practice Sentences (11.6):

This section offers sentences integrating the new briefs and phrases with previously covered concepts. Phrasing is emphasized (underlined words). The use of commas in sentences is also emphasized.

VIII. Consonant Compounds (KR, RT) (11.7):

This section introduces consonant compounds starting with KR and ending with RT.

• KR: crow, creep, crime, cruise, crane, creed, cry, crib, crap, crew, crab, cram, croc, crud, crop
• RT: art, heart, hurt, fart, court, cart, dirt, dart, part, sort, port, fort, tort, heart, mart, kurt, tart, pert, wart, wart

IX. Practice Sentences with Consonant Compounds (11.8):

This section contains sentences using the new KR and RT consonant compounds.

X. Homonyms and Real-Time Asterisks (11.9):

This section reviews and introduces additional homonyms, emphasizing the use of real-time asterisks to differentiate meanings. The consistent use of AO to represent OO is again highlighted.

• road: r-a-o-d vs. rode: r-o-e-d
• load: l-o-e-d vs. lode: l-o-e-d* (flagged)
• loan: l-o-e-n vs. lone: l-o-n-e* (flagged)
• course: k-o-r-s vs. coarse: k-o-e-r-s
• dual: d-u-e-l vs. duel: d-u-e-l* (flagged)
• vile: v-i-l vs. vial: v-i-e-l* (flagged)
• site: s-long i-g-t vs. site: s-long i-t vs. cite: s-long i-t* (flagged) or k-r-long i-t
• poor: p-o-e-r vs. pore: p-o-e-r* (flagged) vs. poor: p-a-o-r

XI. Practice Sentences (11.10):

This section uses sentences incorporating the homonyms from 11.9.

XII. Optional Highlighting Drill:

This optional exercise suggests highlighting specific elements in written work (initial G words, initial J words, KR consonant compounds, RT consonant compounds) to reinforce learning and improve reading skills.

This detailed outline provides a structured overview of Lesson 11. Refer to the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, especially with homonyms and consonant compounds, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The instructor's previews of future lessons help prepare students for upcoming concepts.

About this Video

• Video Title: Theory Lesson 12
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 12 begins with a ten-word review of Lesson 11. The lesson introduces final CH (FP), final SH (RB), and previews the use of AO to represent OO. Consonant compounds using initial KW and final RN are introduced. The lesson also covers additional homonyms, reinforcing the use of real-time asterisks, and continues practicing previously taught phrasing techniques. The instructor previews additional concepts (contractions and various vowel sounds) to be covered in later lessons. An optional highlighting exercise is again suggested.

Key Takeaways

1. Lesson Eleven Review: A ten-word review assesses understanding of Lesson 11's material.
2. Final CH (FP) and SH (RB): Final CH and SH keys are introduced, specifying their key combinations and finger placements.
3. AO to Represent OO: A spelling rule is introduced: any word spelled with OO in English is written with AO in stenotype (e.g., "soon" is S-A-O-N).
4. Consonant Compounds (KW, RN): Consonant compounds using initial KW and final RN are introduced, emphasizing the importance of accuracy. The "broad A" sound (AU) is used for certain words.
5. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate words with the same spelling but different meanings. Strategies for remembering which words require flagging are discussed.
6. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.
7. New Briefs: New briefs are introduced, including "should" (initial SH), phrases using "should," "much" (final CH), phrases using "much," "shall" (final SH), phrases using "shall," "usual" (long U-SH), "unusual" (N-long U-SH), "receipt," "purchase," and "understand".
8. Optional Highlighting Drill: An optional highlighting exercise is suggested to improve the reading of stenotype notes.

Follow-up Questions

1. Describe the finger placement and technique for striking the final CH (FP) and SH (RB) keys.
2. Explain the spelling rule for representing words with OO in English in stenotype. Provide examples.
3. What are consonant compounds, and what specific consonant compounds are introduced in Lesson 12? Provide examples.
4. Provide three examples of homonyms from Lesson 12, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 12: Final CH & SH, AO Spelling Rule, Consonant Compounds (KW, RN), Homonyms, Phrasing, and New Briefs

This lesson introduces final CH and SH keys, expands on consonant compounds, continues practicing homonyms and real-time asterisks, introduces several new briefs and phrases, and reinforces previously learned concepts. A new spelling rule for words with "OO" is also introduced.

I. Review of Lesson 11 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. gentlemen
2. gape
3. jog
4. gentleman
5. crow
6. going
7. gut
8. heart
9. good
10. juice

Keystrokes (Answers):

1. gentlemen: j-e (initial j, short e)
2. gape: g-a-e-p
3. jog: j-o-g
4. gentleman: j-a (initial j, short a)
5. crow: k-r-o-e
6. going: g-g (initial g, final g)
7. gut: g-u-t
8. heart: h-a-e-r-t
9. good: g (initial)
10. juice: j-long u-s

II. Final CH (FP) and SH (RB):

This section introduces the final CH (FP) and SH (RB) keys, emphasizing simultaneous keystrokes and finger placement on the right hand.

• Final CH (FP): Struck with the index and middle fingers of the right hand simultaneously.
• Final SH (RB): Struck with the ring and index fingers of the right hand simultaneously.

Word Practice (12.1):

This section provides words to practice the new final CH and SH keys. Note the phonetic spellings, the use of short and long vowels, and the "broad A" sound (AU) for words with an "ah" sound despite being spelled with an "a" or "o". The "AE" reversal for words spelled with "EA" is also used.

• Words ending in CH: teach, reach, rich, patch, botch, touch, peach, fetch, beach, beach* (large tree - flagged), ditch, blitch, stitch, batch, latch, match, catch, breach, breach* (rifle part - flagged), speech, poach, poached, roach, broach, leech, leech* (leach - flagged), ouch, pouch, hooch* (h-a-o-ch - spelling rule)
• Words ending in SH: stash, rush, fish, josh, posh, sash, rash, push, slush, dish, flash, brash, smash, clash, mash, hash, plush, swish, bash, nash, wish, dish, shush, lash, splash, bush, hush, wash, cash, trash, fresh, crash, brush, flesh, crush, crutch, hash, hatch, leash

III. Writing Drill (12.2):

This drill practices words ending in CH or SH, highlighting the differences in spelling and sounds. Words are separated by commas.

IV. Sentence Drill (12.3):

This section provides sentences using final CH and SH, integrating previously learned concepts. Phrasing is emphasized (underlined words).

V. AO Spelling Rule (12.4):

This section introduces a new spelling rule: any word spelled with OO in English is written with AO in stenotype, regardless of pronunciation.

Examples:

• spoon, soon, doom, loom, soot, boon, cool, wool, room, boom, too, stood, fool, door, book, look, shoot, foot, stoop, boot, coop, loop, troop, stool, wood, moon, food, scoop, hoot, proof, pool, room, loose, groom, goose, noose, moose, shoot

VI. Sentence Drill with AO Spelling Rule (12.5):

This section provides sentences using words with the AO spelling rule. Phrasing and previously learned concepts are integrated.

VII. New Briefs and Phrases (12.6):

This section introduces new briefs and phrases:

• should: sh (initial)
• should be: sh-b
• should go: sh-g
• should I: sh-i
• should you: sh-u
• should not: sh-n
• much: ch (final)
• very much: v-ch
• too much: t-a-o-ch
• so much: s-o-ch
• shall: sh (final)
• he shall: e-sh
• we shall: w-e-sh
• you shall: u-sh
• I shall: i-sh
• usual: long u-sh
• unusual: n-long u-sh
• receipt: r-e-t
• purchase: p-u-r
• understand: u-n-d-z

VIII. Brief Drill (12.7):

This drill practices the newly introduced briefs.

IX. Practice Sentences (12.8):

This section offers sentences integrating the new briefs and phrases with previously covered concepts. Phrasing is emphasized (underlined words). The instructor highlights the inability to phrase "but the". The use of the tapping method for proper names with all fingers engaged is reviewed.

X. Consonant Compounds (KW, RN) (12.9):

This section introduces consonant compounds beginning with KW and ending with RN. The "broad A" sound (AU) is used for certain words.

• KW: quit, quite, quell, quip, quill, quail, quote, quick, quake, quiz, quack, quirk, queen, quart, queer, quilt, quint, quad, quash
• RN: learn, fern, burn, scorn, earn, shorn, turn, sworn, torn, urn, born, thorn, corn, warn, horn, stern, yearn, spurn, barn, porn

XI. Practice Sentences with Consonant Compounds (12.10):

This section contains sentences using the new KW and RN consonant compounds. The instructor highlights the difference between "eight" (long A-T) and "eat" (A-E-T).

XII. Optional Highlighting Drill:

This optional exercise suggests highlighting specific elements in written work (final CH words, final SH words, KW consonant compounds, RN consonant compounds, AO words) to reinforce learning and improve reading skills.

This detailed outline provides a structured overview of Lesson 12. Refer to the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, especially with homonyms and consonant compounds, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The instructor's previews of future lessons help prepare students for upcoming concepts.

About this Video

• Video Title: Theory Lesson 13
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 13 begins with a ten-word review of Lesson 12. The main focus is on writing multi-syllabic words, where each syllable is typically represented by a separate stroke. The lesson explains how to identify syllable breaks and use the oblique (/) to separate strokes. The instructor emphasizes that some multi-syllabic words may not initially appear in the software's dictionary due to the limited dictionary size in the learning phase. The lesson also introduces consonant compounds using final NT and ND, along with new briefs and phrases. Homonyms are further reviewed.

Key Takeaways

1. Lesson Twelve Review: A ten-word review assesses understanding of Lesson 12's material.
2. Multi-Syllabic Words: The lesson introduces the concept of writing multi-syllabic words, where each syllable is typically a separate stroke, separated by an oblique (/). The instructor emphasizes that some multi-syllabic words may not initially show up in the software's dictionary.
3. Prefixes DE and E: Prefixes starting with "de" or "e" are written using the long E vowel sound to prevent confusion with other words. All other prefixes use short vowels.
4. Double Consonants: Double consonants are usually written only once in multi-syllabic words (e.g., "butter").
5. Proper Nouns (Multi-Syllable): Multi-syllable proper nouns do not require flagging.
6. Homonyms: Further practice with homonyms, reinforcing the use of real-time asterisks to differentiate meanings. The use of AO to represent OO is continued.
7. Consonant Compounds (NT, ND): Consonant compounds using final NT and ND are introduced.
8. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.
9. New Briefs: New briefs are introduced, including "knowledge," "acknowledge," "furnish," "suggest," "suggestion," "after," "order," "water," "paper," "person".
10. Optional Highlighting Drill: An optional highlighting exercise is suggested to improve the reading of stenotype notes.

Follow-up Questions

1. Explain the process of writing multi-syllabic words in stenotype, including the use of the oblique. What should a student do if a multi-syllabic word does not appear in their dictionary?
2. What is the rule for writing prefixes that begin with "de" or "e"? What is the rule for other prefixes? Provide examples.
3. What is the rule for writing double consonants in multi-syllabic words? Provide examples.
4. What are the rules for flagging multi-syllable proper nouns?
5. Ask anything...

Lesson 13: Multi-Syllabic Words, Prefixes, Consonant Compounds (NT, ND), Homonyms, and New Briefs

This lesson introduces the complexities of writing multi-syllabic words, expands on phrasing, introduces consonant compounds ending in NT and ND, continues practicing homonyms and real-time asterisks, and introduces several new briefs. The lesson also emphasizes the importance of adjusting software settings for multi-syllable words and reading stenotype notes.

I. Review of Lesson 12 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. teach
2. should
3. catch
4. spoon
5. quote
6. usual
7. foot
8. earn
9. much
10. receipt

Keystrokes (Answers):

1. teach: t-a-e-ch
2. should: sh (initial)
3. catch: k-a-ch
4. spoon: s-p-a-o-n
5. quote: k-w-o-e-t
6. usual: long u-sh
7. foot: f-a-o-t
8. earn: a-e-r-n
9. much: ch (final)
10. receipt: r-e-t

II. Multi-Syllabic Words:

This section introduces the concept of writing multi-syllabic words, where each syllable is typically represented by a separate stroke, separated by an oblique (/). The instructor stresses that some words may not appear in the dictionary due to its limited size in the learning phase, emphasizing the importance of reading the stenotype rather than relying solely on the software. The instructor also mentions adjusting the software's timing settings if words are not registering.

