MAXIMUM

SPEED
LEARNING
By the
WORLD’S FASTEST READER™

HOWARD STEPHEN BERG

Copyright ©2003, 2002, 2001 Howard Stephen Berg.

All rights reserved. No part of this workbook may be reproduced in any form
or by any means without permission in writing from
HOWARD STEPHEN BERG.
Updated 2013
IMPORTANT
To begin — Please save this
workbook to your desktop
or in another location.
 MAXIMUM SPEED LEARNING contents

Getting Started
How To Use The Maximum Speed Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Scheduling Your Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Brain-Based Learning
Brain’s Learning Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Survival Underlies All Brain Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Learning Is Multi-path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Your Brain’s Three Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
The Importance Of Significance In Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
The Importance Of Emotion In Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
The Importance Of Biological Cycles To Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
The Importance Of Lighting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Effects Of Color On Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Effects Of Temperature And Dehydration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Choosing The Correct Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Choosing The Perfect Learning Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Using Your Senses To Enhance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Studying Using Accelerated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Boosting Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Using Eye Movements To Enhance Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Howard Gardner’s Seven Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Increasing Emotional Intelligence
How To Relax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Learning Is State Dependent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Exercise Demonstrating Importance Of State Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

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 MAXIMUM SPEED LEARNING contents

Creative Blockbusting & Overcoming Writer’s Block 1

The Four Types Of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
The Four Writing Stages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
The Learner’s Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Make Lists Of Your Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
List Organized Into Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Block And Copy List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Organizational Formats For Creative Blockbusting 1
Reporter’s Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Organizational Formats For Creative Blockbusting 2
Book Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Organizational Formats For Creative Blockbusting 3
The Four Levels Of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Non-Linear Outlining Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Organizational Formats: Brain Drawings: American History Lesson . . . . . . . . . . . . . . . . . . . .23
Putting Organizational Frameworks To Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Using the Computer To Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Writing The Rough Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Starting The Creative Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Writing Efficiency Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Releasing Your Creative Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Dealing With Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Using Alternate Writing Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Overcoming Distractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Writing Over A Period Of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Returning to Uncompleted Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Maximizing Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

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 MAXIMUM SPEED LEARNING contents

Practicing Reading In Subject Matter Areas

History: The War Of 1812 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Sample Notes For Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Sample Notes For Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Chapter 12: The Circulatory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Sample Notes For Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Sample Notes For Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Biology Mind Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Speed Multiplication
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Two Numbers Near 100 And Both Greater Than 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Two Numbers Near 100 And Both Less Than 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Math Note-Taking Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Speed Multiplication Mind Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Mind Map Practice
Cinderella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
How To Read Letters
Letter One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Letter Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Letter Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Letter Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Letter Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Creativity Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

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MAXIMUM SPEED LEARNING

Dear Friend,

Thank you for purchasing Maximum Speed Learning. This program is designed to
compliment the results obtained from Maximum Speed Learning. It provides
additional hand motions and memory strategies, and it focuses upon using the
information gathered from reading. Strategies for achieving peak learning are
also covered. You will learn how to get into a flow state for problem solving and
for overcoming writer’s block, and you will have the opportunity to practice all
your skills in a variety of subject areas.

My reading strategies have enabled me to read up to 80 pages per minute and

write over 100 words per minute. In our information-rich world, your ability to
learn and apply information determines your ability to succeed. I know that my
strategies will help you fulfill your dreams and objectives by empowering you
with better information to base your decisions upon.

Your friend,
Howard Stephen Berg
The World’s Fastest Reader

5
 MAXIMUM SPEED LEARNING getting started

Getting Started

How To Use Maximum LearningTM

The Program

To get the benefits of the Maximum Learning program, follow the instructions given in this
section. Begin by playing each CD in sequence and following along with the page in the
workbook at home. The drills on how to overcome writer’s block and get into a flow state
should be done while seated at a table with a writing pad available for practice. The program
concludes with practice reading in various subject matter areas. Use the materials printed in
the workbook, and read them while seated at a desk or table.

How can you get the most out of this writable workbook? Research has shown that the more
ways you interact with learning material, the deeper your learning will be. Nightingale-Conant has
created a cutting-edge learning system that involves listening to the audio, reading the ideas in the
workbook, and writing your ideas and thoughts down. In fact, this workbook is designed so that
you can fill in your answers right inside this document.

For each session, we recommend the following:

● Preview the section of the workbook that corresponds

with the audio session, paying particular attention to the exercises.
● Listen to the audio session at least once.
● Read the text of the workbook.

In addition to the exercises and questions, we’ve created an “ijournal” to make this an even more
interactive experience for you. At the end of this guide, you can write down any additional
thoughts, ideas, or insights to further personalize the material. Remember, the more you apply
this information, the more you’ll get out of it.

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 MAXIMUM SPEED LEARNING getting started

Scheduling Your Studies

Maximum Learning™ is broken down into several modules that include:

• Brain-based learning strategies.

• How to overcome writer’s block and get into a flow state.

• Practicing your skills in a variety of subject matter areas.

You can study each individual section at a different time, but complete an entire section during a
single study session.

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MAXIMUM SPEED LEARNING brain-based learning

Brain-Based Learning
Brain’s Learning Potential

• Brain has one hundred billion cells.

• Number of connections you brain can make is 10800.
• More than the number of atoms in the known universe.

Survival Underlies All Brain Functions

• Brain learns patterns that lead to survival.

Learning Is Multi-path

• Even simple learning events stimulate numerous regions of the brain.

Your Brain’s Three Parts

• Cortex.
• Mid-brain.
• Brain stem.

