Kay Moody
College of Court Reporting
Preparing Dictation Material
There are two ways to count material: syllabic count and word count. Syllabic count means that an average word is
1.4 syllables and each spoken syllable is counted. When marking material for syllabic count, every 28 syllables
equals 20 whole words. Word count is counting each word as one word no matter how many syllables it contains.
In most cases, there is little difference between material counted by the word-count method or by syllables. Either
method of counting material is suitable for speedbuilding. When preparing dictation tests, it is advisable to count
syllabically. Since, it is much easier and faster to count by word count; therefore, this method is explained.
1.
2.
3.
4.
5.
6.
Choose an article that you want to dictate. Good sources are your personal transcripts,
editorials from the newspaper, courtroom scenes from a novel, headline stories, sporting
events (good practice with numbers and proper names), and humorous articles. The article
should be about 300 words.
Insert words or phrases that students need to drill on and practice. For instance, if you are
introducing new briefs, edit the article by inserting the new briefs throughout the article.
Repeat each brief at least five times throughout the material.)
Before printing the article from the Internet, format it in double space since it’s much easier
to read something that is double spaced
Begin counting one word at a time. Count 20 words and place an X above or after the word.
Count 20 more words, and put another X. Continue putting Xs every 20 words until the end
of the article. Count compound words as two words: courtroom is counted as two words.
Count each number that is spoken as a word: 1,231 is six words (one, thousand, two,
hundred, thirty, one).
Prepare a list of preview words using a colored or highlighter pen.
To dictate, make sure the second hand is on the top of your watch. As you read, watch the
second hand move. Looking at the "Basic Chart for Dictating at Any Speed," for 60 words a
minute, the second hand should be at the 20-second point when you reach the first X, the 40second point when you reach the second X, and the 60-second point when you reach the third
X. For 70 words a minute, the second hand should be at the 17-second point, 34-second
point, 51-second point, and 1 minute and 8-seconds point. (For higher speeds, see the end of
this article.)
There are many speedbuilding plans. All of them are quite effective; and they involve previewing the article,
reading back, and correcting shorthand notes. Numerous studies have concluded that the most popular
speedbuilding methodology is the one described below.
1.
2.
3.
4.
5.
Prepare an article that is five minutes long. Take the class's goal speed and multiply by five
(300 words for 60 words a minute, 400 words for 80 words a minute, 500 words for 100
words a minute). Prepare shorter selections if the material is highly technical or contains a
lot of numbers. Prepare longer takes when you want students to work on endurance.
Preview material. Either hand out preview words the previous class or have students
practice them in class before you begin the dictation. Have students read back from their
shorthand notes, and continue to preview the material until students are able to easily write
the words and briefs.
Dictate the entire five-minute selection at their goal speed. 80 words a minute is used as the
goal speed to illustrate how to use an article to build speed.
Dictate the first one-minute segment 20 words a minute below goal speed (60 words a
minute). Have students read back from shorthand notes, and correct errors with a red pen.
Dictate the same segment 10 words a minute faster (70 words a minute). Repeat dictating
the segment 10 words faster (80 words a minute). Repeat dictating the same segment 10
words a minute over goal speed (90 words a minute).
1 Kay Moody
6.
7.
8.
9.
College of Court Reporting
Finally, dictate the same segment at the goal speed (80 words a minute). Have students read
notes.
Dictate the next one-minute segment at 60 words a minute, 70 words a minute, 80 words a
minute, 90 words a minute, and 80 words a minute. Read back the final take. Continue these
steps until you've dictated the entire article.
Dictate the entire article at the goal speed of 80 words a minute. Have students read back
and correct their shorthand notes.
Plan to allow approximately one hour if you use the plan described. If you prepare a threeminute take, allow one-half hour.
For material marked every 20 words, using a watch with a second hand, read to the X at the marks listed below.
You may reset the stop watch every third or fourth take. Also, it helps to mark the times on the copy when
preparing to dictate a take that’s longer than a minute.
