This is the drill that I use to teach students how to drop.  Even though it is not really magic, it does the trick. 
   This drill was originally designed to teach phrases.  Each sentence has three strokes if you use the simple phrases.  Not only that, there is a definite rhythm to the sentences.  Phrase, word, word.  Phrase, word, word. 

   Since this drill is so easy, it is also the perfect drill to teach "speed."  I prefer to tell the students that I am teaching them not to hesitate.  They are more likely to end up with the "speed" that they want if they concentrate on the hesitation.

   But back to learning how to drop. 

   This drill is excellent to teach students how to drop.  The drill is so easy that they can concentrate entirely on the new technique. 

   All right, we are almost ready.  But first, I want to go over the reasons that I want you to learn to drop.

   People who fall behind the speaker tend to drop disastrously large amounts of words at one time.  In our school, a 200 student needs to have 20 errors or less on a test.  One drop can use up 1/3 or more of the total errors that a student can have on a test.

   People who fall behind the speaker believe that they would pass their tests if they were just a little bit faster.  When they fall behind, they are able to catch up in most cases.  They feel that if they had a little more speed they would be able to catch up all of the time and that would remove their drops.

   Sadly, that strategy usually does not work.  First of all, if you can catch up most of the time when you fall behind, then you are consistently demonstrating the ability to write above the speed that you need.  Simply put, you can't catch up unless you write faster than the speed of the test.  So if you can catch up, then you have enough speed to pass.  It ain't the speed.

   What you need to do is to learn how to stay up.  Here's the whole Magilla in one neat little package.

   Think about how many words you can fall behind the dictation before your brain goes into overload and you drop.  Everyone has a different number.  For my example, I will pick 10 words. 

   That is many more words than I ever want anybody to carry.  That is a ton of words.  But just for the example, if you fall ten words behind, you will drop a lot of words. 

   If you normally carry six words, then you are only four words away from dropping.  If you are carrying six words and a hard section comes up, you are in big trouble.

   What would happen if you reduced the number of words that you carry?  If you carry three words, then you won't necessarily drop on a hard section.  You can fall seven more words behind before you reach your breaking point. 

   So if you can learn to stay up a little bit more, then you will pass more tests because you won't have big drops.  You don't have to write faster.  You just have to learn to stay up. 

   I don't recommend that you wait until you reach your breaking point before you drop.  Just like the relief valve on a pressure cooker, I want you to drop now and then so that you do not overload.  I am not teaching you to drop more words.  I am teaching you to drop fewer words.  When you learn how to drop before you reach total meltdown, then you will avoid the huge drops.  You drop the occasional word instead of dropping a whole sentence.   

   It's cool.  It works.  And it makes steno fun.

   Here is the Magic Drill.  It isn't long since I only use it in Theory.  I have a longer version that I will give you when it is ready.  The Magic Drill is marked in ten-word increments.  When I finally get the book done, I will have a series of Magic Drills on CD that I will include with the book.  There may be additional drills written and recorded separately by somebody else at Court Reporting Help.  For now, you can take this drill to your teacher and have her run through it a couple of times at different speeds.  Record the drill.  Then use it at home. 

The Magic Drill

            That would be fine.  Who can be sure?  So far, / so good.  They have a car.  What is the time? / That is the end.  They should make it.  No sir, / not us.  We could do it.  No, ma’am, you win.  / Park it out there.  She was a nurse.  This would / go well.  You are the best.  They could take two.  / Yes, sir, he won.  She would work hard.  I can / do it.  They were on top.

