Search for: I curr

Andrew once again answers just about anything our podcast listeners ask. Tune in to hear Andrew's response to questions on topics like memorization, grammar, and mind mapping.

Referenced Materials:

• Podcast with Monica Swanson
• Mastery Learning, Ability Development, and Individualized Education audio talk by Andrew Pudewa
• Teaching Writing: Structure and Style
• Podcast with Susan Barton 
• Cursive Knowledge 
• Anna Ingham 
• Fix-It! Grammar

QUESTIONS ASKED:

1:52 - Ann asks, “I heard Andrew say many times to always spell any word a child asks you to spell.  Does he feel the same about math facts? I so commonly hear, ‘Mom, what is six times seven?’ My kids, ages eleven and fourteen, have a difficult time memorizing math facts. They are continuing to improve, but it is quite a process. They have a times table chart to refer to during math and drill math facts. I want them to continue learning new concepts, so often I give them the answer to not muddy the water. I am curious to hear your take on this situation.

7:11 - Jennifer asks, “Teaching class today regarding who/which clauses, I had a parent ask about ‘whose’ and where that fits in the IEW curriculum. For instance: ‘The bicycle whose chain is broken is mine.’”

8:40 - Emily asks, “I have been listening to the podcast and getting prepared all summer.  I am telling everyone IEW is my ‘curriculum crush’ of the year! Andrew mentions using this with his dyslexic son. As I recall, he got 20 minutes to copy 100 words and got 1 point per word, but there were also various ways to lose points. Can you explain that?”

16:13 - Anonymous asks,  “I have a sixth grader and was wanting to get Linguistic Development through Poetry Memorization, but wasn’t sure whether we should start with Level 1. Will it be as effective as a first grader starting? Is it worth it?”

19:58 - Anonymous asks, “I have a seven-year-old who writes his numbers backwards. He used to write his letters backwards, but that has since been corrected with making them out of clay per the Gift of Dyslexia method. He has made the numbers in clay models too, but the method didn't take with those. Any suggestions for how to help writing with numbers?”

24:27 - Amber asks, “I love the podcast. I am a homeschool mom and have a six-year-old gifted child. She is on the last few lessons of the first Fix It!. We have modified it by having her write the sentence the next day for copywork versus writing the whole paragraph in one day. She completed the PAL writing program at the age of five and writes amazingly well on her own. Should I move her into the second Fix It! right away or switch to traditional copywork?”

27:13 - Janet asks, “What does Andrew say about mind-mapping?”

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or info@IEW.com

In this podcast Andrew answers questions from our listeners as well as questions our Customer Service Team frequently receives. Join us for another round of inquiries where Andrew offers helpful insight on a variety of topics from how to implement Suzuki method when teaching piano, to how to choose appropriate pieces for copywork.

Referenced Materials:

• IEW and Dyslexia
• The Adventures of Tom Sawyer by Mark Twain (Amazon Affiliate)
• Pamela White
• Fix It! Grammar
• Suzuki Association of the Americas
• Student Writing Intensive Continuation Course Level B 
• High School Essay Intensive
• Student Writing Intensive
• Theme-Based Writing Lessons
• Becoming MomStrong by Heidi St. John

QUESTIONS ASKED:

1:18 - Jennifer asks, "In Unit 3, I have always found it confusing to list all the characters in the story under Characters and Setting in the key word outline. When we go to write the first paragraph, sometimes including a character that only shows up later in the story is challenging. Is it okay to only mention that character in the Conflict and Problem or Climax and Resolution sections, or is it good to try to mention all the characters in the first paragraph?”

3:25 - Misty asks, “Thanks for the great info! I was listening to the dyslexia podcast. When you talk about a dyslexic child listening to audiobooks, should they be trying to follow along with the print, or just simply listening to the story?”

6:06 - Christine asks, “Should we have commas after an -ly adverb opener?”

8:27 - Amy asks, “My question for you is regarding teaching my kids how to play the piano. I have listened to your podcasts talking about the Suzuki method and it intrigues me. My oldest is taking piano lessons; however, his teacher is retiring soon. She teaches using the traditional method, which is how I was taught piano. The nearest Suzuki teacher is an hour drive away. I’m wondering what your opinion is on a parent attempting to teach the Suzuki method at home. Of course I would read Suzuki’s books to gain better insight, but I wouldn’t have any formal training in the method. Can you help?”

