Thankful Thoughts on Freedom, England, Homeschool, and Writing

Dear Readers,

I sometimes come upon a thought so well expressed that I just have to share it! Today’s guest post is the editor’s letter from the Writing-World.com newsletter, and it’s reprinted here with the kind permission of the author, Moira Allen.

This Thanksgiving, my husband and I were deeply aware of the many things we have to be thankful for — chief among them being the fact that we are once again living in the United States.  As most of you know, we spent 15 months in England, pursuing (but not precisely living) a lifelong dream.  Those 15 months made us appreciate so many things that, as Americans, we take for granted.

Freedom, for example.  One thing I’ve always taken for granted is
that if a civil authority (e.g., the police) wishes to enter my
home, a warrant is required to do so, issued by a judge and only on
presentation of “just cause.”  Not so in England!  Any number of
“civil authorities,” including social workers, council
representatives, “wheelie bin police,” and quite possibly the
vegetable seller down the street can legally enter one’s home for
any number of reasons (including things like whether you’re
importing an illegal variety of potato — which admittedly wasn’t
something we worried about overmuch).

The latest furor, however, has arisen over a proposal to allow
authorities to enter the homes of parents who are home-schooling
their children, to “inspect” the premises and ensure that they are
“safe” for this very “vulnerable” segment of the population.
(Apparently a child is considered unsafe in the home only during
“school” hours, as there has been no proposal to invade the homes
of parents who send their children off to a public or private
school.)  But it gets even better; now the British government has
proposed to require any parent who wishes to home-school a child to
undergo a criminal records check, to ensure that the parent has “no
record of violence against children.” (Again, evidently only
parents who choose to teach their own children are considered
potential child abusers; just HAVING a child isn’t enough to arouse
official suspicion… yet.) Oh, and by the way, the parent has to
pay for a criminal records check, to the tune of approximately $300
(last time I looked; it may have gone up by now) — imagine paying
your government just to prove you have the right to educate your
own child!

Did I mention that our beloved newsletter editor home-schools her
daughter?  Yes, ladies and gentlemen, we have a potential criminal
on our staff, one who has already flagrantly defied the law of the
land by swapping child-care with a friend. (Yup, this is illegal in
England, because friends who swap child-care are receiving a
“benefit” for offering such care — that benefit being getting
their OWN child cared for in return — and they are therefore
operating a “business” without a license.  Presumably, too, it’s
illegal to watch your friend’s child without undergoing a criminal
background check — because ANYONE who is involved in any sort of
business or volunteer activity that might get them within 100 yards
of a child must have one!)

So, looking backward, I am thankful beyond words that I live in
this country, which has such interesting little things as a
Constitution and a Bill of Rights.  But what, you may be wondering,
does this have to do with WRITING?  Well, a lot, if you think about
it.

Because writing is, at the most fundamental level, about freedom.
Countries that wish to restrict the freedoms of its citizens
invariably get around to restricting the freedoms of writers.  One
of those things that I DO take for granted is the freedom to write
what I want, without fear of having someone knocking on my door
late at night — or worse, without the fear that someone has a
right not only to knock but to enter, without a warrant or anything
resembling “just cause.”

Governments that don’t like freedom don’t like writers — because
writers have this nasty tendency to tell the world all about what
their governments are doing.  Frankly, I sometimes get tired of our
press complaining nonstop about our government — but I will never
get tired of the fact that the press CAN complain!

There is no power on earth as important as the freedom to be able
to say, and write, whatever you wish.  There is no gift so great
for writers to celebrate in this holiday season as the freedom that
we have, at least in this country, to WRITE.  That freedom means
that we have the power to speak up about things that we don’t like
– and the power to demand and make changes to the world in which
we live.  It is the gift that makes the difference between being
“citizens” rather than “subjects.”  Many of us may never feel the
need to exercise the full power of this gift, but we should never
forget that we have it.  And we should also never forget those who
don’t.

It’s also something that we can pass on.  Whenever you help someone
develop their writing skills — whether it’s your own child, or a
total stranger that you’ve met through an Internet writers’ group
– you’re passing on more than just the ability to craft a better
sentence.  You’re passing on a gift of freedom.

Moira Allen is the editor of Writing World newsletter, and the manager of the enormous Writing-World.com website. She’s provided a valuable resource to writers for many years, and we’re grateful for the opportunity to reprint her thoughts here.

Carnival of Homeschooling- The NaNoWriMo Edition

Preface

Don't miss our Thanksgiving Sale!

Welcome to this hundred-and-umpteenth Carnival of Homeschooling! Because November is National Novel Writing Month (also known as NaNoWriMo or nano), and I’m over 10,000 words into the writing process (and can’t think of anything but writing, writing, and more writing), I thought it would be appropriate to format this Carnival as sections of a book. I even consulted the Chicago Manual of Style for an authoritative list of book parts!