Basic Chart For Dictating At Any Speed 50 wam
60 wam
70 wam
80 wam
90 wam
100 wam
Every 24”
Every 20”
Every 17 “
Every 15”
Every 13.3”
Every 12”
24”
48”
1’4”
1’28”
1’52”
2’16”
2’40”
3’4”
3’28”
3’52”
4’16”
4’40”
5’4”
5’28”
20”
40”
1’
1’20”
1’40”
2’
2’20”
2’40”
3’
3’20”
3’40”
4’
4’20”
4’40”
5’
5’20”
5’40”
6’
17”
34”
51”
1’8”
1’25”
1’42”
1’59”
2’16”
2’23”
2’50”
3’7”
3’24”
3’41”
3’58”
4’15”
4’32”
4’49”
5’06”
5’23’”
5’40”
5’57”
6’14”
15”
30”
45”
1’
1’15”
1’30”
1’45”
2’
2’15”
2’30”
2’45”
3’
3’15”
3’30”
3’45”
4’
4’15”
4’30”
4’45”
5’
5’15”
5’30”
5’45”
6’
13”
12”
26”
24”
40”
36”
53”
48”
1’4”
1
1’18”
1’12”
1’35”
1’24”
1’52”
1’36”
2’06”
1’48”
2’23”
2’
2’40”
2’12”
2’54”
2’24”
3’07”
2’36”
3’20”
2’48”
3’34”
3’
3’47”
3’12”
4’
3’24”
4’13”
3’36”
4’26”
3’48”
4’40”
4’
4’53”
4’12”
5’4”
4’24”
5’18”
4’36”
5’35”
4’48”
5’52”
5’
6’06”
5’12
6’23”
5’24
6’40”
5’36
6’54”
5’48
7’07”
6
For faster speeds, circle every other X and follow the same chart doubling the speeds. In other words, 100 words a
minute would be every other X every 24 seconds; 120 words a minute would be every other X every 20 seconds, etc.
2 Kay Moody
College of Court Reporting
Adult Learners
Proven Principles of Retention for Adults
„
„
„
„
Adults retain 10 percent of what they read.
Adults retain 20 percent of what they write.
Adults retain 50 percent of what they see, hear, and write.
Adults retain 90 percent of what they see, hear, write, and repeat more than once.
Applying the proven principles of retention for learning briefs:
10%
Students will learn or remember one out of ten new briefs, when they read an outlines for a new brief.
20%
Students will remember two new briefs from a list of ten, if they write them from straight copy.
50%
Students will remember five or one-half of the new briefs if they see and memorize the new outline and
immediately use them.
90% to 100%
Students will retain and be able to remember and use nine or all ten outlines if they follow these steps in
learning new briefs:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Have them read through the material to see what they already know. Note the steno, see the logic,
and read it. Then have them memorize the steno outline.
After they know the steno outline, have them write the steno while looking at the English word
and visualize the steno.
Have students read out loud and correct their outlines with a red pen.
On a list of briefs, have students cover the shorthand outlines with a piece of paper and continue
repeating these steps until they can write the list of briefs with no errors. Tell them to repeat
writing, reading, and correcting the shorthand until they can write the group error-free.
Have them put the new briefs on flash cards and review them every day for at least a week.
For stubborn briefs, tell students to put them on a sticky note and post them on their mirror,
kitchen cupboard: someplace they see all the time.
Dictate the briefs for students to write from dictation.
Put the briefs on a Power Point and time each slide so a new one appears.
Suggest that they develop a rhythm and practice the list with a metronome.
3 Kay Moody
College of Court Reporting
Drill Work
FINGER DEXTERITY DRILLS
DIRECTIONS: Be sure to write each "box" five times before going on to the next box.