            This is the one. / I want to win.  He is bad news.  Will the / snow come?  I have the note.  She is the girl.   / We can wash it.  There are a lot.  Who could / tell me?  We had it last.  He should walk up.  / It was put there.  Who can make room?  They would / look there.  Where is it at?  There would be more.  / I want to act.  When is the song?  Where is / your home?  I have to paint.  There is much more. /

            They were the worst.   Will the class start?  They were / near home.  He is too slow.  I have a pet. / I should take it.   So much for that.  That is / the row.  He said to go.  I have a chance.  / Is the horse gone?  That was my cake.  Too much / was said.  Which are the same?  Yes, ma’am, drive up.  / She was the best.  They had a stall.   No, sir, / wait here.   That is the fruit.  We can make it. /   

   
            This week is the start of a new semester for us.  I have a new class of students.  They are on the final leg of Theory.  They will be testing soon. I am  using this drill to teach them.  So far, they have done two things with the drill.  The first thing is that they have practiced it just like any other drill.  I did this so that they would be very familiar with the drill.

            The second thing is more interesting.  It is their first step toward learning to stay up with the speaker and to drop when necessary. 

            What I do is I announce that I want them to drop the last word of every sentence.  Each sentence is four words long.  That means that they are only writing three out of every four words.

            I tell them that the drill is at 60 wpm.  In other words, I will dictate at 60.  They are not to write at 60 wpm.  They are supposed to drop the last word in each sentence; therefore, they are really writing at 45 wpm. 


               It is hard for them to do at first.  But after a few times through, they have little trouble.  We have already moved the speed up to 80 wpm.  I dictate at 80.  They drop the last word in each sentence; so they are writing at 60.  In a week, I should be able to dictate at 100 for short bursts. 

               The students are learning to drop without hesitation.  That is a good thing.  But it is not enough.  They must learn to choose which words to drop.  When they are comfortable with this drill, I will modify to help them learn to choose. 

               Since I have a new class, I will show you the type of drills that I use from the first week to the last week.   Along the way, I will show you how to modify the Magic Drill to create more advanced drills.  It's not hard.

               I have one other goal for this quarter.  After graduating from Theory, many students are shocked at the pace of a normal speed class.  It can be overwhelming.  This quarter, I will take selected class hours and drill the Theory students just like the speed classes.  I have always done that at the end of the quarter, but now I will be doing it each and every week for an hour here and there.   I'll write about that soon.








   
            

QUESTION:  I have one student who refuses to learn even the smallest brief.  She insists on stroking out if you, I couldn't, I don't, I didn't, I know, did you, etc.  She is in her 120s.

ANSWER:  I don't push briefs and phrases on students.  Many times they are more trouble than they are worth.  What happens is that students try to use those special strokes before they know them.  That causes hesitation.

Generally, I tell students to balance the work against the reward.  In other words, I want them to work on the words that show up the most.  For example, if they learn Phrase A, they will be able to use it 20 times a day.  If they learn Phrase B, they will use it only once or twice a week.  So I tell them it would be better to learn Phrase A.  They should concentrate on the common briefs and phrases.

As to your student, she should know some briefs.  There is no reason for not learning the common words and phrases.  She is one of the few students that needs to be pushed towards learning briefs and phrases. 
I do not use the brief for "CONSEQUENT."  I know the brief, but I get it confused with the stroke for "SUBSEQUENT."  If I use that brief, I hesitate and stumble.  If I ignore the brief and write out the word, I write strong and clear, albeit a tad bit slower than those who use the brief.

I have a good reason to get rid of that brief.  I tried it, and it doesn't work for me. 

Your student appears to be dismissing all briefs and phrases without trying them first.  She is saving time right now because she doesn't have to learn them.  But she will be forever putting in extra time writing simple briefs and phrases such as, "automobile" and "at that time." 

The concept of writing a short form of a word should not be alien.  The very essence of stenography is that we can represent words in a minimum of strokes.  She will save herself a lot of work on future drills and tests if she will work on the popular words. 

QUESTION:   I just finished theory. I'm looking for some assistance in improving
my speed and reiterating theory. (I need to get my speed up to about 120wpm).

If you could recommend a specific drill, it would be greatly appreciated.  The sooner I get my speed up the sooner I get to go back to school (so very soon hopefully).

Thank you very very much in advance.

ANSWER:    You need to reinforce your strokes and outlines before they fade from your memory.   You should be doing a great variety of types of drills. 