The Importance Of Significance In Learning

• Brain finds patterns.

• Understanding comes by relating what we learn to our personal life.
• Understanding patterns discloses their significance.

The Importance Of Emotion In Learning

• Feeling something is true is necessary for learning to take place.

• Your emotions are controlled by the limbic system.

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MAXIMUM SPEED LEARNING brain-based learning

The Importance Of Biological Cycles To Learning

• Time of day and other cycles can affect learning ability.

• Biological cycles affect your ability to remember and learn.
• Breathing has cycles of about 3 hours in length.
• Peak learning often occurs in the late afternoon and early evening.

The Importance Of Lighting

• Brain responds to movement, contrast, and color changes.

• Intense and specific visual information boosts understanding.

Effects Of Color On Learning

• Red is stimulating.
• Yellow can cause stress and is mentally stimulating.
• Blue calms.
• Green calms.
• Darker colors mitigate stress.
• Bright colors increase energy levels.

Effects Of Temperature And Dehydration

• 68–72 degrees is ideal temperature for learning.

• Need to drink as many as 15 glasses of water each day.

Choosing The Correct Clothing

• Formal or informal.

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MAXIMUM SPEED LEARNING brain-based learning

Choosing The Perfect Learning Location

• Desk.
• Chair.

Using Your Senses To Enhance Learning

• Vision.
• Hearing.
• Taste.
• Smell.
• Touch.

Studying Using Accelerated Learning

• Set goals.
• Skim the material.
• Create questions.
• Read for meaning.
• Summarize key meanings.
• Use the information.
• Visualize using the information in the future.

Boosting Meaning

• Make it important.
• Relate it to a feeling.
• Look for the context or theme.

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MAXIMUM SPEED LEARNING brain-based learning

Using Eye Movements To Enhance Learning

• Visual: eyes look up.

• Auditory: eyes look towards the ears.
• Kinesthetic: eyes look down to the right.
• Past: generally towards the left.
• Future: generally toward the right.

Howard Gardner’s Seven Intelligences

• Verbal-linguistic.
• Musical-rhythmic.
• Bodily-kinesthetic.
• Spatial.
• Mathematical-logical.
• Intrapersonal.
• Interpersonal.

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MAXIMUM SPEED LEARNING increasing emotional intelligence

Increasing Emotional Intelligence

How To Relax

• Using breathing.
• Using breathing and colors.
• Using relaxation response.

Learning Is State Dependent

• State you are in during learning is the state you need to be in when using the information.

Exercise Demonstrating Importance of State Learning

• Get a partner.
• Hold out your arm and have them try to push your arm down.
• Look down and think of something terrible.
• Have them push your arm down.
• Look up and feel wonderful.
• Have them push your arm down again.

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MAXIMUM SPEED LEARNING creative blockbusting & overcoming writer’s block

Creative Blockbusting & Overcoming Writer’s Block

The Four Types Of Writing

• Personal: focused upon the recipient.

• School: focused upon the instructor.
• Business: focused upon the client or supervisor.
• Professional: focused upon the audience.

The Four Writing Stages

• Getting started.
• Creating a rough draft.
• Revising.
• Completion.

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 MAXIMUM SPEED LEARNING creative blockbusting & overcoming writer’s block

Getting Started

• State your purpose.

• Let your ideas flow freely.
• Make no attempt to criticize or refine these ideas.
• Imagine the person you are writing for sitting in front of you and analyze their
learning mode.

Visual
• Bright or dim.
• Near or far.
• Color or black and white.
• Big or small.

Auditory
• Loud or soft.
• Rhythmic or noisy.
• Fast or slow.

Kinesthetic
• Relaxing or stressful.
• Soft or hard.
• Wet or dry.

The Learner’s Mode

• Adapt your language to fit the reader’s learning mode.

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 MAXIMUM SPEED LEARNING creative blockbusting & overcoming writer’s block

Make Lists Of Your Ideas

Random list.

Question: What are some things you would do if you suddenly inherited a great sum of money?

Answers:
Take a vacation
Buy a home
Purchase a car
Invest the money
Travel to Rome
Travel to England
Purchase a home
Purchase stocks
Donate money to charity
Pay bills
Pay college loan
Help friends
Travel to London

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 MAXIMUM SPEED LEARNING creative blockbusting & overcoming writer’s block

List Organized Into Categories

1. Vacation
a. Travel to England
i. Travel to London
b. Travel to Rome

2. Purchase a home

3. Purchase a car

4. Invest the money

a. Purchase stocks

5. Donate money to charity

a. Help Friends

6. Pay bills
a. Pay college loan

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 MAXIMUM SPEED LEARNING creative blockbusting & overcoming writer’s block

Block And Copy List

Vacation

Travel to England
(Begin writing here as if answering an essay test question.)

Dear Vicki:

I am trying to write about a vacation to England that I want to take, but I don’t know what to
say. I can’t remember if I want to go to the Tower of London or to see Big Ben first. I know
there are many things in England I would like to see, like Stonehenge, Stratford, the birthplace
of William Shakespeare…

Travel to London

Travel to Rome

Purchase a home

Purchase a car

Invest

Purchase stocks

Donate money to charity

Help friends

Pay bills

Pay college loan

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 MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 1

Organizational Formats For Creative Blockbusting 1

Reporter’s Format

• Who
• What
• Where
• When
• Why
• How

Who, What, Where, When, Why, How

Invest

Who will you be investing for?

Yourself
Spouse
Children
Parents

What will you invest in?