Examples:

• butler (b-u-t/l-e-r)
• actor (a-k/t-o-r or a-k/t-long o-r)
• garden (g-a-r/d-e-n)
• control (k-o-n/t-r-o-l)
• master (m-a-s/t-e-r)
• locate (l-o-k/long a-t)
• garlicky (g-a-r/l-i-k)
• surpass (s-u-r/p-a-s)
• signal (s-i-g/n-a-l)
• create (k-r-long e/a-t)
• doormat (d-a-o-r/m-a-t)
• rock it (r-o-k/e-t)
• hairstyle (h-long a-r/s-t-long i-l)
• system (s-i-s/t-e-m)
• ulcer (u-l/s-e-r)
• cracker (k-r-long a-k/e-r)
• custom (k-u-s/t-o-m)
• trailer (t-r-long a-l/e-r)
• model (m-o-d/e-l)
• alfalfa (a-l/f-a/l-f-a)
• underscore (y-u-n-d/s-k-long o-r)
• mandate (m-a-n-d/long a-t)
• winter (w-i-n/t-e-r)
• leader (l-a-e-d/e-r)
• sentence (s-e-n/t-e-n-s)
• sunrise (s-u-n/r-long i-z)
• container (k-o-n/t-long a-n/t-e-r)
• robin (r-o-b/i-n)
• silver (s-i-l/v-e-r)
• meander (m-long e/a-n/d-e-r)
• undated (n-i-n/d-long a-t)
• potato (p-o-t/long a-t-o or p-long o/t-long a-t-o)
• exercise (e-k-s/e-r-/s-long i-z)
• disposal (d-i-s/p-long o-z/a-l)
• carport (k-a-r/p-long o-r-t)
• butter (b-u-t/e-r)
• lesson (l-e-s/o-n)
• terrace (t-e-r/a-s)
• dinner (d-i-n/e-r) vs. diner (d-long i-n/e-r)
• occur (o-k-long u-r/e-r)
• doberman (d-long o-b/e-r/m-a-n)
• pamper (p-a-m/p-e-r)
• matter (m-a-t/e-r)
• prowl (p-r-o-u-l)
• exit (e-k-s/i-t)
• teacher (t-a-e-ch/e-r)
• hidden (h-i-d/e-n)
• widen (w-long i-d/e-n)
• spoken (s-p-long o-k/e-n)
• weaken (w-a-e-k/e-n)
• written (r-i-d/e-n)

III. Prefixes DE and E:

This section introduces a rule for prefixes beginning with DE or E: they are written using the long E vowel sound to avoid conflicts with other words. All other prefixes (pre, pro, re, etc.) use short vowels.

Examples:

• debait (d-long e/b-long a-t)
• decide (d-long e/s-long i-d)
• decent (d-long e/s-e-n-t)
• elope (long e/l-long o-p)
• emit (long e/m-i-t)
• evade (long e/v-long a-d)

IV. Double Consonants:

This section clarifies that in multi-syllabic words with double consonants, only one instance of the consonant is typically written (e.g., "butter").

V. Proper Nouns (Multi-Syllable):

Multi-syllable proper nouns generally do not require flagging, unless specifically noted. However, the instructor states that flagging in the last syllable is acceptable if desired.

VI. Homonyms:

This section continues practicing homonyms and real-time asterisks, reviewing previously covered words and introducing new ones. The use of AO to represent OO is continued. The instructor notes that some homonyms may require different approaches based on frequency of usage in real-time dictation.

Examples:

• road (r-a-o-d) vs. rode (r-o-e-d)
• load (l-o-e-d) vs. lode (l-o-e-d*)
• loan (l-o-e-n) vs. lone (l-o-n-e*)
• course (k-o-r-s) vs. coarse (k-o-e-r-s)
• dual (d-u-e-l) vs. duel (d-u-e-l*)
• vile (v-i-l) vs. vial (v-i-e-l*)
• site (s-long i-g-t) vs. site (s-long i-t) vs. cite (s-long i-t*) or (k-r-long i-t)
• poor (p-o-e-r) vs. pore (p-o-e-r*) vs. poor (p-a-o-r)
• power (p-o-u-r)

VII. Consonant Compounds (NT, ND) (13.7):

This section introduces consonant compounds ending in NT and ND.

• NT: scent, meant, lent, tint, bent, went, lint, bunt, dent, cunt, font, gent, hint, hunt, mint, pant, pint, tent, runt, vent, lint, punt, rant, runt, find, mind, wend, send, mend, wind/wind, bland, trend, spend, gland, blind, grand, grind, blonde, blend, bend, kind, hand, band, bond, bind, fund, pond
• ND:

VIII. Practice Sentences (13.3 & 13.8):

This section provides sentences for practicing multi-syllabic words, prefixes, and consonant compounds. Phrasing is emphasized (underlined words).

IX. New Briefs and Phrases (13.4 & 13.6):

This section introduces new briefs and phrases.

• knowledge: n-o-l
• acknowledge: a-k/n-o-l
• furnish: f-u-r-n
• suggest: s-u-g
• suggestion: s-u-g-s
• after: a-f-e-r
• order: o-r-d
• water: w-a-u-r
• paper: p-long a-p-e-r
• person: p-e-r-n

X. Brief Drill (13.5):

This drill practices the newly introduced briefs.

XI. Practice Sentences with New Briefs (13.6):

This section uses sentences integrating the new briefs and phrases.

XII. Optional Highlighting Drill:

This optional exercise suggests highlighting specific elements in written work (multi-syllable words, prefixes, NT/ND consonant compounds) to reinforce learning and improve reading skills.

This detailed outline provides a structured overview of Lesson 13. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson emphasizes the importance of adjusting software settings and actively reading stenotype notes to improve transcription skills.

About this Video

• Video Title: Theory Lesson 14
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 14 begins with a ten-word review of Lesson 13. The lesson introduces the final J (PBLG) key and continues practicing phrasing techniques, focusing on new phrases using "was" and "were". Consonant compounds using initial PL and WH are introduced. The lesson also covers additional homonyms, reinforcing the use of real-time asterisks. The instructor emphasizes the importance of reviewing previously learned material and using a dictionary.

Key Takeaways

1. Lesson Thirteen Review: A ten-word review assesses understanding of Lesson 13's material.
2. Final J (PBLG): The final J key is introduced, specifying its key combination and finger placement. The instructor emphasizes writing J sounds phonetically, even if spelled with G in English.
3. Was/Were Phrases: New phrases using "was" (final FS) and "were" (final RP) are introduced, emphasizing their use for increased efficiency. The instructor provides a strategy for remembering these phrases and notes that some phrases may not end in "was" or "were" to encourage active thinking.
4. Consonant Compounds (PL, WH): Consonant compounds using initial PL and WH are introduced, emphasizing the importance of accuracy. The instructor highlights the use of WH to avoid conflicts with similarly spelled words. The "broad A" sound is again used.
5. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate words with the same spelling but different meanings.
6. New Briefs: New briefs are introduced, including those for "should," phrases with "should," phrases with "much," phrases with "shall," "usual," "unusual," "receipt," "purchase," "understand", "knowledge," "acknowledge," "furnish," "suggest," "suggestion," "after," "order," "water," "paper," "person".
7. Optional Highlighting Drill: (Not explicitly mentioned in this transcript, but implied from previous lessons)

Follow-up Questions

1. Describe the finger placement and technique for striking the final J (PBLG) key.
2. Explain how the final FS and final RP are used to create phrases with "was" and "were," respectively. Provide examples.
3. What are consonant compounds, and what specific consonant compounds are introduced in Lesson 14? Provide examples.
4. Provide three examples of homonyms from Lesson 14, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 14: Final J, Was/Were Phrases, Consonant Compounds (PL, WH), Homonyms, and New Briefs

This lesson introduces the final J key, expands on phrasing with "was" and "were," introduces consonant compounds using initial PL and WH, continues practicing homonyms and real-time asterisks, and introduces several new briefs.

I. Review of Lesson 13 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. preview
2. elope
3. spoken
4. suggestion
5. exit
6. repay
7. butter
8. profess
9. decide
10. beside

Keystrokes (Answers):

1. preview: p-r-e/v-long u
2. elope: long e/l-long o-p
3. spoken: s-p-long o/k-e-n
4. suggestion: s-u-g-s
5. exit: e-x/i-t
6. repay: r-e/p-long a
7. butter: b-u-t/e-r
8. profess: p-r-o/f-e-s
9. decide: d-long e/s-long i-d
10. beside: b-e/s-long i-d

II. Final J (PBLG):

This section introduces the final J key (PBLG), struck with the middle and ring fingers of the right hand simultaneously. The instructor emphasizes writing J sounds phonetically, even if spelled with G in English.

Word Practice (14.1):

This section provides words to practice the new final J key. Note the phonetic spellings and the use of short and long vowels, and the "broad A" sound.

• Words ending in J: wage, page, ridge, wedge, hedge, sage, cage, ledge, edge, stage, fudge, age, large, merge, badge, barge, beige, dodge, gauge, budge, forge, lodge, sarge, surge, bridge, pledge, fridge, sludge, grudge, sledge, dredge, smudge

III. Sentence Drill (14.2):

This section uses sentences incorporating the final J key and previously learned concepts. Phrasing is emphasized (underlined words).

IV. Suffix Drill (14.3):

This section introduces the use of final FL for words ending in "-ful," final LS for words ending in "-less," and final NS for words ending in "-ness." The instructor emphasizes that these are suffix rules and not to be applied to the words "full," "less," or "ness" by themselves.

Examples:

• -ful: careful, tearful, watchful, hopeful, grateful, peaceful, dreadful, stressful, prayerful, fruitful, shameful, forceful
• -less: careless, hopeless, fearless, hapless, wireless, homeless, seamless, helpless, needless, harmless, reckless, stainless
• -ness: madness, sadness, roughness, nearness, hurtfulness, bashfulness, thickness, lightness, sheerness, dullness, fullness, coolness

V. Sentence Drill with Suffixes (14.4):

This section provides sentences using words with the suffixes -ful, -less, and -ness. Phrasing is emphasized (underlined words). The instructor reinforces the rule of flagging "I am" phrases.

VI. Consonant Compounds (PL, WH) (14.5):

This section introduces consonant compounds starting with PL and WH.

• PL: play, plead, plum, ply, plant, place, plan, plot, plate, pledge, plus, please, plaque, plane, plane* (flagged), plea, plaid, pleat, plug
• WH: whip, whim, wit, wine, wine, wheeze, whack, while, whale, whoop, whoa, whiz, wham, whop, whirl, whom, wet, were, wheat, white

VII. Practice Sentences with Consonant Compounds (14.6):

This section contains sentences using the new PL and WH consonant compounds, integrating previously covered concepts. The instructor emphasizes looking up unfamiliar words to ensure correct spelling and usage. The use of a dictionary is stressed.

VIII. Was/Were Phrases (14.7 & 14.8):

This section introduces phrases using "was" (final FS) and "were" (final RP). The instructor explains that these phrases save strokes and provides strategies for remembering them. The briefs for "they," "there," and "their" are previewed, although they will be formally introduced in later lessons. The instructor stresses the importance of practicing these phrases to build muscle memory.

Examples:

• was: final fs (i was, what was, he was, she was, etc.)
• were: final rp (they were, you were, we were, etc.)

IX. Practice Sentences with Was/Were Phrases (14.8):

This section uses sentences incorporating the "was" and "were" phrases.

X. New Briefs (14.4 & 14.7):

The lesson introduces several new briefs:

• Briefs from previous lessons are reviewed and reinforced.

XI. Optional Highlighting Drill:

(Not explicitly mentioned in this transcript, but implied from previous lessons).

This detailed outline provides a structured overview of Lesson 14. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson emphasizes the importance of using a dictionary and actively reading stenotype notes to improve transcription skills.

The provided transcript doesn't give the steno transcription for "was" and "were" phrases. It only states the result of using the final FS for "was" and final RP for "were" in phrases. To get the stenotype transcription, you would need a different source, likely a stenotype manual or a more detailed lesson showing the underlying keystrokes. The transcript only explains the shorthand representation resulting from using those final keystrokes in phrases, not the keystrokes themselves.

About this Video

• Video Title: Theory Lesson 15
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 15 begins with a ten-word review of Lesson 14. The main focus is on the final V (FB) key and continues practicing multi-syllabic words. The lesson introduces "squeezes" (single-stroke representations of words typically written in two strokes), focusing on belief/believe. Consonant compounds using initial BL and final LT are introduced. The lesson also covers additional homonyms, reinforcing the use of real-time asterisks, and continues practicing previously taught phrasing techniques. The instructor emphasizes the importance of reviewing previously learned material and using a dictionary.

