Bridling Writing and Speed Reading

First, thanks to the maintaners of this group; what a wonderful way to stimulate shorthand culture.

I’m a new Simplified student eager to apply every alphabetical element I learn by “spelling” things out in daily personal notes and so forth; but I wonder if I’d better restrain myself until the theory and a sufficient number of brief forms have sunk in. Is there a learning convention to be observed here, or should I feel free to hack away?

Also, as a college student, I like to imagine eventually using Simplified (maybe augmented with Anniversary?) for drafting essays; is it realistic to expect to reach a level of *reading* appropriate for this sort of thing? (I have read in my Simplified text that George Bernard Shaw used to do *all* his drafting in shorthand—but that’s Shaw, not me!) I read of average Simplified student speeds of up to 150WPM; if reading speed correlates with writing speed (does it?), I think that would be sufficient.

(by
routine-sibling
for everyone)

3 comments Add yours
  1. If I were you, I would slowly add the words that you learn in shorthand to your daily vocabulary. Especially when you are learning, don't attempt to write every single word, since you are still learning the rules! Focus on the most frequent words, which are the ones you learn first anyway, so you can use them right away. This is analogous to learning a foreign language and the advice they give you of not purchasing a dictionary during your first year, when you are learning the rudiments.

  2. I agree with Chuck's comments.

    As for the correlation between reading and writing speeds, I seem to recall someone coming up with a ratio of 2:1. In other words, if you can read it at 150 wpm, in theory, you can write it at 75 wpm. (Yes, it's an approximation and, speaking as someone who has studied and used statistics for many years, remember, correlation is NOT causative!)

    Marc

  3. Thanks for the writing advice Chuck—-, ShorthandMarc. I'm glad I asked.

    Interesting about the reading:writing ratio; I would have guessed it was the other way around.

    ShorthandMarc, speaking as philosophy student, I think we should produce a "correlation is NOT causative!" bumper sticker!

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