Composition

Classical Writing: Aesop

Book cover: 'Classical Writing: Aesop'
Author(s): 
Tracy Davis Gustilo
Lene Mahler Jaqua
Subject(s): 
Composition
Grade / Age level: 
Elementary
Review: 

If you are attracted to the classical method of teaching composition, by analyzing and imitating excellent literature, but have struggled with implementing your own program, then this is the writing series for you. Meticulously thought through and well organized, Classical Writing: Aesop combines structure with flexibility. It can be used with multiple ages in the homeschool and, though designed for beginning writers in grades 1-5, can be adapted for older ages. It uses homeschool-friendly methods such as copywork, dictation, literary discussion and narration, as building blocks for composition skills.

Classical Writing: Aesop is the first in a proposed series which will cover the various steps of the progymnasata (literally "preliminary exercises") by which classical and medieval students were taught to write in a variety of different modes. Classical Writing: Aesop covers the first exercise in the progymnasata, narration of fables. The child learns to retell simple fables and tales in his own words, adding dialogue and description in easy increments over the course of the curriculum. This is the "imitation" component.

The analysis component of the course, in which the literature selection is carefully gone over at several different levels, can be adjusted to the level of the student(s). A week's routine is divided into (1) introducing and discussing the model (2) word skills (3) sentence skills (4) copywork or easy dictation. A beginner would practice basic phonics and learn about how to tell a sentence. A more advanced student would practice beginning dictionary skills and learn the parts of speech. Though a supplemental grammar book is recommended, Classical Writing contains teaching tips and content for all the formal grammar that is needed at this level.

There are plenty of charts to help with the organization of the course. Appendices include some sample fables and tales to use as models, and even a sample 36-week syllabus for busy moms who want to pick up the book and go rather than write their own lesson plans (though a sample lesson plan template is included, too). There is even a description of how the authors, both homeschooling mothers of four, use the program with their own children, with examples of narrative exercises by their children of various ages.

This is not intended to be a self-teaching curriculum. It is meant for the homeschooling parent to use *with* children. It is suggested that half an hour per day be spent on each of the components of the course, analysis and imitation, four days a week. The authors believe that composition is a formative skill, and should be guided: "training in speech and writing cannot be separated from training in virtue". The goal is a "habit of mind" which the students can apply to any writing task. This is a thoroughly Catholic idea – that "academic" skills should be at the service of virtue– that I have not found so well stated and carried through in any other writing curriculum. I am looking forward to using this program with my grade school children, and have already adapted elements of it for use with my older children.

The book is available in a Kinko's copy, or in a PDF file that can be downloaded from the internet. The PDF file is probably the most versatile, since multiple copies of the sample models can be printed out for use with more than one child. See below for the Classical Writing website, which also has a link to a message board for support of this product.

The authors also offer Traditional Tales - Models for Classical Writing, a sourcebook of 36 fables and traditional tales to use with the composition course. The models include fairytales, Scripture, history stories by James Baldwin, in addition to fables by Aesop: all excellent literature which can be read by the fluent primary age child. This book is not an essential companion to Classical Writing, since the sources are all in the public domain and can be found online (some URLs are listed in the handbook). Still, it is a savings of time and effort for the homeschool mom to have them selected and right at one's fingertips. Downloadable PDF format and Kinko's copy format both available from Classical Writing.

Reviewed by: 
Willa Ryan
First reviewed: 
11-8-03

Correct Writing

Book cover: 'Correct Writing'
Author(s): 
Michael P. Kammer, S.J.
et al
Number of pages: 
525 pages
Copyright: 
1952
Publisher: 
Lepanto Press
Binding: 
Sewn Hardcover
Subject(s): 
Composition
Grammar
Grade / Age level: 
High School
Resource Type: 
Text
Review: 

This 525 page hardcover is Book 1 in the once popular Catholic high school series "A Course For Secondary Schools." Fortunately, for those who want to continue educating their children along the lines of Voyages in English series, Lepanto press has reprinted this 1952 gem.

Correct Writing is a detailed treatment of grammar using anecdotes, occasional book excerpts and other narratives. Rather then study grammar using isolated sentences, users of this book are exposed to longer narratives that are of interest to teenagers. These narratives are often humorous and more often then not contain Catholic content. Studying grammar within a larger framework allows the older student to learn correct grammar and writing easily and almost painlessly.

