Writing Strands writing curriculum provides activities that help homeschool kids develop a love for writing.
An 82 page Creative Writing curriculum for children who have finished Writing Strands 3 or who are 13 or 14 years old. Teaching writing skills has never been easier than in this dynamic writing program.
Writing Strands is a writing curriculum designed for the home school. Assignments provide detailed, step by step instruction aimed at improving writing skill.
If you are new to the Writing Strands curriculum please scroll down to see our Overview, Frequently Asked Questions, and a Sample Lesson of Level 4- Writing Strands.
A complete list of the Table of Contents from Level-4 is also shown below.
You can order the Writing Strands Level 4 book separately here.
The complete set includes the Level- 4 book plus the parents book, Evaluating Writing, which is strongly recommended for evaluating student's progress at all levels of Writing Strands.
Each book in Levels Three through Seven presents 90 days of exercises that were written so that everything the students need to know to do the work is in the assignments.
- Identify the writing skill being presented
- Suggest the number of days (sessions) the average student should need to do the work
- List objectives of the exercise, so that the parents will know what parts of the writing skill will be learned
- Present a model, so that the child will understand what the work will be like
- Give pre-writing exercises the child is asked to examine things or is encouraged to talk about, or read about the subject before writing
- Is broken into manageable segments so that the child is not overwhelmed with the challenge
- Present clear and detailed instructions for the writing
"Writing Strands is a great way to teach writing in the home school."
-Cathy Duffy
Christian Home Educators' Curriculum Manual
"The best writing program we've found is Writing Strands."
-Jessie Wise and Susan Wise Bauer
The Well Trained Mind: A Guide to Classical Education at Home
Each book presents parents with:
- Pages for recording the writing problems needing attention to improve writing skill and writing style
- Places to record spelling problems and correct them
- Ways to record, at the semester break and the year's end, the skills mastered
- Places to list those areas that should be reviewed during the next year's work
WRITING STRANDS OVERVIEW
The basis of the Writing Strands approach to the training of young people to use their language well, began with an understanding that, just as in any program designed to produce a sophisticated ability, a planned process of developing skills for established goals would be necessary. We began by identifying the writing skills needed by students entering major universities. We felt that if we could prepare gifted students for that level of writing skill, we could give to all students writing skills consistent with their abilities. Therefore, our goal is to build skills in the following four modes of writing: 1) argumentative exposition, 2) explanatory exposition, 3) creative and 4) research and report.
We felt that if students could 1) persuasively present positions on controversial subjects, 2) explain complicated situations and/or objects or processes, 3) give others the benefit of their research in reports, and 4) control the emotional reactions to their prose, they would be ready for university work. If they were not headed for college, they would still have the ability to use their language well for any purpose they might choose.
To this end, the following principles were adopted by National Writing Institute before work began on Writing Strands. They were our guides in the initial stages of the design of the assignments and they remain operative today.
- 1. Every person can learn to express ideas and feelings in writing.
- 2. There is no one right way to write anything.
- 3. The ability to write is not an exercise of a body of knowledge that can be learned like a list of vocabulary words.
- 4. Both writing teachers and their students learn in any effective writing situation.
- 5. The product of each student's writing efforts must be seen as a success for at least the following reasons:
- A. Students in a writing class are not in competition with anyone else.
- B. There is no perfect model against which any effort can be compared for evaluation, so there must be many acceptable ways to express ideas.
- C. Every controlled writing experience will help students improve the ability to express themselves.
- 6. All student writing efforts are worthy of praise. The best help any writing teacher can give at any point is to show, in a positive way, what is good about a piece and how it might be improved.
- 7. Any writing lesson which is done independently by the student that has the errors marked, the paper graded and returned but does not have a teacher's feedback in the form of reinforcements and suggestions, represents a missed opportunity for the students.
- 8. All writing at any level is hard work, and every writer should be encouraged to feel the pride of authorship.
- 9. All young authors need to be published. This can be accomplished by having their work read to friends or family members, posted on bulletin boards (refrigerators), printed in "books" or read aloud by teachers.
CONCLUSION
At the beginning of this Overview page we listed our goals and the principles that guided our selections of skills and processes. Any writing program should do that and then outline the process of transmitting the selected skills to the students.