Key Takeaways

1. Lesson Fourteen Review: A ten-word review assesses understanding of Lesson 14's material.
2. Final V (FB): The final V key is introduced, specifying its key combination and finger placement.
3. Multi-Syllabic Words: Continued practice with multi-syllabic words, reinforcing the use of the oblique (/) to separate strokes.
4. Squeezes (Belief/Believe): The concept of "squeezes" is introduced—single-stroke representations of words usually written in two strokes. Belief and believe are given as examples.
5. Consonant Compounds (BL, LT): Consonant compounds using initial BL and final LT are introduced, emphasizing the importance of accuracy. The "broad A" sound is again used, along with the AO representation of OO.
6. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate words with the same spelling but different meanings.
7. New Briefs: New briefs are introduced, including those for "regular," "advertise," phrases with "have," "should," "shall," "usual," "unusual," "receipt," "purchase," and "understand".
8. Optional Highlighting Drill: (Not explicitly mentioned in this transcript, but implied from previous lessons).

Follow-up Questions

1. Describe the finger placement and technique for striking the final V (FB) key.
2. Explain the concept of "squeezes" in stenotype, using the examples of "belief" and "believe."
3. What are consonant compounds, and what specific consonant compounds are introduced in Lesson 15? Provide examples.
4. Provide three examples of homonyms from Lesson 15, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 15: Final V, Squeezes, Consonant Compounds (BL, LT), Homonyms, and New Briefs

This lesson introduces the final V key, expands on multi-syllabic words with the concept of "squeezes," introduces consonant compounds using initial BL and final LT, continues practicing homonyms and real-time asterisks, and introduces several new briefs.

I. Review of Lesson 14 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. plant
2. hedge
3. plaster
4. tearful
5. wheat
6. sadness
7. precede
8. fearless
9. listen
10. watchfulness

Keystrokes (Answers):

1. plant: p-l-a-n-t
2. hedge: h-e-j
3. plaster: p-l-a-s/t-e-r
4. tearful: t-a-e-r/f-l
5. wheat: w-h-a-e-t
6. sadness: s-a-d/n-s
7. precede: p-r-e/s-long e-d
8. fearless: f-a-e-r/l-s
9. listen: l-i-s/e-n
10. watchfulness: w-a-u-ch/f-l/n-s

II. Final V (FB):

This section introduces the final V key (FB), struck with the index and middle fingers of the right hand simultaneously. The instructor emphasizes the importance of short fingernails to prevent fingers from slipping.

Word Practice (15.1):

This section provides words ending in final V (FB), highlighting phonetic spellings, short and long vowels, the "broad A" sound, and the AO representation of OO (as a spelling rule, not a phonetic one). The difference between prove and proof is emphasized. The instructor also previews the brief "do have" and explains why "dove" is flagged to avoid conflict.

• Words ending in V: rov, cove, live, shave, love, stove, prove, proof*, hive, sieve, weave, shove, wove, rave, hove, crave, pave, strive, give, mauve, leave, save, move, glove, derive, drove, grave, brave, grove, clove, dove*, jive, dive

III. Sentence Drill (15.2):

This section uses sentences incorporating the final V key and previously learned concepts. Phrasing is emphasized (underlined words). The instructor reminds students to flag one-syllable proper nouns.

IV. Special Outlines (Squeezes) (15.3):

This section introduces "squeezes"—single-stroke representations of words typically written in two strokes. The examples given are belief and believe.

• belief: bl-long e-f
• believe: bl-long e-v

V. Practice Drill with Squeezes (15.4):

This drill focuses on using the "squeeze" representations of belief and believe.

VI. New Briefs and Phrases (15.5 & 15.6):

This section introduces new briefs and phrases, focusing on "have" (final V only in phrases) and other new briefs. The instructor emphasizes the importance of the short vowel for the article "a" in phrases.

• regular: r-e-g
• advertise: t-i-z
• satisfy: s-a-f
• have: v (final - in phrases only)
• you have: u-v
• we have: w-e-v
• did have: d-v
• would have: w-o-v
• should have: sh-v
• to have: t-o-v
• we'll have: l-v
• I have: i-v
• do have: d-o-v (This explains why "dove" needs to be flagged.)

VII. Sentence Drill with New Briefs (15.6):

This section uses sentences incorporating the new briefs and previously learned concepts.

VIII. Consonant Compounds (BL, LT) (15.7):

This section introduces consonant compounds starting with BL and ending in LT.

• BL: blip, blob, blow, blood, black, bleak, blab, bled, blue, blue*, blog, blur, blair, bloat, bleed, blush, bliss, bluff, blend, bleep, bless, bleb, blaze, blurt, blonde
• LT: welt, felt, colt, cult*, wilt, silt, halt, salt, belt, melt, tilt, bolt, malt, volt, jolt, holt, guilt, kilt, delt, dolt, jilt, lilt, loot, fault, quilt, vault

IX. Practice Sentences with Consonant Compounds (15.8):

This section contains sentences using the new BL and LT consonant compounds.

X. Optional Highlighting Drill:

(Not explicitly mentioned in this transcript, but implied from previous lessons).

This detailed outline provides a structured overview of Lesson 15. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson introduces important concepts like "squeezes" and continues to refine the understanding of homonyms and multi-syllabic words.

About this Video

• Video Title: Theory Lesson 16
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 16 begins with a ten-word review of Lesson 15. The main focus is on diphthongs (OI, OW, and AH), introducing their keystroke combinations. The lesson emphasizes the use of AU for words with an "ah" sound and explains exceptions for homonyms (using different representations for words with the same spelling but different meanings) and words ending in "-ght" (using AU instead of O). The instructor also introduces new briefs for days of the week.

Key Takeaways

1. Lesson Fifteen Review: A ten-word review assesses understanding of Lesson 15's material.
2. Diphthongs (OI, OW, AH): Diphthongs (OI, OW, AH) are introduced, specifying their keystroke combinations: OI (O-I), OW (O-U), AH (A-U). The instructor emphasizes that the OW sound is used for words with both OW and OU spellings.
3. Homonyms: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate meanings. The instructor reviews strategies for remembering which words require flagging.
4. AO to Represent OO (Continued): The spelling rule for representing OO with AO is continued.
5. "-ght" Ending Rule: The lesson introduces an exception to the existing AU rule for words with the "-ght" ending. Words ending in "-ght" are written with AU-G-T regardless of whether they're spelled with OU or AU.
6. Broad A (AU): The "broad A" sound (AU) is used for words with an "ah" sound spelled with an A. Exceptions are noted for homonyms.
7. New Briefs: New briefs are introduced, including those for "to night," "business," "advice," "advise," "necessary," "correspond," "correspondence," "correspondent," "report," and the days of the week (Monday-Sunday).
8. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.

Follow-up Questions

1. What are diphthongs, and what are the keystroke combinations for OI, OW, and AH sounds in this stenotype system? Provide examples.
2. Explain the rule for representing words with the "-ght" ending in stenotype. Provide examples.
3. What is the rule for using the broad A sound (AU) in stenotype, and what are the exceptions? Provide examples.
4. Provide three examples of homonyms from Lesson 16, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 16: Diphthongs (OI, OW, AH), Homonyms, Spelling Rules, and New Briefs

This lesson focuses on diphthongs (OI, OW, AH), expands on homonyms and real-time asterisks, introduces a new spelling rule for words with "OO," and introduces several new briefs, including those for the days of the week.

I. Review of Lesson 15 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. crave
2. blot
3. advertise
4. shove
5. regular
6. colt
7. wave
8. belief
9. satisfy
10. felt

Keystrokes (Answers):

1. crave: k-r-long a-v
2. blot: b-l-o-t
3. advertise: t-i-z
4. shove: sh-o-v
5. regular: r-e-g
6. colt: k-long o-l-t
7. wave: w-long a-v* (flagged)
8. belief: bl-long e-f (squeeze)
9. satisfy: s-a-f
10. felt: f-e-l-t

II. Diphthongs (OI, OW, AH):

This section introduces diphthongs—sounds formed by combining two vowels in a single syllable. The lesson focuses on OI, OW, and AH sounds.

• OI (O-I): toy, boy, point, oil, loyal, toil, joy, soil, boil, royal, foil, void, koi, noise, coil, join, coin, broil, voice, groin, soy, spoil, droid, joint, choice* (k-h-o-i-s)
• OW (O-U): out, foul, fowl* (flagged), howl, lout, tout, shout, bout, owl, cowl, route, spout, hour, bowl, towel, dowel, pout, trout, shower, power, poor, poor* (flagged), poor (p-a-o-r), tower, tour, tore, sound, bounce, count, douse, cloud, loud, couch, found, mouse, scout, ounce, snout, pound, vouch, doubt, town, down, how, cow, sprout, clown
• AH (A-U): This sound is used for words spelled with an "a" but pronounced with an "ah" sound (exceptions noted for homonyms). The instructor mentions that words spelled with "o" but having the "ah" sound will keep the "o" spelling (except for words ending in "-ght").

III. Sentence Drill (16.2):

This section uses sentences incorporating the diphthongs OI, OW, and AH sounds, along with previously learned concepts. Phrasing is emphasized (underlined words).

IV. "-ght" Ending Exception (16.5):

This section introduces an exception to the AU rule for the "ah" sound: words ending in "-ght," regardless of whether they're spelled with OU or AU, are written with A-U-G-T.

Examples:

• bought (b-a-u-g-t)
• sought (s-a-u-g-t)
• caught (k-a-u-g-t)
• taught (t-a-u-g-t)

V. Homonyms with "AH" sound (16.5):

This section covers homonyms with the "ah" sound, emphasizing the use of real-time asterisks to differentiate meanings. The instructor explains the use of AU for words spelled with A and having the "ah" sound, and the retention of O for words spelled with O and having the "ah" sound (except for "-ght" words). The exceptions for ball, hall, and maul are discussed.

Examples:

• ball: b-a-l vs. bawl: b-a-u-l
• hall: h-a-l vs. haul: h-a-u-l
• maul: m-a-l vs. maul: m-a-u-l
• call, law, raw, crawl, wall, shawl, stall, all, fall, jaw, sauce, vault, daunt, gaunt, haunt, paw, fraud, cause, fault, malt, saw, jaunt, aunt, moth, gauze, thaw, straw, hawk, claw, lawn, dawn, yawn

VI. Sentence Drill with "AH" Words (16.6):

This section provides sentences using words with the AH sound, reinforcing the use of AU.

VII. New Briefs and Phrases (16.7):

This section introduces new briefs and phrases.

• tonight: t-o-n-t
• business: b-i-z
• together: t-o-g
• advice: i-s
• advise: v-i-z
• necessary: n-e-s
• correspond: k-o-r
• correspondence: k-o-r-n-s
• correspondent: k-o-r-n-t
• report: r-o-r-t

VIII. Brief Drill (16.8):

This drill focuses on practicing the newly introduced briefs.

IX. Practice Sentences (16.9):

This section offers sentences integrating the new briefs and phrases with previously covered concepts. Phrasing is emphasized (underlined words).

X. Days of the Week (16.10 & 16.11):

This section introduces briefs for the days of the week:

• Monday: m-o-n
• Tuesday: t-u-s
• Wednesday: w-e-n-s
• Thursday: t-h-u-r-s
• Friday: f-r-i
• Saturday: s-a-r-t
• Sunday: s-u-n-d

These are used in practice sentences in 16.11.

This detailed outline provides a structured overview of Lesson 16. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson introduces important new concepts related to diphthongs and spelling rules, and continues to refine understanding of homonyms and multi-syllabic words.

Lesson 16 continues to practice homonyms (words with the same spelling but different meanings), reinforcing the use of real-time asterisks to avoid confusion. The lesson particularly focuses on exceptions to the general rules for the "ah" sound (represented by AU) where the words ball, hall, and maul are written differently to prevent conflicts with other similarly spelled words.

