IEW, Rod & Staff

Curriculum Review: Institute for Excellence in Writing,
Rod & Staff Grammar
reviewed by Susan Wise Bauer

    In The Well-Trained Mind, we suggest that parents cover grammar and writing by combining a good traditional grammar program (such as the A Beka workbooks or the Grammar, Usage, Mechanics series) with the Writing Strands workbook series. No program works for every child, so I'm glad to find that there are other options for parents who can't bear A Beka, or who find that Writing Strands doesn't fit their teaching style.
    A good traditional grammar text that can easily replace A Beka in the early years is published by Rod & Staff. The Rod & Staff books cover the same information as A Beka (parts of speech, mechanics and usage, diagramming, outlining, etc.) in a systematic, easy-to-understand way with plenty of practice. Unlike A Beka, the Rod & Staff books are hardbacked and nonconsumable; students do all their work on separate sheets of notebook paper. Like A Beka, Rod & Staff is a Christian publisher; the organization is Mennonite, and the books feature Mennonite children in illustrations and refer to Mennonite beliefs in the exercises. Christian home schoolers shouldn't find this offensive, but secular parents will probably find the books difficult to use.
    The writing exercises in Rod & Staff, unlike those in A Beka, are actually well-designed and can supplement or replace another writing program for the early grades. By fifth grade at the latest, however, I strongly suggest that you switch over to a formal writing program such as Writing Strands (or possibly the Institute for Excellence in Writing program, reviewed below). Furthermore, do keep in mind that the current Rod & Staff grammar only goes through eighth grade, although ninth and tenth grade books are in the testing stage. For this reason, I feel you should switch over to A Beka in seventh grade, since this year is the beginning of the complete A Beka five-year high school sequence; you can also switch to the Stewart English program, or to one of the other programs we recommend in The Well-Trained Mind.
    You can get a free Rod & Staff catalog by writing or calling Rod and Staff Publishers, Inc. at P.O. Box 3, Highway 172, Crockett, Kentucky 41413-0003 USA; telephone (606)-522-4348, fax (800)-643-1244. Although Rod & Staff doesn't have an online catalog, the Anabaptist Web Ring does contain an "unofficial webpage" with some useful information.
    Ever since The Well-Trained Mind came out, I've been asked whether the Institute for Excellence in Writing (IEW) program could be used instead of Writing Strands. IEW is recommended by many classical educators, but I wasn't familiar with it until recently, when Andrew Pudewa sent me a full curricula for review. Now that I've been able to examine it in detail, I'm happy to report that IEW is in fact a perfectly good writing program which can be substituted for Writing Strands, especially in elementary and middle school years. I do not think it is superior to Writing Strands, as many home school sites and reviews have suggested; it is simply a very different approach to teaching writing.
    Furthermore, it is not nearly as complete as Writing Strands. The WS program also covers literary analysis in a very complex and profitable way, preparing students for the Great Books study of high school. IEW doesn't purpose to do so; if you use IEW, you will certainly need to find another program to help you and your children read, discuss, and analyze books.
    I think that the most profitable way for me to review IEW is to put Writing Strands and IEW side by side, for those of you who have not had the opportunity to examine both curricula in detail. Following the chart, you'll find my own (idosyncratic) thoughts on the pros and cons of these programs; I hope this will help you to make a decision that will fit your own home school style.   For more information, you can also visit the Writing Strands and Institute for Excellence in Writing websites; copyright laws prevent me from scanning selections onto my own website, but both of these sites contain samples from the actual curricula.
    A reviewer's note: I have noticed that reviews of home school materials occasionally get testy. Reviewers (and users) are apt to imply that one particular program is so far superior to all others that you are doing your children a great disservice if you don't use it. (In fact, I've heard some quite nasty remarks about both of these programs from parents who have decided to switch over to the other!) So let me repeat: I think these are both good programs. I have a personal preference, which I will state at the end, but it is just that: my own personal favorite. Look at my reasons and either agree or disagree with them.
    And then pick the program that suits you, and be at peace!
(Please don't make multiple photocopies of this comparison as handouts, or reproduce it without checking with me first; it took me a LONG time to do, and I'd like it to remain on this site! But feel free to link to it.)
WRITING STRANDS                           IEW

What you get:
Spiral-bound notebooks, one for each level/skill, through which the student can progress at her own rate, and softbacked books; fourteen titles in all, each of which can be purchased separately.
Book titles:
Level 1: Cassette and booklet for pre-writing instruction (how to talk to a very young child in a way that prepares them for writing instruction later on).
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Writing Exposition (to follow Level 7)
Evaluating Writing (a handbook for the parent)
Communication and Interpersonal Relationships (public speaking skills)
Reading Strands: Understanding Fiction
A pack of two books: Analyzing the Novel and Dragonslaying for Dreamers, wrapped into a single package.
Creating Fiction

