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  1. I should have known his would happen. :tongue_smilie: DD started working through CW Homer a few months ago. We've been going at half pace, because the workload seemed a little high for her, and I was hoping she would get used to the routine and get faster with her work as time went on. But CW just keeps piling on the assignments! They keep adding to the routine without ever taking anything away. Earlier this week, I opened up the book (we were in week 7, day 2), and I immediately felt overwhelmed. She was supposed to do dictation, and learning to use the thesaurus, and vocabulary analysis, and word copia~synonyms. She could easily spend an hour and half to two hours on all this! I decided to skip the vocab and thesaurus work, because she already knows how to use a thesaurus and didn't find any unfamiliar vocabulary in the model. It might have gone okay, but then dd2 started dancing on the table, and ds6 walked in to blurt out random comments, and then ds8 walked in to torment ds6. In the middle of all this dd10 stopped cooperating and just stared sullenly at the table...and I had a meltdown. :blushing: After I put myself in timeout, I realized that CW is cauing me too much stress. Are they making the whole writing process unnecessarily complicated?? For now I'm stepping back and doing some CM-style narration, copywork, and dictation with dd. For those of you who have used CW Homer, does it get better at some point? Should I pick it back up in a few weeks (or months)? Or is it always going to be overwhelming and complicated? Can I do anything to make the lessons go more smoothly?
  2. Can someone who has used both of these programs please compare/contrast them for me?
  3. I just got my Homer book in the mail and I started reading through it. It says that with 4th and younger students, you should plan to take 2 years to get through all 40 weeks. With 5th and older, you should plan on completing all of Homer in 1 year. Is this how most people use the program? My DS is starting 5th. He's 9 now and will turn 10 about halfway through the year. I was planning on taking our time and completing A in 5th and B in 6th. DS is every so slightly writing phobic. It's not that he can't write; he just never thinks his writing is good enough. Is it okay to take 2 years, or should I try to make him finish in 1? Actually, I really think it's too much for him to get through, well, in 1 year. So I guess I want someone to tell me it's okay to take 2 year.;) Thanks. Oh, he did do all of Aesop last year. So he definitely has those skills down.
  4. Please offer any feedback for my dd's writing project for Jemima Puddle Duck (11 yo 6th grade). Thanks! Rene This is the story of Jemima puddle-duck. Jemima puddle-duck lived on a farm where ducks could not lay their own eggs. This annoyed Jemima, so she snuck out to find a dry nesting spot. Once Jemima had left she saw a wood. Jemima took flight so she could get a better view of the wood. She did not like flying much but she was a beautiful flyer when she had a good start. When she got into the wood, she saw a foxy looking gentleman sitting on the tree stump that she liked. Jemima thought he was mighty civil and handsome. She explained that she was looking for a dry nesting spot; the foxy looking gentleman said that he had a shack full of feathers. You may sit there as long as you need to. The handsome gentleman led the way to a dismal looking house, “This is my summer residence”, he said. The shack was almost full of feathers so it was very hard to breathe. She made a nice nest that was very comfortable. The handsome gentleman promised to keep the eggs safe and warm. The foxy looking gentleman seemed almost sorry to let Jemima go home. The next day the foxy looking gentleman asked Jemima to bring some herbs and onions for an omelet; he said that he would provide the eggs. On the way to the market, Jemima met a collie-dog named Kep. She told him her whole story about meeting the foxy looking gentleman and about the eggs and the herbs and onions; he listened with his head cocked. When Jemima got back to the shack, the foxy gentleman said, “Give me the herbs and the onions then take a look at your eggs. Be quick!” Jemima was startled with how he talked to her. When Jemima went into the shack to look for her eggs, she was surprised to see black noses looking from underneath the door. A moment afterward she heard a lot of terrible noises coming from underneath the door. Then nothing was ever seen of the foxy looking gentleman every again. The puppies rushed in quickly and gobbled up the eggs before Kep could stop them. She was escorted home in tears on account of the eggs. Jemima laid more eggs in June and she hatched them herself. But, only four of them hatched.
  5. This is my dd's rewrite of one of Aesop's fables. She was very resistant to revising anything besides minor spelling and punctuation errors. I'd love to hear some feedback. The Sun and the Wind The sun and the wind were arguing which was stronger. The wind said he could pull up trees and houses, but the sun said he was the lord of the sky. Suddenly, they saw a traveler on the road, and the sun said, “Whoever can pull that man’s coat off will be regarded as the stronger.†The wind agreed and said he would go first. The wind blew and blew, but the more he blew, the more the traveler wrapped his cloak around him. Soon the wind had to give up. Now it was the Sun’s turn. He shown and shown. Soon the traveler found it too hot to have his coat on. Kindness works better than force.