Bonds
CDs
90 day paper
Stocks
Small companies
Medium companies
Large companies
Treasury Notes

Where will your investments be located?

U S.
Europe
Africa
Asia

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 MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 1

When will you be investing?

Now
On a regular schedule
In the future

Why are you investing?

College
Retirement
House payment
Wealth-building

How will you invest?

Automatic withdrawal
Broker
Advice from friends
Personal skills

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 MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 2

Organizational Formats For Creative Blockbusting 2

Book Format

Beginning, Middle, End.

Past, Present, Future

Who are you investing for?

Past
Present
Future

What are you investing in?

Past
Present
Future

Where will your investments be?

Past
Present
Future

When will you be investing?

Past
Present
Future

Why are you investing?

Past
Present
Future

How will you invest?

Past
Present
Future

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 MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 3

Organizational Formats For Creative Blockbusting 3

The Four Levels Of Consciousness

Physical, Emotional, Mental, Spiritual.

Physical Invest
Past
Who, what, where, when, why, and how
Present
Who, what, where, when, why, and how
Future
Who, what, where, when, why, and how

Emotional Invest
Past
Who, what, where, when, why, and how
Present
Who, what, where, when, why, and how
Future
Who, what, where, when, why, and how

Mental Invest
Past
Who, what, where, when, why, and how
Present
Who, what, where, when, why, and how
Future
Who, what, where, when, why, and how

Spiritual Invest
Past
Who, what, where, when, why, and how
Present
Who, what, where, when, why, and how
Future
Who, what, where, when, why, and how

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MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 3

Non-Linear Outlining Strategy

We often find that one cause has several effects

EFFECTS/RESULTS

East India Company granted

Colonists rebel
monopoly on tea
CAUSE

Parliament
Colonists refuse
passes Enrages King
to buy tea
Tea Tax

Boston throws tea Parliament institutes

into ocean Intolerable Acts

and that several causes lead to one effect

CAUSE

Intolerable Acts
EFFECTS/
RESULTS

Colonist
Tea Tax
revolt

British East India

Monopoly

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 MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 3

Organizational Formats: Brain Drawings

American History Lesson

No representation
for colonists

Colonial Foreign Policy Protect East

Tax colonists India Company
British National Policy

Increase King
George’s power

Parliament and the

American Revolution
Grant East India
Company monopoly
Economic Ideas
Place Tea Tax
on colonists

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 MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 3

Putting Organizational Frameworks To Work

Sentence Outline
• Traditional outline format.
• Adjust your outline after doing research.

Research Tips
• Contact an expert.
• Go online to a special-interest group.

Using The Computer To Outline

• Review your purpose.

• Free associate and list your ideas.
• Print them out.
• Remove ineffective ideas.

Writing The Rough Draft

• Getting started.
• Focus upon your purpose.
• Review your outline.

Starting The Creative Flow

• Use simplistic sentence structures.

• Pretend you’re writing a letter to an acquaintance.
• Use someone else’s work for inspiration.

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MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 3

Writing Efficiency Tips

• Use your most creative moments for writing.

• Begin writing at the easiest point.
• Use your imagination to unlock your creative potential.

Releasing Your Creative Potential

• Write what you are trying to say on top of a page.
• Write without stopping 5-10 minutes.
• Write down anything that pops into your head.
• Review what you wrote. Analyze it. Use what is useful and delete everything else.

Dealing With Blocks

• Continuous writing.
• Write without stopping for 50 minutes.
• Keep your flow going.
• At the end of 50 minutes, review what you wrote and delete what is useless. Keep what
is useful.

Using Alternative Writing Tools

• Tape recorder.
• Voice decoding software.
• Different pen.
• Use a flair.
• Change your location.

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MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 3

Overcoming Distractions

• Set goals and reward yourself for achieving them.

• Use your paper margin to write yourself notes.
• Split your computer screen to write notes to yourself.
• Use time planner software.
• Use music to enhance creative mood.

Writing Over A Period Of Time

• When done for the day, write yourself a memo describing what you intend to write next.
• Be as specific as possible to help stimulate the creative flow and style.

Returning To Uncompleted Work

• Reread last few pages to get a feel for the style.

• Read your notes to reconnect to your writing purpose.

Maximizing Creativity

• Maintain several projects at once.

• Start on the easy phrase of a project first.
• Switch to a more challenging portion of another project once your creative juices
start flowing.

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MAXIMUM SPEED LEARNING organizational formats for creative blockbusting 3

Revising

• Take a break before returning to work.

• Analyze your work objectively.
• Be prepared to eliminate things that don’t work.
• Consider saving eliminated ideas into a file for future use.
• Read your work aloud to others.
• Sharpen your transitions.
• Vary the positions of the subject, verb, and object in your sentences.
• Do not overuse words. Use a thesaurus.
• Use specific verbs and nouns when possible. Remember to focus upon the reader’s
learning mode.
• Vary your sentence lengths.
• Use Ericsonian language structures.
• Use a grammar and spelling checker.
• Use a fog index.

Completion

• Take a break.
• Read your work aloud.
• Have someone else read your work.
• Consider any formatting changes you may want to make.
• Print out final copy.

