Student Writing Intensive Continuation Course Sample Level C
mpleStudent Writing IntensiveContinuation CourseLevel CSabyAndrew Pudewaand Jill PikeTeacher’s ManualSecond Edition, 2012 Institute for Excellence in Writing, L.L.C.These are Sample Pages for preview only. Copyrighted Material.
Also by Andrew Pudewa:Also by Jill Pike:Advanced Communication SeriesAdvanced Spelling and VocabularyBible-Based Writing LessonsHigh School Essay IntensiveLinguistic Development through Poetry MemorizationPhonetic Zoo Spelling Program (Levels A, B, and C)The Profound Effects of Music on LifeSpeech Boot CampStudent Writing Intensives (Levels A, B, and C)SWI Continuation Courses (Levels A, B, and C)Teaching Writing: Structure and StyleThe Two Andrews: On Writing and Teaching WritingPhonetic Zoo Teacher’s NotesPrimary Arts of Language: Writing ProgramPrimary Arts of Language: Reading ProgramStudent Writing Intensive Handouts (Levels A, B, and C)SWI Continuation Course Handouts (Levels A, B, and C)A Syllabus for Introduction to Literary AnalysismplStudent Writing Intensive Continuation CourseLevel C Teacher’s ManualSecond Edition, 2012Third Printing, January 2015Copyright 2001 Andrew PudewaCopyright 2008 Jill PikeeCopyright PolicyISBN: 978-1-62341-077-3Our duplicating/copying policy for this Teacher’s Manual:All rights reserved.No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author,except as provided by U.S.A. copyright law and the specific policy below:Home use: You may copy student-related materials from this Teacher’s Manual as needed for use within yourimmediate family.Small group or co-op classes: Each teacher must purchase his or her own copy of this Teacher’s Manual. Eachparticipating student or family is required to purchase a copy of the accompanying Student Book (hard copy or ebook).SaClassroom teachers: Each teacher must purchase his or her own copy of this Teacher’s Manual. A copy of theaccompanying Student Book (hard copy or e-book) must be purchased for each participating student.Library use: This Teacher’s Manual may be checked out of a lending library provided patrons agree not to makecopies.Additional Student Books may be purchased from:IEW.com/SICC-C-SB (hard copy) orIEW.com/SICC-C-SE (e-book)IEW.com/SIB (binder with tabs)Institute for Excellence in Writing8799 N. 387 RoadLocust Grove, OK 74352800.856.5815info@IEW.comIEW.comPrinted in the United States of AmericaIEW is a registered trademark of the Institute for Excellence in Writing, L.L.C.These are Sample Pages for preview only. Copyrighted Material.
SICC-C Teacher’s ManualContentsSampleTeacher Instructions . 4Scope and Sequence . 7Lesson 1Unit 4 (Summarize a Reference), Style Review . 9Lesson 2Unit 5 (Writing from Pictures) . 10Lesson 3Unit 5 (Writing from Pictures) . 11Lesson 4Unit 5 (Writing from Pictures), Greek and Latin Roots, Invisibles . 12Lesson 5Unit 8 (Essay), Works Cited . 13Lesson 6Em/En Dash, Word Roots . 15Lesson 7Unit 8 (Essay), Adjective/Adverb Teeter-totters . 16Lesson 8Greek and Latin Roots . 17Lesson 9Unit 8 (Essay), Clincher Starters, Interview . 18Lesson 10 Unit 8 (Essay), Triple Extensions . 19Lesson 11 Unit 8 (Expanded Essay) . 20Lesson 12 Unit 8 (Expanded Essay) . 21Lesson 13 Unit 8 (Expanded Essay) . 22Lesson 14 Unit 7 Imitation of Style with Unit 3 Retelling a Narrative Story . 23Lesson 15 Unit 7 Imitation of Style with Unit 3 Retelling a Narrative Story . 24Lesson 16 Unit 7 Imitation of Style with Unit 3 Retelling a Narrative Story . 252 Year Plan Break . 26Lesson 17 Unit 8 (Persuasive Essay) . 27Sample Persuasive Outline . 28Andrew Pudewa’s Suggestions for Persuasive Essay Practice . 29Lesson 18 Unit 8 (Persuasive Essay), Quotations and Footnotes . 30Lesson 19 Unit 8 (Persuasive Essay) . 32Lesson 20 Unit 8 (Persuasive Essay), Quotations and Footnote Review, Duals . 33Lesson 21 Unit 7 (Inventive Writing) . 