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Posts posted by 1Togo

  1. We're using Mr. Q and like it a lot. I am not a science teacher, so I can't compare it with other chem courses, but it has been easy to teach, and dd enjoys it. We do chemistry three school days and the kitchen labs on Saturday. Mr. Q has been a good fit for us, and it isn't expensive. No special lab materials needed.

  2. Adding this. If you are considering a writing curriculum, input from mothers who have used the curriculum for a few years might help you understand how that curriculum worked for them and their children. There are mothers on this board who have worked through the first level of WWS. Others have worked through a few levels of Classical Writing, IEW, etc. There is a wealth of experience on the boards.

  3. Sadonna,



    We're using CW Maxim, and the work is not based on narrative retellings, which is the primary composition work in CW Aesop and Homer. I think of fiction writing as story writing and that wasn't our focus in Aesop/Homer. In addition to the skills I mentioned in a previous post, we worked on narrative analysis, precis writing, and summaries. DD is using the skills she learned in Aseop/Homer with Maxim, which teaches a variety of paragraphs. Maxim also includes essay analysis, copia and grammar work, and in the last unit, it covers modern essays, which include all of the paragraph types learned in the maxim essay. Although they are not long essays, dd writes daily with her history and Bible curriculum and applies the skills she has learned with her progym work. Recently, she has been able to use events and characters from Bible, history and literature in her maxim essays. The CW lessons take a fair amount of time, so I don't assign much additional writing.



    However, from the description of the WWS work you enjoy, I don't think CW would be a good fit for you. It's a blessing you have found a writing curriculum that works for your children, and I suggest you stay the course with it. Since your children are only 9 and 10, you have lots of options for reviewing WWS I skills, especially if you work on mastery. That should keep them busy until you can be part of the beta-testing for WWS 2.



    LToW I, which we have used and love, teaches the comparison essay in the last lesson of the course, although the persusasive essay lessons include invention work that involves comparison. LToW I is suggested for 7th grade and above. CW Herodotus includes comparison in its lessons, and it is definitely high school level.




  4. I agree that I wouldn't use Windows to the World with a weak writer before high school. Teaching the Classics is not a composition curriculum, but it is a fun way to begin literature analysis,and the work can be done orally if you need to focus on writing with a composition curriculum. I would not use anything with Classical Writing. It is complete. As I mentioned, we are using CW Maxim and have completed CW Aesop/Homer. I didn't need to add anything, and the lessons keep us busy. Likewise, WWS. Why would you need to use anything else? It's supposed to be a complete curriculum.

  5. Adding and agreeing with Cleopatra.


    I would like to add a few, general comments about CW and also CC. Since I've used both of them, I can say they are similiar in that each level focuses primarily on a specific level of the progymnasta, and the student really learns the types of writing needed for that level because the focus is narrow. However, the skills are universal. CW teaches many copia skills at the word, sentence and paragraph level, and it also includes modern writing, although I would agree with Cleopatra that the maxim writing isn't "un-modern." CC teaches less copia than CW and focuses strictly on the progym forms.


    Diogenes Maxim has five units, and the last unit covers modern essays. Only one unit covers modern essays because the first four units teach the parts of modern essays through the ancient maxim essay. After the student works through the first four units, he is taught to see the connections between the maxim essay and a modern essay. For example, in maxim essays, the student learns to write cause, opposite, analogy, example, and testimony paragraphs. The body paragaphs in modern essays are essentially the same and learning a variety of ways to support a thesis is a plus. I also did not see an emphasis in CW Homer on creative writing. In my opinion, the focus was internalizing narrative order, outlining, retelling narratives from various points in time, and extensive copia development at the word, sentence and paragraph level. In adddition, Homer provides systematic instruction on writing narrative summaries and a precis. The process used to take a five-page narrative and reduce it to a two-sentence precis was easier than anything we had used previously.


    Posts on this thread have also mentioned CC Fable and Narrative as a creative writing curriculum, and while both of them include instruction in various figures of description, the real focus is teaching narrative order through outlining, retelling narratives from various points in time, and developing copia skills at the word and sentence level.

