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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.
This is a good start to summarizing the video. Here are a few minor improvements to enhance clarity and accuracy:
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.
Changes Made:
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:
Briefs (Abbreviated Words/Phrases):
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.
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.
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:
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:
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):
II. New Initial Consonants (P, W, H, R) and Two-Key Combinations:
III. New Words with Short Vowel Sounds:
IV. Long "A" Sound (AEU):
V. Short vs. Long "A" Word Pairs:
VI. Phrasing Examples:
VII. Proper Names with Asterisk:
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:
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:
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):
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:
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.
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.
Here's a breakdown of the information you requested from the Lesson 3 transcript:
1. Ten-Word Review of Lesson 2:
2. Word Drill (All Mentioned):
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:
4. Long "O" Sound:
The long "O" sound is represented by the key combination OE (O and E keys struck simultaneously).
Examples:
5. Homonyms:
The lesson covers several homonyms (words with the same spelling but different meanings) involving long and short "O" sounds:
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:
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:
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":
Long Vowel "A" (AEU):
Short Vowel "O":
Long Vowel "O" (OE):
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.
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.
Here's a breakdown of the information you requested from the Lesson 4 transcript:
1. Ten-Word Review of Lesson 3:
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:
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":
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:
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:
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:
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.
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.
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:
Keystrokes (Answers):
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.
Word Practice (5.1):
This section provides a list of words to practice using the newly introduced initial B and D keys:
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:
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.
Examples:
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.
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:
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.
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.
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:
Keystrokes (Answers):
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.
Word Practice (6.1):
This section lists words for practicing the newly introduced initial N and M keys, categorized for clarity:
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):
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:
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:
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:
II. Phrases Using Newly Introduced Briefs:
Many phrases utilize the above briefs, often combined with previously introduced briefs and words:
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:
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.
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.
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:
Keystrokes (Answers):
II. Long Vowels (I, U, E):
This section introduces the long I, U, and E vowel sounds and their keystroke combinations:
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:
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:
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:
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:
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.
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.
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:
Keystrokes (Answers):
II. Initial F (TP) and V (SR):
This section introduces the initial F (TP) and V (SR) keys, emphasizing simultaneous keystrokes and finger placement.
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."
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.
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.
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:
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.
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.
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:
Keystrokes (Answers):
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.
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.
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-".
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.
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:
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.
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.
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:
Keystrokes (Answers):
II. Final N (PB), Final X (BGS), Initial Y (KWR):
This section introduces three new keys, specifying their key combinations and finger placements.
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.
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.
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:
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.
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.
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.
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:
Keystrokes (Answers):
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.
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.
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.
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.
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.
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.
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.
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:
Keystrokes (Answers):
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.
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.
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:
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:
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.
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.
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.
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:
Keystrokes (Answers):
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:
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:
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:
VII. Consonant Compounds (NT, ND) (13.7):
This section introduces consonant compounds ending in NT and 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.
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.
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.
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:
Keystrokes (Answers):
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.
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:
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.
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:
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:
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.
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.
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:
Keystrokes (Answers):
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.
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.
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.
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.
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.
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.
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:
Keystrokes (Answers):
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.
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:
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:
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.
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:
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:
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.
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.
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:
Keystrokes (Answers):
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:
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).
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:
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.
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.
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:
Keystrokes (Answers):
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:
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.
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.
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:
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:
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:
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:
III. Two-Digit Numbers (18.3 & 18.4):
This section covers using the number bar for two-digit numbers, emphasizing accuracy and efficient techniques.
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.
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."
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:
Keystrokes (Answers):
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):
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:
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:
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:
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:
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:
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.
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.
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:
Keystrokes (Answers):
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):
III. Exceptions to the -ER Rule:
The words waver, wafer, safer, and saver are explained as exceptions due to potential conflicts.
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):
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:
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:
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.
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.
