mothergooseof4 Posted May 21, 2013 Share Posted May 21, 2013 I recently read something from someone that has taught Institute in Excellence for Writing for several years, then started the Lost Tools of Writing. She said that IEW had taught the kids how to get words down on paper and dress them up, but that their writing was shallow. With LToW their writing has more meaning and purpose. I believe IEW definitely has a place in our hs, and we will be using it for my 4th and 5th graders this coming fall. I know IEW states that kids need to learn how to write without having to worry about what to write. I agree in the younger years, but at some point they do need to start saying something meaningful, or what is the point of writing? What I am wondering is if the advance levels of IEW bring in the skills that LToW is known to build. In the high school years, do they develop those thinking skills needed for persuasive writing? Do they teach kids to say something worth reading? Quote Link to comment Share on other sites More sharing options...
4peanuts Posted May 21, 2013 Share Posted May 21, 2013 :lurk5: Very interested to hear about this, as well... Quote Link to comment Share on other sites More sharing options...
fourisenough Posted May 21, 2013 Share Posted May 21, 2013 Interesting question. Although, can a curriculum really be expected "to teach kids to say something worth reading"? Maybe it can. (I haven't taught high school level writing yet.) I think a writer's general intelligence, content knowledge, insightful observations, and meaningful connections impact the 'read worthiness' of her writing far more than just the wordsmithing. Perhaps this is a 'which came first: chicken or the egg' sort of dilemma? I don't mean to suggest that some writers are unteachable or that quality of curriculum/methodology doesn't matter; I think it matters a great deal. I'm curious to hear others' answers. Quote Link to comment Share on other sites More sharing options...
maryanne Posted May 22, 2013 Share Posted May 22, 2013 Interesting question. Although, can a curriculum really be expected "to teach kids to say something worth reading"? Maybe it can. (I haven't taught high school level writing yet.) I think a writer's general intelligence, content knowledge, insightful observations, and meaningful connections impact the 'read worthiness' of her writing far more than just the wordsmithing. Perhaps this is a 'which came first: chicken or the egg' sort of dilemma? I don't mean to suggest that some writers are unteachable or that quality of curriculum/methodology doesn't matter; I think it matters a great deal. I'm curious to hear others' answers. I can't answer the OP question but I can elaborate a little on how Lost Tools of Writing (LToW) teaches students to say something worthwhile. Each LToW lesson takes three weeks: 1 week each for the classical rhetoric cannons of invention, arrangement, and elocution. During the invention weeks it helps students develop a good thesis statement and then teaches students a series of questions (adapted from classical rhetoric) designed to help the student extract what he does know and evaluate its relevance and usefulness to the purpose of the paper. In contrast the levels of IEW that I have used (Ancient History based, Medieval History based & Bible based with 4-6 grades and A, B, & C levels) focus primarily on elocution, include some arrangement and pretty much ignore the invention aspect of writing. I found LToW to be good follow on to a couple of years of IEW instruction. I, too, would be interested in knowing more about the advanced levels of IEW. Quote Link to comment Share on other sites More sharing options...
fourisenough Posted May 22, 2013 Share Posted May 22, 2013 I can't answer the OP question but I can elaborate a little on how Lost Tools of Writing (LToW) teaches students to say something worthwhile. Each LToW lesson takes three weeks: 1 week each for the classical rhetoric cannons of invention, arrangement, and elocution. During the invention weeks it helps students develop a good thesis statement and then teaches students a series of questions (adapted from classical rhetoric) designed to help the student extract what he does know and evaluate its relevance and usefulness to the purpose of the paper. In contrast the levels of IEW that I have used (Ancient History based, Medieval History based & Bible based with 4-6 grades and A, B, & C levels) focus primarily on elocution, include some arrangement and pretty much ignore the invention aspect of writing. I found LToW to be good follow on to a couple of years of IEW instruction. I, too, would be interested in knowing more about the advanced levels of IEW. Very helpful. Thanks! Quote Link to comment Share on other sites More sharing options...
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