What you get:
Ten videotapes, ranging from 46 minutes to 122 minutes, of Andrew Pudewa conducting a writing seminar and writing workshops; not difficult to understand or watch, but not professionally shot. The videotapes do not outline a writing curriculum as such; rather, Mr. Pudewa explains his method of teaching such things as variations in sentence structure, picking key words out of a passage, etc. At various points during the tapes, viewers are instructed to stop and complete a practicum.
A notebook called "Teaching Writing Structure & Style: Seminar and Practicum Workbook," containing very brief summaries of the main points covered in the lecture, along with copies of the written examples Pudewa refers to in the videotaped presentations.
A notebook containing a "Key Ideas Page" (blank, to be filled in) and five dividers: "Models/Sources," "Outlines/Compositions," "Checklists," "Style Charts," and "'Banned' Words." Plain paper follows the first three dividers. The fourth divider has a single sheet in it where students are to list "Dress-Ups" (ways of varying sentences), "Sentence Openers,"and "Decorations." The fifth has two pages where students can list "banned words" (verbs and adjectives.) This notebook is obviously to be created by the student.

A detailed lesson outline:
Level 1: a book and cassette tape that guides parents towards verbal instruction. Covers: making up words, recognizing sounds, rhyming, finishing sentences and stories, expanding sentences, describing, making tape recording, discussing stories, making up new endings, and other creative games. Directed at preschoolers.
Beginning with Level 2, the books give very specific instructions. This, for example, is from Lesson #12, "Techniques of Comparison": "It should take you four days. Day 1: Put five objects on a desk. Your child will have to describe in writing one of them, using only the other four objects as references. He can't say the banana is soft. He must say that the banana is softer than one or more of the other objects..." etc. for Day 2, Day 3, and Day 4.
Level 2: Introductory writing skills. Using adjectives, making lists, reporting what you see, making paragraphs, ordering actions, using grouping and variety in sentences, writing simple stories (intro to problem, climax, and resolution), convincing the reader, constructing dialogue, writing letters, using narration, use of comparisons, writing greeting cards, putting yourself into a character's place while writing, imaginative description.
Level 3:
Following directions, constructing complex sentences, writing organized paragraphs (understanding relationships between main and supporting ideas), constructing good descriptions, using and understanding point of view, using experiences to organize a description of a typical day, putting yourself in a characters' shoes, planning and writing a very short story, using action words in description, understanding the relationship between a series of events in a story, creating likeable characters.
Level 4
Connecting sentences so that ideas flow from one sentence to the next; recognizing and listing the main points in a story and in a story summary; describing emotions; analyzing actions and predicting their outcome; the choice and use of narrative voices in stories; using past and present tense, and their relationship; organizing a paragraph that contains more than one idea; how to describe the layout of a building or another space in writing; how to set up and resolve a problem between chracters; using first, second, and third person; using future tense; describing how objects change; more work in character position and point of view
Level 5:
Understanding and identifying the attitudes of narrative voices; making the structure of sentences more complex; recognizing and writing valid arguments; identifying the degree of knowledge that the narrative voice of a story has, and using this in your own writing; using active and passive voice; organizing a list of ideas or items; using speech patterns and speechs tyles in dialogue; understanding and using techniques that authors use to control a reader's feelings; changing tense in dialogue; using flashbacks and foreshadowing; business letters and how to write them.
Level 6:
Describing the body movements of characters as a way to characterize their personalities; understanding choices in using point of view; using conflict in stories; explanatory exposition; how to use unbiased questions in researching and interviewing; identifying and describing conflicting forces in a novel; understand the qualities of a "stock character"; writing decisions; writing arguments; principles and practice in business letters.
Level 7:
More practice in observing and describing body movements; using and identifying the practice of giving readers partial information; creative and resolving conflict; using point of view in expository writing; creating place descriptions; how to take a survey and report it; how to interview experts and use the quotations to support a position; analyzing character development; creating emotional relationships between characters.
Writing Exposition:
Using the library, taking notes; using models in expository writing; using hypothetical situations to support exposition; resisting manipulation by other writers; understanding book covers; writing about cultural values; writing about the value of role models; using comparison and contrast; using "I" in formal writing; writing the reaction paper; uncovering and understanding bias; propaganda techniques; structuring the term paper; using primary research; evaluating magazines.
Evaluating Writing:
Dealing with conditions that making writing difficult: fear, insecurity, motivation, concentration, thinking through ideas, talking about mechanical problems, following directions, not wanting to rewrite, "I don't want to write!", proofreading. Common writing problems and how to correct them; how to correct specific problems at each level; using Writing Strands skills across the curriculum; summary of spelling rules.
Communication and Interpersonal Relationships: How to Say What You Mean to Say, by Dave Marks
Covers eye contact, verbal reinforcement, physical reinforcement, meeting people, interviewing, understanding other points of view, how to disagree politely, how to reduce aggression, body language, debating techniques, "How Not to Be a Bore."
Reading Strands: Understanding Fiction
Very detailed instruction on developing critical thinking for very young readers as well as for readers in grades 7-12. Covers characterization (literary terms, objectives for character study, how to conduct socratic dialogue about actions, motives, relationships, speech, kinds of people, weaknesses and strengths, physical characteristics, intelligence/schooling), comflict (nature of forces, situation, progression of plot, factors affecting conflict, socratic dialogue regarding conflict), resolution (literary terms, socratic dialogue), point of view, analogies, antonyms, cause and effect, classification, and context as clue. The appendix includes instruction for the parent on teaching literature using the socratic method.
Analyzing the Novel
A detailed handbook for analyzing all aspects of the novel, with specific analysis done for you on the novel enclosed: Dragonslaying is for Dreamers.
Creating Fiction
For writers who have completed the basic Writing Strands instruction: establishing location, establishing narrative voice, identification with character, point of view, senses, dramatic dialogue, reader reactions, symbols in literature, flashbook, mood, satire, tense use, speaking patterns, giving information through description, controlling structure, creating characters, the short story form.