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:
Keystrokes (Answers):
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:
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:
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:
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:
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:
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:
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.
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).
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:
Keystrokes (Answers):
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):
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.
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:
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:
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).
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.
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.
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:
Keystrokes (Answers):
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:
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:
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.
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:
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.
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.
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:
Keystrokes (Answers):
II. TH Sound (G-T):
This section introduces the G-T combination (G and T struck simultaneously on the final side) to represent the TH sound. The instructor emphasizes a controlled finger movement, avoiding unnecessary arm or elbow movement.
Examples (24.1):
III. -LTH Endings (LT):
This section explains that words ending in -LTH use the LT combination (L and T struck simultaneously on the final side) to avoid conflicts.
Examples (24.1):
IV. Practice Sentences (24.2):
This section uses sentences incorporating the G-T combination for TH and the LT combination for -LTH, along with previously learned concepts. Phrasing is required but not underlined. The instructor reminds students of the "broad A" sound (AU) and the rules for writing words with OO (AO) and -ght (AU-G-T). The instructor clarifies different ways to write certain words depending on pronunciation (e.g., holy, corner, happiness, worse, worst). The instructor explains the technique of "tapping" the asterisk key.
V. New Briefs and Phrases (24.3):
This section introduces new briefs, emphasizing a family-based pattern for words like mother, father, brother, sister, gather, and rather (all using AU). The instructor also introduces briefs for ever, every, because, there (two variations), always, also, almost, already, and around. The instructor emphasizes the importance of writing all right as two separate words.
Examples:
VI. Brief Drill (24.4):
This drill focuses on practicing the newly introduced briefs.
VII. Practice Sentences with New Briefs (24.5):
This section uses sentences incorporating the new briefs and previously learned concepts. The instructor emphasizes phrasing and explains why certain combinations cannot be phrased (e.g., "he ever," "could you," "but the").
VIII. Consonant Compounds (RK, RD) (24.6):
This section introduces consonant compounds ending in RK and RD. The instructor clarifies that words ending in RST omit the T (except for worst).
IX. Practice Sentences with Consonant Compounds (24.7):
This section uses sentences incorporating the new RK and RD consonant compounds. The instructor clarifies different spellings and pronunciations of certain words, explaining how to handle them using the "broad A" sound (AU) and other techniques. The instructor also clarifies the writing of "could" versus "cow".
X. Possessives (Continued from Lesson 23):
This section continues practicing possessives, with a focus on distinguishing between singular and plural possessives and possessives of plurals not ending in S. The instructor clarifies that the software does not recognize "clothes" as a word if it's not written as a flagged "kl-long o-z", and explains why "all right" must be written as two words.
XI. Practice Sentences with Possessives (23.9): (Refer to a previous response for detailed examples)
This detailed outline provides a structured overview of Lesson 24. 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 the TH sound and consonant compounds, expands on the use of homonyms, and continues to refine the understanding of multi-syllabic words and possessives. The significant changes in lesson presentation from Theory 1 are consistently reinforced.
The provided transcript presents the Theory 1 brief and phrase review in a somewhat disorganized manner. Here's a reorganized version, categorized by lesson and alphabetized within each lesson for clarity. Note that some words might function as both briefs and parts of phrases, depending on context. This reorganized list only includes the items explicitly mentioned in the provided transcript; it is not an exhaustive list of every possible brief or phrase.
Theory 1 Brief and Phrase Review:
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Lesson 6:
Lesson 8:
Lesson 9:
Lesson 10:
Lesson 11:
Lesson 12:
Lesson 13:
Lesson 14:
Lesson 15:
Lesson 16:
Lesson 17:
Lesson 19:
Lesson 20:
Lesson 21:
Lesson 22:
Lesson 24:
Note: This reorganized list is based solely on the information given in the provided transcripts. Many additional briefs and phrases exist within the complete stenotype system that are not included in this list, as they were not mentioned in the provided transcript. Some words function as briefs in some contexts and parts of phrases in others. The asterisks (*) indicate phrases containing proper names that require flagging in the provided transcripts.