Here's how they're written, along with the explanation from the transcript:

• ball (to bounce): b-a-l (written almost as spelled, omitting one L)
• ball (to cry): b-a-u-l (using the "ah" sound, AU)
• hall (corridor): h-a-l (written almost as spelled, omitting one L)
• haul (to transport): h-a-u-l (using the "ah" sound, AU)
• maul (to beat): m-a-l (written almost as spelled, omitting one L)
• maul (shopping mall): m-a-u-l (using the "ah" sound, AU)

The instructor explains that these variations are used to avoid conflicts with other words that might have similar spellings but different meanings. The variations in spelling make it easier for the stenotype software to determine which word is intended in real-time, even though they are written differently in the stenotype shorthand compared to standard English orthography. The instructor specifically states that they chose to avoid using the asterisk for these words to maintain speed, as using the asterisk would add an extra keystroke.

About this Video

• Video Title: Theory Lesson 17
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 17 begins with a ten-word review of Lesson 16. The main focus is on writing plural words (always ending with a final Z, added as a separate stroke) and introducing the number bar for numbers greater than 10. The lesson introduces briefs for numbers 1-10 and explains the rule that numbers 1-10 must be written as words, not numerals, in court reporting. The use of the number bar for numbers above 10 is previewed. New briefs for "that," "they," and "right" are also introduced.

Key Takeaways

1. Lesson Sixteen Review: A ten-word review assesses understanding of Lesson 16's material.
2. Plural Words: Plural words are written by adding a final Z as a separate stroke, regardless of the number of syllables in the word (e.g., "kisses" is K-I-S/Z). The instructor emphasizes the importance of this rule for accuracy, especially at higher speeds.
3. Number Briefs (1-10): Briefs are introduced for the numbers one through ten (w-u-n, t-w-o, t-h-r-long e, f-o-u-r, f-long i-v, s-i-x, s-e-v, long a-g-t, n-long i-n, t-e-n). The instructor emphasizes that these are used to represent the numbers as words, not numerals.
4. Number Bar (Preview): The number bar is introduced, explaining that it's used for numbers greater than 10 (a full explanation will be given in Lesson 18).
5. Homonyms: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate meanings. The instructor reviews strategies for remembering which words require flagging.
6. New Briefs: New briefs are introduced, including "that" (T-H-A/S, T-H-A/T), "they" (T-H-E), and "right" (W-R-I).
7. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.

Follow-up Questions

1. Explain the rule for writing plural words in stenotype, and provide examples. Why is this rule important, especially for accuracy?
2. What are the briefs for the numbers one through ten in this stenotype system? Why are these briefs used instead of numerals for numbers 1-10?
3. Explain the purpose of the number bar in stenotype and how it differs from using number briefs.
4. Provide three examples of homonyms from Lesson 17, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 17: Plural Words, Number Briefs (1-10), Number Bar (Preview), Homonyms, Phrasing, and New Briefs

This lesson focuses on writing plural words (always ending in a final Z), introduces briefs for numbers 1-10, previews the use of the number bar for numbers greater than 10, continues practicing homonyms and real-time asterisks, and introduces new briefs for "that," "they," and "right."

I. Review of Lesson 16 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. business
2. bought
3. power
4. royal
5. correspondence
6. crawl
7. point
8. tonight
9. advice
10. brown

Keystrokes (Answers):

1. business: b-i-z
2. bought: b-a-u-g-t
3. power: p-o-u-r
4. royal: r-o-i-l
5. correspondence: k-o-r-n-s
6. crawl: k-r-a-u-l
7. point: p-o-i-n-t
8. tonight: t-o-n-t
9. advice: v-i-s
10. brown: b-r-o-u-n

II. Plural Words:

This section introduces the rule for writing plural words: always add a final Z as a separate stroke, regardless of the number of syllables or the existing ending.

Examples:

• kisses (k-i-s/z)
• roses (r-long o-s/z)
• faces (f-long a-s/z)
• misses (m-i-s/z)
• traces (t-r-long a-s/z)
• masses (m-a-s/z)
• teases (t-a-e-z/z)
• oozes (a-o-z/z)
• laces (l-long a-s/z)
• beaches (b-a-e-ch/z)
• puffs (p-u-f/z)
• wishes (w-i-sh/z)
• feels (f-long e-l/z)
• taxes (t-a-k/z)
• yells (y-e-l/z)
• tapes (t-long a-p/z)
• tubs (t-u-b/z)
• keys (k-long e-s/z)
• loves (l-o-v-e/z)
• shares (sh-a-e-r-s/z)
• tans (t-a-n-s/z)
• dams (d-a-m-s/z)
• lies (l-i-e-s/z)
• ducks (d-u-k-s/z)
• legs (l-e-g-s/z)
• budges (b-u-j/z)
• pairs (p-long a-r-s/z)
• skates (s-k-long a-t/z)
• fights (f-long i-g-t/z)
• shuts (sh-u-t-s/z)
• hides (h-i-d-e-s/z)
• fads (f-a-d/z)
• dies* (d-long i-z/z - flagged)
• stays (s-t-a-y-s/z)
• boys (b-o-y-s/z)
• rose (r-o-s-e/z)
• pews (p-u-s/z)
• pies (p-i-e-s/z)
• tees (t-e-s/z)
• bees (b-e-s/z)
• sees (s-e-s/z)
• slays (s-l-a-y-s/z)
• wages (w-long a-g-e-s/z)
• safes (s-long a-f-e-s/z)
• laughs (l-a-f-s/z)
• carrots (k-long a-r/o-t/z)
• pages (p-long a-g-e-s/z)
• sticks (s-t-i-k-s/z)
• lodges (l-o-d-g-e-s/z)
• backpacks (b-a-k-p-a-k-s/z)
• cracks (k-r-a-k-s/z)
• knives (n-long i-v-e-s/z)
• sheets (sh-e-e-t-s/z)
• shoes (sh-long u-s/z)
• chooses (ch-long u-s-e-s/z)
• uses (long u-z/z)
• nieces (n-e-s/z)

III. Number Briefs (1-10) (17.3):

This section introduces briefs for numbers 1-10, emphasizing their use to represent numbers as words in court reporting (a rule for numbers 10 and below).

• one: w-u-n
• two: t-w-o
• three: t-h-r-long e
• four: f-o-u-r
• five: f-long i-v
• six: s-i-x
• seven: s-e-v
• eight: long a-g-t
• nine: n-long i-n
• ten: t-e-n

IV. Practice Sentences with Number Briefs (17.4):

This section uses sentences incorporating the number briefs (1-10). Plural words are also included.

V. Number Bar Drill (Preview) (17.5):

This section introduces the number bar (used for numbers greater than 10), explaining finger placement for numbers 0-9. The instructor stresses the importance of using correct finger placement for accuracy, especially at higher speeds.

VI. New Briefs and Phrases (17.6):

This section introduces new briefs and phrases:

• that: t-h-a/s, t-h-a/t
• they: t-h-e
• right: w-r-i

VII. Practice Sentences (17.8):

This section provides sentences incorporating the new briefs, number briefs, plural words, and previously taught concepts. Phrasing is emphasized (underlined words). The instructor explains why certain phrases cannot be combined due to potential word conflicts. The difference between possessive and contractive "your" is again emphasized. The instructor explains the rule for transcribing numbers 1-10 as words.

VIII. Optional Highlighting Drill:

(Not explicitly mentioned in this transcript, but implied from previous lessons).

This detailed outline provides a structured overview of Lesson 17. Refer to the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson introduces the important concepts of writing plural words and using the number bar, along with new briefs and continued practice with homonyms.

About this Video

• Video Title: Theory Lesson 18
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 18 begins with a ten-word review of Lesson 17. The main focus is on writing words ending in "-ed" (adding a final D as a separate stroke), introducing the concept of "stitching" (spelling out words letter by letter), and continuing to practice with the number bar. The lesson covers exceptions for words like "laid" and "paid," which don't follow the standard "-ed" rule. The use of the number bar for two-digit numbers is introduced. New briefs for "and," "yes sir," "no sir," and "around" are also presented.

Key Takeaways

1. Lesson Seventeen Review: A ten-word review assesses understanding of Lesson 17's material.
2. Final -ED (Final D): Words ending in "-ed" have a final D added as a separate stroke. Exceptions are noted for "laid" and "paid."
3. Stitching: The concept of "stitching" is introduced—spelling out words letter by letter, using an asterisk before each letter. The instructor explains the technique and emphasizes the use of the initial-side keys and vowels, but never the final-side keys.
4. Two-Digit Numbers: The use of the number bar for two-digit numbers is introduced. The rule of pairing two numbers at a time is explained, along with the flexibility of pairing different numbers within a sequence based on how it's heard.
5. Homonyms: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate meanings.
6. New Briefs: New briefs are introduced, including those for "and," "yes sir," "no sir," and "around."
7. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences. The instructor highlights the inability to phrase certain combinations due to word conflicts.
8. Punctuation with Stitching: The use of punctuation with stitching is discussed. Commas are used before and after stitching unless the stitching is part of a complete sentence.

Follow-up Questions

1. Explain the rule for writing words ending in "-ed" in stenotype. What are the exceptions to this rule? Provide examples.
2. What is "stitching" in stenotype, and how is it used? Explain the technique and the rules for punctuation when using stitching.
3. Explain the rules for using the number bar to write two-digit numbers. What is the rule for pairing numbers?
4. Provide three examples of homonyms from Lesson 18, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 18: Final -ED, Stitching, Two-Digit Numbers, Homonyms, and New Briefs

This lesson introduces writing words ending in "-ed" (using a final D as a separate stroke), the concept of "stitching" (spelling out words letter by letter), expands on using the number bar for two-digit numbers, continues practicing homonyms and real-time asterisks, and introduces several new briefs.

I. Review of Lesson 17 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. boys
2. think
3. keys
4. question
5. fights
6. budges
7. they
8. roses
9. needs
10. written

Keystrokes (Answers):

1. boys: b-o-i/z
2. think: th-i-n-k
3. keys: k-long e-s/z
4. question: k-w-e
5. fights: f-long i-g-t/z
6. budges: b-u-j/z
7. they: t-h-e
8. roses: r-long o-s/z
9. needs: n-long e-d/z
10. written: w-r-i-n

II. Final -ED (Final D):

This section introduces the rule for writing words ending in "-ed": add a final D as a separate stroke. Exceptions are noted for "laid" and "paid." The instructor emphasizes consistency for accuracy, especially at higher speeds.

Examples:

• tilted, viewed, faded, tossed, raided, panted, slanted, passed, laughed, judged, loved, hoped, wished, tamed, matched, reached, faced, teased, pitted, shaded, salted, bolted, darted, patted, loaned, fished, sagged, stacked, hugged, paired, prayed, mapped, fainted, hunted, rented, towed*, wilted, knotted, hinted, sated, tanned, weaved, pinned, robbed, stuffed, played, washed, shunned, laid, paid

III. Exceptions to the -ED Rule:

The lesson clarifies that "laid" and "paid" are exceptions because they don't end in "-ed" but still require the addition of a D to be represented correctly. They are written in a single stroke.

• laid: l-long a-d
• paid: p-long a-d

IV. Sentence Drill (18.2):

This section uses sentences incorporating the final -ED rule, along with previously learned concepts. Phrasing is emphasized (underlined words). The instructor points out that some words may not be explicitly covered but are based on previously learned concepts. The instructor reminds students to flag one-syllable proper names and not to phrase "by the."

V. Stitching:

This section introduces "stitching"—spelling out words letter by letter, using an asterisk before each letter to indicate to the software that the word is being spelled out phonetically. The instructor emphasizes that only initial-side keys and vowels are used for stitching; final-side keys are never used.

Alphabet Practice (18.7):

This section provides practice stitching the alphabet, emphasizing simultaneous striking of the asterisk and each letter. The instructor explains how to represent C (KR), Q (KW), X (KP), I (long I), and Z (STK) during stitching.

VI. Name Stitching (18.8):

This section provides practice stitching names, emphasizing phonetic spelling and readable outlines. The instructor explains that commas are used before and after stitched names unless the stitching is part of a complete sentence. The instructor clarifies that periods are used after stitching during practice but should be removed during test transcriptions unless they're part of a complete sentence. The use of two strokes for multi-syllable names is shown. The instructor explains that the software might not always recognize all proper names, requiring manual editing after the transcription. The instructor advises against using briefs within proper names and to write the entire name phonetically.

VII. Two-Digit Numbers (18.3 & 18.4):

This section explains using the number bar for two-digit numbers. The rule of pairing two numbers at a time (but no more than two) is emphasized. The instructor explains that the order of striking two-digit numbers depends on whether the first number is larger or smaller than the second. The use of the asterisk to correct errors on the number bar is reiterated.