Left Hand
SKP/SKW
SKPH/SKPR
STP/SKW
STWH/SKPR
SKH/SWH
STR/STK
SPR/SWH
STP/SKW
SPR/SWH
KHR/TPR
KPHR/WHR
KWR/TPH
SKH/STR
SKPW/STWH
SKPH/STWR
KPH/TWR
KWR/TPH
KPH/TWR
SR/SH
SKPH/STWR
SWR/SPH
SKR/STH
SKPH/STWR
STWH/SKPR
SPHR/SWHR
SWR/SPH
SPHR/SWHR
SK/SW/SR
ST/SP/SH
TWR/KPH
TWH/KPR
TR/TW/TK
PW/PH/PR
WHR/KHR/SKR
TWR/KPH
WHR/KHR/SKR
SDH/SBR
DPR/DWH
SR/DR/BR
SDH/SBH/SBL
STB/SKB
SBH/SBR
SDR/SDH
SR/DR/BR
SDR/SDH
Right Hand
-RBL/-FPG
-RBLT/-FPGS
-RPGTD/-FBLSZ
-FRPGZ/-FRBLSZ
-FBLS/-RPGT
-RLTD/-FGSZ
-RTD/-FSZ
-FRPGZ/-FRBLSZ
-RBLT/-FPGS
-RLZ/-FGD
-RPD/-FBZ
-FRLGD/-FRPBZ
-FPBZ/-FRLGD
-FPGTD/-FBLSZ
-FTD/-RSZ
-FLD/RGZ
-FPBZ/-FRLGD
-RPD/-FBZ
-FLD/-RGZ
-FPGTD/-RBLSZ
-FPD/-RBZ
-FGD/-RLZ
-FLTD/-RBSZ
-FBLTD/--RPGSZ
-RPGD/FBLZ
-FGD/-RLZ
-FPGTD/-RBLSZ
-MSG/-KTD
-BTD/BSZ
-FRMTD/FRXZ
-JD/-JZ
-JTS/-JDZ
-BTS/-BDZ
-FBLD/-FBGZ
-JD/-JZ
-BTD/BSZ
-FT/-RS/-FS/-RT
-FBLS/-RPGT
-FBLD/-RPGZ
-FPGTD/-RBLSZ
-FD/-RZ/-FZ/-RD
-FLD/-RGZ
-RLZ/-FGD
-FPGTD/-RBLSZ
-FBLS/-RPGT
DIRECTIONS: The first stroke is on the first line with the additional strokes below it. Be sure to write each "box"
five times before going on to the next box.
NOTE: In order to do these drills, students need to have a double-wide asterisk key.
Both Hands
SKHA*FBD/
STRO*RPZ/
SKH*EFBD/
STR*URPZ
STR*EUFPZ/
SKHAO*FBD/
STRAO*FPZ/
SKH*EUFBD
SPRA*ERLS/
SWHO*UFGT/
SPRAO*EURLS/
SWHAO*EUFGT
SWH*EURGT/
SPRAO*FLS/
SWHAO*EURGT/
SPRAO*EUFLS
SKPW*ERBLG/
STWA*FPGZ/
SKPWA*RBLG/
STW*EFPGZ
SKPH*EURBLT/
STWRAO*FPGZ/
SKPHA*ERBLT/
STWRO*UFPGZ
KPHA*URLT/
TWRA*EFGZ/
KPHAO*EURLT/
TWRAO*EUFGZ
TWRAO*EUPGS/
KPHA*IBLD/
TWRAO*PGS/
KPH*EUBLD
SKPH*EURBLD/
TWRA*FPGS/
SKPHAO*RBLD/
TWR*EUFPGS
STWHO*RPGD/
SKPR*EFBLZ/
STWHA*RPGD/
SKPR*UFBLZ
SPHRO*ERLTS/
SWHRA*UFGDZ/
SPHRO*URLTS/
SWHRO*EFGDZ
SWHRO*RBLZ/
SPHR*EFPGD/
SWHRAO*RBLZ/
SPHR*EUFPGD
4 TRO*PZ/
TW*UPS/
TRA*PZ/
TW*EPS
PWH*ULGTD/
TKRO*PBSZ/
PWHA*LGTD/
TKR*EPBSZ
WHRO*EUGDZ/
TPWAO*UPTS/
WHRAO*EUGDZ/
TPWAO*EUPTS
KHRAO*EFRG/
TPWO*EUPBTD/
KHRAO*EUFRG/
TPWAO*EUPBTD
STB*URPTS/
SDO*FBDZ/
STBA*RPTS/
SD*EFBDZ
SBHAO*RTS/
SDR*EUFDZ/
SBHA*RTS/
SDR*UFDZ
SDRO*UFBZ/
SBHA*ERPD/
SDRA*EFBZ/
SBHO*URPD
SDHA*FLGDZ/
SBR*ERTSDZ/
SDHO*FLGDZ/
SBR*URTSDZ
Kay Moody
College of Court Reporting
Number Drills
6.6
‘69
51st
58 cents
3(a)
S-T-O-C-K-N-E-Y
4,600
5:15 p.m.