Once we had selected the four modes of writing, we divided them into their component parts and assigned those parts (writing skills) to appropriate student age and grade levels. We then had goals and strands of experiences designed for very young children that would lead to training for young adults preparing for university work.
We then had to design assignments to transmit those skills. We devised a formula for use with all of the assignments. 1) We identified the skill to be learned, 2) Listed Objectives, 3) Identified the length of time it should take an average student to complete the assignment, 4) Presented models, 5) Gave pre-writing exercises, 6) Broke the assignment into small increments (days or sessions) and, 7) Presented the student and the teacher with a places to record successes and needs for future work. After six years of testing in classrooms, homes, and tutoring situations, we published the Writing Strands books.
WRITING STRANDS - FREQUENTLY ASKED QUESTIONS
Q. Does Writing Strands teach grammar, punctuation and spelling?
A. Yes, but only on a need-to-know basis. The research all shows that abstracted exercises in grammar workbooks do not carry over into application in the production of written work. Children can be expert at underlining nouns and verbs and not use them with precision. They can diagram perfectly and not be able to write an effective sentence. When students need to understand a rule of writing to do an exercise, that is the time they should learn the rule. The grammar needed for translation into a foreign language is another matter. The research in the training of spelling for the great majority of children shows that memorizing lists of words and testing on those lists employs short-term memory abilities and those exercises do not carry over into use after the tests are taken. The Writing Strands books and the parents' Evaluating Manual show how to avoid the problems of short-term memory limitations.
Q. Does Writing Strands teach just creative writing?
A.Writing Strands is a program designed to teach children how to use their language effectively in creative and expository modes. The upper levels of the series have creative, basic, research and report, argumentative, and explanatory training. The lower levels teach the skills needed by the students to be able to take advantage of the upper levels' exercises. If students complete the Writing Strands series with competence, they will be ready to write any of the papers assigned at university below graduate level.
Q. Are the books consumable?
A. No, except for the Gentle Steps books. They are the only ones in which students write. The others are designed so that the students write on their own paper, and they then can be passed on to younger children.
Q. Is Writing Strands a full language arts curriculum?
A. No, but if you use our Reading Strands book and the speech book called Communications and Interpersonal Relationships you will have a full language arts program. This will give you writing, the interpretation of literature, and personal communication. That's what language arts is: reading, writing and talking.
Q. Should I use Gentle Steps or Writing Strands?
A. Gentle Steps is designed for students with learning disabilities. It should produce for the students the same skills, but it is a much more structured approach to that training. If a student does not have an identified disability, that child should use the regular series of Writing Strands.
Q. What is Reading Strands?
A. Reading Strands is a one-book manual for parents homeschooling children who are between the ages of four and eighteen. It shows the parents how to discuss literature with their children. It has in the index the techniques of interpretation that allow children to determine meaning for themselves. The text explains each technique and gives transcribed tape recorded examples of homeschooling parents using the techniques with their children. It has 15 pages of examples of the Socratic method of teaching literary concepts to children so that parents don't have to tell their children what to think, they can show them how to think about their literary experiences. It has thousands of titles listed by age, grade, and reading level. These books are available in libraries.
Q. Should I use Gentle Steps or Writing Strands?
A. Gentle Steps is designed for students with learning disabilities. It should produce for the students the same skills, but it is a much more structured approach to that training. If a student does not have an identified disability, that child should use the regular series of Writing Strands.
Q. What is Reading Strands?
A. Reading Strands is a one-book manual for parents homeschooling children who are between the ages of four and eighteen. It shows the parents how to discuss literature with their children. It has in the index the techniques of interpretation that allow children to determine meaning for themselves. The text explains each technique and gives transcribed tape recorded examples of homeschooling parents using the techniques with their children. It has 15 pages of examples of the Socratic method of teaching literary concepts to children so that parents don't have to tell their children what to think, they can show them how to think about their literary experiences. It has thousands of titles listed by age, grade, and reading level. These books are available in libraries.
Q. How will Writing Strands help my children be better at communication?
A. Writing Strands is designed to help children use their language with precision. The answer to successful communication is the ability to transmit images, ideas, situations, and understandings so that they are clearly understood. Each of the exercises teaches the skills needed to do this.