VIII. Practice Sentences with Two-Digit Numbers (18.4):

This section uses sentences incorporating two-digit numbers, reinforcing the pairing rules and the use of the number bar.

IX. Consonant Compounds (TH, LD) (18.5):

This section introduces consonant compounds beginning with TH and ending in LD.

• TH: those, these, thought, then, thin, thick, them, though, thud, thug, thief, theme, thus, thunder, thoughtful, thoughtless, that, thong, thorn, thumb, thigh, throw, third, theft, thing, thyroid
• LD: gold, meld, sold, bald, weld, bold, fold, told, cold, scald, hold, mold, wild, held, guild, mild, field, velled, silted, ald, world, wheels, child, yields, scolded, shield, unfolded, foretold, outfield

X. Practice Sentences with Consonant Compounds (18.6):

This section uses sentences incorporating the new TH and LD consonant compounds. The instructor clarifies the phrasing rules for "more than" (M-long O-R-N) and "although" (A-U-L/TH-long O). The instructor explains why "could not" and "would not" cannot be phrased due to word conflicts and clarifies the spelling of "could" (K-D).

XI. New Briefs (10.4 & 14.7):

Several new briefs are introduced: "and," "yes sir," "no sir," "around," "more than."

XII. Optional Highlighting Drill:

(Not explicitly mentioned in this transcript, but implied from previous lessons).

This detailed outline provides a structured overview of Lesson 18. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson introduces several crucial concepts related to multi-syllabic words, number usage, and expands on the use of homonyms.

Yes, the Lesson 18 transcript provides several example sentences incorporating two-digit numbers and the number bar usage, reinforcing the pairing rules. Here are the examples provided in section 18.4 of the transcript:

• "Trade for 38 lots." (3 and 8 struck together)
• "He sells to 45 stores." (4 and 5 struck together)
• "He painted 41 houses." (4 struck, then 1)
• "Joan is 26 today." (2 and 6 struck together)
• "He ate 68 salted peanuts." (6 and 8 struck together)
• "Jane will be 31 on Friday." (3 and 1 struck together)
• "He caught 74 passes." (7 and 4 struck together)
• "It is 96 miles to Denver." (9 and 6 struck together)
• "You have to be 18 to go." (1 and 8 struck together)
• "We won 87 to 69." (8 and 7 struck together; 6 and 9 struck together)
• "It was 12 feet on the corner." (1 and 2 struck together)
• "We got 13 donuts." (1 and 3 struck together)
• "The tower is 97 feet high." (9 and 7 struck together)
• "It is 50 feet in the air." (5 and 0 struck together)
• "Use 20 tons of rock." (2 and 0 struck together)
• "The score was 17 to 14." (1 and 7 struck together; 1 and 4 struck together)
• "He will sell 93 sets to us." (9 and 3 struck together)
• "It is 72 miles to town." (7 and 2 struck together)
• "He has 15 dolls." (1 and 5 struck together)
• "The score was 25 to 30." (2 and 5 struck together; 3 and 0 struck together)
• "He is 35 years old." (3 and 5 struck together)

These examples demonstrate how two-digit numbers are written using the number bar, with the instructor emphasizing the pairing of numbers when possible (two at a time, but no more than two), and the importance of striking the numbers simultaneously when possible, or sequentially, depending on which number is larger in value. The instructor clarifies that the same principles apply when writing longer number strings, breaking them into pairs of two digits.

In Section 18.7 of the transcript, the instructor introduces the concept of "stitching" in stenotype, which is the process of spelling out words letter by letter. The practice begins with the alphabet, emphasizing that each letter is struck simultaneously with an asterisk (*) before it. This simultaneous keystroke tells the stenotype software that the following letters represent a phonetic spelling of a word, rather than a standard stenotype abbreviation.

The instructor then provides specific instructions for letters not yet fully covered in the course:

• C: Since there is no dedicated C key, the combination KR (K and R keys struck simultaneously on the initial side) is used to represent C during stitching.
• Q: Similarly, there's no dedicated Q key, so the KW combination (K and W keys struck simultaneously on the initial side) is used.
• X: The KP combination (K and P keys struck simultaneously on the initial side) is used to represent X.
• I: The long I sound (AOEU) is used during stitching.
• Z: The STK combination (S, T, and K keys struck simultaneously on the initial side) is used to represent Z.

The instructor emphasizes that only initial-side keys and vowels are used for stitching; final-side keys are never used. The overall goal is to practice the simultaneous striking of the asterisk and each letter to build speed and accuracy in this phonetic spelling technique. The practice is meant to prepare students for spelling out names and other words phonetically when necessary.

Let's break down the three sections you've highlighted from the Lesson 18 transcript:

I. New Briefs:

This section introduces several new briefs, which are shorthand representations of longer words or phrases:

• and: s-k-p (initial) - This uses the initial-side keys S, K, and P struck simultaneously.
• yes sir: y-e-r - This uses the initial-side keys Y, E, and R struck sequentially.
• no sir: n-o-r - This uses the initial-side keys N, O, and R struck sequentially.
• around: a-r-n-d (squeeze) - This is a "squeeze," meaning it's a single-stroke representation of a word that would typically be written in multiple strokes.
• more than: m-long o-r-n - This is a phrase written as a single stroke.

II. Name Stitching (18.8):

This section focuses on the technique of "stitching" names—phonetically spelling out names letter by letter using an asterisk before each letter. The instructor provides guidelines for punctuation and handling of names:

• Commas: Commas are used before and after stitched names unless the stitching is part of a complete sentence.
• Periods: Periods are used after stitched names during practice to indicate the end of the name. However, in test transcriptions, these periods must be removed unless the name is part of a complete sentence.
• Multi-syllable Names: Multi-syllable names are often written using two or more strokes, with each stroke representing a portion of the name. The division between strokes is not explicitly described but depends on the sound.
• Software Recognition: The stenotype software may not recognize all proper names; manual editing after transcription might be necessary to ensure accuracy.
• Briefs in Names: The instructor advises against using briefs within proper names; names should be written phonetically. The instructor highlights that proper names are written phonetically, and the resulting stenotype may not be immediately recognizable by the software.

III. Two-Digit Numbers (18.3 & 18.4):

This section covers using the number bar for two-digit numbers, emphasizing accuracy and efficient techniques.

• Pairing: Numbers are paired whenever possible (two at a time, but never more than two). The order of the digits matters; the smaller number is struck first when possible.
• Simultaneous Keystrokes: When possible, the two digits of a pair are struck simultaneously. However, if the first digit is larger than the second, they must be struck sequentially.
• Error Correction: The asterisk (*) is used to correct errors made while writing numbers on the number bar. The instructor emphasizes that the same number can be repeated to create longer numbers but only two digits can be struck at once.

In summary, these three sections cover essential aspects of stenotype technique: efficient shorthand for common words and phrases, a method for phonetically spelling out names, and techniques for accurately and efficiently writing numbers using the number bar. The emphasis is on both speed and accuracy, and many techniques are taught to reduce errors and improve overall transcription.

About this Video

• Video Title: Theory Lesson 19
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 19 begins with a ten-word review of Lesson 18. The main focus is on writing words ending in "-ing" (adding a final G as a separate stroke), continuing practice with multi-syllabic words, and introducing single letters and initials (using RBGS). The lesson also covers additional homonyms, reinforcing the use of real-time asterisks, and continues practicing previously taught phrasing techniques. New briefs are introduced, including those for "even," "evening," "morning," "particular," "police car," "finance," "financial," "upon," "so," "well," "recognize," and "possible."

Key Takeaways

1. Lesson Eighteen Review: A ten-word review assesses understanding of Lesson 18's material.
2. Final -ING (Final G): Words ending in "-ing" have a final G added as a separate stroke.
3. Multi-Syllabic Words (Continued): Continued practice with multi-syllabic words, reinforcing the use of the oblique (/) to separate strokes.
4. Single Letters and Initials (RBGS): The use of RBGS to represent single letters and initials is introduced. The instructor explains that a long I is used for single letters/initials during stitching or when using RBGS. The instructor explains the use of a long I when writing single letters and initials to distinguish them from other words and to prepare for identifying speakers on the lightboard in Theory 2.
5. Homonyms and Real-Time Asterisks: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate meanings.
6. Consonant Compounds: The lesson continues practicing previously learned consonant compounds.
7. New Briefs: New briefs are introduced, including those for "even," "evening," "morning," "particular," "police car," "finance," "financial," "upon," "so," "well," "recognize," and "possible".
8. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.
9. Derivatives of Abbreviations: The concept of forming derivatives of abbreviations by adding prefixes or suffixes is introduced.
10. Punctuation: The use of periods versus commas with stitched names is reviewed.

Follow-up Questions

1. Explain the rule for writing words ending in "-ing" in stenotype. Why is this rule important, especially for accuracy? Provide examples.
2. What is the technique for writing single letters and initials in stenotype? Why is a long I used in this context? Provide examples.
3. What are the rules for punctuation when writing names using the stitching technique? Provide examples.
4. Provide three examples of homonyms from Lesson 19, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 19: Final -ING, Single Letters & Initials (RBGS), Homonyms, Phrasing, and New Briefs

This lesson introduces writing words ending in "-ing" (using a final G as a separate stroke), expands on multi-syllabic words, introduces single letters and initials (using RBGS), continues practicing homonyms and real-time asterisks, and introduces several new briefs.

I. Review of Lesson 18 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. wished
2. played
3. thought
4. gold
5. bald
6. viewed
7. 87
8. 30
9. 20
10. 66

Keystrokes (Answers):

1. wished: w-i-sh/d
2. played: p-l-long a-y/d
3. thought: t-h-a-u-g-t
4. gold: g-long o-l-d
5. bald: b-a-u-l-d
6. viewed: v-long u/d
7. 87: 8/7
8. 30: 30
9. 20: 20
10. 66: 6/6

II. Final -ING (Final G):

This section introduces the rule for writing words ending in "-ing": always add a final G as a separate stroke, regardless of the existing word's length or the possibility of combining the G in one stroke. The instructor emphasizes consistency for accuracy.

Examples (19.1):

• lying, casing, rowing, coming, mashing, steaming, wishing, lining, buying, saying, painting, fishing, raining, rubbing, ribbing, stabbing, bowing, suing, knowing, tanning, roaming, staining, humming, foaming, getting, fleeting, being*, railing, howling, feeling, failing, ruling, bailing, salting, fueling, shouting, ceiling, ceiling*, oiling

III. Special Note on "-ING":

The instructor highlights that "being" is an exception because combining "B" and "G" would result in the final K, which is not the intended sound. Therefore, "being" is written as B/G.

IV. Sentence Drill (19.2):

This section uses sentences incorporating the final -ING rule, along with previously learned concepts. Phrasing is emphasized (underlined words). The instructor clarifies that not all possible "-ing" words are included and that additional examples will be used in future lessons. The instructor also clarifies why "it a" cannot be phrased.

V. Single Letters and Initials (RBGS):

This section introduces using RBGS to represent single letters and initials. The instructor explains that a long I is used for single letters/initials to avoid confusion with other words and to prepare students for using the lightboard in later lessons.

Alphabet Practice (19.8):

The alphabet is practiced using RBGS, emphasizing simultaneous striking of RBGS and each letter. The instructor explains the representations of C (KR), Q (KW), X (KP), I (long I), and Z (STK).

VI. Letter and Initial Practice (19.9):

This section provides practice with sets of single letters and initials, separated by periods for readability. The instructor notes that this is to prepare students for transcribing various abbreviations, company names, and other uses of initials and single letters. The instructor explains that periods are not used after initials in test transcriptions unless they are part of a complete sentence. The instructor also explains that periods within company names (e.g., A.P.U) are not written in stenotype shorthand but added only during the post-transcription editing phase.

VII. Two-Digit Numbers (Continued from Lesson 18):

This section continues practicing two-digit numbers on the number bar, focusing on pairing numbers efficiently.

VIII. Practice Sentences with Numbers (18.4): (Refer to the previous response for the examples).

IX. New Briefs and Phrases (19.3 & 19.5):

This section introduces several new briefs and phrases:

• even: long e-n
• evening: long e-n-g
• morning: m-o-r-n-g
• particular: p-l-long a-r
• police car: p-l-a-r
• recognize: r-o-g
• possible: p-o-b-l
• finance: f-n-s
• financial: f-n-l
• upon: p-o-n
• so: s-o
• well: w-l (initial w, final l)

X. Practice Sentences with New Briefs (19.5):

This section provides sentences incorporating the new briefs, along with previously learned concepts. The instructor explains why certain phrases cannot be combined due to word conflicts. The instructor also explains how to write the word "crumb" phonetically.