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 MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Practicing Reading In Subject Matter Areas

History: The War Of 1812

Attack on Canada assault. The standing army included only

During the War of 1812, many Americans 6,000 soldiers who were scattered
believed that conquering Canada could be throughout the frontier. America’s top
easily accomplished commanders were veterans of the
for several reasons. Revolution and too old to successfully fight
Canada had a very a new war. In fact, there wasn’t even a
low population and single general in command of the entire
French Canadians war effort, and no coordinated plan on how
were not fond of to fight the war existed.
English rulership.
Moreover, many The failure of militia
major Canadian Lacking sufficient regular troops, President
settlements were near the United States. Madison requested the
Montreal, Canada’s strategic center, was states to provide
only thirty miles north of New York State. militia. Many
governors refused to
Canada resists attack provide any troops.
Unexpectedly, Canada withstood American This included many
invasion attempts. America’s army was vital New England
almost completely unqualified to launch an states. Moreover, New
York’s militia refused to enter Canada to
wage a war, and they were content to only
fight to defend their state if invaded. To
make matters worse, militia men were
poorly trained and often fled during a
battle. Their lack of discipline, training, and
reliability played a major role in America’s
failed attempt to conquer Canada.

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 MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Canadian military preparedness

Unlike America’s poorly prepared military,
Canadian military forces had excellent
leadership. They quickly conquered forts in
Detroit and two forts on Lake Michigan.
When America
launched an
attack across the
Niagara River it
was quickly
turned back. force was triple the size of the American
force opposing it at Plattsburgh. By now,
Success in the west— older American military leaders were
failure in the east retired and replaced by younger, more able
In 1813, Commodore Oliver H. Perry leaders. General Alexander Macomb lead
fought and won a brilliant battle against a the American land forces at Plattsburgh.
British fleet on Lake Erie. This defeat Commodore Thomas Macdonough
forced the British to retreat from Detroit. A commanded a small fleet. Although their
future American President, William forces were much smaller than the British,
Harrison, led a force of Kentucky militia under their capable
who defeated the British army at the battle leadership they
of the Thames. These Western victories inflicted heavy losses
were offset by America’s inadequate upon the British
military leadership in the East. Attempted which prompted
invasions into Canada from Sackett Harbor them to retreat back
and Lake Champlain all failed. to Montreal.

The significance of Napoleon’s defeat

Napoleon’s defeat in Europe in 1814
enabled England to send much stronger
forces to America. Over 10,000 British
veterans, under the Command of Sir John
Prevost, advanced toward America. This

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MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Questions

1. List three reasons why America believed Canada would be easy to conquer.

2. Why was Canada able to withstand an American invasion?

3. What was President Madison’s solution for adding soldiers to the war?

4. Why didn’t Madison’s solution work?

5. Describe Canadian military preparedness.

Vocabulary

Montreal

President Madison

Commodore Oliver H. Perry

William Harrison

Sir John Prevost

General Alexander Macomb

Commodore Thomas Macdonough

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 MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Sample Notes For Questions

The War of 1812 – America fought English and Canadians. P 28
Attack on Canada – Americans believed Canada would quickly lose.
– Canada had a low population, French Canadians
disliked England, and Montreal was a major target
and close to the United States. P 28
Canada resists attack – Canada resisted attack. America had only 6,000.
regular soldiers. Top American commanders were
old Revolutionary War veterans. No general commanded
entire army. There was no coordinated battle plan. P 28
The failure of militia – Many states refused to send troops. NYS militia refused
to invade Canada. Militia were poorly trained and often
fled during battles. P 28
Canadian military – Canadian troops were disciplined and well trained.
preparedness – Conquered forts in Detroit and two forts on
Lake Michigan. P 29
Success in the west— – 1813: Commodore Perry defeated British on Lake Erie.
failure in the east – Forced British to retreat from Detroit. William Harrison
defeated English at Battle of Thames. Attempts to invade
Canada failed at both Sackett Harbor and Lake Champlain. P 29
The significance of – Napoleon’s defeat enabled England to send more
Napoleon’s defeat seasoned troops. Over 10,000 came under Command of
Sir John Prevost. P 29
List 3 reasons why – Canada’s population was low.
America believed Canada – French Canadians didn’t like English.
would be easy to conquer? – Montreal, the major target, was only 30 miles from NYS. P 29
Why was Canada able to – America had only 6,000 regular troops.
withstand an American – American leaders were old.
invasion? – No single general commanded entire army.
– There was no coordinated plan. P 29
What was President – States should provide militia.
Madison’s solution for
adding soldiers to the war? P 29
Why didn’t Madison’s – Many states refused to send troops.
solution work? – Many New England states refused to send troops.
– New York State militia refused to invade Canada.
– Would only defend NYS. P 29
Describe Canadian – Excellent leadership and well trained.
military preparedness P 29

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MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Sample Notes For Vocabulary

Montreal – Canada’s strategic center.
– Only 30 miles from NYS. P 28
President Madison – President during War of 1812. P 28
Commodore – 1813: Perry fought and defeated British fleet on Lake Erie.
Oliver H. Perry – Forced English to retreat from Detroit. P 29
William Harrison – Future President.
– Led Kentucky militia.
– Defeated British at Battle of Thames. P 29
Sir John Prevost – 10,000 English troops were lead by
him following defeat of Napoleon. P 29
General – Lead American forces at Plattsburgh and
Alexander Macomb defeated much larger British invasion force. P 29
Commodore Thomas – Commanded American fleet at Plattsburgh and helped
Macdonough defeat much larger British invasion force. P 29

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 MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Chapter 12
The Circulatory System
The human circulatory system is closed and includes a single heart that pumps the blood and
vessels that distribute the blood throughout the body.