Lesson 24 focuses on the TH sound (G-T), -LTH endings (LT), possessives, and consonant compounds (RK, RD). The transcript doesn't provide stenotype outlines for every word mentioned; it emphasizes the concepts and provides selected examples. Here's what the transcript offers, categorized for clarity:
I. TH Sound (G-T):
The lesson introduces the G-T combination (G and T struck simultaneously on the final side) to represent the TH sound.
Examples:
II. -LTH Endings (LT):
Words ending in -LTH use LT (L and T struck simultaneously on the final side).
Examples:
III. Possessives:
(Refer to previous lesson summaries for details on possessives; the transcript doesn't provide complete stenotype outlines here).
IV. Consonant Compounds (RK, RD):
(Note: The transcript doesn't give complete stenotype outlines for all these words, only selected examples).
V. New Briefs:
This is a compilation of the stenotype outlines provided or implied in the transcript for Lesson 24. The transcript does not contain stenotype outlines for all words mentioned, but this representation reflects the key concepts and examples given. Remember that phrasing is required but not indicated by underlining in the transcript. The instructor also highlights variations in writing certain words depending on context and pronunciation.
The provided transcript does not give the stenotype outlines for all the words listed under RK and RD consonant compounds. It only offers a few examples and emphasizes the concepts. To obtain the complete stenotype outlines for all those words, you would need to consult a stenotype dictionary or a more comprehensive stenotype manual. The instructor's explanations focus on the techniques and principles, rather than providing exhaustive transcriptions for each word.
The provided text lists words that begin with the prefix "a" (short a) and the article "a" (long a) but does not include their stenotype outlines. To find the stenotype outlines for these words, you would need to consult a stenotype dictionary or a comprehensive stenotype manual. The list is for illustrative purposes to show the difference in how the prefix "a" and the article "a" are written in stenotype, not to give their respective stenotype outlines.
The provided list shows words beginning with the consonant compounds GL and GR, but it does not give their stenotype outlines. To find the stenotype outlines for these words, you would need to consult a stenotype dictionary or a comprehensive stenotype manual. The list is for illustrative purposes to show examples of words using these consonant compounds, not to give their stenotype representations.
This list provides examples of words with a silent "w" but does not include their stenotype outlines. To find the stenotype outlines for these words, you would need to consult a stenotype dictionary or a comprehensive stenotype manual. The list is presented to illustrate the rule that the "w" is retained in stenotype for these words, even though it's silent in standard pronunciation, to prevent confusion with similarly spelled words.
Lesson 24 begins with a 15-word review of Lesson 23. The lesson focuses on the TH sound (using G-T), -LTH endings (using LT), and introduces consonant compounds using final RK and RD. The lesson also reviews possessives and introduces new briefs. The instructor emphasizes the importance of reviewing previously learned material.
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.
II. TH Sound (G-T):
This section introduces the G-T combination (G and T struck simultaneously on the final side) to represent the TH sound. The instructor emphasizes controlled finger movement.
Examples:
III. -LTH Endings (LT):
Words ending in -LTH use the LT combination (L and T struck simultaneously on the final side).
Examples:
IV. Practice Sentences (24.2):
(Refer to the previous response for examples; stenotype outlines would need to be derived by applying the rules from sections II and III above to the words in the sentences).
V. New Briefs (24.3):
Briefs:
VI. Brief Drill (24.4):
(The transcript does not provide stenotype outlines for this section).
VII. Practice Sentences with New Briefs (24.5):
(Refer to the previous response for examples; stenotype outlines would need to be derived by applying the rules from sections II, III, and V above).
VIII. Consonant Compounds (RK, RD) (24.6):
(Note: The transcript does not provide stenotype outlines for all these words, only selected examples.) The instructor mentions that words ending in RST omit the T (except for worst).