XI. Derivatives of Abbreviations (19.6):

This section introduces the concept of forming derivatives by adding prefixes or suffixes to existing briefs. The prefixes/suffixes may be separate strokes.

Examples:

• helpful, unopened, unsatisfied, inconsiderate, letters, suggesting, ordered, purchased, impossible, advertising, accounting, remembered, correspondent, unnecessary, acknowledged, companies

XII. Practice Sentences with Derivatives (19.7):

This section provides sentences using the derivatives of abbreviations. The instructor explains why "it out" cannot be phrased in theory. The instructor also explains why "I am" phrases are flagged.

XIII. Optional Highlighting Drill:

(Not explicitly mentioned in this transcript, but implied from previous lessons).

This detailed outline provides a structured overview of Lesson 19. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson introduces the important concepts of writing single letters/initials and expands on the use of multi-syllabic words, numbers, and homonyms. The instructor continues to emphasize the need for reviewing previously learned material and utilizing a dictionary.

Yes, the Lesson 19 transcript provides examples within each of the sections you've listed. Here's a breakdown with examples:

IV. Sentence Drill (19.2):

This section includes sentences using words ending in "-ing," demonstrating the rule of adding a final G in a separate stroke. Phrasing is indicated by underlined words.

Examples:

• "She is humming a new tune." (humming - h-u-m/g)
• "We should use copper tubing." (tubing - t-long u-b/g)
• "Is Ted manning the boat?" (manning - m-a-n/g)
• "I hate washing the dishes." (washing - w-a-u-sh/g)
• "His boss was fuming about it." (fuming - f-long u-m/g)
• "She was lying down sobbing." (lying - l-long i/g)
• "Stop pushing and shoving." (pushing, shoving - p-u-sh/g, sh-o-v/g)
• "The sun is fading." (fading - f-long a-d/g)
• "Go on up in the rigging." (rigging - r-i-g/g)

The instructor explains that "it a" cannot be phrased because it would conflict with "at that" (a phrase taught in a later lesson).

V. Single Letters and Initials (RBGS) & Alphabet Practice (19.8):

This section introduces using RBGS to represent single letters and initials. The alphabet is used as an example to practice simultaneous striking of RBGS and each letter.

Examples:

The entire alphabet is used as the practice example, but the instructor focuses on some specific letters that might be more challenging or require clarification:

• C: Represented as KR (K and R struck simultaneously).
• Q: Represented as KW (K and W struck simultaneously).
• X: Represented as KP (K and P struck simultaneously).
• I: Represented as a long I (AOEU).
• Z: Represented as STK (S, T, and K struck simultaneously).

The instructor states that all letters are struck on the initial side of the keyboard, and vowels are used, but no final-side keys are used.

VI. Letter and Initial Practice (19.9):

This section gives examples of sets of letters and initials, separated by periods for clarity:

Examples:

• aaa (a-RBGS/a-RBGS/a-RBGS.)
• aba (a-RBGS/b-RBGS/a-RBGS.)
• abc (a-RBGS/b-RBGS/c-RBGS.)
• aclu (a-RBGS/c-RBGS/l-RBGS/u-RBGS.)

The instructor explains that periods are used to separate sets of letters and initials for clarity in this exercise but are generally not used in final transcription unless they are part of a complete sentence. The instructor also uses the example of a company name (ACLU) to explain this principle.

VII. Two-Digit Numbers (Continued from Lesson 18):

This section provides more examples of writing two-digit numbers using the number bar, illustrating the pairing rules and the use of simultaneous versus sequential keystrokes. (Refer to previous response for detailed examples from this section).

In summary, the examples given in Lesson 19 reinforce the rules for writing "-ing" words, using RBGS for single letters/initials, and using the number bar for two-digit numbers, all while continuing to emphasize accuracy and efficiency in stenotype transcription.

About this Video

• Video Title: Theory Lesson 20
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 20 begins with a ten-word review of Lesson 19. This final lesson of Theory 1 focuses on words ending in "-er" (using final FR), introduces ordinal numbers, and provides further practice with multi-syllabic words, homonyms, and the number bar. The instructor emphasizes the importance of reviewing all material from Lessons 1-20 before taking the Theory 1 final exam.

Key Takeaways

1. Lesson Nineteen Review: A ten-word review assesses understanding of Lesson 19's material.
2. Final -ER (Final FR): Words ending in "-er" (except for those ending in "-er" with a long E sound, which use AE) are written by adding a final FR as a separate stroke. The instructor highlights exceptions for words like waver, wafer, safer, and saver.
3. Terminal Y Vowel (AE): Words ending in Y with a long E sound are written by adding AE as a separate stroke. The instructor explains why this is used to avoid conflict with the brief "he".
4. Ordinal Numbers: Ordinal numbers (first, second, third, etc.) are introduced, explaining how they're written using a combination of the numeral and the letter E. The instructor explains that the E is always in the second stroke for numbers that cannot be written in a single stroke.
5. Two-Digit Numbers (Continued): Further practice with two-digit numbers on the number bar. The instructor explains the rules for writing years (flagging for years before 2000 and using THOUZ for years 2000 and above). The brief HUN (for hundred) is introduced for years like 1800.
6. Homonyms: Continued practice with homonyms, reinforcing the use of real-time asterisks to differentiate meanings. The instructor reviews strategies for remembering which words require flagging.
7. New Briefs: New briefs are introduced, including those for "even," "evening," "morning," "particular," "police car," "finance," "financial," "upon," "so," "well," "recognize," "possible," "tonight," "together," "advice," "advise," "necessary," "correspond," "correspondence," "correspondent," "report," the months of the year, and "around".
8. Phrasing: Previously taught phrasing techniques are reinforced, with new phrases incorporated into practice sentences.

Follow-up Questions

1. Explain the rule for writing words ending in "-er" in stenotype. What are the exceptions to this rule? Provide examples.
2. Explain the rule for writing words ending in Y with a long E sound. Why is this technique used? Provide examples.
3. Explain how ordinal numbers are written in stenotype. Provide examples, including those requiring two strokes.
4. What are the rules for writing years in stenotype, both before and after the year 2000? Provide examples.
5. Ask anything...

Lesson 20: Final -ER, Terminal Y Vowel (-AE), Ordinal Numbers, Homonyms, and New Briefs

This lesson, the final lesson of Theory 1, introduces words ending in "-er" (using final FR), expands on multi-syllabic words with the introduction of the terminal Y vowel (-AE), introduces ordinal numbers, continues practicing homonyms and real-time asterisks, and introduces several new briefs. The lesson also provides extensive practice with the number bar for writing dates.

I. Review of Lesson 19 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. suggesting
2. possible
3. finance
4. mashing
5. feeling
6. unnecessary
7. rowing
8. particular
9. evening
10. inconsiderate

Keystrokes (Answers):

1. suggesting: s-u-g/g
2. possible: p-o-b-l
3. finance: f-n-s
4. mashing: m-a-sh/g
5. feeling: f-long e-l/g
6. unnecessary: u-n/n-e-s
7. rowing: r-long o-w/g
8. particular: p-l-r
9. evening: long e-n-g
10. inconsiderate: i-n/k-r/a-t

II. Final -ER (Final FR):

This section introduces the rule for writing words ending in "-er": add a final FR as a separate stroke. Exceptions are noted for words with a long E sound ending in "-er" (using AE) and for waver, wafer, safer, and saver.

Examples (20.1):

• offer, mover, shiver, favor, cover, chauffeur, river, never, tougher, sever, prefer, refer, reefer, clever, weaver, waver, beaver, giver, paver, hover, lever, fever, liver, lover, rover, raver, rougher, kiever, braver, sliver, safer, safer*, saver*

III. Exceptions to the -ER Rule:

The words waver, wafer, safer, and saver are explained as exceptions due to potential conflicts.

• waver: w-long a-f-r
• wafer: w-long a/f-e-r
• safer: s-long a-f-r
• saver: s-long a-v/e-r

IV. Sentence Drill (20.2):

This section uses sentences incorporating the final -ER rule, along with previously learned concepts. Phrasing is emphasized (underlined words). The instructor reminds students to use short vowels for articles "a" in phrases.

V. Terminal Y Vowel (-AE):

This section introduces the rule for words ending in Y that produce a long E sound: add AE as a separate stroke. This avoids conflicts with the brief "he" and prefixes using E.

Examples (20.3):

• sadly, ugly, tightly, nearly, burly, unsightly, knightly, fairly, gladly, highly, slowly, promptly, loudly, softly, quickly, sharply, badly, roughly, boldly, wrongly, suddenly, oddly, madly, baby, lobbying, kitties, readies, honeyed

VI. Special Note on Terminal Y Vowel:

The instructor highlights that words like carry, harry, candy, sherry, and mary are often used as proper names. These need to be flagged (in the last syllable) to distinguish them from their common-word counterparts unless they have the "-ae" ending and are written as two separate strokes.

VII. Practice Sentences with Terminal Y Vowel (20.4):

This section provides sentences using words with the terminal Y vowel, reinforcing the rule and previously learned concepts. The instructor reminds students to flag one-syllable proper nouns and not to phrase "it a" or "by the".

VIII. Ordinal Numbers (20.11):

This section introduces ordinal numbers (first, second, third, etc.), explaining how they are written using a combination of the numeral and the letter E. The instructor explains that the E is always in the second stroke for numbers that cannot be written in one stroke and emphasizes the importance of distinguishing between ordinal and cardinal numbers.

Examples:

• first (1-e), second (2-e), third (3-e), fourth (4-e), fifth (5-e), sixth (e-6), seventh (e-7), eighth (e-8), ninth (e-9), tenth (1-0-e), eleventh (1/1-e), twelfth (1-2-e), thirteenth (1-3-e), fourteenth (1-4-e), fifteenth (1-5-e), sixteenth (1-e-6), seventeenth (1-e-7), eighteenth (1-e-8), nineteenth (1-e-9), twentieth (2-0-e), twenty-first (2/1-e), twenty-second (2/2-e), twenty-third (2-3-e), twenty-fourth (2-4-e), twenty-fifth (2-5-e), twenty-sixth (2-e-6), twenty-seventh (2-e-7), twenty-eighth (2-e-8), twenty-ninth (2-e-9), thirtieth (3-0-e), thirty-first (3/1-e)

IX. Date Drill (20.12):

This section provides practice writing dates, incorporating ordinal numbers and the rules for writing years (flagging for years before 2000, using THOUZ for years 2000 and above, and using HUN for years like 1800).

Examples:

Numerous dates are provided in the transcript, such as January 24th, 2009, demonstrating the use of ordinals and the techniques for writing years.

X. New Briefs and Phrases (19.3 & 20.7):

This section introduces new briefs and phrases, many of which are used in the date drill:

• even, evening, morning, particular, police car, finance, financial, upon, so, well, recognize, possible, tonight, together, advice, advise, necessary, correspond, correspondence, correspondent, report, around, January, February, March, April, May, June, July, August, September, October, November, December

XI. Practice Sentences (20.4, 20.6, 20.8, 20.10):

This section provides various sentence drills incorporating multi-syllabic words, final -ER, terminal Y vowel, ordinal numbers, and new briefs. Phrasing is consistently emphasized (underlined words), and the instructor highlights potential word conflicts to avoid. The instructor also explains different ways of writing certain words depending on pronunciation.

This detailed outline provides a structured overview of Lesson 20. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. This final lesson of Theory 1 integrates all previously learned concepts and prepares students for the comprehensive final exam.

About this Video

• Video Title: Theory Lesson 21
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 21, the first lesson of Theory 2, begins with a review of Lesson 20. The main focus is on final -NT contractions, introducing new briefs and phrasing techniques. The lesson introduces the concept of writing time figures, using the K key to indicate a colon and additional keystrokes to represent "o'clock," "a.m.," and "p.m." The instructor emphasizes that phrases are no longer underlined in Theory 2, requiring students to identify phrases independently. The lesson also notes that stenotype outlines will no longer show the key combinations for letters.

