TAKING THE MEASURE OF MACHINE SHORTHAND

Similar documents
TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

MARK 12 Reading II (Adaptive Remediation)

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

MARK¹² Reading II (Adaptive Remediation)

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010

Test Blueprint. Grade 3 Reading English Standards of Learning

TEKS Comments Louisiana GLE

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny

Mandarin Lexical Tone Recognition: The Gating Paradigm

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Primary English Curriculum Framework

DIBELS Next BENCHMARK ASSESSMENTS

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

Florida Reading Endorsement Alignment Matrix Competency 1

Stages of Literacy Ros Lugg

First Grade Curriculum Highlights: In alignment with the Common Core Standards

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

have to be modeled) or isolated words. Output of the system is a grapheme-tophoneme conversion system which takes as its input the spelling of words,

Reading Horizons. A Look At Linguistic Readers. Nicholas P. Criscuolo APRIL Volume 10, Issue Article 5

CDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27

The Bruins I.C.E. School

On Human Computer Interaction, HCI. Dr. Saif al Zahir Electrical and Computer Engineering Department UBC

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Unit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Grade 2 Unit 2 Working Together

Learning Disability Functional Capacity Evaluation. Dear Doctor,

Characteristics of the Text Genre Informational Text Text Structure

READ 180 Next Generation Software Manual

TCH_LRN 531 Frameworks for Research in Mathematics and Science Education (3 Credits)

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

National Literacy and Numeracy Framework for years 3/4

CATALOG WinterAddendum

K 1 2 K 1 2. Iron Mountain Public Schools Standards (modified METS) Checklist by Grade Level Page 1 of 11

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Facing our Fears: Reading and Writing about Characters in Literary Text

Fountas-Pinnell Level P Informational Text

Welcome to ACT Brain Boot Camp

The analysis starts with the phonetic vowel and consonant charts based on the dataset:

NATIONAL COURT REPORTERS ASSOCIATION

PART 1. A. Safer Keyboarding Introduction. B. Fifteen Principles of Safer Keyboarding Instruction

Ohio s Learning Standards-Clear Learning Targets

NATIONAL CENTER FOR EDUCATION STATISTICS RESPONSE TO RECOMMENDATIONS OF THE NATIONAL ASSESSMENT GOVERNING BOARD AD HOC COMMITTEE ON.

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

Literature and the Language Arts Experiencing Literature

Mercer County Schools

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading

Coast Academies Writing Framework Step 4. 1 of 7

College of Court Reporting

Prentice Hall Literature Common Core Edition Grade 10, 2012

Holy Family Catholic Primary School SPELLING POLICY

Longman English Interactive

Providing student writers with pre-text feedback

GENERAL COMPETITION INFORMATION

Why Pay Attention to Race?

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Understanding and Supporting Dyslexia Godstone Village School. January 2017

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4

Piano Safari Sight Reading & Rhythm Cards for Book 1

NCU IISR English-Korean and English-Chinese Named Entity Transliteration Using Different Grapheme Segmentation Approaches

An Evaluation of the Interactive-Activation Model Using Masked Partial-Word Priming. Jason R. Perry. University of Western Ontario. Stephen J.

Fisk Street Primary School

Learning to Read and Spell Words:

Who s Reading Your Writing: How Difficult Is Your Text?

Teachers Guide Chair Study

Poll. How do you feel when someone says assessment? How do your students feel?

On the nature of voicing assimilation(s)

Disambiguation of Thai Personal Name from Online News Articles

WORK OF LEADERS GROUP REPORT

The ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

Considerations for Aligning Early Grades Curriculum with the Common Core

ENGLISH LANGUAGE ARTS SECOND GRADE

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

CEFR Overall Illustrative English Proficiency Scales

Senior Stenographer / Senior Typist Series (including equivalent Secretary titles)

The Effect of Close Reading on Reading Comprehension. Scores of Fifth Grade Students with Specific Learning Disabilities.

Characteristics of the Text Genre Informational Text Text Structure

After being introduced, first grade skills are taught ongoing throughout the year.

Phonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES

FINAL EXAMINATION OBG4000 AUDIT June 2011 SESSION WRITTEN COMPONENT & LOGBOOK ASSESSMENT

Dublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12

1. Introduction. 2. The OMBI database editor

What the National Curriculum requires in reading at Y5 and Y6

Standard 1: Number and Computation

GOLD Objectives for Development & Learning: Birth Through Third Grade

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course

Phonological and Phonetic Representations: The Case of Neutralization

CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE

Niger NECS EGRA Descriptive Study Round 1

Controlled vocabulary

Lab Reports for Biology

MISSISSIPPI OCCUPATIONAL DIPLOMA EMPLOYMENT ENGLISH I: NINTH, TENTH, ELEVENTH AND TWELFTH GRADES

COMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?

Transcription:

TAKING THE MEASURE OF MACHINE SHORTHAND Are today s realtime theories longer i.e., more stroke intensive and more key intensive than pre-realtime theories? There s no question that writing realtime machine shorthand is more demanding mentally, requires a higher standard for academic skills, and demands a level of technical knowledge and facility that would have been unimaginable pre-realtime. But the question of the moment is: Are today s theories longer than pre-realtime theories? If so, how much longer? The only way to answer that question conclusively is to physically measure the theories with a word by word, stroke by stroke, key by key comparison of (1) steno written with a pre-cat theory and (2) steno written with an NCRA-approved realtime theory. The source for the pre-cat steno is Stenograph s Touch Shorthand, Dictionary/ Handbook, copyright 1968. Source for the realtime theory steno is the Phoenix Theory translation dictionary. The body of material compared consists of 3,000 words and steno outlines taken in alphabetical order from the Touch Shorthand, Dictionary/Handbook. That s approximately 20 percent of the entire Dictionary/Handbook, a sampling large enough to be representative, within reasonable margins, of the result were the entire book to be compared. When alternative outlines were available in the Dictionary/Handbook, a best effort was made to use the least stroke intensive and/or least key intensive stroking option. No briefs are included. The fact that Touch Shorthand offers approximately 640 abbreviations for words/phrases, whereas Phoenix Theory offers approximately 6,000, would skew the results. The comparison chart was created on an Excel spreadsheet, and the stroke/key totals were computed by Excel rather than my not always infallible calculator skills. (See comparison chart attached) Total strokes required to write the 3,000 words: Stenograph s Touch Shorthand Phoenix Theory 6,852 strokes 6,742 strokes Note: The total for Phoenix Theory includes 78 strokes for adding inflected endings as recommended by the NCRA Theory Review Task Force and required by Vitac for captioners. Stenograph s Touch Shorthand includes inflected endings with the root word. Otherwise the totals would be: Touch Shorthand 6,852; Phoenix Theory 6,664. Phoenix Theory, Ltd. @ 2004 1