Goals of this section:

1. Define and contrast the structure of a vein, artery, and capillary.

2. Describe the structures of the heart and their function.

Bloof arrives from the lungs Bloof enters from the body

Oxygenated
Atrium----- Up Up -----Atrium Deoxygenated
Left side Right side
Bloof flows to the body Bloof flows to the lungs
Ventricle---- Down Down ----Ventricle
Oxygenated Deoxygenated

Heart Blood Flow

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 MAXIMUM SPEED LEARNING practicing reading in subject matter areas

12-1 The blood vessels

Arteries. Blood vessels that carry blood away
from the heart and into the body are called
arteries. Once an artery enters an organ or
tissue, it divides many times into smaller and
smaller arteries. Arterioles are the smallest
arteries.

Artery walls are

thick and also
elastic. Layers of
connective tissue Capillaries connect arterioles and venules.
and smooth muscle Capillary walls are formed from a single layer
surround them. of epithelial cells and are so narrow that only a
Epithelial tissue is single red blood cell can pass through at a
also associated time. The blood flowing through the capillaries
with arteries. exchanges nutrients, wastes, oxygen, and other
things between the cells and the blood.
Veins. Blood vessels that carry blood from the
body back to the heart are called veins. The 12-2 The heart
tiniest veins are called venules. These venules The heart pumps the blood through the vessels
combine to form veins and continue in a rhythmic fashion. About the size of a fist,
merging into larger and larger veins. the heart is a muscular organ located around
Unlike arteries, vein walls are thin the middle of the chest. The cardiac muscle
and only slightly elastic. Flaplike comprising the heart is unique amongst the
valves are within the veins that only body’s muscles. They form an interlocking
permit blood to flow toward the network that enables them to contract and
heart. This is especially helpful pump the blood with great pressure.
when blood has to be pumped up aorta
from the feet and legs against
the pull of gravity. When
valves malfunction, blood
accumulates within the vein
and stretches it out. This right atrium left atrium
condition is called varicose
veins and can be seen in the left ventricle
right ventricle
accompanying diagram.
septum

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 MAXIMUM SPEED LEARNING practicing reading in subject matter areas

The pericardium, a tough protective 12-3 The blood flow

membrane, surrounds the heart. Four Deoxygenated blood, dark blue blood, from the
chambers can been seen within it. The lower body enters the right atrium. The deoxygenated
two chambers are called the ventricles, Thick blood is then pumped into the right ventricle.
walled, they pump blood out of the heart and The right ventricle pumps the blood to the
into arteries. The ventricles are separated by a lungs where it is mixed with oxygen and turns
thick dividing wall called the septum. The two a scarlet red. The oxygenated blood from the
upper chambers of the heart are called lungs enters the left atrium. The left atrium
atriums. Atriums receive the blood from the pumps the oxygen rich blood to the left
veins. Blood flow through the heart is ventricle. The left ventricle pumps the
controlled by valves, four flaplike structures oxygenated blood throughout the body. The
that permit the blood to flow in a single blood exits the left ventricle through the aorta.
direction.

The heart is actually two pumps in one. Oxygen-

low blood is pumped to the lungs on the right
side. Oxygen-rich blood is pumped to the body
on the left side.

Vocabulary

Arteries Veins
Arterioles Venules
Valves (veins) Varicose Veins
Capillaries Heart
Pericardium Ventricles
Atriums Valves (heart)
Aorta Septum

Questions

1. Describe the five types of blood vessels.

2. What causes varicose veins?
3. Describe the flow of blood through the heart and lungs.

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MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Sample Notes For Vocabulary

The circulatory system Closed system.
Includes a single heart.
Distributes blood throughout the body. P 34

The blood vessels Carry blood to and from the heart and body. P 34

The heart Pumps blood throughout the body.

Is rhythmic. P 34

The blood flow Deoxygenated blood flows into the heart on the right side.
Oxygenated blood flows from the heart to the body on
the left side. P 34

Arteries Carry blood from the heart to the body.

Are thick walled.
Are elastic.
Divide into smaller groups. P 34

Arterioles The smallest artery is called a arteriole. P 34

Veins Carry blood toward the heart.

Have valves.
An less elastic than arteries. P 34

Venules The smallest vein is called a venule. P 34

Valves (veins) Permit the blood to flow in one direction to the heart.
Help fight the pull of gravity. P 34

Varicose veins When the valves malfunction and blood pools up it can
stretch the vein. This condition is called varicose veins. P 34

Capillaries Single layer of epithelial cells.

Red blood flows through one cell at a time.
Blood flows through them and exchanges wastes,
nutrients, and other things with the body. P 34

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MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Heart Pumps the blood throughout the body.

Size of a fist.
Located in the center of the chest. P 34

Pericardium Tough, protective membrane surrounding heart. P 35

Ventricles Located at the bottom of the heart.

There are 2 ventricles. P 35

Septum Thick wall separating right and left ventricle. P 35

Valves (heart) Permit blood to flow in only one direction through

the heart. P 35

Atriums Located at the top of the heart.

There are two atriums. P 35

Sample Notes For Questions

Describe the five types 1. Arteries: Thick walled vessels, surrounded by muscle, that
of blood vessels move oxygenated blood away from the heart.
2. Arteriole: The smallest artery
3. Capillary: One-cell-thick blood vessel. Blood flowing through
them exchanges wastes, nutrients, and other substances with
the body.
4. Venules: The smallest vein
5. Vein: Slightly elastic, and carry deoxygenated blood towards
the heart.

What causes varicose veins? When the valves in veins malfunction causing the blood to pool
up inside the vein and stretch it.

