Trilliums Posted October 4, 2011 Share Posted October 4, 2011 Any suggestions for a writing program that teaches middle school ages how to write a topic sentence and develop a paragraph? I am wondering if I should just have him stick with WWS or try to focus on more specific writing skills. Quote Link to comment Share on other sites More sharing options...
Crimson Wife Posted October 4, 2011 Share Posted October 4, 2011 EPS' The Paragraph Book series is excellent for teaching the basics of paragraph writing step-by-step-by-step. Don't be put off by the "remedial" label- it really deserves a wider audience IMHO. Quote Link to comment Share on other sites More sharing options...
Colleen in NS Posted October 4, 2011 Share Posted October 4, 2011 Any suggestions for a writing program that teaches middle school ages how to write a topic sentence and develop a paragraph? I am wondering if I should just have him stick with WWS or try to focus on more specific writing skills. Did you read the part in WWS (I can't remember where) that talks about how not all well-written paragraphs actually have topic sentences? But that they are still considered good paragraphs because the sentences all pertain to one topic? It helped me relax about trying to teach my kids to write topic sentences in their paragraphs. Anyway, I think WWS will do exactly what you are asking about. It just might not be under a title that says "How to teach writing a topic sentence and develop a paragraph from it." It's all integrated, as far as I can tell, but students will definitely learn how to develop paragraphs. Quote Link to comment Share on other sites More sharing options...
Trilliums Posted October 4, 2011 Author Share Posted October 4, 2011 I will look into The Paragraph book again for DS. The first books seem to start out too simplistically for him, but then again, he does like an incremental approach. Do you know if one can start with the later books and not miss out on too much? I did read that in WWS about topic sentences. I am just anxious. :) DS is starting to write more but it is clunky. I am thinking we should just stay with WWS and finish up a few things in IEW we have for him and see if writing ability develops from those sources. My older son has become quite the adept writer on his own, but he is much more independent than DS #2 who like to do things with me and get a lot of feedback. I had considered The Paragraph Book and The Lively Art of Writing, but I am in a bit of curriculum overload at the moment. :001_smile: Thanks you guys! Quote Link to comment Share on other sites More sharing options...
lauracolumbus Posted October 5, 2011 Share Posted October 5, 2011 Did you read the part in WWS (I can't remember where) that talks about how not all well-written paragraphs actually have topic sentences? But that they are still considered good paragraphs because the sentences all pertain to one topic? It helped me relax about trying to teach my kids to write topic sentences in their paragraphs. I am so glad to see you write this. I've always been taken aback by the insistence to include a topic sentence for every paragraph in most writing programs. You might want to check out "Paragraph Writing Made Easy (or it could be Simple-I can't remember)." I saw it recommended on this board a few weeks ago. I bought it cheap on Amazon. Laura Quote Link to comment Share on other sites More sharing options...
Crimson Wife Posted October 5, 2011 Share Posted October 5, 2011 DD is actually working through PWME right now while we're waiting for WWS to be finished. It's okay but I don't think it's nearly as good as the Paragraph Book series. If book 1 is too simple, I think it can very easily be skipped. Quote Link to comment Share on other sites More sharing options...