However, the number of strokes doesn t tell the whole story. The key intensity of the strokes is equally important but is a much more difficult comparison to make. Stenograph s Touch Shorthand is steno at its simplest, what is affectionately referred to by people with very long memories as baby shorthand : No long vowel distinction (its only recognition of the need for long-vowel distinction is to use AEU for words spelled ai); no distinction between al and aul sounds; no distinction between initial s- and z-; no distinction between final f/-v, -s/-st, -t/-th, -ng/-nk/-nj, -k/-kt, -x/-xt, -ks/-x; minimal use of memorized one-stroke briefs; no homonym distinction; no concern for conflicts created by incorporating inflected endings; and concern about word boundary conflicts was still an unknown concept. How do you compare the key intensity of such baby shorthand with a realtime theory which must include long vowel distinction, must distinguish initial s-/z- and final f/-v, - s/-st, -t/-th, -ng/-nk/-nj, -k/-kt, -x/-xt, -ks/-x (the only available option being to include at least one additional key in every syllable beginning/ending in those sounds); which must distinguish all homonyms; which must add inflected endings in a separate stroke when to do otherwise would create a conflict; and which must eliminate word boundary conflicts? The answer, of course, as that comparing them is like comparing apples and oranges; you can t compare them with total accuracy. But we need at least a ballpark measurement. So I modified Stenograph s Touch Shorthand outlines to include minimal long vowel distinction, although certainly not to the level of a realtime (or even computercompatible) theory. No other modifications were made to the Touch Shorthand steno; all the other short non-computer compatible elements remain the result being, as you can see from the chart, a theory that even with long-vowel distinction is still so replete with conflicts as to be unsuitable for computer-aided translation. Total keys required to write the 3,000 words: Stenograph s Touch Shorthand 27,163 Phoenix Theory 26,376 The question now becomes: How can a virtually conflict-free, realtime theory actually be shorter both strokewise and keywise than an old standard pre-computer theory? There are four major factors: 1. Using a patented Vowel Omission Principle (which the U.S. Patent Office determined exceeds prior art in machine shorthand). This VOP omits indistinct vowel sounds which are unnecessary for writing/reading steno, resulting in a significant reduction in spelling dependence, automatic elimination of the majority of word boundary conflicts, elimination of one word/two word conflicts other realtime theories have been unsuccessful in resolving, and simplifying strokes by reducing the number of keys. Examples: TRUPL/P-T, HEL/PH-T, TPRE/KW-PBT, KAP/KH-R, TKAOUB/KWR-S, PAT/-RPB, HREPBLG/-PBD, SRAL/KWR-PBT, Phoenix Theory, Ltd. @ 2004 2

PWED/R-PL, PUZ/-LG, REUB/-PB, KHAP/T-R, TPEUL/T-RD, PEUS/T-L, PWUPBG/-LD, KHART/-RZ, TPAOEUR/PH-PB, TPRUPBT/W-RD, PORT/HR-PBD, HAUL/PH-RBG, WAUL/TPH-T, OUT/SK-RTS, REPBLG/PH-PB, PHOR/PW-D, PWAR/TKPW-PBZ, PWHRABG/PW-RD, etc. 2. Cutting groups of big words down to size with consistently applied shortcuts for high-frequency, multisyllable word beginnings and endings. Some examples: micropolyhydrohyperanteautosuperisobeta- -(c)able/-(c)ible -(c)ability/-(c)ibility -(c)ably/-(c)ibly -(c)ory -(c)orily -(c)ary -(c)arily -uate -uation -tuate -tuation -ulate -ular -graphic -logical -erally -cally -istic -ification -(c)ology -(c)ologist -(c)ation -(v)sis -(c)it is -icide -(c)ize -(c)ater, (c)eter, etc. -(v)nshal, (v)nchul -(c)ectomy -(c)otomy PHAOEURBG POEUL HOEURD HAOEURP AEPBT AOT SPR- AO*EUS PWA*ET /(C)-BL /(C)-BLT /(C)AEBL /(C)OEUR /(C)OEURL /(C)AER /(C)AERL /KWRAUT /KWRAUGZ /KHAUT /KHAUGZ /KWR-LT /KWRARL /TKPWR-FBG /HR-PBLG/K-L /RAEL /KHRAE /ST-BG /TP-BGZ /(C)AULG /(C)AULGS /(C)GZ /(V)SZ /(C)AO*EUTS /S-D /(C)-Z /(C)AEURT, (C)AOERT, etc. /(V)LGS /(C)OEUBGT /(C)OEUPLT Phoenix Theory, Ltd. @ 2004 3

