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Found 17 results

  1. My oldest daughter is currently using WWS2 and my youngest daughter uses WWS1; it's going great. I love SWB's style and really get it. My middle child, a son, is dyslexic and we did not even get through all of the WWE books. He could barely write a sentence when we started IEW. He can now summarize a paragraph. My problem is I really, really don't like IEW! I can't deny that it's working for him, perhaps not in the way I'd like, but at least he's writing something (and we're both not crying about it)! So the question: does IEW ever teach a true outline form. When he teaches them to outline it's just numbered like so: 1. 2. 3. etc. Does IEW continue on like this forever or will it change as we progress? Do we ever learn how to outline with main and supporting points? If so, when? Which level? I need some hope that this curriculum gets better! Rachel
  2. For you Mystery of History lovers. . .What do you use when you are finished with the 3rd volume, since the 4th volume is unavailable at this time????? My 5th grader will start the 3rd year of the history cycle this coming school year. (I've chosen to keep her on the same track as her sister who is beginning 3rd grade. We just started homeschooling 2 years ago.) Anyway, I really appreciate MOH's approach, but I'm not sure I want to begin with it for my 5th grader if I can't continue on with it for the next year. Also, how well does MOH lend itself to the outlining process that the WTM describes for the logic stage??? Thanks!
  3. I confess: we don't outline. I did actually have my older sons learn basic outlining , but not one of them continued to use it in higher level studies (upper years of high school, university)--yet they all write extremely well and get top grades on their essays (from other instructors, not just me!). Now I have son #4 coming up. He is currently grade 7 and loves writing, producing far more than ever required by me ; ) I have used/ adapted IEW for writing instruction over the years, so he's familiar with key word outlining, bu I have yet to walk him through more traditional outlining as taught my SWB. And I keep wondering: do I need to? Am I shortchanging him somehow if I skip this? When will he actually *use* this skill? (I know I never outlined when I was in university.... Maybe I should have ; ) ) IEW even teaches a more "dynamic" style of notetaking for both written materials and lectures which does not depend on the traditional liner style, and I'm thinking I may have him learn that further down the road... But still I second-guess myself. Any thoughts on this? Thanks. Robin (formerly StaceyL in Canada)
  4. My 15 yr old almost freshman cannot write an essay. He hears the word 'essay' and locks up, panics, cries...you get the picture. He can write reasonable paragraphs, lovely poems, good outlines and stories that make sense. I know I have failed in my duty to educate him in this. Please help me. We have tried Jump In (went fine until the first essay. He took 5 hours to write it.), IEW SWI-B (this method does not work for him. Too $$$.), Writing Skills, Writing Strands (ugg!) and probably some others I am forgetting over the years. Each one goes along fine (except IEW and WS. They were just awful) UNTIL he has to write more than one paragraph then he breaks down. How do I help him over this?
  5. I know that it's not recommended to use Vol. 1 & 2 for outlining but I can't seem to find anything regarding Vol. 3. I have searched this forum and reread parts of the WTM, but still haven't found anything. I would be using this with a 5th grader. Thank you,
  6. I never outlined anything in my life, just took notes. How important is it to have everything all set up "in the right format". I tend to think, well, I made it through grad school my way but there must be some reason the "right format" exists. Do I really need to figure this out and teach it to ds or can I just let him continue to take notes from his reading? Thoughts? He's in 4th now so logic stage looms.
  7. If you feel at all uncertain about how to outline, outline your BJU Science book. OhElizabeth, I am so glad you clued me in on this. I can't imagine a resource that outlines more beautifully. I can imagine that the ease with which it outlines would give confidence to a student who is unsure of the process.
