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1Togo

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  1. Doesn't this vary? For example, dd is looking at three unis in our city - a private, Jesuit college with 90% med-school acceptance, a private, Christian u, and a state u with med school (not top tier). Without any additional aid or scholarship beyond the ACT score, dd currently will have to pay less at the private Jesuit college, which is $10,000 more per year than the private, Christian u, and $30,000 more than the state u. However, if dd raises her ACT a few points and qualifies for aid through FASA, then the state u is free. With audition scholarship, the Christian univ may be close to free. With money from an on-campus competition, the Jesuit college will be almost free. So many factors to consider.
  2. I totally agree with the fabulousness of Allyn and Bacon, and I off to check out Engaging Ideas. You could start with Bravewriter "Help for High School" which is an excellent lead-in to the above. Also, if you can, find a mentor. And also, check out Bravewriter classes for your daughter. If she is a strong writer, take a look at the advanced, academic writing courses taught by Julie Bogart and her mother for creative writing. Bravewriter is very good for emerging writers, but there are courses for gifted writers as well. I just posted a plug for Bravewriter, so I can't stop.
  3. We have been taking Bravewriter classes for years (almost since Julie began her company), and we are continuing with dd, our 1togo. She is taking the Common App class, and it is splendid. She also took Expository Essay, which we will use as the basis for writing across the curriculum this year, and a lit class, which offered final projects for all levels of writing. We are trying to check all the senior transcript boxes by December, so the spring semester can be math, science, Bravewriter, and books.
  4. Lisa, Thank you, thank you for starting this thread! We will begin this in two weeks after the next ACT test and prep cycle. We're still putting some things in place for the school year, but we have to get going with the app process and still a few visits. Yikes! 1togo
  5. An update. It turns out dd did not have to prepare a monologue. Instead, she sang a prepared song and did a cold read from one of the scripts. There were many young people and children there who were very good, so she didn't know what to expect. However, she did a great job, especially with cold read, and was cast in both productions! This is huge for her since she decided not to participate in orchestra for her senior year. We find out tonight about her parts. Thanks for the input.
  6. I guess my point is that there really aren't lots and lots of forms. Learn the basic essay and use it for different topics, subjects, etc.Then, work on improving those essays LToW I does this. Lesson 1 - very, very basic essay. Lesson 2 - add a technique. Lesson 3 - add another technique. The final, persuasive essay is a complete, persuasive essay with every point generated from the student's thinking. Using invention worksheets may seem tedious, but the goal is internalizing the tools of invention to use in other essays and arrangements. Bravewrite EE also teaches the persuasive essay, but the particulars that support the points come from research and outside sources, so the student learns paraphrasing and documentation.
  7. I am just going to throw this out for you to think about. If your son got everything from Lively Art, then he is ready for more advanced topics/concepts. I have Lively Art..., and it does an excellent job of teaching essays. Although I love Bravewriter Expository Essays, your son has learned the same material in Lively Art. Lively Art..., Bravewiter EE, and even LToW I, although in a slightly different and more structured format, all teach the 5-paragraph/basic essay. Have you looked at SWB's suggestions for writing at your son's level? "The high school student will be writing continually about history, science, and everything else he studies." I haven't listened to the lectures in a while, but the high school lecture has suggestions about how to do this. Although the writing samples aren't stellar, Format Jensen's "Format Writing" shows how the 5-paragraph form can be used for example, classification, definition, process, etc. etc. essays. An additional way to add complexity is to expand the basic format and require 2-paragraph openers, conclusions and/or support. Also, add deadlines; i.e. 2 weeks for a persuasive paper on a topic from history or science or... It sounds like your son has concepts to learn from LToW I, but if he is a quick learner and strong writer, then he can easily move through the material in a few months, including independently practicing a few complete persuasive essays. At that point, you might want to consider SWB's suggestions for writing within subjects or her suggestions for rhetoric. Since your son has the ability to write a basic essay, outline, etc. from the curriculum you have used, he can shift from needing direct instruction to help from a mentor. Speaking from experience, it's sometimes difficult to let go of the idea that a student has learned enough of the basics and just needs to get in there and mix it up with the writing process; i.e. choose a topic, develop a thesis...write an essay, get input, improve the essay. (Possibly produce some bad writing along the way.) Rinse, repeat.
  8. Just curious. If your son mastered essay writing with Lively Art.., why not have him write essays this year on topics from his studies? Lots and lots of short essays where he practices and expands on what he already learned For example, our dd took Bravewriter Expository Essay class at the beginning of the summer, and she is going spend this year practicing that form, which includes most of the skills she needs for college writing, until she achieves fluency.