11:52 - Wendy asks, “I am teaching a group of 16 students through the Continuation Course Level B. They are writing papers about famous people from history. The sources that Mr. Pudewa has required them to write are from a book, an encyclopedia/periodical, and whatever other material they might choose such as Internet or video. One of the questions I received was "Can I choose a Kindle book?" This started me questioning what I should allow. Since the filming of the series, much technology has come into play.”

16:37 - Customers frequently ask our Customer Service team, “Prior to Unit 6, how does a student put a word-for-word quotation on the key word outline?”

17:57 - Customers frequently ask our Customer Service team, “When a student with no previous IEW experience begins with High School Essay Intensive and then wants more help with writing, what program would be best to move on to next?”

20:10 - Customers frequently ask our Customer Service team, “What is the purpose of copywork and how do our families and teachers choose the appropriate pieces for students to copy?”

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or info@IEW.com

Join us in this episode of "Ask Andrew Anything" as Andrew responds to questions submitted by our podcast listeners. Offering helpful tips and humorous insight, Andrew explains ways to motivate students and where to get started with IEW.

Referenced Materials:

• Humor in Teaching
  • Podcast Series: Part 1 | Part 2
• Theme-Based Writing Lessons 
• Following Narnia Volume 1: The Lion's Song by Laura Bettis 
• U.S History-Based Writing Lessons by Lori Verstegen 
• Fables, Myths, and Fairy Tales Writing Lessons by Maria Gerber 
• All Things Fun & Fascinating by Lori Verstegen 
• Bible Heroes Writing Lessons Lori Verstegen
• Why Gender Matters by Leonard Sax, Ph.D. (Amazon Affiliate)
• Teaching Boys and Other Children Who Would Rather Make Forts All Day 
• The Global Achievement Gap by Tony Wagoner (Amazon Affiliate)
• Why We Sleep: Unlocking the Power of Sleep and Dreams by Matthew Walker, Ph.D. (Amazon Affiliate)
• The Underground History of American Education by John Taylor Gatto (Amazon Affiliate)
• Teaching Writing: Structure and Style 
• Writing Across the Curriculum 

QUESTIONS ASKED:

2:11 - Shannon asks, "I have a girl, but she would rather be digging in the dirt, doing science experiments, or playing in her tree house than doing sit-down work, especially writing. How can you make IEW work for a kinesthetic/tactile learner that prefers to play and experiment?"

9:24 - Karen asks, "I have high school students, and I use a literature-based English curriculum. The books are fantastic, but my students are reluctant to do the reading outside of class time. They also do not want to do other homework outside of class time. Do you have suggestions for motivating students to work independently?" 

14:11 - Julie asks, "My son has a short attention span when it comes to lesson time. How can I help with that but still let him build forts?"

16:45 - Angela asks, "I've been a homeschooling mom for over ten years. Normally I'm not nervous about how my kids are doing in the grand scheme of things. Dealing with high school, however, has been a totally different story. How do you know for sure that this is really enough? I think about how my son will succeed in life, what is he doing after high school and college. How can I really know that what we're doing is enough and all will be well?"

23:26 - Julie asks, "How do you deal with a moody and incompliant teen?"

27:22 - Brianne asks, "Where do I start? What do I need in order to teach my middle school student to be prepared for high school writing?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

Once again, Andrew answers questions from teachers and parents across the country. Whether it be a Latin question or a technical inquiry about sentence openers, Andrew provides helpful insight and clarity. Tune in till the end for an electrifying lightning round, where various students ask questions like "Who is your favorite composer?" and "How many ties do you actually own?"

