The major purpose of this study was to ascertain whether two patterns of writing practice dictation would produce different results in the development of shorthand writing achievement of Gregg Shorthand, Diamond Jubilee. The findings indicated that the rate pattern does not appear to affect the level of achievement in writing shorthand from dictation; therefore, shorthand teachers should have no hesitation in using the faster practice pattern. Teachers should endeavor to assist students to set realistic goals that will permit continuous periods of success in writing shorthand from dictation. (Author)