Topics covered include sentence structure, subject, predicate, nouns, verbs, appositives, moods, prepositional phrases, gerunds, participles, infinitives, adjectives, adverbs, and ruls for capitalization and punctuation. Each part of speech is clearly introduced (often accompanied by an anecdote that shows good humor) along with isolated examples and occasional cartoons. Several exercises are provided including both oral and written drills to reinforce the concept learned. This book includes traditional diagramming and exercises that have the student rewrite sentences or complete narratives correcting mistakes in punctuation or grammar. Separate proof-reading programs such as Editor in Chief are unnecessary when using this book. Creative writing assignments are also built into each chapter requiring the student to apply the concepts that they have learned in the text.

This textbook could be used in 8th grade or as soon as a child has completed Voyages 7 or other comparable program. The writing style and content of the exercises is best suited for age 13 years and up. Our 14 year old son enjoyed using this program and looked forward to doing it each day.

The answer key is highly recommended since some of the later exercises are challenging.

Additional notes: 
Note from the webmaster: I used this text in my homeschool-high school days and both enjoyed and benefited from it very much.
Reviewed by: 
Andrea Chen
First reviewed: 
9-16-02

Creative Communications

Thirty Writing, Speaking, and Drawing Projects for Homeschoolers
Book cover: 'Creative Communications: Thirty Writing, Speaking, and Drawing Projects for Homeschoolers'
Author(s): 
Sandra Garant
Number of pages: 
139 pages
Copyright: 
2000
Publisher: 
Catholic Heritage Curricula
Binding: 
Softcover
Sample Pages
Subject(s): 
Composition
Grade / Age level: 
Elementary
Review: 
"This book is actually a description of how and why I taught my three children to write. I read a few 'teaching chldren how to write' books and had no desire to use the suggested exercises. They seemed meaningless and out of touch with our daily lives. I wanted my children to use writing, drawing, and speaking to handle specific situations successfully. I wanted them to be able to write conversational letters, to take phone messages, and to learn to ask thoughtful questions. I wanted them to communicate their thoughts and ideas clearly to others and to be able to determine the best means according to each situation." (quote from the author in "Why I Wrote This Book")

This is a book of projects to encourage communication - and especially writing - in practical (and often fun) ways that are especially appropriate for homeschool families. The book is divided into three sections...

The first section "Pre-Writing Projects" includes seven projects to encourage those just beginning-to-write-a-little to be well-prepared for writing by playing word and memory games, writing name tags, learning manners relating to meeting and talking to people, labeling household items, telling stories, singing songs, writing lists, etc. Far from being a list of projects, this twenty-five page section includes quite a bit of detail, adequate descriptions and many ideas for implementation of these projects. You'll also find examples of particular people working on their communication skills and ideas for gaining the cooperation of reluctant writers. I found these descriptions quite creative and it is obvious that the author has really used these ideas in her own family.

Section Two covers ten "Short Projects for Ready Writers" which includes projects such as composing prayers, having a pen pal or a "cyber-pal" to write to, writing menus, making greeting cards, taking telephone messages (and other aspects of telephone communication and etiquette), special story-writing ideas and a family newsletter project. One of the appendices also includes a listing of websites where children can find Catholic pen pals on the Internet. This section also includes tips for parents on "When Is Your Child Ready to Write?", "Communication is Worth the Work" and "Ready for Informal Grammar". I think the ideas are very practical and very homeschool-mom friendly.

Thirteen "Advanced Projects for Real Writers" are covered in Section Three. These include projects of a more advanced nature which "require spelling and grammar skills, but ... also require planning, thought, and some technical skills." These are designed for those old enough to do a good deal of independent work with parental approval but minimum parental supervision/assistance. Projects range from learning to express spiritual beliefs and convictions to writing tests and study guides, from practicing proofreading skills to simple computer programming and audio/video productions. (To give you a better sense of this section, the following is a list of the project titles: "Wearable Words", "Study Guides", "Writing Your Own Tests", "Journals with a Theme", "Magazine and Newsletter Submissions", "Proofreading Skills", "Instructional Aids", "Memory Book", "Family History", "Calendars", "Action Letters", "Computer Programs" and "Radio and Video Production".)