IX. Practice Sentences with Consonant Compounds (24.7):
(Refer to the previous response for examples; stenotype outlines would need to be derived by applying the rules from sections II, III, V, and VIII above).
X. Possessives (Continued):
(Refer to previous lesson summaries for details on possessives; the transcript doesn't provide complete stenotype outlines here).
This is a compilation of the stenotype outlines provided or implied in the transcript for Lesson 24. The transcript does not contain stenotype outlines for all words mentioned, but this representation reflects the key concepts and examples given. Remember that phrasing is required but not indicated by underlining in the transcript. The instructor also highlights variations in writing certain words depending on context and pronunciation. Many outlines would need to be derived by applying the rules explained in the lesson to the example words provided.
Lesson 25 begins with a 15-word review of Lesson 24. The main focus is on medial Y words, where the medial vowel is often dropped to create a more efficient single stroke. The lesson introduces consonant compounds using final NG and final RM and continues to emphasize phrasing, homonyms, and the use of real-time asterisks. New briefs are introduced for "somebody," "someone," "something," "everybody," "everyone," "everything," "anybody," "anyone," "anything," "nothing," "nobody," "minute," "general," "opinion," "machine," "discuss," "yesterday," "effect," "affect," "possible," and "upon".
This lesson introduces the concept of medial Y (dropping the medial vowel for efficiency), expands on consonant compounds, continues practicing homonyms and real-time asterisks, and introduces several new briefs.
I. Review of Lesson 24 (Fifteen-Word Evaluation):
This section begins with a review to assess understanding of the previous lesson.
II. Medial Y:
This section introduces medial Y, a phonetic sound where the medial vowel is often dropped for efficiency. The instructor emphasizes that dropping the medial vowel is a technique to increase speed, but writing the medial vowel is not incorrect.
Examples (25.1):
III. Consonant Compounds (NG, RM) (25.6):
This section introduces consonant compounds ending in NG and RM.
IV. Practice Sentences (25.2):
This section provides sentences using medial Y words and the new consonant compounds. The instructor points out various techniques for writing words depending on pronunciation (e.g., route/root, carton/cartoon, Einstein, grand canyon, generally).
V. New Briefs (25.3):
This section introduces new briefs for words indicating people, things, and quantities.
VI. Brief Drill (25.4):
(The transcript does not provide stenotype outlines for this section).
VII. Practice Sentences with New Briefs (25.5):
This section uses sentences incorporating the new briefs and previously learned concepts.
VIII. Homonyms:
(Refer to previous lesson summaries; the transcript doesn't give complete stenotype outlines here).
IX. Optional Highlighting Drill:
(Not explicitly mentioned in this transcript, but implied from previous lessons).
This detailed outline provides a structured overview of Lesson 25. 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 concept of medial Y and expands on the use of consonant compounds and homonyms. The instructor continues to emphasize the need for reviewing previously learned material and utilizing a dictionary. Many outlines for multi-syllable words would need to be derived by applying the rules explained in the lesson to the example words provided.
Lesson 26 begins with a 15-word review of Lesson 25. The main focus is on writing numbers over 100 and dollar amounts, introducing briefs for "hundred" (HUN), "thousand" (THOU), "million" (M-L), and "billion" (B-L). The lesson explains how to write these numbers phonetically based on how they're spoken, emphasizing that the number of zeros doesn't need to be calculated while writing. The use of the number bar for writing numbers is explained further. The instructor emphasizes the importance of writing the words "dollar" (D-L-A-R) and "cent" (K-R-E-N-T) when these are spelled out in transcription to indicate that these words should be written out rather than represented by symbols. The lesson also introduces consonant compounds using initial BR and final R-TH (RGT), and new briefs are introduced, along with a review of the "broad A" sound and the AO representation for OO. The instructor stresses the importance of practicing all previously learned material.