A detailed lesson outline:
Titles of videotapes:
Set One:
Tape 1: Overview, Note Making & Summaries, Dress-up and Openers
Tape 2: Marking & Grading, Summarizing Stories, Advanced Style
Tape 3: Summarizing Multiple References; Library Research
Tape 4: Writing from Pictures, Creative Writing, Formal Essay & Critique
Set Two
You get to choose one student workshop videotape; you specify grades 2-4, 5-7, or 8-12.
Student Workshops -- Elementary (2-4)
Student Workshops -- Intermediate (5-7)
Student Workshops -- High School (8-12)
The review package I received also contained the "Supplemental Student Writing Intensive", which can be purchased separately:
Day 1: Student Writing Intensive -- Grades 6&7
Day 2: Student Writing Intensive -- Grades 6&7
Day 3: Student Writing Intensive -- Grades 6&7
Day 4: Student Writing Intensive -- Grades 6&7
Material covered in the notebook and lectures:
Overview:
Explains that you can proceed through the units in order, or pick and choose; you can teach the nine units every year, one per month, and repeat every year using more complex source material. (Sections following have suggestions on how to use them with each level of student.)
Written Communication Pathway:
Explains the relationship between the units of the program.
Unit I: Note Making and Outlines
Teaches children to pick out key words from a source reading, as they read, and then use those to construct an outline of the text.
Public Speaking
Techniques for good public delivery of written material; speaking from a key word outline.
Unit II: Summarizing from Notes
Teaches children to rewrite the original source reading from their outline.
The Syllabus in Style
An introduction to teaching techniques you can use as you teach children what Pudewa calls the "dress-ups" (see below).
Stylistic Techniques
Covers the "dress-ups" children can use to vary the structure of their sentences: who-which clauses; "ly" words; because clauses; strong verbs; quality adjectives; clauses using when, while, where, as, since, if, although; dual adverbs, verbs, and adjectives. Also covers words and forms that can be used to open sentences (subject, prepositional, "ly," "ing," clausal, etc.); "decorations" (different types of sentences to be used in compositions such as questions, conversation, simile-metaphor sentences, etc.); and finally use of repetition (words, phrases and clauses, "ings," "lys", adjectives, nouns, and verbs). Pudewa uses rules to make sure that children use these techniques: i.e., "Use each dressup once in each paragraph" and "Use one different decoration per paragraph."
Style Wall Charts
Charts summarizing the dress-ups, acceptable prepositions, adverbs, etc.; also a "banned list" of common words that should be shunned in fravor of more expressive words ("said," "go," "pretty," etc.).
Practicum: Note Making and Sumamries
An exercise in the skills taught above.
Marking and Grading
Use of checksheets for grading student work.
Unit III: Summarizing Narrative Stories
Teaches children to recognize story sequence; for older students, to recognize problem, climax, and resolution; also offers a model for writing critiques of literature that cover character, setting, plot, conflict, climax, theme, and message.
Practicum: Summarizing Narrative Stories
An exercise in the skills taught above.
Unit IV/VI: Summarizing References and Library Reports
Teaches the use of library materials, note taking from sources, summarizing of notes, creation of an outline covering the topic that includes notes from various sources, and writing of a report from the outline.
Practicum: Summarizing Multiple References
An exercise in the skills taught above.
Checksheet for Three Paragraph Compositions
For the student to use in checking over his work.
Unit V: Writing from Pictures
Using a series of three pictures to write three paragraph stories; teaches the use of past participle verb forms, as well as use of a topic sentence, and the use of "final clincher" (a summary sentence that reflects the content of both the last paragraph and the whole of the story).
Unit VII: Creative Writing
Teaches a structure for "writing about virtually anything", consisting of an introduction, three themes (one paragraph for each theme), and a conclusion that restates the three themes. Reminds the parent that children should be using all the stylistic techniques above (deocorations, etc.).
Unit VIII: Essay Writing
Teaches the structure for formal essays (five, seven, or more paragraphs). This unit builds on the basic skills and structures taught earlier (taking notes, making an outline, writing an introductory paragraph, writing the body of the essay covering themes which have been chosen while constructing the outline, writing a conclusion) to develop longer and more complex compositions.
Checksheet for Essays
For the student to use in evaluating her own work.
Unit IX: Critiques
Teaches skills in literary analysis: outlining story sequences, analyzing literary elements such as moon, characterization and theme, setting, conflict, and climax.
Certificate of Completion/Homework
An award for the child and a final assignment to complete and mail to IEW for grading.
Appendix
Various sample lesson plans, compositions, web resources, etc.

