This is my 3rd year teaching this method and my kids are amazing writers. In Oregon, 4th grade is the year we administer the state writing benchmark test and our students score among the highest in the state. Thank you IEW! This is the first chance I have had to share any thoughts with you since school began for us in September.
I teach combined grades 5—6 and 7—8. This has been so exciting for me to see their work being transformed. My students love grammar class now and even prefer it over science! I also teach students with learning disabilities and have been amazed how the use of the KWO has improved their comprehension of stories and the ability to recall a story in sequential order.
I also am finding a new freedom in teaching classes that have a wide range of abilities. I now have ways to work with the dependent students and allow the stronger ones to excel. I love the webinars. They keep me reviewing and keep me focused.
Thank you, Andrew and Janet. It is truly a life changing program, for both teacher and student. Even my most profoundly impacted dyslexic students--who are not reading beyond 1st grade--are able to gain access. The key word outlines, use of symbols, guided discovery, and practice speaking in complete sentences are all "must haves" for my kiddos, and I am so thankful that this program is giving me the knowledge base I need in order to serve them.
In their case, a formula is preferable to disorganized writing and dull style. As writers become more sophisticated, they move beyond the formula, partly because there are built-in levels of complexity to the stylistic tools. A young student adds a who-which clause to her writing: The wagon, which was red, rolled down the hill. She constructed a grammatical sentence. An older student gains the maturity to enclose worthwhile content in her who-which : The red wagon, which my uncle handcrafted for my tenth birthday, rolled down the hill.
Time and again, I have watched this transformation beyond the formula in student writing, but I may not have believed it if I had not seen it work. Voices that begin with common features—adverb clauses, -ly adverbs, strong verbs, and quality adjectives, for example— after several years of IEW are startlingly transformed into unique voices with little in common with each other beyond hallmarks of superb writing. Once they master the tools, these writers soar.
It states: The topic sentence and the clincher sentence must repeat or reflect two or three key words , which students must also bold or highlight. While other writing systems ask students to end body paragraphs where they began by reiterating their main point, by bolding their key words, students are held accountable.
This forces them to grapple with their topic idea—what are they actually focusing on in their paragraph? Many times IEW graduates—including students whose natural skills are average—have reported back that their paper was the one singled out by a college professor as an example of how to write. Madeline, a junior in college, articulated how well IEW had prepared her over her peers:.
Many times in my three years of college basically any time I had to write a paper I have been thankful that I was taught the IEW method of writing. I would write an outline first and then write a rough draft that could almost be a final draft. When I talked with my classmates about their papers, I discovered that they would write two or three, maybe even four, drafts of their paper before they were satisfied with it.
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