Go through your Theory book page by page.  Put a paper clip on any page that needs practice.  Spend one minute a day on each page.  Practice them every single day.

Finger drills are very helpful for dexterity and reaction time.

Little words drills are great to improve your reaction time. 

Slow drills on hard Literary will teach you how to write those big words. 

QUESTION:   Why am I getting so discouraged?  I can't even pass my 80's!

ANSWER:  Hey, don't get discouraged.  Calm down.  Write clearly. 

Don't force your strokes.  Allow yourself time to write.  Don't try to write fast.  Write with rhythm.  Move smoothly from one outline to the next.

Your hands will write at their top speed without you "urging" them to go faster.  That means that some strokes will be slower than others.

If you force your hands to write faster than they can, the only possible result is that your writing will break down.

So ignore the speed of your strokes.  It is fine as it is.

Instead work on the space between each stroke.  It is hesitation that saps your speed. 

1)  You must write clearly at all times and at all speeds.

2)  If you write clearly, then work on keeping the hands moving at all times.  Ignore the speed, but ensure that you keep the hands moving.

3)  If you write clearly and if you can keep your hands moving smoothly at all times, then work on the number of words that you carry.

4)  If you write clearly, and if you keep your hands moving smoothly at all time, and if you reduce the number of words that you carry, then work on your graduation speech.

   Some of you will be on Spring Break soon.  This is the perfect time to recuperate.  I  believe that most court reporters are hard-working, driven individualists.  There are very few that need advice about how to stay busy.  If you are a steno student, you can probably talk for a half hour straight about all the things that you want to do if you ever get the time.  We keep hectic schedules.  Court reporters go the extra mile, but only when they cannot go two extra miles.
    
   That's commendable.  But step over here and let me talk to you world-beaters for a moment.  You can overdo it if you don't watch out.  We need you to be fresh and energetic at school.   Proper rest is critical to your top performance. 

  Here are two analogies straight from the sports world.

   Golfers do not go to every tournament.  They take off now and then.  It is true that they may miss a payday here and there, but they look at the big picture.  If they are refreshed, they are more likely to play their finest golf. 

   Baseball players do not play every game.  By July, they start to get tired.  Crafty managers give their players a game off here and there before they become lethargic.  They get days off during the season even when they are not hurt. 

   Some of these guys earn $10 million a year.  They get that money for their performance.  They need to be at their best.  A guy who gets 6 hits out of 20 earns about twice the amount of the guys who only get 5 hits out of 20.  They can't afford to just go through the motions.

   Quality beats quantity every time.  It doesn't matter if they are kicking the ball, throwing it, running with it, hitting it, catching it, pitching it, rolling it or whatever they do with it.  They want the top performance.  And they get that by resting occasionally.

   Now for you doubters who say that stenography is not comparable to sports, let me expand a little. 

   Musicians burn out on the road.  All they do is travel and play music, and they break down. 

   Race car drivers do nothing but sit in a car and turn left about a gazillion times per race.  They need to do that with a high degree of skill.  And they need rest.

   In chess, a championship match consists of two guys who sit in comfortable chairs and occasionally move little pieces of ivory.  The matches leave the players drained of energy and spirit.  If they would immediately play another match, they would not perform at the same level.  They need a rest.

   Truck drivers sit in a big vehicle, push pedals, and turn wheels.  By national law, they can only push those pedals and turn those wheels for a certain amount of time.  Even our own dear government recognizes the importance of quality over quantity. 

     I often draw correlations between stenography and other professions and skills.  They teach motor skills.  We teach motor skills.  They teach a certain way.  We teach -- well, let's see.

     Right now, it is spring training for baseball.  Pitchers are working on pitching; batters on batting, fielders on fielding; runners on running.  Every team does it.

     What kind of practice do they do before a real game?  Very little.  Practice may occur at other times of the day, but before the game, they aren't practicing.  They are warming up.  Easy ground balls, easy throws, easy pitches. 