No. C4
6 hundred
$13,909.357
C. Robbins
90,000
1-808-769-5941
I-94
65 miles per hour
$25.25
2/3
A&E
411
15th
ftr
210-69-7104
6,345,287
Count No. IV
eighth
10:15 a.m.
19th
8,000,000,000
5-thirds
900
Article XII
99 dollars
$80 trillion
1960
March 15
No. 45
1100
14-month-old
70890
EV360
215 million
w.t.l.
48 hours
66 knots
8-year-old
12 thousand
[email protected]
1995
6 MST
Alphabet Drills
AMA
CBS
WTTW
UMCOR
NCRA
RMR
TSA
AMA
TRCB
FTM
RKJ
ATC
W 36 M
KBC
A.B.
Z.M.T.
R.C.D.
B.S.
T.Y.O.R.
F.C.C.
P.B.X.
M. B. N.
R. F. C
R. T.
G. W. B.
F. D. R.
B. H. O.
J. F. K.
artmt
pc
cpr
bff
cc
dfrg
lol
a l m
t l c
f r b
k c r
t c c
m c c
t n r
a.p.b.
n.t.m.
r.p.
f.o.b.
c.o.d.
p.m.
t.l.c.
t. r. c.
k. b. l.
m. n. a.
a. b. c.
p. r. c.
z. b. t.
a. r. b
A-N-K-S-Y
J-Y-M-M-I-E
T-O-U-L-A-T
M-O-O-L-A-L-A
P-S-S-S-T
M-A-N-G-E-T
E-S-C-A-R-G-O-T
SAMPLE PLAN FOR DRILLS
(Outside of class)
MONDAY:
Morning Drills: Number Drills
Midday Drills: Briefs
Afternoon Drills: Theory Review
Evening Drills: Briefs
Before Speedbuilding Class: Finger Dexterity Drills
THURSDAY:
Morning Drills: Alphabet Drills
Midday Drills: Phrases
Afternoon Drills: Foreign Words
Evening Drills: One Word/Two Words
Before Speedbuilding Class: Finger Dexterity Drills
TUESDAY:
Morning Drills: Alphabet Drills
Midday Drills: Phrases
Afternoon Drills: Proper Names
Evening Drills: Conflict Resolution
Before Speedbuilding Class: Finger Dexterity Drills
FRIDAY:
Morning Drills: Number Drills
Midday Drills: Briefs
Afternoon Drills: Q&A Extensions
Evening Drills: Difficult Outlines from Journal
Before Speedbuilding Class: Finger Dexterity Drills
WEDNESDAY:
Morning Drills: Number Drills
Midday Drills: Briefs
Afternoon Drills: Q&A Extensions
Evening Drills: Contractions
Before Speedbuilding Class: Finger Dexterity Drills
SATURDAY OR SUNDAY:
Morning Drills: Alphabet Drills
Midday Drills: Phrases
Afternoon Drills: Theory Review
Evening Drills: Review the exercises that were
difficult
Before Speedbuilding Class: Finger Dexterity Drills
5 Kay Moody
College of Court Reporting
Time Management Plan
DIRECTIONS: Have students develop a time management plan where specific times each day of the week are
scheduled for drills and speedbuilding. Once they get into the routine of structured, organized drills, they will
find an improvement in their speed, skills, and accuracy.
