Month: March 2013

Copy Writing with NLP

Summary:

  1. The outcome of copy is to make sure that your reader does not say no.
  2. Milton Model and Presuppositions rule.
  3. Pace Pace Pace Pace Lead

Salient notes from Harlan Kilstein and his 30 day NLP Copywriting Youtube videos.

1 VAK descriptions do not work with written copy. 98% of your audience is reading to themselves so Auditory is the prime modality.

2 Visual Anchors do work so find some source of External Stimulus or Trigger ie a brilliant Image and this will invoke an involuntary Prior or Previous STATE that you want them to go into.  Give the reader what they want and use it strategically. What buying state do we want them in? What would be great universal anchors? Such as:

  • Happy families sitting around a table enjoying a meal.
  • Kids devouring a fun healthy meal.
  • Smiling faces enjoying food and a good laugh.
  • Rewarded Mums feeling proud of their decision to buy from DTTE

3 For video and audio have your own Jingle as an anchor at both the beginning and the end. What would be great universal anchors? Crowds of sports fans roaring in the background after a goal.

4 GIGO with reference to the META Model. A short version written on two hands.

  • All                                           All?
  • Should                                    What would happen if you didn’t …
  • Unspecified Verb                    How specifically?
  • Unspecified Noun                   Who or what specifically?

5 If you spot a pattern and it’s appropriate to interrupt it then:

  • Altering yours or another’s breathing pattern is a great pattern interrupt. 4-2-6-0
  • Nobody has sung “we’ll be going round the Mountain to me today”
  • Change the environment or MOVE

6 MILTON MODEL is good.

7 Presuppositions – all 32 patterns are good. Time – Before, during and after.

8 Stories are good – short stories for copy. Metaphor is brilliant.

9 Hypnosis/Language is broadly in two types:

  • Direct – not the best for hypnosis but is good for DCR (Direct Customer Response) in copy.
  • Permissive – good for hypnosis and essential for achieving RAPPORT in copy.

10 In Bedded Commands are gross in the written word but can be used elegantly in Video and Audio.

11 Pattern Interrupts

  • Written – ish but if they are attached to something shocking then if at that moment you give them something that they are not expecting it will go in at a deep level – would have like an example of this.
  • Video – good
  • Audio – good

12 Found lost horse story from Milton Erikson – on back – found its own way home.

13 Nasty boss story – anchored a missing sub-modality by singing a tune and wagging his finger.

14 You get into rapport with a complete stranger by meeting them at their bus stop and thereby getting into their heads.

15 Eyeball volleyball. When asked a question, look up, look from side to side and then look down for inspiration and guidance. Remember the three legged VAK stool.

How to learn something new

Summary:

  1. To do this for real you need to take action!
  2. Stick it in your iphone calendar.
  3. Recall the stuff from memory first!

Although we don’t have switches in our backs that control our behaviour there is a useful analogy to learning. Have you ever been on a training course or read a book and left feeling inspired to make a real change in your life? Maybe you do this for a while and things are great. Then daily

life gets in the way, your switch gets re-set and you slip into your old habits. When you do any sort of learning remember to include time to review and sustain the gains that you make so that you don’t slip backwards. The ideal intervals for reviews after the leaning period, as described by Tony Buzan are:

  • 10 minutes (reinforcing the learning straight away makes for a strong foundation)
  • 24 hours
  • 1 week
  • 1 month
  • 3 months (by this time the information should be locked in long term memory)
  • perhaps 6 months as little refresher.

The great thing is that the more you learn and maintain, the easier it is to learn new things. The new knowledge can link and associate to the old.

How to retain more of what you read

HOW TO RETAIN MORE OF WHAT YOU READ is courtesy of Phil Chambers

Summary:

  1. Have an outcome in mind and ask questions of yourself about why you have chosen to spend time reading and this will filter your experience.
  2. Be a critic. DRC. Emote. Again ask questions but this time of the material and the author.
  3. Create a mind map. Explain it to somebody or even teach it.

The more the brain process information, the better it sticks in your memory and the better it is understood. Back in the days before photocopiers and word processors, most large companies had typing pools. Ranks of typists would reproduce documents by copying. They were highly
skilled at rapidly and accurately retyping a document but without any understanding. The process was simply eye to hand with little going on in between. This is why coping out notes from textbooks is a highly ineffective study strategy. Many students waste hours taking notes of notes of notes with demoralising poor results.

If you process information a little deeper by approaching a text with questions in mind, you will be more engaged. You are more attuned to the reason for your reading. Certain parts of the text will have additional significance imbued to them by virtue of being relevant to your questions. The more significant something is, the more your brain pays attention to it and the easier it is to comprehend and remember.

Going deeper still: Try arguing with the author. Be a critic. Do you agree with the point of view being expounded? Why does he or she write this? Is there an ulterior motive or hidden agenda? What evidence is there? Does this conflict with other books you have read on the subject?
Challenge everything and get angry. Bringing emotion into you reading massively increases the impact of the text. If you think back to strongly remembered events in your life, they are often those times associated with powerful emotions. Your first love, times when you have been furious,
disappointed, ecstatic, awe stuck or inspired.

Creating a Mind Map involves a greater amount of processing than traditional copied notes. You are choosing key words to summarise big chunks of text, linking concepts together and are more engaged due to the use of colours and images. Memory works by association and imagination. Mind Maps utilise both of these skills to give increased recall of wide context and detail.

Have you ever faced a difficult problem or decision and asked a friend for advice, but by the time you finished explaining it, you knew the answer yourself? The act of articulating a problem crystallises it so that you can see it more clearly. The same is true of reading. Explain a book to a friend. You will find that by putting it into your own words, it will make more sense. You are taking
the ideas and making them your own – Synthesising them with your existing knowledge and truly understanding.

Finally, the deepest level is teaching a subject. You not only have to very clearly explain the material, you also have to be able to phrase it in a variety of ways, answer questions and engage your audience. This requires a deep understanding and a great deal of mental processing. I am always tired after delivering a full day’s training course. I probably won’t have expended much physical energy but will be mentally drained. Dr Marian Diamond, Professor of Neuroanatomy at the University of California at Berkley said, “Each one teach one”, when referring to the ideal educational system. By getting children to teach their peers after initially grasping a topic, it greatly
embeds and consolidates their knowledge.

Follow this link to retain what you have just learnt.!