34Lesson 22 Unit 7 (Inventive Writing) . 35Lesson 23 Unit 8 (Super Essay) . 36Lesson 24 Unit 8 (Super Essay), Lead-Ins . 37Lesson 25 Unit 8 (Super Essay) . 38Lesson 26 Unit 8 (Super Essay) . 39Lesson 27 Unit 8 (Super Essay) . 40Lesson 28 Unit 7 (Personal Essay) . 41Lesson 29 Unit 7 (Personal Essay), Final Exam Review . 42Lesson 30 Final Exam Instructions . 43Common Goofs Answers . 44Final Exam Answers . 45Lesson 31 Fiction Review: Units 3, 5 . 47Lesson 32 Essay Review: Unit 8 . 48Sample Literary Analysis Essay on Nicholas Nickleby . 49Fiction Writing Assignment Ideas. 51Non-Fiction Writing Assignment Ideas . 52Appendix 1 SICC-C Disc Times . 53Appendix 2 Sample Schedule for the SICC-C . 56Appendix 3 “4 Deadly Errors of Teaching Writing” by Andrew Pudewa . 61“Marking and Grading” by Andrew Pudewa . 64Appendix 4 Passive Voice Explained . 67Appendix 5 Silly Similes . 68These are Sample Pages for preview only. Copyrighted Material.
SICC Level CTeacher InstructionsWelcome to the Student Intensive Continuation Course Level C.Recommended PrerequisitesThis course assumes that the student has completed the Student Writing Intensive Level C or theSWI Continuation Course Level B. Although review will be imbedded in the class presentations,the student should have a fair understanding of the following ideas:Note making and outlines (Unit 1)Writing from notes (Unit 2) and creating titlesThe six “dress-up” techniques and five sentence openers (#1, #2, #3, #5, #6)Retelling narrative stories using the Story Sequence Chart (Unit 3)Summarizing a reference and the topic-clincher rule (Unit 4)Inventive writing and the basic essay model (Unit 7)e mplStudents who have not completed the Student Writing Intensive course but have equivalentexperience may also be able to participate in this continuation course.Course ObjectivesAt the end of this course a student will be able to: Use a variety of stylistic techniques including sophisticated vocabulary, complexsentence structure, and decorations such as dramatic openers and similesWrite various kinds of essays, including biographical, persuasive, personalWrite biographical, event, persuasive, and personal essaysConduct an interview and write their findingsComplete a super essay with bibliography and footnotesPerform imitation in style and letter to the editor writingKnow selected Greek and Latin word rootsSaCourse PacingThese lesson plans provide enough writing assignments to use the course over one to two years.Two Year Plan: If your high school student has only completed the Student Writing IntensiveLevel C, has not had much exposure to Excellence in Writing, and is a freshman or a sophomore,you may want to consider the two-year plan. Lessons 1–16 can be completed the first year andLessons 17–32 the second year. Plan to spend two weeks on each lesson. The first week’s classtime can be used to watch the lesson and start the assignment, and the second week’s class timecan be used to go over the student’s rough draft, correct grammar and spelling, and discuss theremaining style to be completed over the next week. The last two lessons (31 and 32) are generalwriting prompts and can be repeated as often as you wish.One Year Plan: If your student has had more exposure to Excellence in Writing materials or is ajunior or senior in high school, the one-year plan should work very well. Teachers should besensitive to student’s needs and adjust the number of assignments as necessary to avoid overload.Recommended adjustments are provided in the teacher’s notes. Using this option, the last twoextra lessons (31 and 32) are for review should you need a couple more lessons. You may repeatthem as often as you wish. Institute for Excellence in Writing, L.L.C.4SICC Level C Teacher’s BookThese are Sample Pages for preview only. Copyrighted Material.