What is this program missing?
The programs are very, very different; Writing Strands is much more complete, specifically teaches more kinds of writing (and reading) skills, and also will demand more time spent on "writing" as an area in the curriculum. The one area in which IEW teaches with more detail is in the actual structuring of sentences. Although studetns are taught the basics of varying sentence structure, using clauses, using adjectives and adverbs, strong vs. weak verbs, etc., IEW provides a more concrete, checklist-type method of constructing a variety of sentences. What is this program missing?
IEW does NOT teach persuasive writing, techniques of argumentation, techniques of propaganda, or other rhetoric level skills. To learn these, you have to order the "Teaching Advanced Models" videotape and handout ($39.95), which is nevertheless NOT as complete as the Writing Strands information on persuasive techniques (WS teaches this from the beginning of the course, whereas IEW keeps it as a "clincher course" for senior students). It is also not designed to teach skills in literary analysis or some of the other writing skills taught by WS, such as taking surveys, interviewing experts, reporting, etc.

Relationship to the rest of the curriculum:
Writing Strands is a definite "subject" in its own right. Although the Evaluating Writing handbook provides parents with methods to make sure that the techniques are used across the curriculum, writing for its own sake is emphasized, and parents will need to make connections with history, etc. on their own. Relationship to the rest of the curriculum:
IEW is designed to be used WITH the rest of the curriculum. Although you do teach the child in a "writing session" the skills which the unit suggests covering for the month, those skills are expected to be utilized in the writing of science and history compositions, etc.

Home school feedback: The pros and cons I've heard from other parents
Pros:
Very detailed and scripted directions are good for parents who are uncertain of their own ability to write.
The most complete writing course around.
The writing instruction and reading analysis are woven together, so that the student is learning how to analyze and write about literature at the same time that he is learning to write his own ideas.
Nonconsumable books can be used with all children in the family.
Cons:
Not enough instruction in sentence style.
"The tone of the lessons is too flip."
Most parents seem to avoid books 2 and 3, preferring to start with Level 4.

Home school feedback: The pros and cons I've heard from other parents
Pros:
Very detailed instructions as to how the student should construct sentences with varying forms and styles; very good for the student who writes sentences that all sound the same.
Flexible in its application, since it can be used with any type of writing in any subject.
Video instruction is good for parents who are very uncertain about their ability to teach writing.
Cons:
A number of parents have found that the program is too complex for easy use, particular for a number of children who are being home schooled on different levels in the same family.
"It's just overwhelming."
The video format is time-consuming; not enough written material to refer back to.
Very large initial cost.
Not enough "writing assignments" as such; course is designed to be applied in all areas where the student writes, but there is comparatively little in the way of specific assignments for writing as an area in itself.

Learning styles:
Particular good for self-starting students and those who follow written instructions well. Learning styles:
Particularly good for students who need constant verbal reinforcement from the parent and for those who learn well by hearing.

Originally designed for:
Home school use; particularly good for one-on one instruction Originally designed for:
Classroom use: particularly good to use with small groups

Cost:
Book 1 and cassete, $14.95
Books 2-4, $18.95 each
Books 5-6, $20.95 each
Book 7, Writing Exposition, Creating Fiction, Reading strands, $22.94 each
Evaluating Writing, $19.95
Communication and Interpersonal Relationships, $17.95 each
Novel analysis pack, $18.95

Cost:
Basic program of four seminar videotapes, one workshop of your choice, notebooks, and toll-free telephone consultation: $130.
Set of four student writing intensive sessions on videotape: $99.
Combo of the above: (eight tapes total): $199.
Other various supplemental tapes and handouts can be purchased from IEW; call them for a complete brochure.

Ease of use:
In my opinion, Writing Strands has the edge in ease of use. The lessons require minimal preparation time on the part of the parent, and the instructions are simple to follow. The lessons are divided in terms of the days needed to complete each one, so that both parent and child have a very clear idea of how much work needs to be done on each day. This is partly a matter of personal preference on my part: I much prefer written instructions to video instruction, and I'm partial to curricula that I can "grab and assign" in a hurry when the phone is ringing, the baby wailing, and the toddler disassembling the dishwasher.

This is a biased opinion (biased towards my own learning and teaching preferences): I found the videotapes very tedious, and the amount of work necessary to take the principles and apply them across the curriculum a little overwhelming. But if you enjoy video instruction (like that contained in the Math-U-See program), you'll probably appreciate IEW's video-format. You'll also like it if your student already needs fairly close supervision while writing; IEW will give you the tools you need to encourage and critique the reluctant writer.

Overall strengths and weaknesses:
Lessons are directed at the child, not the parent; I appreciate this, as it seems to shift the responsibility for writing directly to the student, where it belongs! Does not teach sentence style and variety with as much detail as IEW, but puts much more emphasis on persusasive argumentation. Much more complete coverage of all aspects of writing; includes training in literary analysis.