3. Blending the eeh sound endings (the highest-frequency English ending). All eeh sound endings are stroked AE. When the vowel has been omitted from the preceding stroke, the AE is blended with the preceding stroke, except. dy, ry and ty. Examples: SKWREP/-RD/AE HRAOEPB/KWR-PBS/AE APB/-RBG/AE PEPB/-LT/AE KU/TAS/TR-F/AE HREUB/R-L/AE SKWRAOEPB/KWR-L/AE TPHORPL/-LS/AE PWURG/-PBD/AE TPORS/TP-L/AE SEUPB/-RPBLG/AE EBGS/T-S/AE TKPWAL/-BGS/AE SKWREP/AERD HRAOEPB/KWRAEPBS APB/AERBG PEPB/AELT KU/TAS/TRAEF HREUB/RAEL SKWRAOEPB/KWRAEL TPHORPL/AELS PWURG/AEPBD TPORS/TPAEL SEUPB/AERPBLG EBGS/TAES TKPWAL/AEBGS While this principle does avoid conflicts such as finely/finally, hardly/hardily, curtsy/courtesy, etc., its main purpose/contributions are: eliminating strokes, reducing finger travel, lessening the burden on the left hand. 4. Inflected endings. The NCRA Theory Task Force recommends, and Vitac requires of its captioners, that inflected endings be added in separate strokes to avoid the hundreds of homonyms and stenonyms which are created when inflected endings are added to strokes for root words. Phoenix Theory structure and principles make it possible to include the majority of inflected endings without creating homonyms/stenonyms. For example, the Brown Corpus of 5,000 most-frequently-used words includes 1,459 inflected endings, 1,031 of which the keyboard allows to be incorporated but which NCRA and Vitac proscriptions require to be written in separate strokes. With Phoenix Theory, only 399 of the 1,031 inflected endings require second strokes, a savings of 632 strokes when writing these 5,000 words. Although they have minimal impact on either stroke intensity or key intensity, there are additional elements which contribute to the ease of learning/writing Phoenix Theory relative to other realtime theories and the hallmark of each is consistency. 1. Phoenix is written by sound. A syllable of sound is consistently written the same way, regardless of spelling. Once the theory is completely assimilated, writers know almost intuitively how even unfamiliar words can be stroked for realtime translation. There s no unnecessary hesitation between strokes deciding how a sound/word is spelled or how it must be stroked to conform to a translation dictionary entry. Phoenix Theory, Ltd. @ 2004 4

2. The ending eeh sound, the highest-frequency ending sound in English, is consistently stroked AE. With some other realtime theories it s stroked as many as four different ways, depending on how it s spelled. Decisionmaking equals hesitation. 3. Beginning consonant-plus-long-vowel strokes must be distinguished from other consonant-plus-long-vowel strokes to avoid one word/two word conflicts such as female/fee mail, saline/say lean, biplane/by plane, Beirut/bay route, ketones/key tones, belaboring/be laboring, hero/he row, latents/lay tents, melee/me lay, primates/pry mates, etc. Phoenix consistently writes beginning and medial consonant-plus-long-vowel sounds as A, E, EU, O, AOU. Another realtime theory strokes them as (1) short vowel, (2) short vowel plus asterisk, (3) long vowel, and (4) long vowel plus asterisk, depending on the word structure. Decision-making, hesitation. 4. Phoenix eliminates vowel/consonant word boundary conflicts with one simple, consistently applied vowel omission principle. Another realtime theory has 20-plus rules which must be memorized and applied when writing steno just to resolve this one area of word boundary conflicts, including doubling a consonant regardless of spelling or pronunciation. Others require adding an asterisk in vowel/consonant word beginnings or endings; others require adding KWR to all medial and ending strokes beginning with a vowel. These word boundary rules cause stroking hesitation and/or add to the key intensity of the strokes. Are today s realtime theories longer than pre-realtime theories? It all depends on which realtime theory. Related documents: (1) Stenograph Touch Shorthand Chart.pdf compares the stroke and key count of steno outlines from Stenograph s Touch Shorthand and Phoenix Theory. (2) AU vs O.pdf is an article that explains why the unique Phoenix Theory principle of writing both the Short O and the aw sounds as AU is both necessary and beneficial when steno is actually written by sound. Phoenix Theory has, in fact, been thoroughly reviewed by a retired professor of linguistics whose written critique praised Phoenix Theory for its phonetic/linguistic accuracy and its teaching methodology. Phoenix Theory, Ltd. @ 2004 5