Plan to meet with your student(s) once each week for about an hour. During this “class” you canwatch the video and complete the work listed in “The Lesson” section of each lesson.Then figure 30–60 minutes a day for the remaining week or two to complete the writingassignment. There is a sample daily schedule in Appendix 2. The complete listing of disc chaptertitles and times is located in Appendix 1.e10-Week Plan: You can condense the entire course into a ten-week intensive seminar. Since thiscourse was originally taught in a ten classes over the course of 11–12 weeks, you can do thesame. Set aside 2.5 hours each week to watch an entire disc and get started on the writingassignment. Use the remainder of the week to complete the assignment as given by Mr. Pudewaat the end of each disc. Give your students an extra week or two to complete their writing duringthe Super Essay assignment. There is a document included with this Teacher’s Manual, whichcontains all the original student handouts if you decide to use this bare-bones option. See theblue page front of the SICC DVDs for download instructions.Course CreditmplOne high school English credit may be granted when these writing lessons are combined withliterature (reading and discussion) and grammar study (such as Fix It! Grammar or anothergrammar program).Class MaterialsIf you purchased the Student Writing Intensive Continuation Course new, you should havereceived a packet containing the Student Book. If you need more copies of the Student Book foradditional students, you may purchase another copy as a packet or in e-book form. (Note: Parentsmay make additional copies of the Student Book for use with their own children. In all othercases, additional books should be purchased. Please refer to the copyright page for additionalguidelines.)SaAdditional Student Books may be purchased from:IEW.com/SICC-C-SB (printed packet)IEW.com/SICC-C-SE (e-book)IEW.com/SIB (binder with tabs)First, follow the instructions to create a student binder, or you can simply continue to use thebinder from the Student Writing Intensive. Once a notebook is assembled, the remaining studentpages in the Student Book should be given to your student as he needs them during the course.Although these lessons provide the writing prompts and sources for you, in most cases it is easyto adjust the lessons to fit whatever subjects you are studying. For the biographical essay, haveyour student choose famous people in the area of history or science you are studying. For thelessons on imitation of style, you can have your student retell stories from your time period inanother voice, or even tell a historical event in another voice. You can be as creative as you wish,or simply follow the lessons as written. Institute for Excellence in Writing, L.L.C.5SICC Level C Teacher’s BookThese are Sample Pages for preview only. Copyrighted Material.
GradingTo help you with grading, please read Andrew Pudewa’s articles, “The Four Deadly Errors ofTeaching Writing” and “Marking and Grading,” both of which are found in Appendix 3 of thisdocument.Every lesson includes a grade sheet which the student should attach to their writing assignmentbefore turning it in. Feel free to adapt the grade sheets in any way you wish.eYou may want to have students turn in their work a day or so before your next class so that youcan have it graded before the next class session. So if your class is on Monday, homework is dueby Friday evening (of that week for one-year plan students and of the next week for two-yearplan students).Student SamplesmplIn addition to the teaching materials, the completed writing assignments from the students whotook the filmed class are included with the downloads. See the blue page in the front of the boxof DVDs for download instructions. The student samples provided with each class are not by anymeans perfected, but represent the best efforts of the student participants. Last names have beendeleted, and not every student’s work is included in the collection. Hopefully they will providestudents, parents, and teachers with a sense of what can be expected as well as what might beachieved by children of comparable age.Teaching Writing: Structure and StyleIt is recommended that teachers using this course also have access to our teacher’s course,Teaching Writing: Structure and Style. To aid you in its use, suggestions of which portions towatch when are included in the Teacher’s Notes.SaExcellence in Writing also has active support groups that are a great help to home and classroomteachers using our materials. You can find them by going to IEW.com/forum.Video Production & DVD Usage CommentsBecause class sessions one, two, and three were recorded without student microphones, thechildren’s comments and questions are difficult to hear; however, Mr. Pudewa tried to repeattheir words as often as possible. Beginning with the fourth class, the students have microphonesat their tables and can be heard clearly.These DVDs are best viewed with a standard DVD player connected to a standard television set.If viewed on a flat panel computer display, the interlacing may create a fuzzy imageoccasionally. The DVDs are therefore better viewed with a smaller screen window.Transcriptions of board notes are provided in these Teacher’s Notes. If students wish to havemore time to copy from the screen, it is possible to pause the video presentation, or students maycopy from the teacher’s transcriptions. Institute for Excellence in Writing, L.L.C.6SICC Level C Teacher’s BookThese are Sample Pages for preview only. Copyrighted Material.