  9. Encouraging your son to understand that the ANI process is something he can use for any issue in his life might help. Also, keeping the focus on thinking; i.e. why something can be both positive and negative when considering an issue, etc.
  10. Regarding 5 Topics and ANI. You begin with the 5 Topics to get some ideas on the ANI. Then, you use other invention tools to add to the ANI. Eventually, you have ANI columns full of ideas that are grouped and sorted to be used for an outline and essay. The process teaches generating ideas as well as ordering and prioritizing those ideas.
  11. P.S. The ANI chart is the basis for thinking through both sides of an issue. It is as much about critical thinking as writing. The ANI chart and the other invention tools generate original thinking not just a rehash of a teacher's thoughts or the typical essay consisting of quotes or paraphrases from someone else with a bit of interp. Just curious. What else have you used that helped to generate original thought for writing?
  12. A suggestion. You and your wife should look at a sample(s) of the complete essay from the last lesson. Then, the question to ask is simple. Can our son independently write an essay like this? Can he decide on an issue, develop an ANI chart, use the other invention tools to generate original thoughts, outline the essay, and write the complete essay using all the elocution techniques on his own? If so, then your son might more than LToW. If not, he has something to learn. Go from there. Decide on the pace. Use complex issues from complex novels for more challenge. The first lessons are simple for a reason. Level 1 moves from very basic to more complex thinking and writing.
  13. Thanks! We've been searching online but haven't found quite the right piece. I think she is going to do the first or second from "Our Town. Btw, what would be appropriate attire for the audition? Simple skirt and top? Pants?
  14. Just arrived back home and checked this thread. Thank you so much for the replies. She will be auditioning for Edgar Allen Poe, which is the Halloween production, and A Christmas Carol. I really don't know anything more than that. The director is in the middle of a production and hasn't put out information on acting classes or up-coming productions. He did say that he wants her to audition. She will probably sing "Think of Me" from Phantom. She performed that at the camp and did a great job. All the kids at the camp were supportive of each other, and dd was the happiest I have seen her in a very long time. The Antigone monologue sounds good, but she might need to do a lighter monologue since the song is so dramatic. Any ideas?
  15. Yes, yes, and more yes for the fact that things don't always go according to plan. Dd thought she was going to be a violinist and was set on a specific university but teacher issues derailed that plan. Now, she is moving into voice and theater, but she isn't sure if she will pursue either of those at the college level, although she is working on audition material. So, now she is looking at the original, target uni with different eyes, and at one school that wasn't even on the radar last year. We're using CLEPs for courses she needs on her high school transcript. If she passes the CLEP tests and they are accepted for credit, excellent. If not, she will have learned new skills.
  16. It is truly the last hour, but dd has decided to step into the theater world this year. She is attending a musical theater camp this week and was so nervous on the first day, but as of yesterday, she is loving it. Maybe she has finally found her people. She plans to audition at the end of August for two productions and needs a musical number, which she has, and a short monologue, which she doesn't. Theater folks, can you give us suggestions for short, audition monologues? Thanks so much.
  17. After this year, I will need to change from 1togo to 0togo. Dd is graduating this year and working on the following: 1. ACT test prep for a few more points to get full tuition, books, etc. to local state u, which won't matter if she decides to go another route, but she is determined to accomplish this anyway. 2. Working on vocal and violin (learned but not memorized and polished) audition pieces. 3. Stepping into the theater world. 4. Taking pre-calculus and chemistry, which is something we could not have envisioned a year ago. 5. Working on CLEPs for College Algebra, U.S. History 1 & 2, Government, American Literature (combined with review of LToW I), and Intro to Psych. 6. Working on cover school year book committee with photography classes. 7. Getting a driver's license and Dad's old car in the spring. 8. Essay, always more essays. We have had many hills to climb to get to this point, but we are feeling good about this year. Dd began working on her courses at the beginning of this month, so much of the above will be done by the end of April!!! I will then be a retired, home school teacher...gardening, gym, painting, etc. here I come.
