So...I still don't feel that I have a real curriculum to help my 8 year old with writing. I'm trying to figure out how to boost her confidence and make writing not feel like a chore to her. She reads like a maniac! We check out 20+ middle grade readers from the library and she has them read in one week. Geez! Honestly, sometimes I wonder if because reading is so easy for her she looses patience with studying things that do not come as easy to her. I like many things about classical education, and I am using certain aspects of it (don't like all the reciting/memorization parts). I've been looking at the Classical Composition Fable stage from Memoria Press. I think I want to give it a try, and I like that a DVD comes with the curriculum. I really like the idea of the writing building upon itself. For those of you that have used the classical method for writing, can you give me some feedback? Thanks!!!
I haven't heard of that. I'll be using Writing Strands this year (started it once, but put it on the back burner because a friend wanted to borrow it last year).
I've just started with Classical Writing towards the end of this school year so I can't give a great deal of input, but I am liking it so far. It has a little bit of a learning curve - meaning that I needed to read the teacher's manual to figure it out before I started it. I also have to juggle 3 books, but that isn't a big deal to me. I'm not a classical educator. I would classify myself as eclectic. I combine several different methods and I like what classical writing instruction does for a child's writing skills. I definitely don't use classical education methods when it comes to things like history or science or math.
I do have Writing Strands and we tried it for a while this past school year. My daughter was feeling frustrated with it. Honestly, I think it's reinforcing my feeling that I started my daughter in Kindergarten too early. Argh! The more I think about it, the more I really do like the method of skill building that the classical approach teaches.