SICC Level CLesson1(Disc 1)Concepts PresentedStyle ReviewSummarizing a ReferenceScope and SequenceStudent Handouts“Bad Vibes” ArticleSummary Article AssignmentChecklist and Grade SheetWriting from Pictures Model“Chandelier” set of picturesChecklist and Grade SheetWriting from Pictures3(Disc 1)Writing from Pictures“Ring Bearer” set of picturesTyping GuidelinesChecklist and Grade Sheet4(Disc 2)Greek and Latin word roots-ed Sentence OpenerInvisible -ing and Who-WhichRules for Better WritingBasic Essay ModelUnit 6: Report from MultipleReferencesWorks Cited InstructionsGreek and Latin Word RootsRules for Better WritingCar PicturesChecklist and Grade SheetBasic Essay ModelBiographical Essay Instructions“Lady of the Lamp” sample essaySample Works CitedChecklist and Grade SheetBegin to write a five-paragraphbiographical essay using at least threesources. Include works cited document.Complete the body and works cited andbring them to the next class.Complete a five-paragraph biographicalessay by writing the introduction andconclusion.mpl5(Disc 2)Write three paragraphs based on pictureprovided in classSummarize an article in one ¶Write three paragraphs based onpictures provided in classSummarize an article in one ¶Write three paragraphs based on pictureprovided (may substitute)Summarize an article in one ¶e2(Disc 1)Homework AssignmentSummarize three articles into threeparagraphsEn and Em DashesMore Word RootsReview Intro/ConclusionAdjective and Adverb TeetertottersHyphen, en dash, em dashGreek and Latin Word Roots IIMore Word RootsGreek and Latin Word Roots IIIClincher StartersInterview EssayTaking notes during an interviewClincher StartersInterview Strategy and QuestionsSymbols and First LettersChecklist and Grade Sheet“Kyoto” essayTriple ExtensionsConduct interview and plan essaySummarize an article in one ¶Event EssayEvent Essay Ideas and PlanChecklist and Grade SheetChoose subject and begin research forsix to seven ¶ Event Essay12(No Disc)No DiscWork on Event Essay in classNoneContinue Event Essay13(No Disc)No DiscWork on Event Essay in classNoneFinish Event Essay14(Disc 5)Imitation in StyleWrite a fable in the style of Carryl orGarnerSummarize an article in one ¶15 (Disc 5)Imitation in StyleThree Aesop fables“The Sycophantic Fox”“Jack and the Beanstalk”Assignment and Grade Sheet“Tom Whitewashes the Fence”Assignment and Grade Sheet16 (Disc 5)Imitation in StyleExcerpt from A Christmas CarolShakespeare SampleAssignment and Grade SheetWrite a fable in the style of Dickens orauthor of student’s choiceSummarize an article in one ¶6(Disc 3)7(Disc 3)8(Disc 4)9(Disc 3)Discuss common writing errorsTriple ExtensionsSa10(Disc 4)Adjective and Adverb Teeter-TottersChecklist and Grade Sheet11(Disc 4) Institute for Excellence in Writing, L.L.C.7Begin to write a five-paragraphbiographical essay using at least threesources. Include works cited document.Complete the body and works cited andbring them to the next class.Complete a five-paragraph biographicalessay by writing the introduction andconclusion.Finish Interview EssayWrite a fable in the style of TwainSummarize an article in one ¶SICC Level C Teacher’s BookThese are Sample Pages for preview only. Copyrighted Material.
SICC-C Scope and Sequence ContinuedConcepts PresentedPersuasive Essay ModelStudent HandoutsPersuasive Essay ModelAssignment and Grade Sheet18*(Disc 6)Using and FormattingQuotations19*(Disc 6)Examine a sample essay withquotations and footnotesLead-insFootnotes & Bibliography (four pages)J.R.R. Tolkien articlePersuasive Topic SuggestionsAssignment and Grade Sheet“Women Warriors” Essay20(Disc 7)Review Quotation RulesReview Duals and tTiples21(Disc 7)Letter to the Editor22(Disc 7)Letter to the Editor23(Disc 7)24(Disc 8)25(Disc 8)26*(No Disc)27*(Disc 8)Letters to the Editor from three differentpublicationsAssignment and Grade SheetSuper Essay ModelAssignment and Grade SheetSuper Essay IntroductionSuper Essay InstructionsOutlines and DocumentationReview of Sample EssayReview of Note-takingNo Disc. Go over and discussstudent outlinesExpanded and Super Essay ModelsFootnoting and Quoting“The Three F’s of Norway”Sample Super Essay OutlineComposition Checklist and Grade SheetModel of the Super Essay: “MarvelousBananas”Super Essay Sample: “Food ThroughoutAmerican History”NoneWrite a letter to an editorSummarize an article in one ¶Write a letter to an editorChoose Super Essay topicSummarize an article in one ¶Conduct research for super essayOutline