Overall strengths and weaknesses:
Instruction for parent is unnecessarily long; requires more time and effort for the parent, but also supplies more detailed information on how to correct and critique student work. Applies across the curriculum; does not emphasize persuasive writing. Meshes well with the classical curriculum; since it is method-focused, rather than assignment focused, students can learn to write as they do their history, literature, science, etc. assignments. It does seem to me that you will need to buy or use another program to learn such things as business letter writing and analysis of literature.

My final thoughts...
    Writing Strands does teach sentence variety, although in less detail than IEW. Realize, though, that a program that teaches style in as much detail as IEW does is a two-edged sword. On the one hand, the student DOES learn to create more complex and varied sentences -- which he might not do on his own. On the other hand, the student learns, in effect, to write in the style of Andrew Pudewa. Many of the suggestions he makes as to style rub me (as a writer) the wrong way; he suggests, for example, that students not use the word "said," which most good writers (including John Gardner and E.B. White) would reject. His use of adverbs and of dependent clauses also frequently strikes my ear as clumsy.
    On the other hand, a student who consistently (past fourth grade, say) writes sentences that all sound the same would benefit greatly from IEW's program.
   I do NOT think that IEW is a complete writing program for college-bound students. One reason I continue to recommend Writing Strands is because it covers all the types of writing that students are expected to do in college: book reviews, reaction papers, novel analyses, etc. If you use IEW, you should also choose a good standard grammar and composition program (such as Warriner's or A Beka) and do all the writing/composition exercises included in the program. Or use Writing Strands 7 and Writing Exposition as ways to introduce the high school student to these skills.
    I'll repeat: IEW is a good and very impressive program. However, after reviewing both programs in detail, I give Writing Strands the edge because it teaches more kinds of writing and also teaches literary analysis in a way that prepares students for college writing.

UPDATED 5/25/01: Andrew Pudewa of IEW sent me this update: "In May of 2000, I rerecorded the seminar, "Teaching Writing: Structure & Style" to improve the technical quality, correct some errors and expand the content of the presentation. Consequently, the seminar now consists of 6 videotapes, for a total of 10-1/2 hrs. presentation time plus one student workshop tape (your choice and not revised) and the book (slightly expanded, now 122 pages). The price of $130.00 remains the same. Also, the tape, "Teaching Advanced Models" has been discontinued. It was replaced by a combination of: 1) Improved and expanded coverage of the Essay models in the revised TWSS set, and 2) another class we offered: "Teaching Toward the University Essay--A Class with J. B. Webster" which we are currently selling for $29.95. (Dr. Webster was the original creator of the syllabus which I teach.)"
Susan's note: Mr. Pudewa has not yet sent me a revised curriculum for review, but these materials may fill in some the gaps noted above.

    Also, I have to say that I very much like the Writing Strands emphasis on identifying and analyzing different types of persuasion, manipulation, and propaganda. We live in an age where children are bombarded with manipulative literature, TV, and film from a very early age. I appreciate the Writing Strands attempt to caution children about this "environmental hazard," and I have not yet found another program that treats this danger to our children's minds with equal rigor and seriousness.
    I will probably, then, continue to suggest that parents try Writing Strands first, and switch over to IEW if they find that the books don't "connect" with their young writers (this happens with every curriculum, no matter how good it might be).
Contact information:
The Institute for Excellence in Writing
PO Box 606
Atascadero, CA 93423.
1-800-856-5815
Fax (603) 925-512
E-mail: iew@earthlink.net
Web: www.writing-edu.com
National Writing Institute
624 W. University #248
Denton, TX 76201-1889
1-800-688-5375
Fax 1-888-663-7855
E-mail: info@writingstrands.com
Web: www.writingstrands.com

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to the January 2000 issue page, or go

