Vocabulary Building Lessons in Gregg Shorthand

This is a self-published workbook for vocabulary with dictation material from 1942 by Mary H. Inglis of Queens College in Charlotte, N.C. The vocabulary is drawn primarily from 5,000 Most-Used Shorthand Forms, like which the chapters and units are all keyed to the Anniversary Manual.

The pages were all single-sided, which explains why the page numbers are all in the upper right. Just as well though, since the copies tended to bleed through.

This one barely made it here. ILL requests came up empty until a copy was finally sent with the restriction of being used in-library only–but with instructions to allow the patron to make free photocopies. So this PDF is a copy of a copy, and considering it was produced on an old typewriter anyway the quality is not the greatest.

Indeed, the work involved in making it minimally acceptable for presentation was rather tedious. The layout was especially tricky because the original pages are not consistent in their overall placement, being of all different widths and heights. Usually page numbers and such provide a steady reference point; in this case there was no reference point at all.

As just one example page 74 is so long vertically that the bottom line was actually cut off in the original. There was just enough left to make out the words, and I had to cut-n-paste the whole line in. But such is often the case with these wonderful home-grown projects, like the McCann Method posted here a couple years ago: http://gregg-shorthand.com/2010/08/31/intensive-gregg-shorthand-by-mccann/

I think it was well worth the effort though–which was still far less than the author put into it. What a remarkable effort by a dedicated teacher! The workbook looks like it will prove very useful, sort of like a second-level Progressive Exercises. 🙂

Attachment: 1942 – Vocabulary Building Lessons.pdf

7 comments Add yours
  1. Neat! I like that she put the most-used words into sentences. In theory we get enough practice with those words simply because they're the most-used words, but in practice it's nice to focus on one group at a time.

    Small request: Please tag or label or whatever Blogspot calls it with the version. That way Anni writers can find it quickly.

  2. Don't get me wrong; I LOVE these sheets and think they're wonderful. I'm skipping around and just did Lesson II. And here are my questions/comments:

    Page 15, 26(c). "Brief forms ending in 'S' add another 'S"' in the same direction except for courses, forces, invoices, offices." I've written them correctly but never realized these words were contrary to rule. I've never SEEN the rule anywhere but here.

    Page 16, 26(f). "To distinguish words ending in 'SES" blend from those ending in 'SIS,' the "SES' is written in full." In other words, the outlines for basis and bases are different as are analysis and analyses. Unfortunately, my dictionary and I disagree! Am I wrong?

    Page 17, 31(a). "Disjoined 't' expresses past tense when brief forms do not end in the final sound of the longhand word." OK, but why are formed and parted there? They end with the final sound, don't they?

    Again, I find these sheets an excellent review/test of one's Anniversary knowledge and highly recommend them. If only we could correct the few issues that exist. . . .

    1. For the ses in brief forms, they are shown in the drills in the FMM: "courses" in paragraph 64 (drill), "forces" in paragraph 223 (drill), "invoices" in paragraphs 148 (reading selection) and 149 (drill), and "offices" in paragraph 112 (drill).

      For the second question, since the plural of both "base" and "basis" is "bases", then there is no "e" in "bases" to make it easier to write.

      As for the past tenses, the actual rule says that if the word is abbreviated (whether it ends with the last sound or not), you will write it as a disjoined t, but that you can join the past tense whenever it is easy and distinct. However, in Anniversary, in some cases like "formed" and "parted" (which are abbreviated words) an easy joining could be done, but it is not. That's one of the inconsistencies that I have eliminated in my own writing. I'm actually writing "formed" with an md-blend and "parted" with a ted blend, as in Simplified. Even more, for words that end in r like "glared" I use the reversed vowel (g-l-reverse e-d), and for a word like "learned" I join a d to the n to make it distinct (l-e-n-d, no nd blend). I only use the disjoined t in very few cases: where the abbreviated word does not end in the final sound, or when the joining is awkward (like "busied").

    2. Actually from Simplified, not from DJS, :-). There are some good things in the later series, so if I see something good, I use it. However, I don't think anyone writes "glared" or "feared" the way I do, with the reverse vowel (I don't like the -rd stroke)!

  3. Marc, thanks for the note about this document! I'm REALLY glad to hear that this is proving useful. 🙂

    On the use of the ses blend for course, force, invoice and office, the only place I've seen the rule explicitly stated is in the 1929 Gregg Speed Studies book in the Note at the end of Paragraph 108–just sort of a passing reference.

    It's another example of a rule that should certainly have been mentioned in the Manual.

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