  6. Since you plan to use WWS, my suggestion is somewhat different. I would go through WWE 4, and when you are finished with that, run through as much of CC Fable as you need. All of the lssons in CC Fable focus on outlining and retelling narratives from three points in time; i.e beginning, middle, and end, and it also teaches figures of description. When we used CC Fable, I went through the lessons and chose lessons that covered all the types of narrative retellings and the figures of description. I think we only did 4 or 5 lessons before moving on to CC Narrative. In addition, since the target audience for CC Fable is 4th and 5th grade and the source pieces; i.e. Aesop's fables are short, the daily work goes quickly. In fact, the copia day is probably the longest day of the week. After WWE 3 and 4, you can probably get what you want from CC Fable in five or six weeks at the end of the school year. Another option would be to start your year with CC Fable, and plan to do something else.

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  7. Sweet Home,



    If you want to learn how to teach writing without curriculum, then check out Bravewriter. That is exactly what Julie Bogart does. The core of Julie's philosophy is covered in "The Writer's Jungle," and mothers who need help implementing her method have the option of her classes. Using Julie's approach, a writing piece begins with a topic that interests the student. From that point, the student learns to narrow the topic, expand, and revise, etc. until the piece is polished. When our older children took classes with Julie, I was able to see a good writing mentor in action. I couldn't learn that from reading or even trying out curriculum. I needed to see how a mentor works because it takes a certain touch to be effective. Too much input, and the child disappears. His piece becomes his mentor's piece. Too little, and he doesn't grow as a writer.

    • Like 2
  8. I am interested in mothers who are combining CW with WWS. How are you doing this? Are your students doing all the anlalysis work in CW; i.e. Basic Questions, Theon's Six, hierarchical outlining, summary sentences, summary, precis, word analysis and imitation, sentence analysis and imitation, diagramming, etc.? If so, do you alternate all of this with WWS on the same day or do you have some other type of schedule?

  9. I have a few questions and observations after reading these posts.


    The OP mentioned that the progym does not cover everything in Corbett, but it wouldn't since the progym are pre-rhetoric exercises. Also, CW Homer has an entire section on retelling non-fiction narratives, so the narrative work isn't limited only to fiction. We haven't found any significant difference in retelling a narrative, fiction or non-fiction. After the student learns how to retell a narrative, they should be able to retell any narrative.


    I asked this on another thread, but didn't get a response. I see mothers combining other writing materials with WWS and wonder why. Isn't it a full writing curriculum? Doesn't WWS include copia work? If so, why the addition of Kilgallon?

  10. Since your focus this year is improving your son's composition skills, you might want to consider a curriculum that uses movies to teach literature like Kathryn Stout's "Movies as Literature." It might be a good fit for you and your son because it doesn't involve reading. Trying to improve reading and attention skills combined with reading for the purpose of lit analysis is too much for some students. ML includes lesson plans with discussion questions and suggested answers, extended study ideas, and composition topics that can used either for writing or discussion. Add thirty minutes of silent reading into your son's schedule, and you have lit covered.

  11. As regards flashcards with 6 year olds, I did give them to our 6 year old and showed her how to study using Dr. R's instructions. She often used beans to prove the truth of the fact, and then set to work memorizing the fact. Eventually, she learned all of the facts and has never forgotten them. I must confess that I tried to "teach" her the facts, but it did not work. She needed to do the work by herself. I have made mistakes during our homeschooling years, but showing dd how to study flashcards wasn't one of those mistakes. She uses the same method for flashcards of all types.


    As regards answer keys, we used them differently with our students. For one student, I might call the answers and another might use the answer key independently. It depends on the maturity and ability of the student.

  12. When RC was put together, there was no Nook or Kindle. Many of the books could only be purchased at great cost, and others required formatting from online sources. The point about a Nook or Kindle is valid, and if you want your child to use an electronic reader, then RC might not be for you. I have considered a Nook, but haven't gotten to the point where I want to get rid of paper and print. In any event, our RC books are going through the hands of our third student, and I print what we do not have.

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