Describe the flow of blood Deoxygenated blood enters the right atrium.
through the heart and lungs. Blood is pumped into the right ventricle.
The right ventricle pumps deoxygenated blood into the lungs.
The oxygenated blood returns to the heart via the left atrium.
The atrium pumps the blood into the left ventricle.
The left ventricle pumps the oxygenated blood back to the body
through the aorta

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 MAXIMUM SPEED LEARNING practicing reading in subject matter areas

Biology Mind Map

Carry blood away from heart
Walls thick & elastic
Surrounded by smooth muscle
Arteries & connective tissue
Epithelial tissue

Arterioles Smallest artery

Pumps blood The blood Carry blood toward the heart
vessels Vein Thin walls and slightly elastic
Size of fist
Valves Restrict blood flow
Venule to one direction
Cardiac muscle Muscular Smallest possible vein

Capillary Single layer of epithelial cells

Tough protective Center of chest Only a single red blood cell
membrane surrounding can pass through
the heart
Pericardium Blood flowing exchanges
The heart Nutrients
Atriums
Separated by Four chambers Wastes
thick septum Ventricles
Oxygen
Valves
Permit blood to Other
flow in one substances
direction

The Circulatory
System

Deoxygenated blood
Right atrium From the body

The blood
flow Blood is pumped into right ventricle
Pumps blood to lungs

Right ventricle Deoxygenated blood

Blood gases are exchanged

Lungs
Oxygenated blood turns red

Enters left atrium

Oxygenated blood

Blood pumped to left ventricle

Oxygenated blood pumped to body
Blood exits via the aorta artery

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 MAXIMUM SPEED LEARNING speed multiplication

Speed Multiplication

Contents

• Definition of Speed Multiplication.

• Two numbers near 100 and both greater than 100.
• Two numbers near 100 and both less than 100.

Definition

Often multiplication needs to be carried out under conditions that would not permit the use of a
calculator. Speed multiplication is a powerful tool for effortlessly multiplying two numbers
without the aid of a calculator. It is based upon a simple model in which both numbers to be
multiplied are both near the number 100. Both numbers can be greater than 100, or both
numbers can be less than 100 for the technique to work. For example, you could use speed
multiplication to multiply 103 and 105 (which are both greater than 100) or 98 and 97 (which
are both less than 100). However, if one number is greater than 100, and the other is less than
100, this method will not work. For example, when multiplying 98 and 103, you can not use
speed multiplication since 98 is less than 100 and 103 is greater than 100.

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 MAXIMUM SPEED LEARNING speed multiplication

Two Numbers Near 100 And Both Greater Than 100

Step one: Write down each number to be multiplied.

103
x 105

Step two: Calculate the difference of each number from 100.

Write down the difference in a column to the right of the number.
103 3
x 105 5

Step three: Multiply the differences of both numbers.

Write down the multiplicand.
This number will be the final two digits in your completed answer.
103 3
x 105 x 5
15

Step four: Add the differences of each number to the other number.
Adding diagonally either way gives the same answer.
103 3 103 105
x 105 5 +5 (or) +3
15 108 108

Step five: Write the sum of either diagonal addition.

103 3
+5 x5
108 15

Step six: Combine both answers to get the final answer: 10,815

Practice Speed Multiplication

103 105 107 108
x 107 x 106 x 109 x 102

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 MAXIMUM SPEED LEARNING speed multiplication

Two Numbers Near 100 And Both Less Than 100

Step one: Write down each number to be multiplied.

98
x 95

Step two: Calculate the difference of each number from 100.

Write down the difference in a column to the right of the number.
98 2
x 95 5

Step three: Multiply the differences of both numbers.

Write down the multiplicand.
This number will be the final two digits of your completed answer.
98 2
x 95 x 5
10

Step four: Subtract the differences of each number to the other number.
Subtracting diagonally either way gives you the same answer.

98 2 98 95
x 95 5 - 05 (or) - 02
10 93 93
Step five: Write down the difference of either diagonal subtraction.
98 2
- 5 x 5
93 10

Step six: Combine both answers to get the final answer: 9,310

Practice Speed Multiplication

98 97 92 93
x 94 x 91 x 99 x 96

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MAXIMUM SPEED LEARNING speed multiplication

Math Note-Taking Practice

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MAXIMUM SPEED LEARNING speed multiplication

Two numbers less than 100 Two numbers greater than 100

Speed Multiplication

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 MAXIMUM SPEED LEARNING mind map practice

Mind Map Practice

CINDERELLA It was quite true. Cinderella, even
dressed in rags with a dusty grey face
Once upon a time... from the cinders, was a lovely girl.
there lived an unhappy young girl. While her stepsisters, no matter how
Unhappy she was, for her mother was splendid and elegant their clothes,
dead, her father had married another were still clumsy, lumpy and ugly and
woman, a widow with two daughters, always would be.
and her stepmother didn’t like her one One day, beautiful new dresses arrived
little bit. All the nice things, kind at the house. A ball was to be held at
thoughts and loving touches were for Court and the stepsisters were getting
her own daughters. And not just the ready to go to it. Cinderella, didn’t
kind thoughts and love, but also even dare ask, “What about me?” for
dresses, shoes, shawls, delicious food, she knew very well what the answer to
comfy beds, as well as every home that would be:
comfort. All this was laid on for her
daughters. But, for the poor unhappy “You? My dear girl, you’re staying at
girl, there was nothing at all. No home to wash the dishes, scrub the
dresses, only her stepsisters’ hand-me- floors and turn down the beds for your
downs. No lovely dishes, nothing but stepsisters. They will come home tired
scraps. No nice rests and comfort. For and very sleepy.” Cinderella sighed at
she had to work hard all day, and only the cat, “Oh dear, I’m so unhappy!”
when evening came was she allowed And the cat murmured “Miaow.”
to sit for a while by the fire, near the
Suddenly something amazing
cinders. That is how she got her
happened. In the kitchen, where
nickname, for everybody called her
Cinderella was sitting all by herself,
Cinderella. Cinderella used to spend
there was a burst of light and a fairy
long hours all alone talking to the cat.
appeared.
The cat said, “Miaow”, which really
meant, “Cheer up! You have something “Don’t be alarmed, Cinderella,” said
neither of your stepsisters have and the fairy. “The wind blew me your
that is beauty.” sighs. I know you would love to go to
the ball. And so you shall!”

