It’s The Institute for Excellence in Writing program, “Teaching Writing: Structure & Style.” I’ve heard it referred to as IEW, Excellence in Writing, Structure & Style. Too many names. 🙂

I’m on disc 4 and I have to say that following this guy is not easy. He jumps around back and forth, and it’s confusing. He’ll be on unit 7 then jump back to unit 2 to cover something he skipped going through the first time. He says it’s deliberate as he’s slowly introducing the stylistic techniques, but I don’t like that approach. Cover them the first time through then reference them later. It makes listening to the DVD and following with the syllabus a pain, to jump back and forth to try and follow him. I’m just a more linear thinker than that, so the layout of the syllabus is also frustrating. I’m taking my own notes to layout how I’ll teach it and at what point I’ll introduce things. (But I do really like it, just not how it’s presented.)

Thoughts/Notes:
– Writing is part of most every subject, incorporate it into what you are already studying (history, science, literature, artist study, composer study, etc.)

– Teach children how to use the tools so when they want creative expression, they can do so (and not be caught up in the technical aspect of writing.) Initially give children what to write about (texts, paragraphs) and don’t expect them to come up with creative ideas. That comes later.

– Material ideas: Story of the World, Great Artists Explored, various geography books, science text, Shakespeare for kids, scriptures, fables, fairy tales, song lyrics, etc. Needs to be easily read by kids, not above skill level (so they can focus on the writing skills, not the reading.) Have thesaurus and dictionary, electronic or online better than stopping flow for kids to look up in book. (Teach dictionary skills, but not mid-writing lesson.) Need photos/pictures, some in sets of 3 (like comics) for writing from pictures.

– This is NOT a grammar program and as such he doesn’t presume the kids know parts of speech. Many of his checklists could be easily consolidated and I did so here in my notes, presuming a child knows what a noun, adjective, verb, adverb, or preposition is. I think my summary will be easier for the kids to follow because they have completed some of the First Language Lessons for the Well Trained Mind that explains what a subject & object is and the parts of speech. That program starts at first grade so I would start with that possibly before this writing program since there is some overlap with the narration, copywork, and dictation.

– Use posters or sheets in kids’ binder to remind them of things (like openers, dress ups, synonyms, etc.)

– Focus on one or two subjects at a time to focus on: writing, handwriting, spelling, grammar, content. Eventually they will master all but can overwhelm them if you try to correct multiple areas all at same time.

– Public Speaking from outline: read note/keyword, think, look up, explain.

Unit One: Outlines
1. read text (as group or solo)
2. underline/highlight key words
3. outline: one to three words per sentence (group or solo: copywork for little ones, dictate for middle, solo for older kids.) Use roman & arabic numerals, no letters (confuses kids learning to write still.)
4. narrate off of outline

Unit Two: Summarizing from Notes
1. read text (as group or solo)
2. outline (#2 and #3 above, key words)
3. write summary (use own words/synonyms, too): copywork for little kids, dictate for middle, older kids write down on their own.
4. decorate summary (middle & older kids)
5. teach first draft, final draft concept (middle/older kids)

DECORATING/STYLE
– This is not a perfect formula, adapt to your personal preference.
– Having a checklist is a tool to use until the child no longer needs reminders and can create own style.
– Do not say, “Don’t do that!” Say, “Try this,” instead (focus on what CAN do.)
– Hang up a “banned word” list with synonyms for most commonly used words (eat, said, go, nice, see, etc.)

I. Dress Ups (underline):
– who, which
– strong verb
– adjective
– adverbs: -ly, because, when, while, where, since, as, if, although

II. Openers (SPAV in margin, instead of his # in margin):
– subject
– preposition
– verb: -ing, -ed
– adverbs: ly, wwwsaia

III. Decorations (dotted underline):
– question (rhetorical?)
– conversation
– short staccato sentence
– dramatic open/closing (sentence in paragraph, paragraphs in essay)
– simile or metaphor
– alliteration

IV. Triple Extensions (x3 in margin): use three of
– noun
– adjective
– verb
– adverb
– specific word

I suspect for middle kids (3rd and 4th grade) I’ll help with oral decorating, with 5th grade and up they’ll be able to decorate on their own. We’ll adjust the oral/narrated vs. written/copied parts depending on kids’ skills with reading & writing and their personal developmental readiness.

Unit Three: Summarizing Narrative Stories
1. read
2. outline (3 paragraphs, not key words but key ideas):
I. character & setting: who, when, where, situation?
II. conflict/problem: what thinking, doing saying?
III. climax/solution: how resolve, moral, clincher (repeat words of title)
3. summarize outline in paragraph form
4. “dress up” summary (middle & older kids)
5. teach first draft (double spaced), final draft concept (middle/older kids)

– For 1st & 2nd grade, do summary orally. 3rd & 4th grade write for them if necessary & have them copy. 5th grade and up have them write out.

Unit Four: Summarizing a Reference
Unit Six: Library Research Reports
STEPS
1. Outline & summarize ONE topic from ONE paragraph.
2. O&S ONE topic from entire passage.
3. O&S TWO topics from entire passage.
4. O&S ONE topic from multiple sources, then make into ONE outline.
5. O&S THREE topics from THREE paragraphs, then make into ONE.
6. O&S THREE topics from three different passages (sources).
7. Take above and form into one outline, then one summary and you’ve created a rough essay!

– Outline should have the number of facts per grade level, cap at about 7.

I. Main Idea
1.
2.
3.
Clincher sentence: reflect main topic, same words or ideas.

– Do you want your students to focus on the most important facts or the most interesting facts? (Either way is right.)
– If too much information for one outline then delete some, add another outline/paragraph, or change topic (narrow focus.)
– Transitions between paragraphs comes later, okay to have each of the paragraphs sound independent of each other (but on same main idea) for now.

A bad idea presented with style often has more influence than a good idea not presented well.

Unit Five: Writing from Pictures
Using 3 frames of photo stories (like comic) have child write outline & then paragraph, one per picture. Combine into story with topic & clincher sentence per paragraph/picture, final clincher sentence of essay should reference third paragraph topic sentence AND first paragraph/essay topic sentence.

– Good time to introduce past participles.
– Calvin & Hobbes, Garfield, any kid friendly comics.
– Can use one picture per paragraph for younger kids, or do multiple paragraphs per picture (and vice versa) for more depth.
– What would the next (imaginary) picture include?

Question prompts for kids to ponder re: pictures:
– who
– what
– when
– where
– why
– what thinking?
– what feeling?
– history?
– what happened before?
– what happened after?

Unit Seven: Creative Writing
Time to introduce subject ideas/prompts.

I. Introductory Paragraph: background, list three themes.
II. Theme/topic one (topic & clincher sentences)
III. Theme/topic two (t&c)
IV. Theme/topic three (t&c
V. Conclusion Paragraph: restate three themes, N.B. – Nota Bene, note of what is most important; clincher sentence restating theme/thesis.

1. Pick subject.
2. Brainstorm topics.
3. Select three.
4. Ask questions, put answers into key words for outline.
5. Write draft one.
6. Decorate/style draft two.
7. Final draft.

Unit Eight: Formal Essay

Unit Nine: Formal Critique