Each drill session should be for 5, 10, or 15 minutes; and they should schedule at least three, four, or five
sessions distributed throughout every day. Since these are shorter practice times, it is easy for them to get in the
habit of drill work when their time is limited. Tell students they must distribute drill work throughout the day
and between speedbuilding classes. Have them post drills or troublesome words on an index card on their
machines to go over every time they have a lull or short break. Read or print out the following directions and
give to students with blank time-management plans.
DIRECTIONS FOR SCHEDULING DRILL WORK
1.
2.
3.
4.
5.
6.
7.
8.
Leave your machine set up and work on a drill for 5 minutes when you first get up in the morning.
If you work, use 5 to 15 minutes of your lunch break to work on drills. These drills do not have to be on a
machine but this is when you can memorize or mentally visualize outlines that you've written on flash
cards, on an I Phone, or index cards that you've tucked away in your purse, briefcase, or back pack. If you
carry your lunch, stick a couple of lists of troublesome outlines in with your sandwich.
Right before you make or sit down for supper, spend 5 or 10 minutes going over a drill.
Finally, last thing at night schedule time for one more drill session.
Before speedbuilding, dictation class, or a test, warm up on one of your favorite drills to get your fingers
moving fast and to limber up. Always write something familiar that's relaxing or puts a smile on your face.
It doesn't have to be fast. It can be a song, a prayer, a poem, a short motivational essay, or even a good
joke.
Fill in the Personal Weekly Time Management Plan. Check off each drill as you do it, and put a star or
smiley face on your sheet when you complete everything!
Revise your time management plan weekly and put in extra time to work on areas that gave you trouble
during the week in speedbuilding classes and on tests.
Post your schedule every week so your family can see your schedule.
6 Kay Moody
College of Court Reporting
Personal Weekly Time Management Plan
DIRECTIONS: At the beginning of each week make out your time management plan for the week.
1.
2.
3.
4.
5.
6.
7.
Put this page on a copy machine and make a copy for each week.
List the drills you plan to do each day: Example: Give time and category: finger dexterity, numbers,
alphabet, briefs, phrases, TR (theory review), etc.
Under class, list the times you're scheduled to be in class and the name of the class.
In speedbuilding, list the audio dictation you plan to access: Example 120 lit, etc.
Journal: spend a few minutes updating your personal journal.
Tests: Write scheduled tests that you plan to take.
Transcription: Schedule at least one day a week to transcribe a test or self-evaluation
Cross off each activities as you complete it.
Date:_______________________
MONDAY
TUESDAY
DRILLS
DRILLS
WEDNESDAY
DRILLS
THURSDAY
DRILLS
FRIDAY
DRILLS
SAT/SUN
DRILLS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
SPEEDBLDG
SPEEDBLDG
SPEEDBLDG
SPEEDBLDG
SPEEDBLDG
SPEEDBLDG
JOURNAL
JOURNAL
JOURNAL
JOURNAL
JOURNAL
JOURNAL
TESTS
TESTS
TESTS
TESTS
TESTS
TESTS
TRANS.
TRANS.
TRANS.
TRANS.
TRANS.
TRANS.