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 MAXIMUM SPEED LEARNING mind map practice

“How can I, dressed in rags?” Cinderella could hardly believe her

Cinderella replied. “The servants will eyes.
turn me away!” The fairy smiled. With
“I shall present you at court. You will
a flick of her magic wand, Cinderella
soon see that the Prince, in whose
found herself wearing the a beautiful
honor the ball is being held, will be
dress, the loveliest ever seen in the
enchanted by your loveliness. But
realm.
remember! You must leave the ball at
“Now that we have settled the matter midnight and come home. For that is
of the dress,” said the fairy, “we’ll need when the spell ends. Your coach will
to get you a coach. A real lady would turn back into a pumpkin, the horses
never go to a ball on foot! Quick! Get will become mice again, the coachman
me a pumpkin!” will turn back into a mouse... and you
will be dressed in rags and wearing
“Oh, of course,” said Cinderella,
clogs instead of these dainty little
rushing away. Then the fairy turned to
slippers! Do you understand?”
the cat. “You, bring me seven mice!”
Cinderella smiled and said, “Yes, I
“Seven mice!” said the cat. “I didn’t
understand!”
know fairies ate mice too!”
When Cinderella entered the ballroom
“They’re not for eating, silly! Do as you
at the palace, a hush fell. Everyone
are told! And, remember they must be
stopped in mid-sentence to admire her
alive!”
elegance, her beauty and grace.
Cinderella soon returned with a fine
“Who can that be?” people asked each
pumpkin and the cat with seven mice
other. The two stepsisters also
he had caught in the cellar.
wondered who the newcomer was, for
“Good!” exclaimed the fairy. With a never in a month of Sundays, would
flick of her magic wand — wonder of they ever have guessed that the
wonders! — the pumpkin turned into a beautiful girl was really poor
sparkling coach and the mice became Cinderella who talked to the cat!
six white horses, while the seventh
When the prince set eyes on
mouse turned into a coachman, in a
Cinderella, he was struck by her
smart uniform and carrying a whip.
beauty. Walking over to her, he bowed

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 MAXIMUM SPEED LEARNING mind map practice

deeply and asked her to dance. And to the foot of all the girls and even on
the great disappointment of all the Cinderella’s foot. Surprise! The slipper
young ladies, he danced with fitted perfectly.
Cinderella all evening.
“That awful untidy girl simply cannot
“Who are you, fair maiden?” the Prince have been at the ball,” snapped the
kept asking her. But Cinderella only stepmother. “Tell the Prince he ought
replied, “What does it matter who I to marry one of my two daughters!
am! You will never see me again Can’t you see how ugly Cinderella is!
anyway.” Can’t you see?” Suddenly she broke
off, for the fairy had appeared.
“Oh, but I shall, I’m quite certain!” he
replied. “That’s enough!” she exclaimed, raising
her magic wand. In a flash, Cinderella
Cinderella had a wonderful time at the
appeared in a splendid dress, shining
ball. But, all of a sudden, she heard the
with youth and beauty. Her stepmother
sound of a clock: the first stroke of
and stepsisters gaped at her in
midnight! She remembered what the
amazement, and the ministers said,
fairy had said, and without a word of
“Come with us, fair maiden! The
goobye she slipped from the Prince’s
Prince awaits to present you with his
arms and ran down the steps. As she
engagement ring!”
ran she lost one of her slippers, but
not for a moment did she dream of So Cinderella joyfully went with them,
stopping to pick it up! If the last stroke and lived happily ever after with her
of midnight were to sound... oh... what Prince.
a disaster that would be! Out she fled
And as for the cat, he just said
and vanished into the night.
“Miaow.”
The Prince, who was now madly in
love with her, picked up her slipper
and said to his ministers, “Go and
search everywhere for the girl whose
foot this slipper fits. I will never be
content until I find her!”

So the ministers tried the slipper on

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MAXIMUM SPEED LEARNING mind map practice

Cinderella is an orphan
She is mistreated
Prince has a ball to choose wife
Cinderella is made to stay home
Fairy Godmother gets her to the ball
You get what you
Theme Warns her leave by 12am
deserve in life Plot
Prince falls in love with her
Everything changes back
She runs away and leaves her slipper
behind
Cinderella Prince searches for girl who fits
5/5/2002 - v2 slipper
Finds Cinderella and marries her

Cinderella
Step mother
Step sisters Characters Europe — Long time ago
Cat Atmosphere House — Step mother
Fairy Godmother Castle — Handsome prince
Prince

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 MAXIMUM SPEED LEARNING how to read letters

How To Read Letters

Letter One

Dear Alex,

It was a pleasure meeting you on our recent flight to Dallas. It is rare to find someone on a
flight as interesting as you were, and I truly enjoyed what you had to say about the need for
improving learning in the work environment.

