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Found 7 results

  1. I am doing the literary analysis bit of WWS with A. and I think it is great for him and for me: he is not naturally a literary analysis kind of fellow, and as we work through the WWS lessons I can see that they will help me do a much better job of doing the WTM-style literary analysis work during the rest of our year. As in, do it at all -- I'd never figured out how to explain the nuts-and-bolts of even a beginning WTM-style literary paper. After 1 week with WWS and Rikki-tikki-tavi both he and I are figuring out how to approach the assignments. I don't _think_ I want to do all of WWS, though. I'm almost certainly going to use Classical Writing for formal instruction. (As an aside to folks thinking through what they like to do, I've found that doing the WTM-style outlines, summaries &c is invaluable writing during our subject classes, but using a program like WWS or Classical Writing really pushes the child: it improves his writing, his reading, his thinking, and also keeps him from getting bored with writing. So my Ideal Vision includes both. Reality does intrude!) Are there similar sections in WWS2 and WWS3 that can be used alone? I did skim the table of contents in WWS2 at Amazon, but (maybe because I'm sick and fuzzy-headed) couldn't figure out the answer to my question. thanks in advance!
  2. Hi all, While supplies last, we're offering VERY LIGHTLY scratched/scuffed books from Well-Trained Mind Press for 60% off the cover price! We have The Story of the World (activity books, textbooks, and tests), First Language Lessons, Writing With Ease, Writing With Skill, The Creative Writer, Telling God's Story, and many more. These books (which, honestly, aren't very scratched, and just look like they'll look once your children have them for a few weeks anyway) are only available through our office, not our website, so call 1.877.322.3445 to find out what's available and to make your purchase. Justin from Well-Trained Mind Press
  3. I started Writing With Skill I with my sixth grader this fall, but she was so reluctant with it that I switched to just doing written narrations across the curriculum. Next year I was planning on trying again with WWS, but a friend gave me her set of Lost Tools of Writing 1 (she was ditching CC). The books look well structured, and I'm thinking I could combine next year with her sister, who will be in 6th next year. Could anyone speak to their experiences with these? Both of these kids have been doing narrations (heavily CM overall) and I'm looking for the transition into writing longer essays. TIA!
  4. I'm trying to decide what will fit my daughter best for high school language arts and history. She completed Writing with Skill 1 and is halfway through Writing with Skill 2. In 9th grade she did MFW's Ancient History and Literature. Last year she di MFW's World History and Literature. She struggled both years to write the essays. I want her to finish WWS 2 and do WWS 3 over the next two years. She will do MFW's 11th grade program in the fall. It looks like she will be doing a lot of literature analysis and very little writing. Since WWS is considered middle school level, I'm wondering if I need to add a high school level writing program. I've been looking at IEW's Elegant Essays, Classical Rhetoric through Stucture and Style, U.S. History-Based Writing Lessons. I'm also looking at Beautiful Feet History through Literature for 11th and 12th grades.
  5. I know there are many questions that I won't answer here...but post them and I'll do my best to address them. So, we'll start here.... 1) AVAILABILITY OF LEVEL 1. Currently we are on schedule to have the entire, proofread, typeset, finished PDF ready for sale in October 2011; and the print book for sale December 2011. (If copies are ready sooner, we'll let you know.) In the meantime, the first seven weeks and the full table of contents are available as free PDF downloads from the Well-Trained Mind blog: http://www.welltrainedmind.com/resource-roundup/writing-with-skill-the-full-table-of-contents-and-first-seven-weeks/"]http://www.welltrainedmind.com/resource-roundup/writing-with-skill-the-full-table-of-contents-and-first-seven-weeks/ Further weeks, for those of you who intend to hold out for the print book, can be requested by emailing my assistant, Pattie Worth: executiveassistant@welltrainedmind.com. It has been incredibly helpful to me to get feedback early in the process from many of you. If you feel that you can't continue without the print book, I do understand, but I hope you'll consider sticking with it and sending comments/problems/suggestions/questions to me (via Pattie). The books will be available from Amazon about eight weeks after it is available directly from Peace Hill Press. 2) AVAILABILITY OF FUTURE LEVELS. I'm on schedule to finish one level per year. What this means is that future levels will be available in September of each succeeding year...as long as you're willing to work from manuscript/PDF copies that we send you by email until the printed books are finished. Again, this is an invaluable part of the process for me--getting feedback from parents before the final books are printed. I had originally intended to make WWS available starting in the fall of 2012, and the Feb. 2012 pub date was so that we'd have copies for the spring curriculum fairs. However, the beta testers were SO helpful that I'd like to continue to put the program out a year earlier for feedback. The more parents and kids who use this, the more effectively I can fine-tune it. Drawbacks: You get manuscript/PDF copies and they're not as pretty. And you have to print them yourself. Advantages: It's free. 3) INTENDED AGE/GRADE: Writing With Skill can be begun by any student who is writing at a fifth grade