need help filling in the gaps (WWS to AHL)

[TNLisa]

My dd completed WWS 1 and The Creative Writer as an 8th grader.  It was a huge year for her - solidifying skills and confidence building.  I wrestled with continuing onward with WWS 2 (and then 3) or move directly into "just" MFW AHL for 9th grade.  

 

We did begin MFW AHL and the writing component has completely thrown us off.  The focus is on the argumentative essay - same format throughout the year.  There is instruction in that type of writing, but my dd looks at me with "deer in the headlights" expression asking for help.  She is very frustrated. There are obviously gaps from the end of WWS 1 to "write a 5 paragraph argumentative essay".  She has ASKED to go back and do WWS 2.

 

Is it realistic to "add" WWS 2 to our already full day?  Or do I have her do WWS 2 and omit part of AHL?  The literature supplement is tied into the grammar/composition AND the history assignments so it would be difficult to separate it all.  sigh.

How in the world do I "teach" writing skills where WWS 1 left off and still follow AHL lesson plans?

Feeling a bit overwhelmed --- 

Someone please help me sort out the confusion.

 

[Mom22ns]

I think the answer lies in how full your day already is. I would add WWS2. If WWS1 made sense to her, my understanding is that WWS2 will help her take that next step. I used WWS1 and started to beta test WWS2, but it wasn't a fit here and we dropped it, so I'm not speaking from experience.

 

While doing WWS2 I would reduce the writing assignments in AHL just for the sake of time. You could still have her do some of them with the understanding she is trying to tell you what she knows or take a position on and defend it, but that you are not grading on HOW she does that. She should the instructions as best she can, but know that you are grading on content not style. As she learns things in WWS2, you would expect them to be applied. For example as she learns to write a good thesis or opening paragraph, you would expect her thesis statements to improve.

 

ETA: Another option would be to pick up The Lively Art of Writing. It covers the argumentative essay in a relatively short book. She could do it in just a couple of months using the strategy above and then pick up AHL at full speed.

 

 

[cbollin]

one idea?   can you pause for 3 weeks from other school work, and do an intense writing study then pick up AHL?  There are other types of writing in AHL other than the 5 or 6 argumentative essays. 

 

In week 1 of AHL, mfw strongly recommends that you work with the student to teach the format of 5 paragraphs.  They aren't expected to be experts on day 1, week 1. nor on day 5 of week 1.  They go through some specific exercises with thesis statement and 3 related topic sentences writing in parallel format.

 

what kinds of deer in headlights questions did she have?  The big step up in week 1 is taking what you know with "writing one quality paragraph" and then making a few more paragraphs on the same topic.

 

my middle daughter is not strong academically.   Writing skills?  ugh... I was frustrated that she still struggles to know when her own sentences end.    But we didnt' add another program to AHL, we added one on one editing time.

 

you might check something like the OWL Purdue helps for other exercises.

https://owl.english.purdue.edu/owl/resource/588/01/

 

and just give her a topic for week 1:

Cats are Better Pets than Dogs  (or something along those lines).     picking topic on day 1 was hardest for us.  I gave my middle gal 3 ideas and she went with pet topic

 

 

[TNLisa]

 

While doing WWS2 I would reduce the writing assignments in AHL just for the sake of time. You could still have her do some of them with the understanding she is trying to tell you what she knows or take a position on and defend it, but that you are not grading on HOW she does that. She should the instructions as best she can, but know that you are grading on content not style. As she learns things in WWS2, you would expect them to be applied. For example as she learns to write a good thesis or opening paragraph, you would expect her thesis statements to improve.

 

 

This advice is in relation to what cbollin is suggesting - break it down and spend more one-on-one time with her.  Which I know needs to be done, regardless of what I add or omit.

 

The questions she is having are more geared toward "this is hard, break it down for me" rather than "I don't know how to do this".  Some of it is just writer's block.  And sometimes it is a matter of not knowing the proper format - "how" to write the introduction, conclusion, etc.

 

I don't want to feel as tho we are back-peddling throughout high school.  I have the tendency to over analyze...which brings doubt...when most of the time I just need to stop, spend time with her on that particular thing, then move forward.  I just do not want to confuse her, or make her insecure with writing.

[TNLisa]

one idea?   can you pause for 3 weeks from other school work, and do an intense writing study then pick up AHL?  There are other types of writing in AHL other than the 5 or 6 argumentative essays. 

yes, Crystal, this is a good idea.

 

She told me she liked how WWS broke everything down step by step (day one do this, etc.) - by the end of the week the assignment was complete.  I could do this with AHL -- just need to break it down for her on the grid.  

 

And thanks for the Owl resource!

[cbollin]

one way that we helped our daughter was to write a sample essay on similar topic.   So I came up with reasons that fish are better pets than cats.  and I wrote some of it.  To help her edit... I'd give 2 or 3 good options and let her pick one. 