    There is a time for practice and a time for warm up.  They figure that they are about to play a game with whatever skills they came to the park with.  If they want to have the best chance to win, they will use those skills to their best advantage.  And finally, they figure that the best way to do that is to warm up, limber up, psyche up.   Easy ground balls, easy throws, easy pitches. 

     When I went to school, every teacher believed that the best way to prepare students for a test was to feed them fast dictation before the test.  No easy ground balls; no easy throws; no easy pitches.

     Unlike sports, which gives their players easy warm up, all of my teachers drilled me beyond my abilities on test day.  This was especially true in the last five minutes of drill.  It was felt that the test would sound slow, if the drill immediately preceding it was fast.

     That was true.  It did sound slow.  But I was a quivering mass of unclarity and hesitation by the time of the test.  I could no longer perform at the top of my top abilities.

     So it really didn't help me.  I passed my 200s by ignoring the final dictation before the test.  When everybody else was writing at 220 and 240, I was warming up by slowly writing such stock sentences as "Now is the time for ...." and "The quick brown fox jumped ...."

     Today was test day.  The students received slow material at a controlled rate.  These students are at the end of Theory and are competing for 60 and 80 wpm tests.  Their drill was as low as 40 wpm and as high as 80 wpm. 

    Tomorrow is not test day.  Every drill will push the students for one reason or another.  The slow drills will require writing unusual words or thick words.  The fast drill will be extremely fast.  The regular drill will require that the student know common briefs and phrases or know how to write out the words.  The drill will reach as high as 120 on normal dictation.  Easy dictation will be much higher. 

    Today was game day.  I warmed them up. 

    Tomorrow is for practice. 

Lots of people have trouble with those timesaving strokes known as "Briefs and Phrases."    They are great when they work, but horrible when they don't.  As you go up in speed, you must make choices about them.  If you hesitate for one second at 225, you have let four words go by.  If you write out almost any Q&A phrase, you end up writing very simple words that are no trouble. 

Ultimately, the hesitation is worse than writing out the phrase.  Keep that straight.  Writing out the phrase is always a correct choice.  Hesitating on the phrase is always incorrect.  If you use the brief or phrase, it must be without hesitation.

Briefs and phrases are great to know, even better to know how to use.  But they will never be part of your base speed.  They are for emergencies.  They help you get out of trouble. 

Briefs and phrases are little bonuses to ease your burden.  But you can't depend on them.  They do not consistently appear. 

One section has a lot of briefs and phrases.  So you do well.  The next section has very few.  So you do not so good. 

It is nice that you performed so well on the first section, but you won't be passing many tests until you can do the second section. 

     Step Three asked you to do a slow easy drill and drop the last word in every sentence.

   Step Four wants you to do the same drill, but now you should drop the hardest word in each sentence.  Now you must choose.  Which word slows you down the most or is the hardest to stroke?   Find that word.  Drop it.  Move on to the next word.

   Remember to keep your drill very slow.  You are learning to drop.  Learn to knock out all hesitation associated with the drop.  Keep it smooth. 

   This drill is probably very irritating to some of you.  Calm down.  You don't have to write at breakneck speed to succeed.  Rhythm, control, clarity -- those are the keys. 

   No fair skipping some of the steps.  If you haven't put in the time, you won't progress as well. 

   If you have any trouble with this drill, you should repeat earlier steps. 

   
   

   "Pulling" the dictation out of your notes refers to the skill necessary to read sloppy notes.  It is a useful skill for emergency situations.

   But if you are faced with this situation,  the critical question is not whether you can read the notes.  The question is: why did you write so sloppy?

   Your road to improvement lies in writing clearer.  That is the skill that you need.  

   And the "pulling" of the dictation?  Save that for the emergency situations. 

   You should not have more than one "emergency" situation per minute.  You should be able to read your notes very quickly and accurately.  If you constantly stumble on readback, then you are not writing well enough.

   Keep your standards high.  You are training for one of the most respected jobs in the world.  It is assumed that all stenographers are competent and professional.  That is a reputation that we can be proud of.