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General Overview: The EV360 Realtime Theory's basic concepts are not new or unique, but they are based on the fundamental machine shorthand theory developed by Ward Stone Ireland in the late 1800s and the ever-evolving machine shorthand principles of writing from the ‘70s and ‘80s when students were able to finish court reporting school in two years or less.  The administrators and teaching staff at the College of Court Reporting have attended seminars and conducted in-service meetings to develop easily learned, logical theory principles. These principles incorporate the latest technology and artificial intelligence for court reporting, broadcast captioning, and CART reporting.  The method is not only a theory but also a method of learning machine shorthand and developing the skill and proficiency to quickly learn how to write rapidly with a high degree of accuracy while incorporating all aspects of CAT software. 

Court reporting students are adult learners, and the EV360 Educational Solutions textbooks are developed specifically for them.  Adult learners have the following characteristics:

  1. Adult learners want their lessons to be autonomous.  They need to have lessons that they can work on independently as well as in a structured classroom environment.
  2. They want every lesson to be relevant.  They must readily see the logic behind all principles of writing as well as the individual components of each lesson.
  3. They are organized learners.  Every lesson must be well structured so the adult learner can easily understand each objective of each new principle. 
  4. Adult learners have years of experience and knowledge that their younger counterparts may lack. Adults must apply what they already know to new machine shorthand concepts and principles of writing.
  5. Adult learners are practical, and they will focus primarily on what they think is necessary or important.
  6. Adult learners need continuous support and encouragement; therefore, review and positive reinforcement are paramount.

The book for beginning students contains 69 lessons. Students enrolled in a semester program have approximately 15 weeks of class each semester; therefore, students will take approximately 5 lessons a week or one lesson each day.  By the end of the 12 to 15 weeks, students learn every sound and can phonetically write any word they hear at a speed of 60 to 80 words per minute.

LESSON FORMAT:  New material is gradually presented throughout this textbook along with review lessons.  Students must master each concept before they move on to the next lesson as each lesson contains material from previous lessons. To minimize frustration, lessons are balanced so more difficult material is disbursed throughout the textbook and intermingled with easier material.  All lessons begin with finger exercises and a warm-up.  Except for the review lessons, all lessons contain the following:

  1. Drills for numbers, alphabets, finger exercises;
  2. New keystrokes, principles of writing, or new steno rules;
  3. Keyboard drills and practice,
  4. Outlines for brief forms and phrases,
  5. Word lists illustrating the new rule and reinforcing previously learned rules,
  6. Preview words for all sentences,
  7. Sentences for straight-copy practice and dictation containing all the new material and reviewing previous material.

DAILY STUDY PLAN:  To effectively master machine shorthand theory, students should study and write on their machine a minimum of five days a week.  The amount of time each day depends on the student, but students will be highly proficient and can complete the program in two years or less if they allow four hours a day for each lesson.  The following daily study plan for lessons containing new material is recommended:

  1. Students should read through the lesson.
  2. Students should visualize and memorize the new keystrokes that are introduced in the lesson.
  3. Students should practice writing the new strokes on their steno machines and check their steno strokes to see if they wrote them correctly. 
  4. Students should write each section at least five times before going on to the next section.
  5. The teacher should go over all aspects of the lesson in class.
  6. When students go through the preview words, they should read each word as well as the correct steno outlines.
  7. Students are encouraged to think of the relevance or logic of the rules for writing the words to help in memorizing the outlines.
  8. Students write the words on their shorthand machines. 
  9. Students are told to always read and correct their notes before going on to another part of the lesson.

REVIEW LESSONS:  The fifth and tenth lessons are review lessons.  They summarize and reinforce the new material presented in the previous four lessons.  Review lessons not only emphasize material from the previous four lessons, but they continue to reinforce material from the beginning of the textbook.

READING SHORTHAND NOTES:  An essential element of developing speed, skill, and accuracy in machine shorthand is having students read and correct their shorthand notes.  It is important that they read the paper notes printed by their shorthand machine instead of the shorthand on their computer screens.  When reading and correcting shorthand notes for the first time, they should use a red pen and quickly mark all errors.  They are encouraged to practice reading their corrected notes more than once.  If they frequently misstroke a particular outline, they should mark it every time.  Reading the paper notes from their machine and using a red pen programs their subconscious to subsequently write the correct steno outlines.  This reinforcement is crucial for adult learners.

If they occasionally read notes from their computer screen, students should set the CAT software so the steno comes up in the “Read Notes” or “Vertical Notes” format. 

STENO CONFLICTS IN SHORTHAND OUTLINES:  Some shorthand outlines could translate homophones as more than one word.  CAT systems contain a conflict database that is a compilation of steno conflicts that will be resolved by the software’s artificial intelligence capabilities.  The first few times a conflict is resolved, the software stores the selections.  Eventually it automatically selects the correct word when used again in the same context as it was when it was resolved.  The Moody Method theory incorporates the artificial intelligence capabilities of CAT software.

STRAIGHT-COPY PRACTICE:  Straight-copy practice or text-based copy is valuable for adults when developing skill in machine shorthand especially for “visual” learners.  The Moody Method for Machine Shorthand textbooks emphasize straight-copy practice in learning and progressing in machine shorthand.  Straight-copy practice occurs when students write on their shorthand machine while looking at a printed page.  It gives them the ability to focus on getting correct outlines, making corrections on misstrokes, and writing all the punctuation.  Students should write all sections of each lesson from the textbook before the teacher goes over the lessons in class. 

BRIEF FORMS, CONTRACTIONS, AND WORD FAMILIES:  Most words are written phonetically, by sound and by what one hears, and they may resemble English (especially with certain vowel sounds).  Brief outlines for words are introduced in most lessons.  These are words that are written a specific way and not necessarily phonetically.  Outlines have been developed to prevent conflicts or shortened to increase the ability to write faster.  Silent letters are often dropped in brief forms, and many outlines use text messaging concepts or commonly abbreviated words and phrases.  Contractions and groups of words called “word families” are also taught.  All contractions are written in one stroke.  These special outlines are systematically introduced throughout the text are logical and easily learned.

PREVIEW WORDS AND SENTENCES:  All lessons contain sentences using the new outlines and principles of writing presented in the lesson.  The teacher begins speedbuilding on these sentences within the first few days so students immediately get used to speedbuilding.  As a result, all students get accustomed to writing 60 to 80 words a minute.

This theory is not a revision of any previous theory, but the theory principles were developed through the collaboration of numerous court reporters and educators affiliated with the College of Court Reporting. 

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