Q. Are the books directed to the parents or to the children?
A. The voice in the Writing Strands books from level three up speaks to the children on their levels of understanding. The books tell the students everything they need to know to write the exercises. Parents don't have to be trained to teach writing. The books do that directly with the children. Of course, Gentle Steps I, Writing Strands Level One, and Writing Strands Level Two, Reading Strands and Evaluating Writing are directed to the parents.
Q. How will Writing Strands help my children be better at communication?
A. Writing Strands is designed to help children use their language with precision. The answer to successful communication is the ability to transmit images, ideas, situations, and understandings so that they are clearly understood. Each of the exercises teaches the skills needed to do this.
Q. Are the books directed to the parents or to the children?
A. The voice in the Writing Strands books from level three up speaks to the children on their levels of understanding. The books tell the students everything they need to know to write the exercises. Parents don't have to be trained to teach writing. The books do that directly with the children. Of course, Gentle Steps I, Writing Strands Level One, and Writing Strands Level Two, Reading Strands and Evaluating Writing are directed to the parents.
ASSIGNMENT FROM WRITING STRANDS LEVEL FOUR
#16 ATTITUDE IN DESCRIPTION
LEVEL FOUR SKILL: DESCRIPTIVE
It will take you eight days to learn that:
- 1. Authors give attitudes to their narrative voices
- 2. You can give your reader feelings by the way you have your narrative voices describe scenes
PREWRITING
One of the major jobs authors have is controlling the feelings of their readers. There are many ways authors do this, and one of the easiest to understand is to examine the ways they describe objects and situations.
In this paper you'll describe a situation two times. The first time you'll make your reader like it. The second time you'll make your reader dislike it.
Day One:
You'll write about a picnic as if you're a mother who loves all kids. You must make your reader enjoy all of the things the mother sees, hears and smells. If you use the following list it may help:
She Sees:
- 1. The bright colors of the clothing
- 2. The fast movements of the excited kids
- 3. The eating and discarding of hot dogs and deserts
- 4. The laughing and smiling faces
- 5. The eagerness to be together
- 6. The fun the kids have just running and playing
- 7. The other mothers laughing and talking with the kids
She Hears:
- 1. The loud laughter and talking
- 2. The rustle and pop of paper bags and pop cans
TABLE OF CONTENTS FOR LEVEL 4
- How to make Writing Strands work for you
- Principles
- Assignments, Skills, Objectives
- Assignment #1 Connections (organization)
- Learning to write so that the sentences are connected in context.
- Assignment #2 The Main Points (organization)
- Learning to recognize and list the main parts of story structure.
- Assignment #3 I Feel (creative)
- Learning to recognize and describe emotional reactions.
- Assignment #4 My Mistake (organization)
- Learning to analyze actions and anticipate results.
- Assignment #5 What The Narrative Voice Tells The Reader (creative)
- Learning the choices of narrative voice and selecting one for use.
- Assignment #6 Changes Tenses (Basic)
- Learning to control tense use by changing tense narration.
- Assignment #7 Paragraphs (Basic)
- Learning to construct coherent paragraphs
- Assignment #8 My Home #1 (description)
- Learning to translate visual impressions into graphic form showing size relationships in a bird's-eye view.
- Assignment #9 My Home #2 (description)
- Learning to turn graphic representations into verbal descriptions by working with the structure of description.
- Assignment #10 My Home #3 (description)
- Learning to evaluate own work and to use that to rewrite.
- Assignment #11 Describing a Thought Problem (organization)
- Learning to use imagination to understand and predict typical reactions to situations.
- Assignment #12 Person (Basic)
- Learning to control use of person by using first and third and avoiding second.
- Assignment #13 Past, Present, And Future (Basic)
- Learning the appropriate use of tense.
- Assignment #14 Things Change (descriptive)
- Learning to organize observations in description.
- Assignment #15 From Where I Was (creative)
- Learning how character position determines what characters can know.
- Assignment #16 Attitude in Description (descriptive)
- Learning how the attitudes of narrative voices affect reader feeling
- Assignment #17 The Long And Short Of It (creative)
- Learning to help readers understanding by controlling sentence length.
- Spelling Lists, Semester Reports, and Common Problems, included.
- Problem Lists Also Included For Each Assignment
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