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from Peace Hill Farm

18101 The Glebe Lane

Charles City, VA 23030

What you get: Spiral-bound notebooks, one for each level/skill, through which the student can progress at her own rate, and softbacked books; fourteen titles in all, each of which can be purchased separately. Book titles: Level 1: Cassette and booklet for pre-writing instruction (how to talk to a very young child in a way that prepares them for writing instruction later on). Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Writing Exposition (to follow Level 7) Evaluating Writing (a handbook for the parent) Communication and Interpersonal Relationships (public speaking skills) Reading Strands: Understanding Fiction A pack of two books: Analyzing the Novel and Dragonslaying for Dreamers, wrapped into a single package. Creating Fiction	What you get: Ten videotapes, ranging from 46 minutes to 122 minutes, of Andrew Pudewa conducting a writing seminar and writing workshops; not difficult to understand or watch, but not professionally shot. The videotapes do not outline a writing curriculum as such; rather, Mr. Pudewa explains his method of teaching such things as variations in sentence structure, picking key words out of a passage, etc. At various points during the tapes, viewers are instructed to stop and complete a practicum. A notebook called "Teaching Writing Structure & Style: Seminar and Practicum Workbook," containing very brief summaries of the main points covered in the lecture, along with copies of the written examples Pudewa refers to in the videotaped presentations. A notebook containing a "Key Ideas Page" (blank, to be filled in) and five dividers: "Models/Sources," "Outlines/Compositions," "Checklists," "Style Charts," and "'Banned' Words." Plain paper follows the first three dividers. The fourth divider has a single sheet in it where students are to list "Dress-Ups" (ways of varying sentences), "Sentence Openers,"and "Decorations." The fifth has two pages where students can list "banned words" (verbs and adjectives.) This notebook is obviously to be created by the student.
A detailed lesson outline: Level 1: a book and cassette tape that guides parents towards verbal instruction. Covers: making up words, recognizing sounds, rhyming, finishing sentences and stories, expanding sentences, describing, making tape recording, discussing stories, making up new endings, and other creative games. Directed at preschoolers. Beginning with Level 2, the books give very specific instructions. This, for example, is from Lesson #12, "Techniques of Comparison": "It should take you four days. Day 1: Put five objects on a desk. Your child will have to describe in writing one of them, using only the other four objects as references. He can't say the banana is soft. He must say that the banana is softer than one or more of the other objects..." etc. for Day 2, Day 3, and Day 4. Level 2: Introductory writing skills. Using adjectives, making lists, reporting what you see, making paragraphs, ordering actions, using grouping and variety in sentences, writing simple stories (intro to problem, climax, and resolution), convincing the reader, constructing dialogue, writing letters, using narration, use of comparisons, writing greeting cards, putting yourself into a character's place while writing, imaginative description. Level 3: Following directions, constructing complex sentences, writing organized paragraphs (understanding relationships between main and supporting ideas), constructing good descriptions, using and understanding point of view, using experiences to organize a description of a typical day, putting yourself in a characters' shoes, planning and writing a very short story, using action words in description, understanding the relationship between a series of events in a story, creating likeable characters. Level 4 Connecting sentences so that ideas flow from one sentence to the next; recognizing and listing the main points in a story and in a story summary; describing emotions; analyzing actions and predicting their outcome; the choice and use of narrative voices in stories; using past and present tense, and their relationship; organizing a paragraph that contains more than one idea; how to describe the layout of a building or another space in writing; how to set up and resolve a problem between chracters; using first, second, and third person; using future tense; describing how objects change; more work in character position and point of view Level 5: Understanding and identifying the attitudes of narrative voices; making the structure of sentences more complex; recognizing and writing valid arguments; identifying the degree of knowledge that the narrative voice of a story has, and using this in your own writing; using active and passive voice; organizing a list of ideas or items; using speech patterns and speechs tyles in dialogue; understanding and using techniques that authors use to control a reader's feelings; changing tense in dialogue; using flashbacks and foreshadowing; business letters and how to write them. Level 6: Describing the body movements of characters as a way to characterize their personalities; understanding choices in using point of view; using conflict in stories; explanatory exposition; how to use unbiased questions in researching and interviewing; identifying and describing conflicting forces in a novel; understand the qualities of a "stock character"; writing decisions; writing arguments; principles and practice in business letters. Level 7: More practice in observing and describing body movements; using and identifying the practice of giving readers partial information; creative and resolving conflict; using point of view in expository writing; creating place descriptions; how to take a survey and report it; how to interview experts and use the quotations to support a position; analyzing character development; creating emotional relationships between characters. Writing Exposition: Using the library, taking notes; using models in expository writing; using hypothetical situations to support exposition; resisting manipulation by other writers; understanding book covers; writing about cultural values; writing about the value of role models; using comparison and contrast; using "I" in formal writing; writing the reaction paper; uncovering and understanding bias; propaganda techniques; structuring the term paper; using primary research; evaluating magazines. Evaluating Writing: Dealing with conditions that making writing difficult: fear, insecurity, motivation, concentration, thinking through ideas, talking about mechanical problems, following directions, not wanting to rewrite, "I don't want to write!", proofreading. Common writing problems and how to correct them; how to correct specific problems at each level; using Writing Strands