 

I would consider the essays of week 1, 3 and 5 to be lots of learning curve time to work together.   Intros and conclusions are hard to do.  It's ok to write them last according to some people.   So, for that deer in headlight look on break this down for me on intro... try it this way:

go to p. 10 and 11 of the lit/comp guide.  Ask your student to pick one of the 4 listed ways to have an attention grabber. 

now, you(teacher)  write an intro with that kind of attention grabber. and talk with her about the process.

Now student can use your intro as a model to write a similar one.

 

for example, my daughter picked "offer a quote"....   so, I helped her look up on internet quotes about cats.    We found some.  She picked one.  and we worked it into the paragraph.    All writing takes times and editing. 

[cbollin]

oh...  with the lit/comp guide, I taught the info the first week breaking down anything that my middle gal didn't get.  She is really not strong in this area.

[northcoast]

OP we are in the same boat at you so I'm listening in too.  One thing I have done so far that you may find helpful: I looked at WWS 2 when there was trouble with one assignment.  I summarized it for my son so he could write an intro and conclusion without having to go through all the WWS 2 on that topic. Basically use WWS 2 as a reference.  Then my son did the essay from history that suggested writing about the geometry of pyramids. It sounded interesting to him.  Yikes - we needed help with research and picking and choosing what to say without spending forever on it.  Gotta figure out how to tackle that one.  :)   Thanks to those that have responded so far and to the OP for asking the question. 

 

edited to correct typo/grammar

 

[TNLisa]

Okay - all good advice - thank you!  We are starting Week 6 today, which has a writing assignment from the Notgrass book.  I'm going to use it to break down the process a little each day this week.  I really, really do not want to add a whole separate curriculum --- but will do my own research in order to better help her.  And I will be patient  :crying: in the process.  

Northcoast - I did print out the sample pages of WWS 2 section on intros and conclusions; very helpful!

I need to do a better job at tying what she "knows" to what she "does" - making it all connect.

 

 

[cbollin]

My middle gal did the topic with pyramids too.  My oldest did one of the other topics from that week.  my middle gal used a book from mfw's ctg program that we had around. 

 

remember .. on those writing from Notgrass text topics.. those are not argumenative essays.   Those are less formal... be creative.  2 pages double spaced.  on another group I'm on, for some reason several people did not realize that or somehow glossed over that part of the lesson planner.

[cbollin]

Okay - all good advice - thank you!  We are starting Week 6 today, which has a writing assignment from the Notgrass book.  I'm going to use it to break down the process a little each day this week.  I really, really do not want to add a whole separate curriculum --- but will do my own research in order to better help her.  And I will be patient  :crying: in the process.  

Northcoast - I did print out the sample pages of WWS 2 section on intros and conclusions; very helpful!

I need to do a better job at tying what she "knows" to what she "does" - making it all connect.

 

we're typing at same time..... remember.. the notgrass assignments can be more creative in nature.   It doesn't have to be a 5 paragraph argumentative essay.  one of the options in week 6 can be a personal response.   My middle gal did the one to discuss character traits she admired.  and it was very conversationally written along with retelling of a favorite story in Genesis about Abraham.   I let her freestyle and enjoy the writing and use personal pronouns.  

[TNLisa]

we're typing at same time..... remember.. the notgrass assignments can be more creative in nature.   It doesn't have to be a 5 paragraph argumentative essay.  one of the options in week 6 can be a personal response.   My middle gal did the one to discuss character traits she admired.  and it was very conversationally written along with retelling of a favorite story in Genesis about Abraham.   I let her freestyle and enjoy the writing and use personal pronouns.  

This is what we NEED this week!  A creative writing assignment!  

Okay, changed my mind - This will be her week to write in her own style then I will get ready for the next argumentative paper.  

 

Feeling better already.

 

(good to hear from you Crystal!!)

[cbollin]

waving back to you Lisa !

 

also  in week 7, you get another "creative" less formal notgrass topic.  In week 8 and 9, while you read Bulfinch, you can fill in other English hour with either more reading from "lighter" stuff, or if you'd prefer?  spend about 20-30 minutes doing some writing skills teaching time.   Then in week10, another creative in notgrass.   so, you have some time to get ready for the next argumentative essay and places that are natural in the AHL program without stopping completely.  When I suggested pausing for 2-3 weeks, for some reason I thought you were in week 2.   But in week 6????  you have the time built in to adjust and places that are natural to teach some more writing.

 

but yeah, the next graded assignments are let them loose without the argumentative structure pressure. and while reading bulfinch,you have time in each day to do some short other lessons.  MFW suggests extra reading, but there is no reason it couldnt' be work on grammar, or work on writing instead. 

[TNLisa]

 When I suggested pausing for 2-3 weeks, for some reason I thought you were in week 2.   But in week 6????  you have the time built in to adjust and places that are natural to teach some more writing.

 

oh Crystal!!! yes, I've been wrestling with "how the heck do I fill in the gaps" for a month!  

 

Thanks for looking ahead for me so I don't have to finagle fitting in the extra writing time.