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Found 5 results

  1. Hello, I'm trying to get some information about how to use graph theory in order to reduce the time spent on a route. It could only pass once through each vertex and, at the end, return to the initial one. I will be really glad If you could send me information, samples or essays talking about this topic, etc. Thank you very much.
  2. Hi y'all, Just a quick note that we have posted free samples of "Writing With Skill, Level 3 Instructor Text" and "Writing With Skill, Level 3 Student Workbook" on the Peace Hill Press samples page. For each book, the sample contains the Table of Contents, the first ten weeks of lessons, and any appendices that are relevant to those lessons. We are getting ready to hand these books to the printer, and expect to have copies for sale within the next two months. Peace Hill Press will have it first, then Amazon and Barnes & Noble. I'll announce availability here, and Peace Hill Press will also update you through its Facebook and Twitter pages. Thanks for your patience. Enjoy! Justin from Peace Hill Press
  3. Hi all! The first ten weeks of Writing With Skill, Level 2 Instructor Text and Writing With Skill, Level 2 Student Text are now available as free PDF downloads here. That's over 400 pages of educational awesomeness. Remember, you can also pre-order these books from us by emailing info AT peacehillpress DOT com.
  4. UPDATE on Writing With Skill, Level Two: We're happy to announce that this weekend we're sending Writing With Skill, Level Two (Instructor Text) and Writing With Skill, Level Two (Student Text) to the printers. We expect to be shipping books to customers by early September (possibly earlier than that, but we don't want to raise unrealistic hopes). The books are going to be fantastic. Also, huge: 632 pages for the Instructor text and 504 for the Student text. We should market them as bicep-training. In anticipation of their release... 1. On Monday, August 5th, we will make available the first TEN WEEKS of the Student and Instructor texts, as a free downloadable PDF (it will also include the Table of Contents and Introduction, so you can get a good idea of where the year's curriculum is going). 2. This coming Monday (July 29th) we will begin accepting pre-orders for the print version of WWS 2 at a DISCOUNTED RATE [10% off the cover price, plus free shipping within the continental United States]. This offer will only be available until the books are released. We will also offer a special discount on the downloadable PDF version of Writing With Skill 2 (student and instructor), which will be available on our store for ten dollars less than the price of the print books, from July 29th until the print books arrive. Here's how pre-ordering a print book will work: --To pre-order the print book, send an email to info AT peacehillpress DOT com with the subject line "WWS 2 pre-order." The email must include the following information: your first and last name, your telephone number, your email address, your shipping address (and credit card billing address, if it's different), and how many copies of WWS 2 Student and WWS 2 Instructor you want to order. --If you pre-order a print book, then when the books are at our warehouses and ready to ship, we will call you on the phone and take your credit card information, and then ship you the books. --This pre-order must only include WWS2 materials. You may not add other items or products into the order. --We receive the books before Amazon and other retailers do, so this is likely your fastest way to receive them. --To order a PDF copy, just go to peacehillpress.com (starting on Monday, July 29th) and look under Language Arts>>Writing>>Writing With Skill>>Level 2 PDF download. If we've forgotten some detail, please ask, either here or on our Facebook page.
  5. 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.
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