skills across the curriculum; summary of spelling rules. Communication and Interpersonal Relationships: How to Say What You Mean to Say, by Dave Marks Covers eye contact, verbal reinforcement, physical reinforcement, meeting people, interviewing, understanding other points of view, how to disagree politely, how to reduce aggression, body language, debating techniques, "How Not to Be a Bore." Reading Strands: Understanding Fiction Very detailed instruction on developing critical thinking for very young readers as well as for readers in grades 7-12. Covers characterization (literary terms, objectives for character study, how to conduct socratic dialogue about actions, motives, relationships, speech, kinds of people, weaknesses and strengths, physical characteristics, intelligence/schooling), comflict (nature of forces, situation, progression of plot, factors affecting conflict, socratic dialogue regarding conflict), resolution (literary terms, socratic dialogue), point of view, analogies, antonyms, cause and effect, classification, and context as clue. The appendix includes instruction for the parent on teaching literature using the socratic method. Analyzing the Novel A detailed handbook for analyzing all aspects of the novel, with specific analysis done for you on the novel enclosed: Dragonslaying is for Dreamers. Creating Fiction For writers who have completed the basic Writing Strands instruction: establishing location, establishing narrative voice, identification with character, point of view, senses, dramatic dialogue, reader reactions, symbols in literature, flashbook, mood, satire, tense use, speaking patterns, giving information through description, controlling structure, creating characters, the short story form.	A detailed lesson outline: Titles of videotapes: Set One: Tape 1: Overview, Note Making & Summaries, Dress-up and Openers Tape 2: Marking & Grading, Summarizing Stories, Advanced Style Tape 3: Summarizing Multiple References; Library Research Tape 4: Writing from Pictures, Creative Writing, Formal Essay & Critique Set Two You get to choose one student workshop videotape; you specify grades 2-4, 5-7, or 8-12. Student Workshops -- Elementary (2-4) Student Workshops -- Intermediate (5-7) Student Workshops -- High School (8-12) The review package I received also contained the "Supplemental Student Writing Intensive", which can be purchased separately: Day 1: Student Writing Intensive -- Grades 6&7 Day 2: Student Writing Intensive -- Grades 6&7 Day 3: Student Writing Intensive -- Grades 6&7 Day 4: Student Writing Intensive -- Grades 6&7 Material covered in the notebook and lectures: Overview: Explains that you can proceed through the units in order, or pick and choose; you can teach the nine units every year, one per month, and repeat every year using more complex source material. (Sections following have suggestions on how to use them with each level of student.) Written Communication Pathway: Explains the relationship between the units of the program. Unit I: Note Making and Outlines Teaches children to pick out key words from a source reading, as they read, and then use those to construct an outline of the text. Public Speaking Techniques for good public delivery of written material; speaking from a key word outline. Unit II: Summarizing from Notes Teaches children to rewrite the original source reading from their outline. The Syllabus in Style An introduction to teaching techniques you can use as you teach children what Pudewa calls the "dress-ups" (see below). Stylistic Techniques Covers the "dress-ups" children can use to vary the structure of their sentences: who-which clauses; "ly" words; because clauses; strong verbs; quality adjectives; clauses using when, while, where, as, since, if, although; dual adverbs, verbs, and adjectives. Also covers words and forms that can be used to open sentences (subject, prepositional, "ly," "ing," clausal, etc.); "decorations" (different types of sentences to be used in compositions such as questions, conversation, simile-metaphor sentences, etc.); and finally use of repetition (words, phrases and clauses, "ings," "lys", adjectives, nouns, and verbs). Pudewa uses rules to make sure that children use these techniques: i.e., "Use each dressup once in each paragraph" and "Use one different decoration per paragraph." Style Wall Charts Charts summarizing the dress-ups, acceptable prepositions, adverbs, etc.; also a "banned list" of common words that should be shunned in fravor of more expressive words ("said," "go," "pretty," etc.). Practicum: Note Making and Sumamries An exercise in the skills taught above. Marking and Grading Use of checksheets for grading student work. Unit III: Summarizing Narrative Stories Teaches children to recognize story sequence; for older students, to recognize problem, climax, and resolution; also offers a model for writing critiques of literature that cover character, setting, plot, conflict, climax, theme, and message. Practicum: Summarizing Narrative Stories An exercise in the skills taught above. Unit IV/VI: Summarizing References and Library Reports Teaches the use of library materials, note taking from sources, summarizing of notes, creation of an outline covering the topic that includes notes from various sources, and writing of a report from the outline. Practicum: Summarizing Multiple References An exercise in the skills taught above. Checksheet for Three Paragraph Compositions For the student to use in checking over his work. Unit V: Writing from Pictures Using a series of three pictures to write three paragraph stories; teaches the use of past participle verb forms, as well as use of a topic sentence, and the use of "final clincher" (a summary sentence that reflects the content of both the last paragraph and the whole of the story). Unit VII: Creative Writing Teaches a structure for "writing about virtually anything", consisting of an introduction, three themes (one paragraph for each theme), and a conclusion that restates the three themes. Reminds the parent that children should be using all the stylistic techniques above (deocorations, etc.). Unit VIII: Essay Writing Teaches the structure for formal essays (five, seven, or more paragraphs). This unit builds on the basic skills and structures taught earlier (taking notes, making an outline, writing an introductory paragraph, writing the body of the essay covering themes which have been chosen while constructing the outline, writing a conclusion) to develop longer and more complex compositions. Checksheet for Essays For the student to use in evaluating her own work. Unit IX: Critiques Teaches skills in literary analysis: outlining story sequences, analyzing literary elements such as moon, characterization and theme, setting, conflict, and climax. Certificate of Completion/Homework An award for the child and a final assignment to complete and mail to IEW for grading. Appendix Various sample lesson plans, compositions, web resources, etc.