Key Takeaways

1. Lesson Twenty Review: A ten-word review assesses understanding of Lesson 20's material.
2. Final -NT Contractions: Final -NT contractions are introduced, emphasizing that they are written as a single stroke (e.g., "can't" is K-NT).
3. Phrasing (Without Underlining): The instructor emphasizes that phrases are no longer underlined in Theory 2, requiring students to identify and execute phrasing independently.
4. Time Figures: The lesson introduces the rules for writing time figures, using K to represent the colon and additional keystrokes to represent "o'clock," AM, and PM. The instructor emphasizes that the K is used on the opposite side of the keyboard from the numbers being used.
5. Homonyms: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate meanings.
6. New Briefs: New briefs are introduced, including those for "minute," "general," "opinion," "machine," "discuss," "yesterday," "effect," "affect," "possible," "upon".
7. Consonant Compounds (GL, GR): Consonant compounds using initial GL and GR are introduced. The instructor emphasizes that the key combinations will look and feel different.
8. Silent W: Words with a silent W (whole, holy, etc.) retain the W in stenotype to avoid conflict with similarly spelled words.
9. Possessive vs. Contraction (Whose/Who's): The distinction between the possessive "whose" (W-H-A-O-Z) and the contraction "who's" (W-H-O-Z) is emphasized.
10. Optional Highlighting Drill: (Not explicitly mentioned in this transcript, but implied from previous lessons).

Follow-up Questions

1. Explain the rule for writing final -NT contractions in stenotype. Provide examples.
2. What are the two significant changes in presentation introduced at the beginning of Theory 2?
3. Explain the rules for writing time figures in stenotype, including the use of K, "o'clock," AM, and PM. Provide examples.
4. Provide three examples of homonyms from Lesson 21, explaining how the real-time asterisk is used to differentiate their meanings.
5. Ask anything...

Lesson 21: Final -NT Contractions, Time Figures, Homonyms, and New Briefs

This lesson, the first of Theory 2, introduces final -NT contractions, expands on phrasing (without underlining), introduces writing time figures, continues practicing homonyms and real-time asterisks, and introduces several new briefs. Significant changes in lesson presentation are noted.

I. Review of Lesson 20 (Ten-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. ugly
2. suspect
3. cozy
4. prefer
5. married
6. tightly
7. mover
8. coffee
9. draw
10. favor

Keystrokes (Answers):

1. ugly: u-g/long a-e
2. suspect: s-u-s/p-e-k-t
3. cozy: k-long o-z/a-e
4. prefer: p-r-e-f-r
5. married: m-long a-r/a-e/d
6. tightly: t-long i-g-t/long a-e
7. mover: m-o-f-r (or m-long u-f-r)
8. coffee: k-o-f/a-e
9. draw: d-r-a-u
10. favor: f-long a-f-r

II. Theory 1 Brief and Phrase Review:

The instructor reviews all briefs and phrases taught in Theory 1 at a faster pace. The lesson number where each brief/phrase was introduced is provided. This review is intended to reinforce previously learned material. (The briefs and phrases are listed in the original transcript, but too numerous to fully reproduce here).

III. Final -NT Contractions (21.1):

This section introduces final -NT contractions, which are written as a single stroke by adding the NT combination to the existing brief.

Examples:

• can't (k-n-t), aren't (r-n-t), isn't (s-n-t), didn't (d-n-t), hadn't (h-n-t), hasn't (h-a-n-t), haven't (v-n-t), shouldn't (sh-n-t), weren't (w-r-n-t), wasn't (w-u-n-t), wouldn't (w-o-n-t), won't (w-long o-n-t), doesn't (d-u-n-t), don't (d-long o-n-t), couldn't (k-o-n-t)

IV. Sentence Drill (21.2):

This section uses sentences incorporating final -NT contractions, along with previously learned concepts. Phrasing is required but no longer indicated by underlining. The instructor introduces the brief for "discuss" (s-k-u-s) in this section, which is used in one of the example sentences.

Examples:

• "We can't meet the demand."
• "I can't discuss the matter now." (discuss - s-k-u-s)
• "We aren't on the roster."
• "Susan isn't feeling very well."
• "You shouldn't be offended."
• "We haven't used that process."
• "He wouldn't mow the lawn."
• "Wouldn't you need more than 75?" (more than - m-long o-r-n)
• "Bill won't live with that."

V. Homonyms and Real-Time Asterisks:

This section continues practicing homonyms, emphasizing the use of real-time asterisks to differentiate meanings. The instructor reminds students of the rules for flagging multi-syllable proper names. The instructor provides examples showing variations in how multi-syllable names may be written depending on pronunciation and suggests using the available fingers on the keyboard to write these names rather than moving fingers to various locations.

VI. Silent W (21.3):

This section covers words with a silent W (whole, holy, etc.), emphasizing that the W is retained in stenotype to avoid conflicts.

Examples:

• whole, holy, wholesome, whooping, whom, whomever, whoever, wrap, wren, wreck, reek, who's, whose, who is

VII. Practice Sentences (21.4):

This section provides sentences incorporating silent W words, along with previously learned concepts.

VIII. New Briefs and Phrases (21.5):

This section introduces new briefs:

• minute (m-i-n)
• general (j-e-n)
• opinion (p-n)
• machine (m-n)
• discuss (s-k-u-s)
• yesterday (y-e-d)
• effect (e-f-k)
• affect (f-k)

IX. Practice Sentences (21.7):

This section uses sentences incorporating the new briefs and previously learned concepts. The instructor again reminds students not to phrase "by the" due to potential conflicts with the word "bit." The instructor also explains different ways to write the word "generally," based on where the syllable break is heard.

X. Consonant Compounds (GL, GR) (21.8 & 21.9):

This section introduces consonant compounds starting with GL and GR, highlighting the simultaneous use of multiple fingers and the unique appearance of the resulting stenotype. The instructor notes that some words, such as "global," can be written as a "squeeze".

Examples:

• GL: glass, glib, glad, gleam, gland, globe, gloom, glaze, glove, blue, glitch, glee
• GR: grade, grand, grab, grip, groove, grape, green, gross, grit, gripe, grove, grind

XI. Practice Sentences with Consonant Compounds (21.9):

This section uses sentences incorporating the new GL and GR consonant compounds. The instructor explains that "statesman" is written as a single word.

XII. Time Figures (21.10 & 21.11):

This section introduces writing time figures using the number bar. The K key is used to represent the colon, with additional keystrokes for "o'clock," AM, and PM. The instructor emphasizes writing what is heard, not what is assumed. The placement of the K (initial or final) depends on the location of the numbers on the keyboard.

Examples:

• 1 K (1:00), 2 K (2:00), 3 K (3:00), 4 K (4:00), 5 K (5:00), K-6 (6:00), K-7 (7:00), K-8 (8:00), K-9 (9:00), 1-0 K (10:00), 1/1 K (11:00), 1-2 K (12:00), K-6/3-0 (6:30), 4/1-5 (4:15), 2-K/2-0 (2:20), 1-1/K/4-5 (11:45), 1-2/K/4-5 (12:45), 8/K/5-5 (8:55), K-9/3-0 (9:30), 1-0/K/5 (10:05), K-9/A-M (9:00 AM), 1/K/P-M (1:00 PM), 1-1/K/K-L-K/A-M (11:00 AM)

XIII. Practice Sentences with Time Figures (21.12):

This section provides sentences using time figures.

This detailed outline provides a structured overview of Lesson 21. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson introduces several crucial concepts related to contractions, time figures, and expands on the use of homonyms and multi-syllabic words. The significant changes in lesson presentation for Theory 2 are emphasized.

About this Video

• Video Title: Theory Lesson 22
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 22 begins with a 15-word review of Lesson 21. The main focus is on words ending in -ST (using F-T), introducing several techniques for handling words with similar spellings but different meanings. The lesson introduces techniques for handling words ending in -XT (omitting the T), using SH to represent the "sh" sound even when only an S is present in the spelling, omitting the L in words with a silent L, and handling words ending in -URE (using long U-R or U-R). The lesson also introduces consonant compounds using initial KL and KH (used for CH sounds).

Key Takeaways

1. Lesson Twenty-One Review: A 15-word review assesses understanding of Lesson 21's material.
2. Final -ST (F-T): Words ending in -ST are written using F-T (F and T struck simultaneously on the final side).
3. Final -XT (X): Words ending in -XT are written using only the X (BGS on the final side), omitting the T.
4. "SH" Sound (SH): The SH combination (R and B struck simultaneously on the final side) is used to represent the "sh" sound, even if only an S is present in the spelling.
5. Silent L: Words with a silent L omit the L in stenotype (e.g., "walk" is W-A-U-K).
6. -URE Endings: Words ending in -URE can be written with either long U-R or U-R.
7. Consonant Compounds (KL, KH): Consonant compounds using initial KL and KH (for CH sounds) are introduced.
8. New Briefs: New briefs are introduced, including those for "worst," "sufficient," "sufficiency," "without," "into," "only".
9. Phrasing: Phrasing is required, but words are no longer underlined.
10. Stenotype Outlines: Stenotype outlines no longer show key combinations for letters.

Follow-up Questions

1. Explain the rule for writing words ending in -ST in stenotype. Why is this technique used? Provide examples.
2. Explain the techniques for writing words ending in -XT and those with the "sh" sound, even if only an S is present in the spelling. Provide examples.
3. What is the rule for writing words with a silent L? Provide examples.
4. What are the options for writing words ending in -URE? Provide examples.
5. Ask anything...

Lesson 22: Final -ST, -XT, Silent L, -URE Endings, Consonant Compounds (KL, KH), and New Briefs

This lesson introduces several new techniques for handling words with similar spellings but different meanings, expands on consonant compounds, and introduces new briefs. Significant changes in lesson presentation from Theory 1 are emphasized.

I. Review of Lesson 21 (Fifteen-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson. Note that this evaluation has 15 words instead of the usual 10.

Words:

1. didn't
2. opinion
3. groove
4. wouldn't
5. whoever
6. whole
7. grade
8. affect
9. yesterday
10. hasn't
11. gland
12. wrap
13. nine o'clock
14. 11:30 AM
15. 5 PM

Keystrokes (Answers):

1. didn't: d-n-t
2. opinion: p-n
3. groove: g-r-o-v
4. wouldn't: w-o-n-t
5. whoever: w-h-o-f-r
6. whole: w-h-long o-l
7. grade: g-r-long a-d
8. affect: f-k
9. yesterday: y-e-d
10. hasn't: h-a-n-t
11. gland: g-l-a-n-d
12. wrap: w-r-a-p
13. nine o'clock: k-9/k-l-k
14. 11:30 AM: 1/1-k/3-0/a-m*
15. 5 PM: 5-k/p-m*

II. Final -ST (F-T):

This section introduces the rule for writing words ending in -ST: use F-T (F and T struck simultaneously on the final side) instead of the standard S-T to avoid conflicts.

Examples (22.1):

• fast, best, trist, rust, beast, trust, toast, must, test, last, least, infest, jest, haste, east, west, post, incest, passed, paste, dust, just, cast, zest, lost, loft*

III. Exceptions & Special Considerations:

The lesson highlights that lost and loft are written differently to avoid conflict, and that words ending in "-rst" omit the T (first, thirst, burst, worst*). Worst is an exception to this rule. The instructor reminds students that stenotype outlines no longer show key combinations and that phrases are no longer underlined.

• lost: l-o-f-t
• loft: l-a-u-f-t
• first: f-i-r-s
• thirst: t-h-i-r-s
• burst: b-u-r-s
• worst: w-o-r-t-s

IV. Practice Sentences (22.2):

This section provides sentences using words ending in -ST, emphasizing phrasing and previously learned concepts. The instructor clarifies the spellings of photo (f-long o/t-long o) and holy (w-h-long o-l/a-e).

V. Hodgepodge Concepts (22.3):

This section introduces several techniques for handling words with similar spellings but different meanings:

• Final -XT (X): Words ending in -XT are written using only X (omitting the T).
  • Examples: text, next, context
• "SH" Sound (SH): Use SH (final R and B) even if only an S is present in the spelling.
  • Examples: sugar, sure
• Silent L: Omit the L in words with a silent L.
  • Examples: walk, talk, folk, half, palm, psalm
• -URE Endings: Use either long U-R or U-R.
  • Examples: treasure, pleasure, measure, leisure, picture, fixture, mixture, fortune

VI. Practice Sentences (22.4):

This section provides sentences incorporating the "hodgepodge" techniques from 22.3. The instructor emphasizes the importance of reviewing briefs and phrases from previous lessons. The instructor notes the two ways to write psychic: s-long i-k/psych or s-long i/k-i-k. The instructor clarifies the spelling of hall (h-a-l) versus haul (h-a-u-l).

