Most schools use one of these methods. Only a few use both. Let me explain what each system entails. Then we can come up with a strategy for drilling purposes.

All tests have to be given at a standard speed. For instance, a 140 test needs to have 140 words every minute. Sounds easy enough, but what is a word? Some people say that a word is a word is a word. Period. For them, word count makes sense. For them, a 140 test has exactly 140 words per minute.

Other people say that that isn't fair. Why should words like but, butter, and butterfly stand equal? These schools use a system to count words that takes this into account. They count the syllables of the words. For them a 140 test doesn't necessarily have 140 words. What it does have is a standardized syllabic intensity. For the most part, they consider a standard word to be 1.4 syllables. These means that a 140 test will have 196 syllables per minute. If you multiply 140 by 1.4, the answer is 196.

Does this really make a difference?

Consider this: A word-count student needs a brief for "relevant" or time is lost. A syllabic student can write it in two strokes and actually catch up just a tiny amount. That's because "relevant" is three syllables. At word count, anything more than one stroke per word will cause you to fall behind. But at syllabic count, "relevant" is worth a little more than two words; therefore, if the student uses two strokes to write it, no time is lost.

Let's take an imaginary test. The first line reads: "Tragically, the automobile had been engulfed with flames ."

At word count, the words "tragically" and "engulfed" are hard. The words "the," "with" and "flames" are easy. The word "automobile" is also easy because most people use a brief for it. However, at word count, the word "automobile" costs you time if you use a two-, three- or four-stroke outline. The words "had been" are the best words of the sentence because they are the only phrase. Word counters love phrases above all else. Word-count people need phrases with the maximum number of words.

At syllabic count, the words "tragically" and engulfed" are still hard, but they are easier than word count. For example, there are four syllables to "tragically." That is worth almost three words at syllabic count. I can write that with two strokes. You save time with words like "tragically" if you squeeze them down. The word "automobile" is wonderful if a brief is used. It is still easy if it is done in two strokes. It only becomes a time-loser if you use three or four strokes for it. The words "had been" save a little time, but not as much time as you save by using a brief for "automobile." The best phrases and briefs for syllabic people are the ones with the most syllables.

What does this mean to you?

At word count, this means that you are more likely to be taught a brief for "irrelevant" because that is a real loser to write out, but it's a winner if you brief it.

At syllabic count, this means that words like "irrelevant" are still not easy without a brief, but they are not nearly as hard. If you write it in two strokes, you still save. If you write it in three strokes, you only lose a tiny amount. Instead, syllabic people are desperate for phrases for the small words. Syllabic people are more likely to know phrases like "And I was" or "That he should."

How does this affect your tests?

At word count, you can expect to have trouble with literary if you don't learn to brief large words. Testimony class is where you shine. Testimony contains the greatest number of small words. Even without phrases, Testimony is not as hard as it is for syllabic people. Jury charge is full of easy briefs and phrases. It presents little problem.

At syllabic count, Literary is easier than at word count. The big words are worth more and consequently allow you to use multiple strokes per word and still keep up. However, Testimony will drive you nuts. For you, Testimony without phrases can be an exercise in futility. Few syllabic students write without the basic Testimony phrases . Jury charge is no problem because of the briefs and phrases that abound.

What should you study?

At word count, you need briefs for the large words more than you need phrases. You lose time when you give more than one stroke per word. Learn the briefs for the common multi-syllabic words before you concentrate on phrases.

At syllabic count, you need to learn every common small-word phrase. You lose time when a string of single-syllable words comes by if you don't have a phrase handy. Syllabic people don't need as many briefs for multiple-syllable words. They can simply squeeze these words down a little.

This is all gobbledygook. Give me rules.

At word count:

Learn the briefs for the large common words.
Learn phrases that are easy to remember or that cause you stroking problems.
Learn to create briefs for proper names, especially proper names with many syllables.
Don't struggle with phrases that contain easy words. Drop the phrase if it doesn't come naturally, or think up another.
A word-count student can only save time by phrasing.
A word-count student falls behind by using more than one stroke per word.
A word-count student can expect to fall behind faster than a syllabic student when big words show up. This is normal. You either have a brief, or you have to spend time writing it out.
Word-count students gain greatly by using phrases, and they lose greatly when large words come by.

At syllabic count:

Learn the phrases for the small words. This is where you lose most of your time.
Learn briefs for the larger words if they come easy.
Don't struggle with briefs for large words if those words are easy to squeeze.
Briefing names is not as critical. Oftentimes, you can simply use a squeeze without falling behind. Squeezing names down is simpler and more readable.
Remember this rule above all. If a word has three syllables, a syllabic student will actually gain a small amount of time if it is written in two strokes.
A syllabic student saves time by putting as many syllables as possible into a stroke. The number of actual words is irrelevant.
A syllabic student falls behind by using one stroke for each word if those words are all single-syllable words.
A syllabic student can expect to fall behind faster than a word-count student when little words show up. This is normal. You either have a phrase, or you have to spend time writing it out.
The syllabic students have a harder time writing the small words that are found in Testimony. Luckily, there are countless phrases available.

This article employs generalities. You, however, are concerned with your writing in specific. Do not change your writing style if you are making progress. If it works, don't fix it.

On the other hand, if you are stuck in a speed, learn phrases if you are a syllabic student or learn briefs if you are a word-count student. Make up lists, charts and practice drills. Use a pocket notebook or sticky notes to create a catalog of words to learn. Review them often. As a wise person (Anna Mae Tedley) once said, "Theory is never over."

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