The checksheets following later in this appendix cover a lot of ground in terms of theory and practical application.
As their end result they amount to mastering the essentials of auditing.
Whether one has arrived at this level of skill by studying my two first volumes with these checksheets or in any
other way, doesn't matter. What counts is ability.
Here is a list of what I consider auditing essentials:
Basic Auditor Requirements
1. The auditor understands the function of all the buttons, mechanics and electronics of the E­meter.
2. He understands the significance of the four TA zones: One, low TA below 2.0 ("What's the auditee identified
with?"). Two, normal TA from 2.0 to 3.0. Three, ambiguous TA from 3.0 to 3.5 ("Which way is this developing?").
Four, high TA from 3.5 on up ("What's being dramatized and not confronted right this minute?").
3. He understand the difference between a false and a real high TA.
4. He can read TA and needle off fluently, can differentiate between sizes of reads, recognizes a BD and knows
how to note it down on his worksheet, can tell the difference between reads caused by body motion and mental impulses.
5. The auditor can see an instant read. He knows to interpret the auditee's originations in terms of the instant
reads accompanying it (see "Meter Read Interpretation Table" two sections further down and LK2/p. 79).
6. He can easily recognize and master the five basic situations covered by "Session Tactics" below (next
7. He can steer the auditee into charged areas by means of meter reads and hold him there by means of his TRs alone
(not by forcing some tech on him).
8. He can do an Assessment by TA (EMD 23), an Assessment by Instant Read and an Assessment by Elimination (both
EMD 24), and a Whole Track Dating Assessment (EMD 25).
9. The auditor recognizes a D.N. (dirty needle), knows what it means (faulty connection on the comm line), and
can clean it (by 2WC).
10. He recognizes a Rock Slam, knows what it means (fluctuation of charge between maximum and zero because of some
victim bouncing between total resistance and total annihilation), and knows how to handle it (by 2WC on the invalidation
or by power processes).
11. He understand the wisdom: "When the TA moves, do nothing, when the TA doesn't move, do something",
as a general principle applying to all auditing (ref. EMD 8).
12. The auditor understands that there are gradient approaches in auditing independent of the item he is working
on, and that he should be aware of the gradient his auditee is comfortably prepared to operate on. These gradients
are: 2WC ­ repetitive recall ­ running chains down to a basic ­ narrative style to erase
that basic ­ repeater tech on the postulates found (LK2/ch. 4).
1. Question or origination with no read: means the item is not available. Don't pick it up. Instead: TR­2
on "nothing there" to F/N.
2. Question or origination with a read: means the item is available. Pick it up.
3. Question or origination has read well, session has been going on for a while, TA has moved up into a higher
range (no matter how high) but there is still TAA: means session dynamics have increased, auditee is merrily battling
away. Keep going, don't change anything, drain all charge off reading originations by getting relevant data, use
plenty of TR­2 and TR­4. The TA will eventually come down again.
4. Question or origination had a read, the session proceeds in a normal fashion, but then the needle goes tight,
the TA goes up, and there is no further TAA: means the auditee is resisting, so it's protest or non­ confront
on the actual item or incident, or something else is cooking simultaneously. Ascertain by 2WC whether it's a non­confront
on some aspect of the item in question, a protest, or charge coming in from something entirely different, or a
combination of the three, and handle accordingly (LK2/p. 151).
5. Questions or originations don't read at session start, TA is high, the needle tight: means that independently
of what the auditee says, one or more things (simultaneously) aren't being confronted. More than one button is
in restimulation. Find out what it is by 2WC, follow up all Ticks by steering the auditee, get the needle moving,
define the non­ confronted item or the various competing items, handle to F/N on the disturbance (ideally).
At least handle till the needle moves and the TA is in range again and normal operation can be resumed. Then go
back to where you were before the trouble started and end cycle on the original item. Basically this is a drawn­out
TR­4. (See as well the All­Purpose Trouble­Shooter Checklist.)
Meter Read Interpretation Table
Supposing the auditor was asking his auditee a question like: "Did you ever steal something?", he may
observe a whole set of different phenomena on the meter and the auditee, each needing its own interpretation and
handling. They are listed here. "sF" stands for a small Fall on the meter. "X" stands for no
read. "Origination" stands for statements referring to the auditee's emotions or sensations. For the
purpose of this example they are not meant to be a dramatization of the item being worked on (like for example:
"I had a bad dream last night") which would raise the question: does one have to take them up or not?
(Originations that stand in an obvious relationship to the session situation are of course considered part of the
process. They are a dramatisation and must be taken up.)
The examples given refer to situations when the reads on question as well as answer are of equal size so that one
has to analyze the matter. Otherwise the usual rule applies: "biggest read counts". (The table you find
on the next page.)
Question Answer Interpretation Handling
sF Yes, sF Meter says "yes" to Take it up
both question and
answer: "It is so."
sF Yes, x Meter says "yes" to the Take it up cautiously,
question but "no" to make sure you get
the auditee's answer: reading answers.
x Yes, sF "No" on the question, Take it up
"yes" on the answer: "It
sF No, sF Contradictory. "Yes" Do a cautious 2WC to
on the question and establish what's what.
"yes" on the denial. Clean up possible
The first read may misunderstandings.
point to a hot item, the Then take up the
second may indicate a question or the protest,
protest against the depending.
question or a
sF No, x The meter says "yes" Take it up cautiously.
on the question but Make sure you get
"no" on the denial. The reading answers.
question is hot but the
contacted an example
x No, sF "No" on the question Acknowledge to F/N. If
and "no" on the denial: needed, take up the
"It isn't so." protest and run it to
x Silent, x Uncertain. Assess the three buttons.
Ack if there is nothing,
to F/N. Ack if there is
something, run to F/N.
x Yes, x Uncertain. 2WC. Assess three
buttons. Still no charge:
TR­2 to F/N. If charged:
run question to F/N.
x No, x Uncertain. Handle as above.
sF Orig., x "Yes" on the question, TR­4 and take the
"no" on the question up.
sF Orig., sF "Yes" on the question, 2WC. Handle according
"yes" on the to biggest reads. You
origination. may have to handle the
origination by auditing
or even for real before
going back to the item.
x Orig., sF "No" on the question, TR­2: "No charge on the
"yes" on the item", take up the
origination. origination, run to F/N.