Janice in NJ Posted October 5, 2011 Share Posted October 5, 2011 Have your ds stick with WWS. Have you read through and marked up the 20 week samples of the SE and TE? If not, I would recommend it. "The study of topoi develops the student's ability to carry out the first step in the writing process: figuring out what to say (WWS Instructor's Text - page viii)." Most middle grade writing programs focus on exempllfication. Students are taught to use examples or particular cases to illustrate or explain a general point or an abstract concept. That's not a bad thing. But most kids approach high school and college writing with EXAMPLES as their only rhetorical tool. The student knows that her paper doesn't sound like adult writing she has read, but she may not know why. For example (:001_smile:), here is an essay by a tenth grader, Melissa. It is a good start to an argument - please don't post anything discouraging under her paper. She really has made a good start! But as you can see from her essay, she only has examples. She is forced into this model: Thesis. Reason, example. Reason, example. Reason, example. Restatement of the thesis. http://www.welltrainedmind.com/forums/showthread.php?t=312599 It's not her fault. She has probably used a paragraph writing program that focused on examples. With a little push in the right direction, she too can learn that she has a LOT more crayons available to her. With some work, she can switch to a box of 64 instead of defaulting to a limiting box of 8 colors. ;) Most kids just need to see all the shades of "green" that are available. She really is off to a good start, but she need to be encouraged in order to continue! (So don't post anything negative under her essay.) She can do this! She just needs to see her way to the next plateau! Read the essay linked in the follow-up post. The pro knows he has more tools available to him. His example follows a more sophisticated model: Narration Thesis - note how long it takes him to reveal his thesis and notice the reliance on the "expert." Confirmation Refutation - Note the sentence before the refutation. "She avoided the heavy drug use that sank many of her peers, and flowered in college as a writer and political activist." Active verbs - for an active idea: She avoided these bad things. Others sank. She flowered (achieved glowing success??) at these things. Proof of this success? Nope - no proof. Just strong general statements with strong verbs. Note the weak verbs in the next paragraph. Note the vague ideas. He doesn't take the opponents ideas seriously - or not seriously enough. (It's not that he doesn't; he's trying to convince you that YOU shouldn't.) Note his last sentence in his refutation. In one hand he holds a child who grows up to be a murderer. In the other hand he holds a child who is either passive, distrustful of himself, or easily manipulated. Of course, he knows that given a choice between the two, every parent would RATHER choose the later. However, by the end of the paper his goal is to convince you that the odds that your kid will become a murder are minimal. He stands of much better chance of being passive, distrustful, or easily manipulated IF YOU SHELTER HIM FROM VIOLENT GAMES. His goal is to convince you that by exposing your kids to violence when they are little, you stand a better CHANCE of raising a child successfully. He's not interested in arguing the perfect way to raise a child. Instead he's betting that as a parent, you are shooting toward good odds, not a sure thing. But is that really his point? Is he really trying to help you become a better parent? Really? Shall we argue instead Mr. Gerald has a motive for arguing his point. (Re-read the top of the page. Hmmmm.... why would a guy who creates comic books for a living want to convince you that violent media is good for kids? Hmmmmm?) Stick with WWS. Your son will have a much larger set of tools to work with when it's time to engage. ;) Peace, Janice Enjoy your little people Enjoy your journey Quote Link to comment Share on other sites More sharing options...
Beth in SW WA Posted October 5, 2011 Share Posted October 5, 2011 :bigear: Quote Link to comment Share on other sites More sharing options...
Janice in NJ Posted October 5, 2011 Share Posted October 5, 2011 Hi Beth! While you are listening with your big ears, would you care to fix my prose? (Sheesh - what a HACK I am!) I have NO time to proof read. Bad form when posting writing advice. Sigh, Janice :001_smile: Quote Link to comment Share on other sites More sharing options...
Colleen in NS Posted October 5, 2011 Share Posted October 5, 2011 DS is starting to write more but it is clunky. I am thinking we should just stay with WWS and finish up a few things in IEW we have for him and see if writing ability develops from those sources. ...DS #2 who like to do things with me and get a lot of feedback. How about instead of thinking "we'll see if writing ability develops from these sources," thinking "I'm going to use WWS to help ds develop his writing skills?" It is an asset that he likes to do things with you and get feedback - use this trait to his advantage. I'm thinking it might be better to stick with one program, and only supplementing when you KNOW something is missing, rather than jumping around from book to book. Less confusing to him, maybe? I do believe WWS will give you what you said you are looking for - plus much more. With some work, she can switch to a box of 64 instead of defaulting to a limiting box of 8 colors. ;) Most kids just need to see all the shades of "green" that are available. And this is exactly why I keep getting excited about each new things in WWS, esp. when I compare it to what we have seen in R&S (book 8 so far). Quote Link to comment Share on other sites More sharing options...
Beth in SW WA Posted October 5, 2011 Share Posted October 5, 2011 Hi Beth! While you are listening with your big ears, would you care to fix my prose? (Sheesh - what a HACK I am!) I have NO time to proof read. Bad form when posting writing advice. Sigh, Janice :001_smile: Stream of consciousness, Janice. Let it flow. :) Quote Link to comment Share on other sites More sharing options...
jamajo Posted October 7, 2011 Share Posted October 7, 2011 Writing an argumentative paper to the contrary after reading the article containing the opposing view is a feat indeed. Quote Link to comment Share on other sites More sharing options...
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