Tuesday's homework was very instructive. I gave a list of 25 words. The students had to look up the definitions. Wednesday's homework was based on Tuesday's homework. From that list of 25 words, the students were instructed to make up silly sentences. The purpose of the exercise is not to learn new words. I pass out 100 briefs each week. I give them every brief-and-phrase handout I scrounge up. We review them in each drill. They don't know all of the basic ones yet. Tuesday's homework was to look up 25 words. That forced them to dig out the ol' theory book or the not-so-ol' dictionary. They need to understand the importance of searching for answers to their problem strokes. Wednesday's homwork was to create silly sentences out of those 25 words. That gave them an easy way to conquer those words once they looked them up. The purpose of the homework was to teach them that they do not have to put up with those "trouble" strokes. That is very important. Too many of us resign ourselves to fighting very common words. Each day, we hear those words over and over. Each day, we struggle with them. Open the books; cure your problem strokes. By the way, even though the exercise involved briefs, the students are not forced to use them. They are taught that the correct stroke or strokes are the ones that they can perform accurately at the highest speed. For instance, I am faster if I do not brief "constitution" or "institution." I get confused during the dictation about which stroke to use, and that slows me down. So my correct choice is to write out those words, even though I know the briefs. Steve Shastay Steno Rebel