What is this program missing? The programs are very, very different; Writing Strands is much more complete, specifically teaches more kinds of writing (and reading) skills, and also will demand more time spent on "writing" as an area in the curriculum. The one area in which IEW teaches with more detail is in the actual structuring of sentences. Although studetns are taught the basics of varying sentence structure, using clauses, using adjectives and adverbs, strong vs. weak verbs, etc., IEW provides a more concrete, checklist-type method of constructing a variety of sentences.	What is this program missing? IEW does NOT teach persuasive writing, techniques of argumentation, techniques of propaganda, or other rhetoric level skills. To learn these, you have to order the "Teaching Advanced Models" videotape and handout ($39.95), which is nevertheless NOT as complete as the Writing Strands information on persuasive techniques (WS teaches this from the beginning of the course, whereas IEW keeps it as a "clincher course" for senior students). It is also not designed to teach skills in literary analysis or some of the other writing skills taught by WS, such as taking surveys, interviewing experts, reporting, etc.
Relationship to the rest of the curriculum: Writing Strands is a definite "subject" in its own right. Although the Evaluating Writing handbook provides parents with methods to make sure that the techniques are used across the curriculum, writing for its own sake is emphasized, and parents will need to make connections with history, etc. on their own.	Relationship to the rest of the curriculum: IEW is designed to be used WITH the rest of the curriculum. Although you do teach the child in a "writing session" the skills which the unit suggests covering for the month, those skills are expected to be utilized in the writing of science and history compositions, etc.
Home school feedback: The pros and cons I've heard from other parents Pros: Very detailed and scripted directions are good for parents who are uncertain of their own ability to write. The most complete writing course around. The writing instruction and reading analysis are woven together, so that the student is learning how to analyze and write about literature at the same time that he is learning to write his own ideas. Nonconsumable books can be used with all children in the family. Cons: Not enough instruction in sentence style. "The tone of the lessons is too flip." Most parents seem to avoid books 2 and 3, preferring to start with Level 4.	Home school feedback: The pros and cons I've heard from other parents Pros: Very detailed instructions as to how the student should construct sentences with varying forms and styles; very good for the student who writes sentences that all sound the same. Flexible in its application, since it can be used with any type of writing in any subject. Video instruction is good for parents who are very uncertain about their ability to teach writing. Cons: A number of parents have found that the program is too complex for easy use, particular for a number of children who are being home schooled on different levels in the same family. "It's just overwhelming." The video format is time-consuming; not enough written material to refer back to. Very large initial cost. Not enough "writing assignments" as such; course is designed to be applied in all areas where the student writes, but there is comparatively little in the way of specific assignments for writing as an area in itself.
Learning styles: Particular good for self-starting students and those who follow written instructions well.	Learning styles: Particularly good for students who need constant verbal reinforcement from the parent and for those who learn well by hearing.
Originally designed for: Home school use; particularly good for one-on one instruction	Originally designed for: Classroom use: particularly good to use with small groups
Cost: Book 1 and cassete, $14.95 Books 2-4, $18.95 each Books 5-6, $20.95 each Book 7, Writing Exposition, Creating Fiction, Reading strands, $22.94 each Evaluating Writing, $19.95 Communication and Interpersonal Relationships, $17.95 each Novel analysis pack, $18.95	Cost: Basic program of four seminar videotapes, one workshop of your choice, notebooks, and toll-free telephone consultation: $130. Set of four student writing intensive sessions on videotape: $99. Combo of the above: (eight tapes total): $199. Other various supplemental tapes and handouts can be purchased from IEW; call them for a complete brochure.
Ease of use: In my opinion, Writing Strands has the edge in ease of use. The lessons require minimal preparation time on the part of the parent, and the instructions are simple to follow. The lessons are divided in terms of the days needed to complete each one, so that both parent and child have a very clear idea of how much work needs to be done on each day. This is partly a matter of personal preference on my part: I much prefer written instructions to video instruction, and I'm partial to curricula that I can "grab and assign" in a hurry when the phone is ringing, the baby wailing, and the toddler disassembling the dishwasher.	This is a biased opinion (biased towards my own learning and teaching preferences): I found the videotapes very tedious, and the amount of work necessary to take the principles and apply them across the curriculum a little overwhelming. But if you enjoy video instruction (like that contained in the Math-U-See program), you'll probably appreciate IEW's video-format. You'll also like it if your student already needs fairly close supervision while writing; IEW will give you the tools you need to encourage and critique the reluctant writer.
Overall strengths and weaknesses: Lessons are directed at the child, not the parent; I appreciate this, as it seems to shift the responsibility for writing directly to the student, where it belongs! Does not teach sentence style and variety with as much detail as IEW, but puts much more emphasis on persusasive argumentation. Much more complete coverage of all aspects of writing; includes training in literary analysis.	Overall strengths and weaknesses: Instruction for parent is unnecessarily long; requires more time and effort for the parent, but also supplies more detailed information on how to correct and critique student work. Applies across the curriculum; does not emphasize persuasive writing. Meshes well with the classical curriculum; since it is method-focused, rather than assignment focused, students can learn to write as they do their history, literature, science, etc. assignments. It does seem to me that you will need to buy or use another program to learn such things as business letter writing and analysis of literature.