VII. New Briefs (22.5):

This section introduces new briefs:

• worst (w-o-r-t-s)
• sufficient (s-u-f)
• sufficiency (s-u-f/s-a-e)
• without (w-o-u-t)
• into (n-a-o)
• only (o-n-l)

VIII. Brief Drill (22.6):

This drill focuses on practicing the new briefs, with commas separating each brief for readability.

IX. Practice Sentences with New Briefs (22.7):

This section provides sentences incorporating the new briefs. The instructor again emphasizes not phrasing "by the" and highlights different ways to write "generally," depending on pronunciation.

X. Consonant Compounds (KL, KH) (22.8 & 22.9):

This section introduces consonant compounds beginning with KL and KH (used for CH sounds).

• KL: clean, clever, cliff, clan, clear, clap, clove, clown, clam, cluster
• KH: check, chill, chop, chin, chore, chores, cheat, cheer, chip, chair, child, chess, choke, chat, chapstick, chili

XI. Practice Sentences with Consonant Compounds (22.9):

This section provides sentences using the new KL and KH consonant compounds.

This detailed outline provides a structured overview of Lesson 22. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson continues to refine the understanding of homonyms and introduces several new techniques for handling variations in spelling and pronunciation. The significant changes in lesson presentation from Theory 1 are consistently reinforced.

About this Video

• Video Title: Theory Lesson 23
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 23 begins with a 16-word review of Lesson 22. The main focus is on distinguishing between the prefix "a" and the article "a," explaining how they are written differently in stenotype. The lesson introduces new briefs for "from," "individual," "around," "recommend," "cigarette," "secretary," "cert," "doctor" (three variations), "Mr.," "Mrs.," "Ms.," "Miss," and "news." The lesson also covers possessives (singular and plural), emphasizing the use of AEZ (for singular) and AEZ* (for plural) to represent the apostrophe-s.

Key Takeaways

1. Lesson Twenty-Two Review: A 16-word review assesses understanding of Lesson 22's material.
2. Prefix "A" vs. Article "A": The lesson explains the difference between the prefix "a" (written with a short A) and the article "a" (written with a long A).
3. New Briefs: Numerous new briefs are introduced, including those for "from," "individual," "around," "recommend," "cigarette," "secretary," "cert," three variations of "doctor," "Mr.," "Mrs.," "Ms.," "Miss," and "news." The instructor explains the different ways to write "doctor" depending on context and the use of flagging for capitalization.
4. Possessives: The rules for writing possessives are explained:
   • Singular Possessive: Use AEZ (A, E, Z struck simultaneously on the final side) to represent apostrophe-s (e.g., "boy's" is B-O-Y/AEZ).
   • Plural Possessive: Use AEZ* (A, E, Z with an asterisk struck simultaneously on the final side) to represent apostrophe-s after a plural word (e.g., "boys'" is B-O-Y/AEZ*).
   • Possessives of Plurals Not Ending in S: Use AEZ for the apostrophe-s (e.g., "men's" is M-E-N/AEZ).
5. Consonant Compounds (FR, FL): Consonant compounds using initial FR and FL are introduced. The "broad A" sound and the AO representation of OO are continued.
6. Phrasing: Phrasing is required, but words are no longer underlined.
7. Homonyms: The lesson continues to cover homonyms, reinforcing the use of real-time asterisks to differentiate meanings.

Follow-up Questions

1. Explain the difference between the prefix "a" and the article "a" in stenotype, and provide examples.
2. What are the rules for writing singular and plural possessives in stenotype? Provide examples.
3. What are the new briefs introduced in Lesson 23? Provide at least five examples and explain how they might be used in sentences.
4. What are the consonant compounds introduced in Lesson 23, and how are they used? Provide examples.
5. Ask anything...

Lesson 23: Prefix "A" vs. Article "A", Possessives, Consonant Compounds (FR, FL), and New Briefs

This lesson focuses on differentiating between the prefix "a" and the article "a," introduces rules for writing possessives, expands on consonant compounds, and introduces several new briefs.

I. Review of Lesson 22 (Sixteen-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson. Note that this evaluation contains 16 words.

Words:

1. fortune
2. invest
3. cheer
4. worst
5. next
6. picture
7. boast
8. folk
9. sugar
10. east
11. walk
12. another
13. burst
14. clever
15. treasure
16. sure

Keystrokes (Answers):

1. fortune: f-long o-r/t-u-n (or f-long o-r/t-long u-n)
2. invest: i-n/v-e-s-t
3. cheer: k-h-long e-r
4. worst: w-o-r-t-s
5. next: n-e-x
6. picture: p-i-k/t-u-r (or p-i-k/t-long u-r)
7. boast: b-long o-f-t
8. folk: f-long o-k
9. sugar: sh-u-g/a-r
10. east: a-e-f-t
11. walk: w-a-u-k
12. another: a-o-t
13. burst: b-u-r-s
14. clever: k-l-e-f-r
15. treasure: t-r-a-e-z/u-r (or t-r-a-e-z/long u-r)
16. sure: sh-long u-r (or sh-u-r)

II. Prefix "A" vs. Article "A" (23.1):

This section focuses on differentiating between the prefix "a" (short A) and the article "a" (long A). The instructor notes that the pronunciation often distinguishes between the two.

Examples:

• Prefix "a" (short a): array, abridge, allure, appeal, alike, ahead, apiece, around, away, acute, aside, assure, accord, attire, await, apprise, apart
• Article "a" (long a): array*, abridge*, allure*, appeal*, alike*, ahead*, apiece*, around*, away*, acute*, aside*, assure*, accord*, attire*, await*, apprise*, apart*

III. Sentence Drill (23.2):

This section uses sentences incorporating the prefix "a" and the article "a," emphasizing phrasing and previously learned concepts. The instructor clarifies that although some phrases were optional in previous lessons, in this lesson, the instructor wants students to practice specific phrases to reinforce the distinction between prefix and article "a".

IV. New Briefs and Phrases (23.3):

This section introduces new briefs:

• from: f-r (initial)
• individual: v-i-j
• enough: n-u-f
• answer: s-w-e-r
• immediate: m-long e-d
• around: a-r-n-d
• recommend: r-e-m
• recommendation: r-e-m/long a-g-s
• cigarette: s-k-r-e-t
• secretary: s-e-r-k-t
• cert: s-e-r-t
• doctor: Three variations are explained:
  • dr-fplt (Dr. Smith - indicating Dr. with a period)
  • dr (initial) (I need to see the doctor)
  • dr* (flagged) (Speak up, Doctor! - indicating a capitalized Dr. used in direct address)
• Mr.: m-r (initial)
• Mrs.: m-r-s (initial)
• Ms.: m-z (initial)
• Miss: m-i-s* (flagged)
• news: n-long u-z

V. Practice Sentences with New Briefs (23.5):

This section uses sentences incorporating the new briefs, highlighting the use of the correct "doctor" brief depending on context. The instructor reminds students not to phrase "by the" and explains the rule for writing proper names ending in S (no final Z). The instructor clarifies the use of flagging for proper names, particularly one-syllable names, and the option of flagging multi-syllable names in the final syllable.

VI. Consonant Compounds (FR, FL) (23.6 & 23.7):

This section introduces consonant compounds starting with FR and FL.

• FR: fry, frame, freight, frill, fret, fraud, frail, fruit, phrase, frock, frog, fray, frolic, frisky, fresh, frantic, france*, friend
• FL: flower, flour*, flip, flit, flesh, flick, flack, flight, flame, flash, fly, flap, floor, flipper, flapper, flag, flicker, flirt, float, flibbertigibbet

VII. Practice Sentences with Consonant Compounds (23.7):

This section uses sentences incorporating the new FR and FL consonant compounds. The instructor points out the difference between flower and flour, and desert and dessert. The instructor also explains the "broad a" sound (AU) and explains why certain words spelled with an "o" retain the "o" in stenotype, even when pronounced with a broad "a" sound.

VIII. Possessives (23.8 & 23.9):

This section explains the rules for writing possessives:

• Singular Possessive (Apostrophe-s): AEZ (A-E-Z struck simultaneously on the final side)
• Plural Possessive (Apostrophe-s): AEZ* (A-E-Z with an asterisk struck simultaneously on the final side)
• Possessive of Plurals Not Ending in S: AEZ

The instructor emphasizes the importance of distinguishing between singular and plural possessives and provides many examples to illustrate the rules. The instructor also points out how context helps determine whether to use singular or plural possessives. The word "ease" is an exception to the AEZ rule for possessives, written as A-E-S.

IX. Practice Sentences with Possessives (23.9):

This section provides sentences practicing the rules for writing possessives. The instructor points out the use of AEZ* for plural possessives and clarifies the writing of proper names ending in S. The instructor explains why "by the" cannot be phrased.

This detailed outline provides a structured overview of Lesson 23. Remember to consult the original transcript for all specific word examples and sentences within each section. The emphasis remains on accuracy, efficient phrasing techniques, and building strong muscle memory for improved speed and accuracy. The lesson introduces important new concepts related to prefixes, articles, possessives, and expands on the use of homonyms and consonant compounds.

About this Video

• Video Title: Theory Lesson 24
• Channel: (Channel name not specified in transcript)
• Speakers: (Speaker name not specified in transcript)
• Duration: (Duration not specified in transcript)

Introduction

Lesson 24 begins with a 15-word review of Lesson 23. The main focus is on words containing the TH sound (using G-T), introducing techniques for handling words ending in -LTH (using LT), and reviewing possessives. The lesson also introduces consonant compounds using final RK and RD. The instructor emphasizes the importance of reviewing previously learned material and using a dictionary.

Key Takeaways

1. Lesson Twenty-Three Review: A 15-word review assesses understanding of Lesson 23's material.
2. TH Sound (G-T): The G-T combination (G and T struck simultaneously on the final side) is used to represent the TH sound. The instructor emphasizes that this is a finger movement, not an arm movement.
3. -LTH Endings (LT): Words ending in -LTH are written using LT (L and T struck simultaneously on the final side) instead of L-G-T.
4. Possessives (Continued): Continued practice with possessives (singular and plural), emphasizing the use of AEZ and AEZ* to represent the apostrophe-s.
5. Consonant Compounds (RK, RD): Consonant compounds using final RK and RD are introduced. The instructor notes exceptions and variations in spelling for certain words (e.g., worst, forward). The instructor points out that words ending in RST omit the T (except for worst).
6. Homonyms: Continued practice with homonyms, reinforcing the use of real-time asterisks to differentiate meanings. The instructor reviews strategies for remembering which words require flagging and emphasizes that the "broad A" sound is typically written with AU.
7. New Briefs: New briefs are introduced, including those for "mother," "father," "brother," "sister," "gather," "rather," "ever," "every," "because," "there" (two variations), "always," "also," "almost," "already," and "around".
8. Phrasing: Phrasing is required, but words are no longer underlined.

Follow-up Questions

1. Explain the rule for writing words containing the TH sound in stenotype. Provide examples.
2. What is the rule for writing words ending in -LTH? Provide examples.
3. Explain the rules for writing singular and plural possessives in stenotype, and provide examples.
4. What are the consonant compounds introduced in Lesson 24, and how are they used? Provide examples. What is the rule for words ending in RST?
5. Ask anything...

Lesson 24: TH Sound (G-T), -LTH Endings (LT), Possessives, Consonant Compounds (RK, RD), and New Briefs

This lesson introduces the G-T combination for the TH sound, expands on possessives, introduces consonant compounds ending in RK and RD, and introduces several new briefs.

I. Review of Lesson 23 (Fifteen-Word Evaluation):

This section begins with a review to assess understanding of the previous lesson.

Words:

1. frame
2. immediate
3. girls
4. arise
5. Ms.
6. cats
7. friend
8. Mrs.
9. around
10. flapper
11. flight
12. ahead
13. Miss
14. mom's
15. doctor

Keystrokes (Answers):

1. frame: f-r-long a-m
2. immediate: m-long e-d
3. girls: g-i-r-l/z
4. arise: a/r-long i-z
5. Ms.: m-z
6. cats: k-a-t/a-e-z
7. friend: f-r-e-n-d
8. Mrs.: m-r-s
9. around: a-r-n-d
10. flapper: f-l-a-p/e
11. flight: f-l-long i-g-t
12. ahead: a/h-a-e-d
13. Miss: m-i-s*
14. mom's: m-o-m/a-e-z
15. doctor: d-r