Introduction

For me, homeschooling is first and foremost a heart matter. In Mangled Schedules and Grateful Hearts, an article I wrote for Home School Enrichment magazine, you can read how a father’s presence and influence can shape a family school. Enjoy! Read more

New Video Review of Excellence In Literature

I just came across another informative review of Excellence in Literature! Kerry Beck of Curriculum Connection has written a great review, and posted a video that walks you through the entire book.

At the convention this past weekend, so many people seemed to already know about EIL, and walked straight into the booth and bought it without asking many questions at all. Maybe these recent helpful reviews are responsible!

Here’s the video–enjoy!

Remember, that in addition to the American Literature and British Literature that Kerry talks about, there are three other levels in the series. Introduction to Literature is English I, and can be used in 8th or 9th grade (or before or after, depending on your student). Literature and Composition is English II, and World Literature is English V.

Intro is currently available, and the other two are scheduled to be available by the end of August. You can read more and order at www.ExcellenceInLiterature.com (there’ll soon be a spiffy new website for EIL as well!). Be sure you’re on the e-zine mailing list so you’ll know as soon as everything is complete!

New Excellence In Literature Review on TOS!

I’m always happy to get a good review of one or more of my books, and this morning I came across a very nice review on The Old Schoolhouse website. Kathy Gelzer has done a beautiful job of outlining the distinctive features of Excellence in Literature, and she offers good advice on the type of student who would be best suited for this curriclum.

It’s sometimes hard for an author to step back and remember to describe something thoroughly enough for others. We’ve lived with our work for so long, it’s all perfectly clear! If you’ve had questions about EIL that weren’t answered on the Excellence in Literature website, Kathy’s review may be very helpful to you. Enjoy!

Andrew Pudewa’s Video on Excellence In Literature

I know that many of you still have a lot of questions about Excellence in Literature. Andrew Pudewa of the Institute for Excellence in Writing has just put together a little video (about two minutes long) to give you an overview of the EIL approach.

If you have enjoyed IEW’s materials, or if you have a teen who loves to read or write, I think you’ll find that Excellence in Literature is an ideal next step for your motivated teens. But I’ll let Andrew tell you all about it!

IEW co-published the American and British Literature levels with me, but there are three other levels (Introduction to Literature is a available now; Literature and Composition and World Literature will be available by late summer, Lord willing–if all goes as planned). All five levels have the same format and approach, and they don’t have to be used in order. You’ll find more about them at www.ExcellenceInLiterature.com.

One of our Convention Season Specials is Evaluate Writing the Easy Way for only $5 with the purchase of any level of Excellence in Literature. This offer is good through July 12, so don’t miss it!

Note: If the video doesn’t show up for you, try playing it at the original site.

Questions About Excellence In Literature from a Co-op Leader

I received an e-mail this morning from a co-op leader, inquiring about the Excellence in Literature (EIL) curriculum. When I receive detailed questions like these, I know that others are probably wondering some of the same of the same things, so I’ll share the questions and answers here.

Q- How easy is this program to adapt to a co-op setting?

A- I designed it to be easily adaptable to a co-op or school. I taught an earlier version of it online for a few years in order to test it, and that helped me tweak it so that it was easy to use. One thing you don’t need is something that requires a lot of prep time, so there are week-by-week lesson plans for each unit, with carefully crafted assignments.
Read more

An Autumn Poem for Copywork

I believe that Charlotte Mason’s method for teaching language arts provides an excellent foundation for future language arts learning. Copywork is the step that begins the process of learning to write. First, read the entire poem aloud, using appropriate inflection. Practice ahead of time, if necessary!

Students of any age can use copywork to practice the mechanics of writing and to internalize the sound and rhythm of the written word. For young students, copy up to four lines of the poem on wide-ruled paper, skipping a line between each line you use. Be sure to use your best handwriting style, whether printing or cursive, and space the letters evenly. This will be your student’s model, so make it as beautiful as you can.* Read more

The Discipline of Writing & NaNoWriMo

I was sitting at a sidewalk table last week, enjoying a cup of coffee, when I overheard a group of twenty-somethings at the next table talking about the writers’ conference that was starting over the weekend. The conversation turned to the art of writing.

“It just takes so long to get inspired…”

“I get stuck making the first paragraph perfect, and never get any farther.”

“I get this great idea, then the phone rings, and it’s my friend, and I end up going out and when I get back the idea is gone, and I don’t have anything to say.”

“There’s just not enough time. I get home from work, and it’s dinner, catch the news, work out, go out with friends, walk the dog, call my mom, whatever. There’s just not enough time to write.”

“When I write, I have to get my music going, light candles, make sure everything’s perfect, then I can get in the the mood, and it will all flow.”

“I can write pages and pages, and I know it’s good, so I don’t even have to go back to read it. Someday, I’m going to sit down and write a whole book.”