  8. My 5th grader is doing one level outlines from SOTW 1. So far it has been easy and after only a few chapters he can sit down mostly by himself and give me the main idea of each paragraph in a section. I know it is time to make it a little harder, but do I pick more challenging reading material (SOTW 1 is pretty easy for him), or do I add extra levels on to his outline first? Anyone else have easy books for outlining? We own both Usborne Internet Linked and Kingfisher History Encyc. and I can see that niether of those would work very well. I also do much better with a set book, instead of choosing a lit or reading book each week. That extra step makes it less likely to get done :tongue_smilie:
  9. How do you go about it? I tried earlier in the year to SHOW my ds how to outline a section from SOTW but DANG that's a lot!!!! Would it be easier to outline from the encyclopedia? Which one do you recommend? I've heard mixed reviews on kingfisher & need to look into something for him SOON. Are there books to help me teach outlining? :confused: TIA!! :D
  10. I just listened to SWB middle grades writing cd. I found it very helpful, but I am hoping some of you ladies can help me out just a bit. We are on year 3, and I am looking for a history book they can both outline from. I have the Usborne internet linked world history encyclopedia, but it seems very simple. Is it too simple? Should we be outlining from encyclopdia type text, or more narrative forms like History of US that we are also using this year for history. I was also thinking of just getting The Children's Encyclopedia of American history to outline from. What do you think? I have no experience with this at all, unless we did it in school and I just do not remember it.
  11. Does MCT teach outlining at any of the levels? Thanks! Amanda
  12. Just listened to SWB's writing seminar on middle school writing. She says you need a grammar program that teaches outlining. Wondering about CLE... Renee
  13. I've been debating about the Kingfisher...whether to use the red or white to teach outlining. Then, when I was reading my WTM last night, it hit me that the outlining isn't even done from the Kingfisher or Usborne or whatever, but from "the most interesting history resource he's read during the week." (p. 283 of WTM) So, if I'm understanding this correctly, will it matter which Kingfisher I use, then? I keep reading that people find the red one hard to outline from. But, according to the book, we aren't even supposed to be outlining from it, unless the child found that to be the most interesting source read during the week. So, we use the Kingfisher or Usborne, etc. to pull the 6-8 important facts list from. Am I off or does this sound right?
  14. My two boys are 11 and 13. We have struggled with writing to say the least. With our US History studies last year, I picked up Writing Trails in American History and we also have the outlining workbook from the WTM rec. Last year we stumbled thru a few lessons of each, with no real progress of understanding. This year we have only been using WTinAH, but there are some light bulbs going off, some independent work on the kwo, and some pretty good paragraphs being written. I pulled together a "Challenge Checklist" with ideas of dress-ups from IEW and Meaningful Comp that they use to add touches to their papers. I had never heard of a kwo before hsing! I made it thru high school and college without ever doing them. The thread a few weeks back about the hs student that had to redo their kwo outline into one with complete sentences really got me thinking. Does IEW teach traditional outlining at higher levels? I have seen with my own eyes the benefit of kwos to rewrite a paragraph or story, but to takes notes from a larger source and turn that into a paper is where I lose connection. I guess I'm looking at how this will play out in higher grade level papers. Which will be used? Is there an instance where it would be one instead of the other or is there some progression from kwos to traditional where the kwo will be left behind? Thanks for any insight! Kim
  15. Is one better than the other? Why or why not? Should both be practiced? Jennifer Mother to Noah Age 13