In addition, you'll find: extensive tips and explanations on the whys and hows of teaching writing - including helping children to be motivated to write and a short essay encouraging teens to use communication skills to do good within the community and gain valuable experience. Appendices include twenty four "plot situations" to get started on writing assignments, a listing of "How to" Books and Websites relating to the projects; suggested supplies, an overview of copyright laws and Fair Use Policies, simple grammar rules and sixteen pages of writing samples from the author's children (which help to illustrate some of the project ideas given in the text.

Most of the content is very practical (and family-oriented) in nature. Religious content extends to ideas and examples (within the various projects) that would be of interest to Catholic homeschoolers, such as writing letters to television stations to encourage moral programming and helping spread devotion to the Sacred Heart. I find the author quite creative in using ordinary experiences as good learning opportunities. I'm looking forward to digging into some of the projects with my own children this fall.

The author is a Catholic mother of three, a free-lance writer, and has been homeschooling her children since 1989.

Perspective: 
Catholic
Reviewed by: 
Alicia Van Hecke
First reviewed: 
8-10-2000

Stories with a View, Narrative Inspirations, Selected Poetry and Paintings, Story starters for Grades 3-4

Book cover: 'Stories with a View, Narrative Inspirations, Selected Poetry and Paintings, Story starters for Grades 3-4'
Author(s): 
Margot Davidson
Number of pages: 
79 pages
Copyright: 
2004
Publisher: 
Hillside Education
Binding: 
Spiralbound
Subject(s): 
Composition
Grade / Age level: 
Elementary
Review: 

I must admit a bias. Because I have used the method suggested in Stories with a View for years with my own children, I highly recommend this resource. Why? It works! By observing and interacting with pictures and poetry, young writers are inspired to write interesting fiction.

In fact, Mrs. Davidson makes this method even easier to implement by offering discussion questions and suggested "story starters" to prompt the young writer. For example, with A Restful Tune (a painting about a shepherd boy playing a reed pipe) the questions include:

  1. Describe where this scene takes place?
  2. Who is the boy?
  3. What time of day do you think it is?
  4. What are the sheep doing while the dogs rest?
In addition to these thought provoking questions, younger children might also want to name the people and animals in the picture to make it more personal, which the author does in the "story starters." The "story starters" are great. Even the most reluctant writer will be provoked into action. If you want additional questions to stimulate the writing process, just keep in mind the question words: who, what, where, when and why and apply them to each picture or poem.

Paging through the various pictures, even the child most adverse to pen and paper should have something to say about these paintings. Some of them are truly amusing. In The Mouse by Giacomo Favretto, you can just imagine the young women squealing on the chairs at the thought of the mouse scurrying across the floor as the little boy tries to capture it in the corner.

Since younger children, preschool and kindergarten age, have very fertile imaginations, they too could use this resource, having the child dictate the story aloud. 79 pages might not seem like a lot of material at first, but as anyone who spends time writing knows, the writing process takes time and may drafts to create a polished final copy. There is more than enough material here to inspire the budding writer. Additionally, the suggestions and principles outlined here can be applied to stories, poems and paintings elsewhere too.

The Guide to Stories with a View includes an overview for the teacher, suggestions for how to incorporate this writing program into your language arts program, and directions on how to implement the program; including specific dialogue to guide and motivate the student through the writing process to a story that the student will be proud to keep in a "writing portfolio." If you have a reluctant writer, several story starters have been included in the guide for each painting or poetry selection. Your own writer may want to add some new ones to the list.

With my own children, I have mostly used pictures and picture books to stimulate them to write their own stories. Using poetry now adds another whole new dimension to draw on. With this resource, I don't have to look for paintings or poetry to inspire my children; I have it all in one place with questions to prime the writing pump. These attractive, full-color paintings and beautiful poems will stimulate great thoughts and interesting stories in even the most writing resistant child. You will be surprised by the results.

Additional notes: 