  18. We did Physical Science for 9th and regret it. I would do a Biology with Human Anatomy if possible.
  19. Adding this. Dc, a senior, will be doing some CLEP testing this year. CLEP acceptance varies so much that it is worth checking into each college. The following is a breakdown of a few colleges in our city and state: Large state uni (not top tier but does have med school) - accepts up to 30 credits (CLEP, AP or IB) to retain freshman status for scholarship, but does not recommend taking any CLEPs for science or upper-level math if the student is headed to med or engineering Private Christian College - accepts only 24 credits to retain freshman status for scholarship and the list of accepted credits is smaller than above Well-respected Jesuit college - a few CLEPs accepted, but any CLEPs are really just for transcript In-the-news (sports & other) state u and more selective than large state u - same as large state u Since dc wants to double-major, earning CLEPs will help keep the work to 4 years and the 4-year scholarship, but dc is looking at something in the medical field, so the CLEPs will be non-science CLEPs; i.e. U.S. History 1& 2, Intro to Psych, Government, American Lit, etc. The CLEPs I listed would be 18 credits. If dc adds College Composition with Essay that would be another 6 credits. We just cross-referenced CLEPs accepted by the colleges with courses required for various degrees. Btw, I have looked at the Dual-Credit website many times, and the lesson plans look great. However, the credits don’t match dc's goals, so after some research, we came up with the following study plan, which is about 3 hours per day for each subject with a goal of 2 tests every 12 weeks or so: 1. Study.com – videos, notes, study, quizzes & tests - notes, etc. go into notebook with dividers set based on REA TOC 2. REA guides – notes, study, CLEP practice tests - same as above 3. InstantCert – flashcards 4. Reading for literature Dc is just beginning CLEP work, so all of the above may not be necessary, but it will definitely worth credits on the high school transcript.
  20. It's up to you to send the scores. Some schools want to see all the scores; most do not. Many schools only look at reading and math for scholarship. Check with your target schools.
  21. I don't have experience with the classes you mentioned, but dd just finished the Twelfth Night lit analysis course. It was excellent - lots of writing, spot on feedback, etc. Dd spent about two hours per day (or more) on the work. The format is similar to a college class: questions, student answers, student responds to other students, final project (online college classes often require more papers). There were many, early high school students in the class, and they did just fine. I think any of the lit analysis courses and High School Writing Projects would be perfect for a 9th grader. I would follow the grade suggestions for Advanced Comp 1 and MLA Research unless your son is a strong writer. To add essays this year, your son could write Expository or Exploratory essays on topics listed in Week 4, Assignment #6. Your son has 14 options since he only did one of those topics for the class or he could write an essay from one of his current subjects. He doesn't need a class to work on mastering and improving the skills he learned. The expository essay taught in the Bravewriter class is chock full of skills that are the foundation of more advanced writing. If he can independently complete every part of the the Expository Essay, then expand the format -- require two paragraphs for each point.
  22. After looking at Dicentra's thread, I decided to use Scott McQuerry's Advanced Chemistry. We will begin next week. I have printed out the materials, and it is something I can teach without hours of prep. The lessons are short and concise. The course has a lot of math, which I wanted, but the math isn't complex. The teacher's manual has answers and review questions. It is a 3-day curriculum: 1st day reading and working practice problems, 2nd day check problems (may move this to day one) and conversions for the kitchen labs, 3rd day kitchen labs. We are also using the Julicher's Cooking & Science. The above is definitely a gentle chemistry course, but dd has many other heavy courses next year plus she is still working on test prep, so this looks like a good fit.
  23. I would definitely retake, especially for Samford. We know people with Samford scholarship experience. Even with everything in place, competition is tough.
  24. I quickly scanned the replies, so please excuse if any of this is a repeat. I would not use the ACT math score as an indicator of math ability. Like all sections of the ACT, the math section relies on reasoning. We worked with a test prep service this year that has coached 7th and 8th graders, who have not even taken the "required" math, to high scores. I know I am sounding like a broken record, but I would get in touch with the owner of Tablet Class math and discuss the situation with him. His courses are excellent, and he knows how to put together a plan that fills in gaps and moves the student forward. The combination of TC lessons and online tutoring from Mr. Zimmerman have brought dd from math confusion/struggling to competency and interest. Fwiw, we used BJU, Math Relief, Kumon, and Saxon prior to TC. Although I respect Art Reed, I would not use Saxon, and I would not use Kumon in your situation. Feel free to pm.
  25. If the school allows either ACT or SAT scores for scholarship, I would send the best overall score with the best math and reading. Most colleges don't look at anything but the SAT math and reading for scholarship. For the ACT, most colleges look at the overall score, but low math and English are red flags plus those scores often determine placement in math and English classes. All of the ACT scores should be in the college-ready range at the very least. Fwiw, a low score on any section of the ACT happens, even if there are no bubbling issues. We've had scores on individual sections change in a variety of ways this year -- steady up, big drop, big up, etc. Adding this. We also wanted to be done and done with testing after the June SAT, but instead, dd will be working for the next two months on test prep, and since test prep/testing takes time, DE is probably off the table for the fall.
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