I want to thank you for the information you gave to me about your associate Stephen Howard
and his work on improving learning in the workplace. I think you are correct that my work in
this area might interest him as well. I am enclosing the information you requested and am
delighted you are willing to pass it along to Mr. Howard.

Why don’t I call you in 5 days to see whether you’ve received this letter, the material, and to see
if you had the opportunity to send it to Mr. Howard.

Thanks so much for your kind offer of help.

Sincerely,
J.R. Bergling

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 MAXIMUM SPEED LEARNING how to read letters

Letter Two

Dear Robert,

I would like to explore the possibility of securing representation from your firm. I am an
experienced speaker, as you can see from the numerous enclosed materials that accompany this
letter. In fact, I’ve made over 50 presentations in the last year alone at a rate of $7,500 per day.

I speak on the following topics:

• Mastering Your Information Glut Using Speed Reading

• Overcoming Writer’s Block

• Speed Math Made Easy

• Accelerated Learning Skills For The Workplace

In addition to the numerous testimonials, brochures, and newspaper clippings enclosed with
this letter, I also have available upon request audio and video materials for you to review.

I will call you in the near future to arrange a meeting so we can discuss representation, and I
would appreciate you sending me some information about your firm as well.

Yours truly,
Howard Stephen Berg
The World’s Fastest Reader

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 MAXIMUM SPEED LEARNING how to read letters

Letter Three

Dear Stephen,

We appreciate your patience and willingness to work with us to resolve the problems you are
experiencing with our new computer system. It is unfortunate this problem occurred, but we
are fully able to provide you with onsite help to make certain that your equipment is
functioning properly and that your audio features work properly.

To that end, please call us immediately to arrange a suitable time and date for our expert to
visit your site and make the necessary adjustments to your computer.

Please let us know if you require any additional assistance from us. We are eager to please you.

Sincerely,
Mike Comp Uter

50
 MAXIMUM SPEED LEARNING how to read letters

Letter Four

To All Employees of Berg Enterprises:

Berg Enterprises has reached an agreement with our investment managers to purchase
Microgentle and Intelichip Corporations. Our agreement is subject to several conditions that
must be met before this deal becomes final, and this may take six additional months to
complete. Until this agreement is final, no changes will occur in our current work schedule.

When final agreement is reached, we will dominate the entire globe in computer manufacturing
and distribution. The entire world will be at our mercy!

The investors request that existing management of Berg Enterprises remain with the company
until after the transaction is completed. All of our other employees will be asked to remain as
well. Most of our divisions will experience little change until after the deal is completed.

The next weeks will be challenging and full of opportunity. Those who continue to provide high
quality work will be most welcome into our new corporate structure.

Sincerely,
I M Aliar, President

51
 MAXIMUM SPEED LEARNING how to read letters

Letter Five

Dear Marcy,

We received your letter about the problem you experienced on our train. We are sorry you fell
out of your sleeper compartment, but you failed to use the restraining belt that was provided to
prevent this accident from occurring. It was also clearly indicated on the wall of your
compartment of the need to fasten your restraining device. It was your failure to fasten this
device that caused the accident. Hence the injury was due to your failure to follow instructions.
We regret that we can not provide you with any financial assistance for your accident, and we
look forward to seeing you again in the near future on one of our trains.

Yours truly,
M Y Money

52
 MAXIMUM SPEED LEARNING

Creativity Music

The following is a lists of some music that I have found useful for improving my creativity,
learning state, and recall of information:

Bach: Largo from Harpsichord Concerto Beethoven: Symphony No. 9

in F Minor “Choral” Movement IV
Bach: Air on the G String Chopin: Nocturne Op. 9, No. 2 in E Flat
Bach: Oboe Concerto in D minor Chopin: Prelude: Op. 28, No. 20 and 4
(Medley)
Pachelbel: Canon
Chopin: Nocturne: Op. 55, No. 1 in F Minor
Corelli: Largo from Concerto Number 7
in D Minor, Opus 5 Chopin: Etude: Op 10, No. 3 in E
Vivaldi: Largo from Concerto in D Major Chopin: Prelude: Op. 28, No. 15 in D Flat
for Guitar and Strings (Raindrops)
Vivaldi: The Four Seasons: Spring— Offenbach: Barcarolle from
movement 1 “The Tales of Hoffmann”
Mozart: Eine Kleine Nachtmusik— Sibelius: Valse Triste
movement 1
Liszt: Liebestraum No. 3 in A Flat
Mozart: Piano Concerto No. 21
Boccherini: Minuet
“Elvira Madigan” —movement 11
Mascagni: Intermezzo sinfonico from
Debussy: Clair de Lune
“Cavalleria rusticana”
Tchaikovsky: Swan Lake
Dvorak: Symphony No. 9
Tchaikovsky: The Nutcracker “From the New World,” 2nd movement
Strauss: Blue Danube Waltz Handel: Largo from “Xerxes”
Rachmaninoff: Piano Concerto Grieg: Ase’s Death from “Peer Gynt”
No. 2, movement II
Schubert: Ave Maria
Wagner: Die Wulkure—Ride of the Valkyries
Mahler: Symphony No. 3, 2nd movement
Rossini: William Tell Overture

53
Notes

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Notes

55
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Some images ©2001-2003 www.clipart.com

22981PG1-WCDR
Howard Stephen Berg
E-mail: mrreader@msn.com