your super essayBegin Writing Super EssayReview SuperIntro/ConclusionNoneFinish the Super EssayCollege Application EssaysPersonal Essay Writing (four pages)Personal Essay Writing ChecklistWrite a personal essay using one of theMIT or Cornell promptsArticle AssignmentWrite a personal essay using one of theCommon Application or MiscellaneouspromptsArticle AssignmentThis is a timed exam. Be sure yourstudents know they need to pacethemselvesWrite three paragraphs using the StorySequence or Writing from Picturesmodels using your studies as a sourceWrite a five-paragraph Report or Essayusing your studies as a sourceSa28(Disc 9)Additional AssignmentPersuasive Essay Checklist and GradeSheetLetters to the Editor from three differentpublicationsFinish your persuasive essay on thetopic of your choice includingquotations and footnotes.Begin a persuasive essay on the topic ofyour choice with quotations andfootnotes.Finish the persuasive essay.e17(Disc 6)Homework AssignmentWrite a persuasive essay on the topic ofyour choice (may be topic outlined inclass)Begin a persuasive essay on the topic ofyour choice. You will need to includequotations and footnotes.mplLesson29(Disc 9)College Application EssaysReview for Final ExamSample Personal EssaysPersonal Essay Writing Checklist andGrade Sheet30(Disc 9)Final ExamCommon GoofsFinal Exam31(No Disc)Optional LessonUnit 3 or 5 ReviewFiction ReviewGrade Sheet32(No Disc)Optional LessonUnit 6 or 8 ReviewEssay ReviewGrade SheetOptions for reducing the number of lessons:*When two consecutive lessons are starred, it means that they can be combined into one lesson with only one homeworkassignment. (Use the second assignment, and discard the first assignment in the two lessons.) Institute for Excellence in Writing, L.L.C.8SICC Level C Teacher’s BookThese are Sample Pages for preview only. Copyrighted Material.
SICC Level C Teacher’s NotesLesson5Disc 2 Section TitleBasic Essay ModelPlanning Your EssayGathering From Multiple SourcesSample Essay: Lady of the LampSome Writing InstructionsWorks Cited SampleHomework AssignmentEnd of DiscDisc 401:51:28Lesson 5Student Handoutsfor LessonBasic Essay ModelBiographical EssayInstructions“Lady of the Lamp”sample essayHomeworkBegin BiographicalEssayComposition ChecklistGrade SheetSample Works CitedIf you are doing these lessons over oneyear, be sensitive to your students’needs. Although a research essay in twoweeks should be very feasible, it may betoo much for those who have not hadmuch experience.eTeaching Writing: Structure and StyleIf you have our teacher’s course, you may wish toreview Unit 6: Summarizing Multiple References andcomplete the practicum. For specific disc times,reference the TWSS Viewing document atIEW.com/sicc-help.The LessonSince this assignment will be repeated inlesson 7, one-year students may begiven four weeks to complete theassignment. Instead of starting the newlesson 7 assignment, continue this one,but use the lesson 7 checklist which willhave the new style requirements.mpl Read student work. Watch Disc 2 starting at “Basic Essay Model” throughthe end of the disc. (Viewing time is 53 minutes.) Concepts presented:o Essay Modelo Gathering From Multiple Sources and WritingInstructionso Formatting a Works Cited (See the next page for more formatting help.) Ensure the students understand that this week they should do their research, create a bibliography(also referred to as a Works Cited page), outline, and write most of their three body paragraphs onone of their famous people. The bibliography and the body outline are due at the next lesson, andthe final draft of the essay (with the introduction/conclusion) is due the lesson after.Homework (research and first draft of body due next lesson, final draft due before the Lesson 7class time)Sa Complete the research, bibliography, and body paragraphs outline; begin writing the three bodyparagraphs for your biographical essay. No article assignment during research essays.Brainstorm topics; choose three that relate to one another. Work on one paragraph at a time,start to finish. Find three to five interesting or important facts per source.Franklinchildinventorold tfamilyMt. VernoncolonelFlorence Nightingaleeducation and childhoodfighting in the warcareer in school of nursing(A model for the fused outline is on next page.) Institute for Excellence in Writing, L.L.C.13SICC Level C Teacher’s BookThese are Sample Pages for preview only. Copyrighted Material.