Anytime I hear a conversation about writing, I’m fascinated. Writing is my avocation– something I’ve done steadily since childhood, at one level or another. Although I started with some of the same ideas as the young people I overheard, I’ve since learned a few things. Read more

How King James Can Boost Your Student’s Reading Skills

As your students move toward the high school years, reading skills become increasingly important. Not only does your student need to boost vocabulary in preparation for the SAT or ACT, he or she needs to be able to read and comprehend the kind of literature that is taught in high school and college.

Based upon my own experience in many literature classes and test-taking situations, the single most helpful thing your student can read to build understanding of vocabulary, syntax, and literary context is the King James Bible. I grew up on it, and the rhythm and cadence of King James English permeated my thoughts and literary imagination from very early in life.

This doesn’t mean that I think in thee’s and thou’s, or use words like “verily” or “thence.” It means that when I encounter King James English in a Shakespearean play or Milton’s “Paradise Lost,” it seems both clear and familiar, making it much easier to focus on the story or on literary analysis. It means that when I encounter references to Jonah, a lion’s den, or a “Gadarene rush” in a newspaper editorial, I can easily identify the allusion and understand the point of the argument.

How and when is the best time to introduce your children to the King James Bible? Read more

Persuasive Writing: Teach It With Models

When I teach students how to write an essay, I often recommend that they look at the Opinion or Editorial pages of their local newspaper for samples of well-constructed persuasive arguments. I especially recommend that they look for two articles on the same topic that present opposing viewpoints.

I came across two such articles in the Sunday edition of the Richmond Times-Dispatch, and since the topic is interesting and timely, I’d like to suggest that you take a look at them. The question that each article addresses is “Degree or Not Degree?”.

The first article, by scholar Charles Murray, author of Real Education: Four Simple Truths for Bringing America’s Schools Back to Reality, and co-author of the controversial The Bell Curve, suggests that “For Most People, College Wastes Time and Money.” He outlines a reasoned argument for his thesis, and suggests “a better way.”

The second article, by Daniel J. La Vista, executive director of the State Council of Higher Education for Virginia, suggests that “America Faces a Shortage of College Graduates.” He refers to Murray’s new book, and posits an opposing viewpoint, citing the need to stay parallel with “other nations in the global economy.”

You’ll notice that in each of these articles the writers’ thesis is clearly stated in the headline. There’s absolutely no question as to which side of the debate each article supports. Although the tone of the headline could be seen as dogmatic or controversial, the tone of both essays is moderate and reasoned, designed to persuade.

I suggest that you print out both articles, and study them with your teen students, or even on your own. Note how each author introduces the topic, organizes the flow of information, and supports his thesis. Mark up the print-outs, noting skillful transitions, vivid examples, and interesting word choices. You may even want to copy a few paragraphs to internalize the flow of text.

Benjamin Franklin learned to write by studying, copying, and re-writing in his own words, articles from The Spectator. His autobiography bears witness to the level of expertise he gained, the method has lost none of its ability to produce excellence. I think you’ll enjoy it!

As for the subject of the articles, “Degree, or Not Degree,” do you find your opinion changed in any way by reading these essays? The topic is far more than a clever wordplay– it’s a choice that many of us have made, or will make at some time. I’d love to hear your opinions, and your reactions to the article! You may leave them in the comment section at the end of the post.

I may as well confess that my reaction was to make a trip to Amazon.com for a copy of Real Education. Murray’s arguments seem very compatible with homeschooling, and I’d like to read more. I’m less convinced that keeping up with the Jones’s (or the Taiwanese) is a good reason for getting a degree, so Mr. LaVista has a bit farther to go before I’m persuaded.

*****

An interesting link: I came across Digital History, an interesting history site from the University of Houston. It offers many interesting resources, including an interactive timeline, primary source documents, and multimedia exhibits. It may be just the thing you need to capture the interest of a student who thinks that history is boring (can you imagine?).

*****

Announcements

Beat-the-Clock Essay Workshop: This much-anticipated workshop will take place Saturday, September 6, from 10-2:30 at First Mennonite Church at 601 E. Parham Road, Richmond, VA. It’s sponsored by the Richmond Regional Home Educators, and you will find complete information at the rrhe.org forum (for members), or at my website, www.EssayWorkshop.com (the date needs to be updated on the site, but the rest of the information is all there). Contact the coordinator by e-mail at Kathleen Lansing at gmail dot com. (remove the spaces and use appropriate symbols, of course!) to ask questions or register.

SAT*-Prep Workshop: If you’d like to catch the “Conquer the Test! Tips, Techniques, and Strategies for Getting the SAT Score You Need” workshop in person, I’ll be doing one in Chester, Virginia on Friday, September 12. You may contact coordinator Darleen Rudnick at 748-0984 or via e-mail at darleen2 at yahoo dot com. If you can’t make the workshop, or you’d just like to have it handy to listen to more than once, you can purchase the recorded workshop with 60+ page worktext at www.SAT-Workshop.com (and it’s at a special introductory price until 9/15/08, or until the first printing runs out, whichever comes first– I just got the quotes for the second printing– OUCH!!).

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