7 Kay Moody
College of Court Reporting
Journal
Students should set up a personal drill book in their word processing program or in a loose leaf binder. They should
log new or difficult briefs, phrases, etc., after each practice session. Once a week they should transfer all the data
from these sheets to their "Personal Drill Book or Journal." They will be surprised how quickly they develop this
book since they will be adding to it daily. Sections of the drill book/journal should include the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Numbers that were difficult
Briefs: one section for new briefs, one for troublesome briefs
Phrases: one section for new phrases, one for troublesome phrases
Realtime conflicts
Difficult outlines
Vocabulary: include definitions and steno outlines
Theory review and reinforcement: troublesome prefixes and suffixes
Foreign words
Proper names: common names that frequently come up and unusual and unique names
Words to be added to CAT software
Contractions
Weaknesses
Personal Diary
Warm up material
Tell students to keep a diary in their journal of what they did on high achievement days. Have them note the
following:
1.
2.
3.
Indicate the time of day that's most productive in their independent practice sessions,
Keep track of what they ate, how much sleep they got,
Identify when the best time is to learn new material, go over troublesome material, practice numbers, etc.
Have students add a section of positive sayings, poems, songs, etc., to use for your daily warm up. If they have a
song or poem that they love, Google the Internet for the words, copy and paste it into their Personal Drill Book to
begin each practice session writing it.
8 Kay Moody
College of Court Reporting
5-Minute Dictation Tests Log
DIRECTIONS: Copy this page and keep in your journal.
DATE
TEST
%
DATE
TEST
%
9 DATE
TEST
%
Kay Moody
College of Court Reporting
500 Most Common Words
DIRECTIONS: This list contains the 500 most commonly used words in the English language. Most of these
words are written in one stroke and many are included in your phrases. Practice this list periodically as these are the
words that will occur all the time and are frequently misstroked.
the
of
to
and
a
in
is
it
you
that
he
was
for
on
are
with
as
I
his
they
be
at
one
have
this
from
or
had
by
hot
but
some
next
white
children
begin
got
walk
example
ease
paper
often
always
music
those
both
mark
name
very
through
just
form
much
great
think
say
help
low
line
before
turn
cause
same
mean
differ
move
right
boy
old
too
does
tell
sentence
set
three
want
air
well
also
once
base
hear
horse
cut
sure
watch
color
face
wood
main
enough
plain
girl
usual
what
there
we
can
out
other
were
all
your
when
up
use
word
how
said
an
each
she
which
do
their
time
if
will
way
about
many
then
them
would
write
like
song
measure
state
product
black
short
numeral
class
wind
question
happen
complete
ship
area
half
play
small
end
put
home
read
hand
port
large
spell
add
even
land
here
must
big
high
such
follow
act
why
ask
men
change
went
light
kind
off
need
house
picture
try
better
true .
during
hundred
am
remember
step
early
hold
west
ground
interest
reach
fast
five
10 so
these
her
long
make
thing
see
him
two
has
look
more
day
could
go
come
did
my
sound
no
most
number
who
over
know
water
than
call
first
people
may
down
mother
world
near
build
self
earth
father
head
stand
own
page
should
country
found
answer
side
been
now
find
any
new
work
part
take
get
place
made
live
where
after
back
little
only
round
man
year
came
show
every
good
me
give
our
under
open
seem
together
between
city
tree
cross
since
hard
start
might
story
saw
far
sea
draw
left
late
Kay Moody
book
letter
until
mile
river
car
feet
care
second
group
carry
took
rain
eat
room
friend
began
idea
fish
mountain
north
quick
develop
sleep
warm
free
minute
strong
special
mind
behind
clear
tail
produce
fact
thousand
young
ready
above
ever
red
list
though
feel
talk
bird
soon
body
dog
family
direct
pose
leave
us
again
animal
point
town
fine
certain
fly
unit
lead
cry
dark
machine
note
wait
plan
figure
star
laugh
rock
order
fire
south
problem
piece
told
knew
pass
farm
top
whole
king
size
heard
best
hour
box
noun
field
rest
correct
able
pound
done
beauty
drive
stood
contain
front
teach
week
final
gave
green
oh
ago
sing
listen
six
table
travel
less
morning
against
pattern
slow
center
love
person
money
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science
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power
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common
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plane
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11 College of Court Reporting
school
grow
study
still
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plant
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