  6. Here is the model. Here is my 10yo: The rabbits were happy living in a big, comfy forest with not a care in the world. They lived this way until they thought they should have a king. So they prayed to Jupiter, "Jupiter, will you please send us a king to rule over us?" Jupiter was very busy, and he had no time for a few crazy rabbits. So he hurled a tree at the rabbits and then went back to his own business. The tree landed with a ka-boom in the midst of the rabbits. The rabbits were very frightened, and they ran away screaming at the top of their lungs. As soon as they found that it was harmless, they were very angry that Jupiter had not sent them a king. They tried praying again. "Hail Jupiter! We want a real king to rule over us!" they exclaimed. This made the Lord of the sky very angry and he bellowed at the poor rabbits, "You idiotic rabbits! Why can't you be content with the way you were before and mind your own business!?" Saying this, Jupiter sent a hungry fox loose among them. Better no rule than cruel rule.
  7. I am considering CW for dd10. She has experience with IEW and is pretty comfortable with narrations using WWE 4. Can I jump right into Homer A, as opposed to Older Beginners? I'm trying to avoid getting bogged down in Aesop for too long as I really want her to get to the upper levels before high school. Would I be missing too much by skipping Aesop? Thanks so much, Lisa
  8. I would like to use Classical Writing for an older beginner, and have looked at the table of contents for both the Aesop and Homer core manuals. Aesop is definitely for younger children. I have also compared the student manuals, and it appears that the older beginner workbook has only 1 fable in it from Aesop student workbook, the rest are from Homer. Do you think that I need to buy the Aesop Core manual if I buy the Homer core manual and the older beginners workbook? Also, is there any content in Aesop that is not in Homer that would be useful for a 7th grade decent writer? Thanks, Ruth in NZ
  9. Does anyone do this? I've heard of people doing analysis and imitation one week and writing projects the next. I'd love to do this, but then how do you finish all the volumes? We already started a bit late. My dd is in 6th and we're on lesson 6 of Homer A. It just seems like so much work to get it all in, plus Analytical Grammar so she'll be prepared for Homer work, plus trying to do some written narrations ala CM. I'd like her to do more written narrations to help cement what she's reading. Any ideas? Thanks for any input...I've gleaned a lot from you ladies! Blessings, Gina
  10. Did you use the workbook as-is? Or, did you have your child write on lined paper instead? Would it be better or me to cut off the binding and have the book spiral bound and use it then? Do you find there was enough blank space and lines for your child to complete the assignments? I'm just looking for a heads-up on the workbook so I have an idea of what to expect. :) Thanks.
  11. I'm on the fence about CW Homer and could use an encouraging word or two. I'd like it, if you've used CW, if you'd be willing to share how CW has shaped and improved your child's writing. I'd love to hear in what ways their writing has improved and why you attribute that to CW (vs whatever else you've tried). Also, why (or why not, I guess) you'll continue using the CW series...
  12. My son is going into 7th grade and has completed CW Aesop, Cw Aesop Homer A. I had planned to use Homer B for him next year in 7th grade. I like CW for the most part because I think it is solid program and I like the improvement I have seen in his writing, but I don't like the teacher intensive part. I don't like the jumping around from day to skill level in the core book. I finally understand how to do that, but I have wished that it wasn't so complicated. And I especially wish that the whole thing was written to the student! I just looked at the WWS pdf sample and understand it may be ready by the fall. I like that it is written to the student! I am seriously considering switching my son to WWS next year. However, I am concerned that it would be too low of a level. Does anyone know how the two programs compare? WWS says that it could be started with any student in 5th or higher that isn't ready for rhetoric. Also, if I do switch him to WWS this year, will the next level be ready for the following school year (2010) or am I better off just sticking with CW since I have it mostly figured out now? Thoughts? Thanks, Kim
  13. I'm thinking of using it like an "applied grammar" course, and doing everything but the actual writing projects. (We'll be doing a combo of IEW/LTOW in co-op for writing, and she has already done IEW for 3 yrs.) Dd11 has had FLL 1/2, Shurley 3, a few yrs of Latin, MCT Town level, and R+S English 5. The R+S has been her first experience with diagramming. (It is completely by design that I have done grammar this way-I did not want to do the same grammar program every year because I feel the exposure to different ways of working with grammar is beneficial.) I was going to do AG next yr, but I like the way Homer INTEGRATES everything-spelling/etymology, parsing charts, grammar, the Killigon-like sentence reassembling, etc. I think it would be a way to take the grammar, etc., and actually APPLY it. I think the diagramming would be more in depth than what we have done, and in context. We would use the Harvey's with it. I would be telescoping it some-ie-combining a couple days together (like the narration and dictation days.) But would the grammar be too simple after the grammar we've had? (LA is easy for her.) Would it not be meaty enough? Would the whole thing be just too convoluted and I should stick with AG? Any other problems you see with this plan?
  14. I have an rising 6th grader who doesn't like to write except when it's imitation-based because she struggles coming up with ideas on her own. She writes very well, though, when she's inspired. She's finished Writing Tales 1 & 2. Should I buy Homer A or Older Beginners? Do I even consider Homer B? It seems like there's a big drop out rate for Homer so that's why I'm considering Older Beginners. I'd like to keep her on level with CW without missing the important stuff, of course.