Teacher's Guide, 13 pp. Three-hole punched

Reviewed by: 
Elizabeth Yank
First reviewed: 
2-23-05

Student Writing Intensive, Level B

Author(s): 
Andrew Pudewa
Publisher: 
Institute for Excellence in Writing
Subject(s): 
Composition
Grade / Age level: 
Grades 6-8
Review: 
Occasionally, friends or readers ask my opinion about various writing programs. I never feel qualified to answer, because I have rarely used writing programs in our homeschool. I’ve mainly taught my girls about writing as we write. Initially, I taught them about things like rough drafts. I wanted them to know that they’re called “rough” for a reason, and that we should let our drafts be messy -- full of cross-outs, scribbles and insertions. The other thing I wanted my children to understand about writing was that there are radically different kinds, suited to different purposes. It’s one thing to write a poem, a short story, or a novel. It’s another matter entirely to write a newspaper article, an essay or a research paper. Not everyone will be drawn to creative writing (which is where I think many writing programs fail) but we all need to acquire the skill of expressing ourselves intelligently on paper. Awhile back, I received a review copy of the Student Writing Intensive, Level B (SWI) from Andrew Pudewa’s Institute for Excellence in Writing (IEW). I tried it out on my kids, and they immediately pronounced it a success. My girls loved Mr. Pudewa, as they affectionately call him, from the start. What we loved: No pencils. IEW stresses, and I strongly agree, a sort of Magic School Bus/Ms. Frizzle approach to writing: Make messes! Take chances! If it’s a rough draft -- let it be rough! Don’t erase or try to make things come out perfectly on your first attempt. Do not worry about your handwriting. Yes! Just get those words out of your head and onto your paper. If we worry about penmanship every time we put pen to paper, we will never learn to write. I think one mistake that schools and/or writing programs sometimes make is trying to teach too many skills at once: neatness and penmanship, critical thinking, choice of topic, organization, self-expression, creativity, forming an opinion, fashioning an argument, and so on. While all of these aspects of writing are vital, they can’t be taught at the same time. Writing needs to be broken down into its essential parts. Foundations must be formed before mansions are built. Pudewa doesn’t make that multitasking mistake. He gets it. Creative Writing is a different kettle of fish Yes! Too many writing programs try to turn every child into a poet. Writing exercises that begin, “Imagine you are a tree branch in autumn,” make me roll my eyes and they make most kids roll their eyes, too. Not all kids will be poets, but everyone can benefit from knowing how organize information and express it coherently. To this end, SWI begins with some simple exercises that can be life changing for a young writer. Students are presented a paragraph of facts. They are shown how to note key words or phrases for each sentence in that paragraph. The keyword list becomes an outline for structuring and retelling information. With this very simple process, students learn how to assimilate and present information in a report or essay form. Beyond that outline, style is then taught through “dress ups” that add interest and depth to the work. Creative writing is handled later in the program, and separately (though using some of the same techniques) and I couldn’t be happier about that. IEW materials teach specific, foundational, seemingly obvious (but clearly not, or we’d have many more “natural” writers in the world) skills that are essential to solid writing. Though I’ve seen only this one IEW product, based on its methods and philosophy, I highly recommend their materials.
Reviewed by: 
Karen Edmisten
First reviewed: 
2-27-2010