  16. DD9 is in 5th grade. Over the past few years, I wasn't as consistent with narration and dictation as I should have been. Now it's coming back to bite me in the butt. :glare: I've got some samples of dd's recent writing and I'd like to get some feedback. A) I'd like to know whether I'm on the right track; B) I need a little help charting a course for the rest of the year; C) I am wondering whether there's anything I can do about my dd's mother-maddening lack of attention to detail. Mostly I think I need a checklist for what to assign each week, and what level of work to expect from dd. I went back and listened to the Writing Without Fear CD; I looked through WTM and my WWE text; there are just enough differences in detail among the three sources that my head is starting to swim. FYI, we're using FLL4, and anxiously awaiting the arrival of the bound books. We're also using Editor in Chief Beginning, Evan-Moor's Daily Language Review, 4th grade -- a holdover from last spring -- and Megawords. I don't really have one specific writing program that I'm using with her. Last year she was working in Wordsmith Apprentice. She liked it, but it seemed to move too slowly. She tested out of WWE4 (or so I thought), except for dictation. I'm trying to follow TOG's Writing Aids, but the schedule is not lining up well with where my dd is. I'm feeling rather adrift, as you might imagine. Anyway, on to our samples. Here's an outline from science: ------------------------ Amphibian Metamorphosis I. Only amphibians metamorphose. (She originally wrote "metamorphosize." How cute is that?) II. Most frogs lay their eggs in water. III. A baby frog is called a tadpole. IV. The tadpole starts to change into a mature frog. ------------------------ Here's one from science from this week. I told her to use phrases instead of sentences: --------------- Fish I. Fish features II. Bony fish and cartilaginous fish III. Differences beetween (sic) cetaceans and fish IV. Fish breath (sic) through gills --------------- Here's a paragraph from history. She outlined a section from SOTW1, then wrote from the outline. I'd show the outline she did, but I can't find it right now. This is the second draft, after I'd made corrections and left her to copy it. Did she do a good enough job of summarizing, or do I need to back up and have her work on oral narrations? ------------------ Egyptian pyramids There was treasure in rich people's tombs. There were underground tombs and mastaba tombs. Pharaohs had special tombs (called) pyramids. Cheops owned the Great Pyramid. It had many rooms and dead ends. A Sphinx guarded it. Robbers stole Cheops's mumy (sic) and treasure. ------------------ As you can see, capital letters are often optional in her book (see the title), along with periods at the ends of sentences. At least this time she did well with the periods. She's also prone to errors when copying -- misspellings, leaving words out, etc. She knows how to spell "mummy" -- she just can't be bothered to copy things accurately. How do I handle this? I asked her whether she wanted to go back and make it perfect on another day, or whether she'd rather take a lower grade for the second draft. She said she'd rather leave it as is. Should I force her to go back and make it perfect in future assignments? How many drafts do I require from her? This is extremely frustrating for me, since I am very detail-oriented and she is most certainly NOT. At least when she does it in her workbook stuff, I take points off for these mistakes. So today, after listening to the CD and reading my books, I gave her the first dictation selection from WWE, Level Four -- a selection from "The Emperor's New Clothes." FYI, I would have caught more of her spelling errors if I hadn't dozed off at the table (serious insomnia here). This is what she did after four repetitions of the passage. Who knows whether her eyes wandered over to the original in my book while I snoozed. Words in parentheses were dropped from the original. ------------------------------- The Emperor's New Clothes (original) The impostors requested him very courteously to be so good as to come nearer their looms, and then asked him whether the design pleased him, and whether the colors were not very beautiful, while at the same time pointing to the empty frames. The Emperor's New Clothes (dictation) The impostors requested him very couteously to come nearer their looms, then asked him if the colors were not beutiful, and if he did not like the design, while at the same time pointing at the empty frame. ------------------------------- Is this close enough to move on to another curriculum (I don't think so), or should I start here with WWE Level Four, or do I need to go back to the beginning of Level Three for dictation practice with her? And here's the perennial favorite: am I doing enough with her to get her caught up to 5th grade writing? How many times to outline, to do dictation? How many summary pieces per week and how long should they be? Is it too soon to ask her to write a paragraph from an outline? I'm sorry to be asking so many questions, but they all seem to be tied together in my mind, and I don't know of any other way for y'all to see what I'm talking about. Thanks in advance for any help you can provide.
  17. My daughter has used Rod & Staff for grammer for two full years and is now beginning Level 5. I am considering a writing program for her to use once a week in place of grammer. I can not afford IEW, but would consider Writing Strands. What level should I put her in? Are there other programs out there which would be appropriate? Thank you :001_smile:
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