Fused Outline ModelSource A(Book)Source B(Encyclopedia Article)Source C(Magazine)I. education, childhood1.2.3.4.5.I. education, childhood1.2.3.4.5.I. education, childhood1.2.3.4.5.FUSED OUTLINEI. education, childhoodmple1.2.3.4,5.67.ClincherAlthough “education and childhood” could be chosen as a topic for almost any famous person, it doesnot make for an interesting topic unless something happened during childhood that set the person up forwhat he did in the future. Encourage students to choose topics associated with events in the person’s lifethat are interesting, important, or relevant.Once details are collected, help students refine their topic to express what the paragraph will be about.Ensure that the key words that are repeated in the topic and clincher define the topic of the paragraph.Formatting a Works Cited PageSaTechnically, a “Works Cited” page identifies references that were actually cited in an essay. A“Bibliography” lists the references that the student used to create their report. For the essays assigned inthis course, students should list all the materials they used in their research, so for this course they willbe providing a bibliography.To make the construction of a bibliography easy, suggest that students use easybib.com. Once all thereferences are typed in, the site will create a correctly formatted “Works Cited” page that can be added tothe end of the essay.For more information on citation, visit owl.english.purdue.edu. Institute for Excellence in Writing, L.L.C.14SICC Level C Teacher’s BookThese are Sample Pages for preview only. Copyrighted Material.
SICC Level C Teacher’s NotesLesson23Disc 7 Section TitleSuper Essay IntroductionSuper Essay SubjectsSuper Essay ModelPossible SubjectsEnd of Section (Stop when “Letter tothe Editor” is introduced.)Disc 7Time26:5229:3436:1746:1558:59Lesson 23Student Handoutsfor LessonSuper Essay ModelHomeworkPick topic for super essay,collect sourcesWrite a letter to the editorassignmentArticle AssignmentThe LessonRead student letters and discuss. Were they “pithy”? Go back to Disc 7 and watch “Super Essay Introduction” through“Possible Subjects.” (Viewing time is about 32 minutes.) Havestudents think about what they want to write upon, and have thembegin to collect their research materials this week. Concept presented: Super Essay Model and Subjects Discuss possible subjects that the students might want to do for theirsuper essay. If you desire to shorten this course, you could combine Lessons 26and 27, in which case students should definitely collect their sourcesand begin their super essay outlines instead of the “letter to the editor”assignment for this lesson.e SuperEssaymplSUPER INTROIntro Essay ITopic ATopic BTopic CConcl Essay IIntro Essay IITopic ATopic BTopic CConcl Essay IISUPER CONCLHomeworkWrite another letter to the editor as you did for the last lesson. Write a one-paragraph summary of an article or chapter section.One-year students may waive the article assignment. Decide on a subject for your super essay. Begin to collect sourcetexts, and begin to consider what two main essay topics you will usefor your super essay.Sa Institute for Excellence in Writing
Speech Boot Camp Student Writing Intensives (Levels A, B, and C) SWI Continuation Courses (Levels A, B, and C) Teaching Writing: Structure and Style The Two Andrews: On Writing and Teaching Writing Also by Jill Pike: Phonetic Zoo Teacher’s Notes Primary Arts of Language: Writing Program Primary Arts of Language: Reading Program
Speech Boot Camp Student Writing Intensives (Levels B and C) Student Intensive Continuation Courses (Levels A, B, and C) Teaching Writing: Structure & Style The Two Andrews: On Writing and Teaching Writing Also by Jill Pike: Primary Arts of Language: Writing Program Primary Arts
Speech Boot Camp Student Writing Intensives (Levels A, B, and C) SWI Continuation Courses (Levels B and C) Teaching Writing: Structure & Style The Two Andrews: On Writing and Teaching Writing Also by Jill Pike: Primary Arts of Language:
Speech Boot Camp Student Writing Intensives (Levels A, B, and C) SWI Continuation Courses (Levels A, B, and C) . Edit their work for grammar, syntax, and usage Course Pacing These lesson plans provide enough writing assignments to use the course over one to two years.
Speech Boot Camp Student Writing Intensives (Levels A and B) Student Intensive Continuation Courses (Levels A, B, and C) Teaching Writing: Structure & Style The Two Andrews: On Writing and Teaching Writing Also by Jill Pike:
2. Read the Teacher’s Instructions for the Student Writing Intensive Level A. Plan on spending one to two weeks per lesson. 3. Once a week (or once every other week), watch a portion of the Student Writing Intensive DVD with your student, and then spend the rest of the week working on the writing assignment.
Student Writing Intensive A Video Seminar for the Student Level A Suitable for Elementary Students Welcome to the Student Writing Intensive. This packet contains all the lessons and handouts that you will need to teach this course to your students. Simply read
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