The "your" isn't why the sentence sounds odd to me. It sounds odd to me because I don't see how "your going on the course" relates grammatically to the rest of the sentence. The main clause is "it is worthwhile," which is a subject + linking verb + prediate adjective sentence pattern. If "your going on the course" is a gerund, it doesn't fit any of the roles of a noun in the sentence (not a subject or an object). If "your going on the course" is a participle, it doesn't have a noun or pronoun to modify. I would rephrase. Some options that sound okay to me: - It is still worth your while to go on the course. - It is still worthwhile to go on the course. - Your going on the course is still worthwhile. - Going on the course is still worthwhile. - It is still worthwhile for you to go on the course.

Planning a class when you don't have an open & go, do the next thing resource takes lots and lots of time. Here are things that help me: Have a scope & sequence and map it to the weeks you have available. Plan a few basic activities that you can do over and over with new content. Lecture, discussion, games, etc. Decide how much the lesson plan depends on the kids doing their homework. If it requires homework, have a plan for what to do if kids don't do their homework. Next year I need to tell myself to not teach a class from scratch again.

I couldn't imagine using BA with a kid who is working below level and fighting math. How about switching to something more independent and less discovery base, something where the problems are setup where students are expected to be able to get most of the answers by themselves the first time?

When looking at online class options, I found The Bridge School. Does anyone have any experience with it? It looks like they have classes for 6th - 12th grades, and you can take just a few classes or do an entire high school with them. https://www.thebridgeschool.net

Last year, both of my DD went to public school after being homeschooled for years. My older DD stuck with public school the whole year and is now in a traditional private school. My younger DD lasted a semester before asking to be homeschooled again. I was really surprised that she wanted to go back to homeschooling, because she is very social and always longed to go to school when she was homeschooled. She isn't any happier with homeschooling than she was the first time, but she no longer wishes to go to public school.

Last year, both of my DD went to public school after being homeschooled for years. My older DD stuck with public school the whole year and is now in a traditional private school. My younger DD lasted a semester before asking to be homeschooled again. I was really surprised that she wanted to go back to homeschooling, because she is very social and always longed to go to school when she was homeschooled. She isn't any happier with homeschooling than she was the first time, but she no longer wishes to go to public school.

I loved this book when I was a tween!

It is easiest if you just get the grade level workbook and print the whole thing out at once. If you haven't done grammar before, start with the Level 1 workbook for 6th grade, and go from there. https://www.kissgrammar.org/kiss/wb/PBooks/index_GradeL.htm

It didn't work for my kids. My older DD would lolligag so much that it was too difficult to track time. (No, the five minutes searching for pencil and the ten minutes you had to spend in the bathroom do not count as time on subject.) My younger DD works dilligently because she wants to be done. She would rather have a clear amount of work and then work hard and get it done sooner.

Our co-op is 18 total meetings, meeting every other week from September to May. We usually have 8 classes before Christmas, a long holiday break, and then 10 classes in the spring.

This: Being able to punch triple the number of pages at a time is the main thing. Also, the punching mechanism is easier because you lower the handle rather than sliding the punch. Plus, it has better guides, so my kids can punch their own paper with it and get the holes in the proper spot, versus when they used the P50. That's what I did for several years. I do miss the round holes and the satisfying click of the P50. My P110 has rectangular holes. But I love my P110. You are welcome! $75 is an amazing deal.

I'm another pro-click fan. I also have a comb binding machine, and I far prefer the pro-click. I used the $65 P50 for many years, but I splurged and got a used P110 off ebay for Christmas.

You could also try Killgallon. It also uses real sentences from literature. I've only seen the elementary books, but they all start with "chunking" sentences. Understanding the chunks could help her see prepositional phrases. There is also a lot of imitating sentences with complex punctuation.

If you want to try another grammar program, KISS Grammar is free and provides lots of practice. The sentences are also from real books. https://www.kissgrammar.org

Ah, is there a right and a wrong? That depends on if you like prescriptive grammar vs. descriptive grammar. If you like prescriptive grammar, there is a right and a wrong. Which is which depends on whose rules you follow. If you like descriptive grammar, there is no right or wrong, only what people do. Once you get to a certain point, I find that comma usage is a matter of personal style. As long as you can explain the reason for a comma or its absence, I think you'll be okay. For example many programs says that you should have a comma after a long introductory phrase, but they do not always quantify what makes an example long (nor should they imho).

I agree with Farrar on all points. Your daughter has a great writing voice and is clearly passionate about Star Wars. She knows so much that it is hard for her to filter the information down. Have you ever seen Lost Tools of Writing? It might be a bit below your daughter's abilty level regarding style, but it teaches a very specific organization pattern. This essay reminded me of the LToW format, but it lacks the clear thesis and transitions that hold the LToW pattern together.

Labeling parts of speech can be very boring and seem like it has no pratical value. I didn't find grammar interesting or useful until I learned phrases and clauses. Unfortunately, it is really hard to learn phrases and clauses without understanding parts of speech. The difference between a verb and a verbal can also really trip up students until they have enough grammar to understand both. How much work does her punctuation need? If she doesn't need much work on punctuation, she might be just fine dropping grammar. However, if she really struggles with punctuation, having formal grammar might help. For example, many comma rules are based on grammar. Since you put a comma after an introductory clause or long introductory phrase, it helps if you can identify a introductory phrase or clause. Since you put commas around appositives, it helps if you know what an appositive is. Since you never put a single comma between a subject and its predicate, it helps if you can identify both.