Teaching Writing: Structure and Style

Author(s): 
Andrew Pudewa
Publisher: 
Institute for Excellence in Writing
Binding: 
Other
Subject(s): 
Composition
Grade / Age level: 
All ages
Resource Type: 
DVD
Review: 
My daughter, Emily, announced, “The kids’ class [student writing workshop] is much funner than the teacher class.” Scratch that. I am “sure” she said “much more fun.” She was referring to the student writing workshop for Teaching Writing: Structure and Style available on DVD. Implemented by Andrew Pudewa, director of The Institute for Excellence in Writing, Teaching Writing: Structure and Style is a two day seminar where he demonstrates to the teacher/parent how to teach writing skills to school-age children through a step-by-step process. He breaks down the writing process into two basic categories: the structure of writing and style techniques. The structure portion includes both outlines and models of fiction and non-fiction writing.The style techniques are employed to make writing more appealing to the reader and he offers quite a variety. In other words, he teaches the teacher how to teach his/her students how to write in an organized manner that is interesting to read. The step-by-step process is broken down into nine units: 1) Note Making and Outlines, 2) Summarizing from Notes and the Syllabus in Style, 3) Summarizing Narrative Stories, 4/6) Summarizing References & Library Reports, 5) Writing from Pictures, 7) Creative Writing, 8) Essay Writing, and 9) Critique Writing. These nine units are developed over 6 DVDs. In addition, there are three workshops for the students to participate in for a total of 9 DVDs: 6 are instructional workshops for the teacher/parent and the last three are Student Workshops: One each for Gr. 2-4, Gr. 5-7, and Gr. 8-10+. These are workshops. Periodically, he will ask the viewer to turn off the TV and do the assignment. Since these are workshops, he not only walks the teacher/student through the process, he also reads the completed assignments of the class or student as well. This offers the viewer an idea of what they are seeking to achieve as an end goal. This is an excellent way to show the teacher/parent how to present guidance to the student when learning how to write. To help the viewer understand the program, crucial information is found in a Seminar Notebook that is loose leaf papers clipped in a binder, so you can add additional information and notes. This includes detailed notes, charts, outlines, checklists, models of sample student writing, and a syllabus. During the class, he points out the page numbers for you to follow him. His target audience is for teachers of children from grades 2-10; however, even adults would benefit from the program in creating more clear and concise writing with interesting stylistic techniques. He opens the first DVD with background information about the Teaching Writing: Structure and Style program, he then provides an overview of the program before he launches into his first lesson. Each unit builds on the previous unit. With humor and interesting stories, he holds the viewer’s attention. Because of the great number of hours, the teacher/student should not try to cram too much information too quickly in order to finish the program. Going back to my opening line, “scratch that,” one of the points of the program is that the student should write in pen. Instead of erasing, the student is encouraged to write on every other line and cross out the errors and write the correction above the corrected word, phrase, or sentence. This is one of many tips that will make the writing process much easier for many students. While some parents may balk at the price, they need to consider the value of the program. It is a two day seminar and it includes workshops for the student as well. Even if the teacher/parent were not to follow the program exactly, there is a wealth of information that is shared that would be helpful to the teacher/parent and student. For example, some teachers/students may be attracted to the structure portion of the program and others to the style portion. They can pick and choose what works best for them. While it is a highly organized program, with check off lists, and a specific way of doing things, it is a program that is easily adapted. Because it is a workshop format, instead of a lecture series, by doing the exercises, the teacher will have a greater understanding of the student’s position when learning how to write, especially the potential frustration that usually builds up and the need to allow adequate time for a good essay to develop. Andrew Pudewa imparts a wealth of knowledge and teaching tips that can be applied to other areas of teaching. For example, once something is mastered by the child or “easy” for him/her to do, then he/she should move on to the next step. One of the beauties of the program is that the teacher/parent does not have to come up with new writing ideas, the teacher/parent can use the material the student is already studying in history, science, or religion or the teacher can use the suggested assignments in the program. Although Mr. Pudewa stands at the front of the classroom, he is not in any way a mere talking head. An engaging speaker, he knows the joys and the pitfalls of teaching and shares his practical knowledge with the viewers. He knows the secret of a good teacher: He interacts with the students. While my daughters periodically popped in and out of the room while I was watching the teacher DVDs, they purposefully on their own accord (Gosh, are they my children) decided to watch the student DVD, took notes, and did the exercises. They were quite proud of their finished products. No wonder they liked it more than watching the teacher portion. Because of the vast amount of information, I have only given a brief overview of the salient points of the program. If you visit his website, you can click on a youtube demonstration where he outlines the benefits of the program. On youtube, there is also a sample from one of the DVDs, but the constant pausing interrupts the flow of his presentation and makes it difficult to watch. Teaching writing to children, or to anyone for that matter, is one of the most difficult tasks for a parent to do. It really shouldn’t be. But we are overwhelmed with all the grammar rules and the memories of red ink dripping all over our student essays once upon a time. Andrew Pudewa gives teachers/parents a highly structured alternative to teaching children how to write. He does so in an interesting manner, showing students both how to organize their papers and do so with stylistic techniques that greatly improve interest. His goal is the goal of all good writing, to make it both interesting and meaningful. Before you give up on trying to teach your child how to write, consider Teaching Writing: Structure and Style by Andrew Pudewa.
Reviewed by: 
Elizabeth Yank
First reviewed: 
1-10-2009

The Institute for Excellence in Writing

Book cover: 'The Institute for Excellence in Writing'
Subject(s): 
Composition
Review: 