level or above. If you're coming out of Writing With Ease: Children who have finished Writing With Ease 3 and are working at about a fifth-grade level can usually skip Writing With Ease 4 and go straight into Writing With Skill. Writing With Ease 4 continues to develop skills in narration and composition and also exposes children to a wider range of prose styles--all of this helps younger students mature to the point where they're ready to begin Writing With Skill. WWS asks students to write about a wide range of topics and also demands a fair amount of self-direction and determination...which is often a matter of maturity, not skill. If you're not sure, simply ask the student to complete Week 1 of the free PDF download (Week One: Narrative Summaries). If the student can do this without too much struggle, you can move on ahead in WWS. Deer-in-the-headlights reaction = go back and work on WWE 4 for six months and then try again. Although this is labelled "Level 1," it is valuable as pre-rhetoric for any student who is not prepared to go directly into the rhetoric studies outlined in TWTM. Finishing the four levels of WWS will actually prepare most students to go into basic-level college composition. 3) SCOPE AND SEQUENCE. WWS is a spelled-out, detailed, week-by-week development of the writing skills that are expected of pre-rhetoric students in TWTM. a) Writing With Skill teaches explicit skills in outlining, narrative composition, and sentence style. b) It also teaches directly how to construct and write chronological narratives, descriptions, biographical sketches, and sequences, across the curriculum (assignments are in both humanities and sciences). c) WWS teaches explicitly how to write brief literary reactions to both short stories and prose. d) WWS teaches basic research skills, documentation, and definition/avoidance of plagiarism. e) WWS teaches students to combine the four elements of (b) into longer compositions. WWS does NOT teach grammar explicitly; our assumption is that you will use it with a separate grammar program. 4) HOW TO USE IT. WWS consists of two books, the Student Workbook and the Instructor Guide. You need both of them. (For some reason, Amazon has the Student Workbook listed as an alternate "format" for the Instructor Guide. We're trying to get this fixed, but they're not WAY responsive, in case you hadn't noticed.) The program is directed AT the student; by this point, students should be taking on more of the responsibility for their own writing (since, after all, writing is a self-directed activity). The Instructor Guide provides you with suggested answers and rubrics for each step, plus detailed guidance in how to teach the student skills that he or she may struggle with. Incidentally, if you want the print book before February you can call PHP and pre-order it now by calling the PHP office. Order before Dec. 1 and we'll give you a 10% discount plus free shipping on those two books. OK...questions? Another post about Advanced Language Lessons coming shortly. SWB
  6. I read somewhere that CAP's W&R book 3 flows nicely into WWS. I anticipate finishing up CAP W&R book 3 before my daughter is ready for WWS and was thinking of going through W&R book 4 before moving on to WWS. Would there be too much overlap between book 4 and WWS? It looks like W&R books 4-6 do cover roughly the same material as WWS. Any opinions on whether one does a better job of it than the other?
  7. I have used WWS1 and 1/2 of WWS2 with my older, and we are about to beta test WWS3 (while concurrently finishing WWS2!) and begin WWS1 with my younger. The biggest thing I have found so far is that as much as I wish I could just hand a writing program over to my children and then just help when needed, that this approach will not work for us. I must be fully engaged in their learning. I think that for many kids the art of writing needs a coach in addition to good materials. So I want to talk about how we will actually teach this curriculum and make it work for our kids. So here are some of the things that I will be doing this year: 1. Review. There is a lot of very specific instruction in WWS, and in the past, we have just copied down the topos in a notebook and not really used it again. This year, I will instead do 3 things: (1) have them write it down in their own words and not copy, (2) put it on "writing walls" -- large sheets of cardboard that can be set around them during writing time so everything is visible at once (this is instead of a notebook), (3) verbally review and have them put the details and big picture to memory. 2. Find examples in the material they are reading for other subjects. I think that WWS needs to be integrated into all of our subjects, so I am going to ask them to find examples of different topos and show me. 3. Plan ahead. Sometimes the topics that SWB has chosen are not known to my kids (oops), and I would like for them to read up on these topics over the week prior to the assignment. So I will be reading ahead and having them go to the library the week prior. 4. Constantly remind them about how the topos fit into the big picture. This is where National Geographic will also come in handy. Description, narration, persuasion, expository paragraphs all mixed together to make a cohesive whole. We will be looking closely at these articles to keep the big picture clearly in mind as we work through the details. 5. With my younger, we will do WWS1 at half speed. I think that this program is a huge jump from elementary writing, and I want him to have a full week to do each week's writing assignment (not just 1 day). We will expand 'day 4' over five days (so 2 four-day weeks for each WWS 'week'). I would like to see how others are making WWS work for their children. Ruth in NZ
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