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Candid

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  1. I concur with letting your student look at a couple of translations if possible. I've been reading reformation area theologians and translation is super important. But I also found reading Homer's works with a better translator was really helpful.

     

    We use Tapestry of Grace and they use the Norton Anthology of Western Lit which if you buy new and the current edition will not be a cheap choice, but if you can find a used earlier version that might work and be cheap, too. Anyway, I've really liked their translations, they've been lively and readable.

  2. We are new to high school so we have not done these books. And I am not getting up to pull down my copy of WTM to see exactly what she says.

     

    However after listening to SWB's writing talk, I think you could implement them in a similar way. With the Rhetoric books she suggests having the student outline the material and then either doing exercises (if the book includes them, she recommends a variety of books some have exercises, some don't) OR writing a piece using the Rhetorical technique described.

     

    For Strunk and White, that should work pretty straight forwardly.

     

    For Adler, I'm thinking they might need read and outline Adler, then read a selection of a work picked to go with what they've read and analyze in some way. Since I'm not overly familiar with Adler's work, I don't know if he suggests other works that might help you along the way.

     

    The other way is to read him as you go along and just plug in whatever you're reading at the time and use whatever chapter you've covered in Adler.

  3. I would fight it, but I'm like that. :D

     

    lol -- ya, that's my problem. Immediately I'm feeling all indignant and just thinking, "Bring it on!" :boxing_smiley:

     

    Yes, challenge them. And publicize it widely, starting here.

     

    :iagree::iagree::iagree: fight it!

     

    Double, triple dittos! Fight!

     

    Also, here's another article on the GED thing:

    http://www.thehomescholar.com/stigma-free-homeschool-graduation.php

  4. I think you've gotten good answers about what Tapestry includes, but you may wish to listen to SWB's A Plan for Teaching Writing. You might have to drop back and do some of the suggestions for middle school but the books suggested for 9th grade are inexpensive and the method is simple and I think might help your daughter.

     

    High school is here: http://www.welltrainedmind.com/store/high-school-years-mp3.html

     

    Middle school here: http://www.welltrainedmind.com/store/middle-grades-mp3.html

     

    You can also read the overall philosophy here: http://www.welltrainedmind.com/store/media/downloads/pdfsamples/wwesample.pdf

     

    I struggled with Tapestry Writing and SWB's plan is pretty simple to implement.

  5. Cynthia, I am not familiar with the Holzmann Church book. (We used his Biology book and found it dry and dull so I can understand not enjoying his book.)

     

    BUT assuming that the book focuses on the Orthodox church, then the Kuiper probably won't work as it does not cover the Orthodox church at all past the great schism/renaissance period.

     

    I used The Story of Christianity by Justo L. González which strives to cover more of church history, but even it would probably not suffice to replace an Orthodox specific book, at best you might have another chapter or two.

     

    I suspect you'll need to look for a more specific history instead of a broad survey book. Have you checked in Orthodox specific book stores or with friends who are Orthodox?

  6. :iagree: I'd try to get to the root of what is taking so long, whether it's the content or the handwriting, since some of the handwriting can be worked around. We are planning to start in a few days, and looking at the lessons, I do not foresee it taking a whole hour (though I don't plan to do the day 4 activity either).

     

    I agree with this idea. We used to do Easy Grammar and I'm surprised to hear that it would take longer to do AG.

     

    Is it possible they are struggling with drawing the diagrams in some way? We are somewhat handwriting/fine motor inept here so sometimes things like diagrams slow us down.

  7. Welcome! If you've lurked for a few years, you know we don't bite. ;) What is this enticing file?

     

     

    The Lively Art of Writing notebook offered by Still Waters

     

     

    Good idea. They can get kinda crazy on the General Board. :biggrinjester: Sometimes, they do bite there.

     

    I'm more worried about the giant time sucking black hole that I can get into on a regular forum.

  8. For my oldest, I would probably dial back the science a bit and I'd skip foreign language as I don't really believe what we are doing this year or probably in the future will be that useful in really learning a language (if anyone knows of a daily online, spoken foreign language program let me know).

     

    For my youngest, I'd probably dial back his history and lit and dial up science (I'll probably do that for him anyway). Same for language as eldest.

     

    I am smiling a little because somethings others wouldn't do, I'm already planning not to do. I think that some of the things we think we need to do for college, etc maybe aren't so crucial.

  9. May I ask how you like Biology Matters? I'm considering it for my ninth grader, along with the Chemistry and Physics Matters for a years-long concurrent study of the three major sciences.

     

     

    I can't answer this directly as I am still in process of setting it up and haven't actually done it. Sometimes the doing has things you don't deal with until you are actually in the midst of it.

     

    BUT I did do the two lower level Interactive Science programs which are similar in structure.

     

    I am not doing it as a concurrent program although I know they do it that way in Singapore and other Asian countries.

     

    What I did learn from Interactive was how difficult setting up Singapore labs can be. They are different from almost anything out there, and they often call for materials that are either not obtainable, or differently named here in the US, or strike me as dangerous (I ceased being a chem major in college because the first lab scared me so much; looking back they made some interesting decisions about the materials they gave us to work with.)

     

    And this summer I had a big project to finish that kept me busy until the end of June, really eating up my time. About a week ago, I realized I just wasn't going to get the labs organized in a way that would enable my oldest to do them somewhat independently. So I decided to buy a kit lab and match that up to the Singapore text (I ended up with DIVE because I felt the video component would be helpful as well and Jenny over on the Singapore forums always says the Singapore materials are not stand alone materials; there needs to be a teacher with information as well).

     

    I can say that compared to American text, the Singapore text is pretty slim. What that means I'm not exactly sure as they do well in international testing in science. BUT our students may have to take US specific tests like the SAT II or AP or CLEP. How all that plays out, I don't know.

     

    In the end Singapore is a gamble but I've used them for math since the beginning and for science since my oldest's fifth grade and I'm willing to role the dice. I don't think it will be a huge negative and it might be a difference that would intrigue some college, somewhere. ;)

  10. I've lurked for a couple of years and tried to avoid joining these (or any forums). But one of you has offered a file that is too enticing so I've decided to join.

     

    I'm posting here first as I have a rising ninth grader. I'm going to strive to mostly be here and not get sucked off into conversations elsewhere.

     

    I've home schooled him from the beginning (birth, pre-school, ???). He's soon to be 15 and has a soon to be 12 year old brother.

     

    Currently we're using a mix of materials: Tapestry of Grace, Singapore's NEM and Biology Matters (for the older), a marine science program I've put together, some stuff for the Critical Thinking folks, writing is going to follow SWB's writing tapes and we're doing Analytical Grammar and Spelling Power to round that out.

     

    I think that's the mostly complete picture.

     

    I like to read, type and spell terribly (leave the word "not" out when typing too often, why I don't know).

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