  15. Does CW teach traditional outlining the way I'm assuming WWS will, as described in TWTM? If so, in what level? I see from the samples that Aesop does a sort of key word sentence-by-sentence outline, listing out the sentences by number. But I'm not talking about that. I mean, I. paragraph 1 with A, B, C supporting points and so forth.
  16. Generally speaking, are these two writing programs the same? They appear to be, with slight variations (the creative aspect of WT seems to be a unique spin on rewriting a fable). After WT 2 a student can go to CW Homer, right? Any advantage to choosing one over the other if we "hope" (I may completely bomb this thing) to stay with CW? Admittedly, I think Homer will kill me based upon reviews. But, I'm feeling pretty brave these days and I'm tentatively planning on attempting it :D. The author of WT recommends 3rd or 4th grade as a good starting point for Writing Tales. Do you agree? Thanks!
  17. Why do you think you have had success? Do you have experience teaching writing? Are you a good writer yourself? I see posts and reviews from people who found CW too difficult, too complex. SWB recommends it only for experienced homeschoolers. But I've been looking over the samples, and it looks very self-explanatory to me. It looks like the student book and IG tell you step by step what to do. Where does all the confusion come in? Am I missing something? :confused: Or did CW's rep for being hard to teach come about before the workbooks were developed? Right now, I'm looking at it and thinking, "I can teach this." But am I going to purchase it only to run into something I don't understand, something that was not evident in the samples?
  18. SWB recommends it for a Mom with a lot of confidence in teaching writing. Over the past couple of years I've read threads where it's discussed as being really hard and Moms drop out because of feeling overwhelmed!! I've looked at the website and the samples for Aesop over and over again and I'm not seeing why it is so challenging.... Can someone elaborate on this for me? At what point does CW become overwhelming and why? Maybe it's the later levels?? I think it looks wonderful but I am NOT a confident, experienced writing teacher. I am definitely teacher training in a heavy way right now....:001_smile: There must be more than meets the eye in terms of its challenge to teach.
  19. Hi all, We are finishing up FLL 1/2 and the Primer level of Classical Writing. I'm gathering material for next year and am looking at both WWE and CW Aesop -- we've really liked CW in the primer books, but in looking at samples of WWE I'm intrigued. Any comments? I will say that I've needed to make some adjustments to the CW curriculum in order to "secularize" the copywork, but I don't mind doing that if it is a wonderful program moving forward. And I'm assuming that it makes sense to continue with FLL 3 alongside the writing program, but if I'm off base let me know!! And any suggestions as to where we would start if we switch to WWE? Level 2? Thanks so much! Lee
  20. I have searched the boards for the answer to this question, and came up blank? I am going to give Homer a try. I have the core book. I kind-of understand it, but would like a little more help. I want to use this with my upcoming 8th grader. We use R&S for grammar and I plan to just quickly run over the grammar parts of the lessons in Homer and focus more time on the writing. So, if I have a tight budget, would it be okay to just get the Instructor's Guide or just the Student Workbook? Or do I really need both? Thanks, Katie
  21. Do you like this program? How much time in a day/week does this take? What can you tell me about this?
  22. I enjoyed the reviews I read on Classical Writing, so I decided to purchse Aesop, and Aesop & Homer for Older Beginners. Well, I can not figure either one out. I decided for the younger one I prefer Writing With Ease so I gave up on Aesop. For the older one I am confused should I try Aesop & Homer for Older Beginners? I looked at the teacher's manual, and the student workbook, then gave it to my husband to look over. We just do not understand the instructions clearly. I understand the instructions halfway. I feel so inadequate not being able to figure it out. Can someone please make it a little clearer to me? If I coul dfigure it out maybe I could use it. Would IEW Student Writing Intensive B be a better option? Is it difficult to figure out? I purchased it as a back up plan, but it will not be here until next week. I was thinking maybe do one program the first part of the year, then do the other one the last half. This way he could be exposed to both, and have the best of both? Right now just a bit confused.
  23. I have been wanting to implement CW for years. Next semester is it. I will be starting with my 6th and 8th graders. CW recommends starting with the Aesop/Homer for Older Beginners. I have it. I'm reading through it. But the Aesop seems so elementary. Has anyone just jumped right into Homer? Or wished they had? FWIW, both boys started out with oral and then written narration in the early years, went on to one (younger) to two (older) years with IEW and then another year of creative and speech writing. The younger is doing Shurley English and the older has transitioned into R&S English. Thanks for the input, Lisa
  24. I've read some threads and just read in The Latin Centered Curriculum something that has me thinking. I'm finishing WWE 4 with my 5th grader this year and I'm wondering about CW for next year. If we start with Homer A in 6th grade, I'm a year behind. The CW website recommends Classical Writing for Older Beginners for 7th grade and up, but The Latin Centered Curriculum says I can start in 6th. Anyone tried CW for Older Beginners in 6th? Is it a big deal to be a year "behind"? Thanks for your thoughts! Peace, Rene
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