96 divided by 4 is 24. It's all about place value. It is easier to explain if you have place value blocks. If you have 96 in place value blocks, you have nine rods (10s) and six cubes (1s). Start sorting the largest place value into four equal piles. You can put two rods into each of the four piles, so you write a 2 over the 10s place value in long division. Subtract out those eight rods from the original nine rods. You have one rod left over. This is the subtraction in long division. Convert the rod to cubes and combine it with the original cubes. You now have 16 cubes: the original 6 and the ones from the rod. This is like bringing down the next place value. You can put four cubes into each of the four piles, so you write a 4 over the 1s place value in long division. Subtract out those sixteen cubes that you just put into the piles from what you had. You have no place value blocks left, so everything divided neatly with no remainder.

Sounds like my older DD. She is an artist with poor executive function skills. Seventh grade was a very tough year for both of us. *hugs*

I don't understand how the mnemonic applies to flour. A pint is a unit of volume. A pound is a unit of weight. Ounces can be units of weight or of volume, depending on context. A pint of water weighs about a pound, but that conversion doesn't apply to substances with different densities. DD was in the grocery store trying to buy marshmallows and was converting ounces (weight) into cups (volume) and getting all sorts of confused. I had to point out that you can only convert fluid ounces to cups, not ounces that indicate weight.

One of the instructors at my kids' ballet studio was homeschooled through high school. I don't know if she took any college classes at the community college, but she did not go away to a traditional four year college. I believe that she started teaching at our studio when she was 19 or 20. She was a student at the studio at the pre-professional level for many years. Then she left the studio for a year or so and came back as an instructor. I believe that she joined a local dance company, took classes in various places, and also worked as a subsitute dance teacher for multiple studios in multiple genres. She was a guest teacher at our studio for a few classes in the spring before she was hired as a regular teacher. Since teaching at our studio, she has also worked on her ABT certification. She is an amazing lady with a very strong work ethic, outgoing, cheerful personality, and a nack for understanding dance.

Thanks for the verification. I'm hoping that the questions and/or answers are typos. I keep wanting to make different version of the sentence about verb tense. I found that I couldn't do it without introducing a new verb in the progressive tenses. (It also bugs me that the original sentence uses both future tense and the adverb "now.") original: "He will have been in England five weeks by now." future simple: "He will be in England five weeks." future progressive: "He will be staying in England five weeks." future perfect: "He will have been in England five weeks." future perfect progressive: "He will have been staying in England five weeks." present simple: "He is in England five weeks." present progressive: "He is staying in England five weeks." present perfect: "He has been in England five weeks." present perfect progressive: "He has been staying in England five weeks." past simple: "He was in England five weeks." past progressive: "He was staying in England five weeks." past perfect: "He had been in England five weeks." past perfect progressive: "He had been staying in England five weeks." Whew, that reminds me of conjugating verbs back when I was a student learning a foreign language. Overall, after looking at the syllabi for the three WTMA grammar classes, I find the WTMA grammar scope & sequence strange.

I was looking at the diagnostic test for placement in "Intermediate or Advanced Grammar" for The Well-Trained Mind Academy, and was surprised by the answer key for two questions. Here is the page with a link to the test: http://www.wtmacademy.com/courses/classes/intermediate-grammar/ Here are the questions I was confused by. ----------------- 7. A sentence which contains two or more independent clauses and no subordinate clauses is known as a _____________ sentence. a. Simple b. Compound c. Complex d. Compound-Complex I picked "b. Compound." The answer key says "A, Simple." ************************************************* 10. "He will have been in England five weeks by now." This sentence is an example of what type of verb? a. Future perfect b. Future preventative c. Future progressive d. Future personal I picked "a. future perfect." The answer key says "c, Future progressive." ------------------------------------ Thoughts?

I my experience, if something is boring to write, it will probably be boring to read. If something is fun to write, it will probably be fun to read. Rejoice that his essay both meets the requirements of the assignment and is entertaining to read. My first impression of the essay was *not* that it lacked formality. He uses varied sentence structures, well organized paragraphs, and clear transitions. He doesn't use as many commas as I would like, but that is a result of the complexity of his sentences and will come with work. Rather, I get the impression that he (1) got attached to certain phrases in the middle and (2) ran out of steam towards the end. The phrases "of the right age," "kick the bucket" and "accidentally on purpose" are a bit casual and give the essay its humerous feel. Your son also use refers to Shakespeare as "William," instead of the more formal method of using the last name, possibly because your son is picturing a child in that paragraph versus an adult. If you suggested changing any of these things, I imagine that you got a lot of push-back from your son. A bigger issue is the ending. He resorts to phrases like "some made up stuff" and "a bunch of people," and he repeats the word "kill" three time. This simplistic vocabulary and the skimpy last paragraph are a sharp contrast to the skills demonstrated in earlier parts of the essay. Could he have gotten tired and rushed the ending in order to be done? Have you discussed audience and purpose/slant with him? Currently, the audience is mom/teacher, and the purpose is to get the assignment done. He many need help envisioning a different target audience and purpose to reach a more consistent, formal tone.

My older DD did Kolbe literature online for 7th grade. Do you have any specific questions? (Do you want to start a new thread?)