The Institute for Excellence in Writing, owned by a Catholic convert and home school father, teaches the "structure and style of writing" through live and video workshops. This program is used throughout Canada. As do other programs IEW teaches structure (organizing material for writing) so that the final written piece will be logical, but unlike most programs children are trained to do this by using the writings of good authors. The structure of writing is taught by having children read literature, outline the literature, narrate from their outline, then write their own piece. This eliminates the problem of what to write about and gives the child a "feel" for the flow of good writing. The first of the 5 videos shows the parent how to teach outlining and the beginnings of style. Style, that which makes for a sophisticated sentence as opposed to a "Dick and Jane" sentence, is not taught by most writing programs. IEW teaches style by providing children with a checklist of things that should be included in their writings. They are taught to include strong verbs, to change the part of speech with which they begin their sentences, to include clauses, and many other things all of which is taught in a systematic way which the child can easily grasp and remember because they have the checklist next to them. My children enjoy this program and have made great strides in their writing. This flexibility works in favor of individual differences, but figuring out a schedule was challenging at first. Unlike the Writing Strands program, IEW requires a good deal of parental involvement, especially in the beginning. The 5 video tapes can be rented for $80 or purchased for $130. While the initial outlay for IEW is more than other programs, it is the only one you need to teach writing through high school. This program teaches style and structure for: non-ficiton, critical essays (book reports), narratives, creative writing, writing from pictures, research reports. The IEW forces the child to write better sentences and use more descriptive words, which adults who read a lot tend to do naturally.

Reviewed by: 
Andrea Chen
First reviewed: 
1998-99

WriteGuide.com Individualized Writing Course

Book cover: 'WriteGuide.com Individualized Writing Course'
Subject(s): 
Composition
Review: 

We've all heard the whining and complaining that can come with teaching composition. Many children just refuse to make the effort to write, and when they finally do finish an assignment their parents agonize over how to grade the composition. Having heard the writing complaints for years, I am excited to report that there is now a solution in WriteGuide.com.

Last month two of our children participated in an online tutorial through WriteGuide.com. Wait–before you stop reading because "those things are too pricey for our family," let me assure you, this tutorial is very affordable. Our children had a great time working on several different compositions that were a part of their tutorial and anxiously waited each day for an e-mail response from their tutor. Writing has never been so easy in our home.

WriteGuide.com provides individualized writing courses for as short as 1 month or as long as 12 months. The parent determines the goals of the course and, along with the tutor (all teachers hold masters degrees and have extensive teaching experience) the course content is decided. The students may either have "from scratch" writing assignments, as my children did, or follow a curriculum that the family is already using. The tutor contacts the parent through e-mail to establish the relationship and then the course begins. Each day the student submits his assignment and receives a reply that same day from his teacher. This is not an abstract relationship or one based on forms; the student chats with his teacher through e-mail and receives a personal, friendly reply that motivates the child while at the same time instructing him on style, grammar, mechanics, etc. as they directly relate to his writing assignment. You can see samples of e-mail exchanges between students and teachers at http://writeguide.com/samples.htm

Our online tutorial was a month long and went from the 2nd of one month until the 2nd in the next calendar month. Rather then have one child do the tutorial for the entire month, our 15-year-old son worked with the teacher for three weeks and our 12-year-old daughter worked with her for the remaining 5 or 6 days. The variety of assignments that WriteGuide will allow is quite varied. While working with the teacher, our son wrote a six-page research report on religious symbolism along with a complete bibliography. (What a relief not to have to teach that myself!) He also wrote the beginning of a fantasy novel. Our daughter, who normally hates writing, cheerfully wrote an essay about the Hittites and is begging to do another writing tutorial. I am amazed at how much her writing improved in just one week's time. The teacher was flexible and enthusiastic throughout the course and we were especially happy to learn that she was Catholic. WriteGuide.com employs several Catholic teachers and matches them up with Catholic families upon request.

I'm very impressed with the quality of WriteGuide.com and highly recommend it for both home school families and public school students. You'll be surprised at how much your child will learn in just one month.

Reviewed by: 
Andrea Chen
First reviewed: 
10-16-03

Writing Strands

Subject(s): 
Composition
Review: 

The Writing Strands program focuses on the structure of writing by teaching the student to organize his thoughts before writing. Many of the ideas the author uses are found in other English programs, such as Voyages in English, but in WS they are presented in a more systematic fashion with each lesson building on preceding lessons. The lessons are written for the child to read and do independently, with the parent checking work occasionally. WS is very straightforward and directs the child to write about specific topics. I liked this approach, but after working through half of WS3 my son was less then enthusiastic about continuing. Some of the topics he couldn't relate to and others were boring. While his writing was organized, I didn't see any improvement in sentence complexity. I continued to search for a writing program that would work for our family and discovered the Institute for Excellence in Writing.

Reviewed by: 
Andrea Chen
First reviewed: 
1998-99