Referenced Materials:

• Biduum Latinum 
• Teaching Writing: Structure and Style
• Advanced Communication Series [Discontinued]
• Online Classes 
• The Family Hope Center 
• Fix It! Grammar 
• Medieval History-Based Writing Lessons by Lori Verstegen 
• Sarah, Plain and Tall by Patricia MacLachlan (Amazon Affiliate)
• Why We Sleep: Unlocking the Power of Sleep and Dreams by Mandy Walker (Amazon Affiliate)
• The Republic by Plato (Amazon Affiliate) 
• The Scarlet and the Black 
• Collateral Beauty
• A Christmas Carol by Charles Dickens (Amazon Affiliate) 

QUESTIONS ASKED:

1:44 - Sandra asks, "My son was an A student in high school and is doing well enough in college, except for Latin. He took Latin for three years in high school and did fine, but he's taking his second year of Latin in college and it's proving to be excruciating for him. Do you have any advice for this level of Latin?"

4:55 - Christine asks, "Are there a limited number of words that work as invisible openers? For example, "Being exhausted, the man sank down into a sofa." In this example, it works to drop the word "being." Do all words work this way? It doesn't sound right to me to say, "Tired, the man sank down into a sofa." Or, "Sleepy the man..."

8:42 - Holly says, "It would be great to get a little more help or advice on the taking notes from lectures and then writing paragraphs. I'm finding that my son and I are needing more guidance in this area."

11:18 - Leah asks, "I'm interested in one of your courses for my 10th grade daughter. I would like something that she could work on independently. Do you have recommendations? Are there assessments built into the program?"

13:06 - Melissa asks, "I recently listened to episode 66 of the podcast. My son has ADD and learning disabilities such as significant delays in spelling and mild delays in reading and math. He also has delays in working memory and processing speed. He's currently in the 5th grade in a public school. I am unfortunately unable to homeschool him, but we are working with him after school and in the summers as much as possible. I wanted to see what would be recommended for him? He's currently in 5th grade so I'm unsure whether level A or level B would be best for him."

16:13 - Mary asks, "My fourteen-year-old has some issues: lack of proper punctuation in sentences, run-ons, and tense agreements, to name a few. I have addressed these in editing, but I feel like he's missing something pretty important. Should I continue to coach him through editing? He is grasping all the dress-ups quite well. We are in Unit 4."

23:52 - Paula asks,"Hi there. I'm in a bit of a pickle. I am tutoring an IEW writing class at a tutoring center and the grades range from 3-8. The director insists that we use Medieval History-Based Writing Lessons. It's actually been going really well, but now we have started unit 6 and the younger students are confused. Do you have any suggestions?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

In this edition of Ask Andrew Anything, Andrew answers questions from school teachers and parents such as "What can I do to avoid teacher's burnout?" and "Can you please discuss more on character study for reading comprehension and writing?".

Referenced Materials:

• Teaching Writing: Structure and Style
• Phonetic Zoo Spelling Program
• Student Writing Intensive
• Online Classes
• The Four Deadly Errors
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4
  • Audio Talk
  • Article
• Lindamood-Bell
• The Arts of Language
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4
  • Article
  • DVD Seminar
•  Latinam Discamus (Let's Learn Latin)
  • Podcast Series: Part 1 | Part 2
• Fix It! Grammar
• A Word Write Now
• Teaching the Classics by Adam Andrews and Missy Andrews
• A Guide to Writing Your Novel by Lee Roddy 
• Pride and Prejudice by Jane Austen

Questions Asked:

• 1:33-Anne-Marie asks "Can Mr. Pudewa also expand on why the Kindergarten – Second grade class used the word “fox” both in the title and the KWO,  but he desired for the students in the 3rd – 5th grade class to not use the word  “grasshopper” in the KWO at first since the word “grasshopper” was in the title."
• 3:31-Courtney asks "Andrew mentioned Suzuki like math instruction and the value of drills in education. My question is: What math programs would you recommend that is in alignment with IEW type of instruction (for both K-2 learners and beyond)?"
• 8:56-Kate asks "A question about burnout (teacher's burnout), I teach Masters and Undergraduate students at the University, I homeschool my three kids (ages: 3, 8, 12), I'm a Girl Scout Leader, and I also Lead a Monthly 4H Co-Op Project. Some homeschool parents are even busier with more kids, additional volunteer work, and co-ops.  Sometimes I feel I'm tired of "teaching," or better said, tired of the "traditional teacher delivery/image." Do you have any suggestions to avoid teacher's burnout? Or possible alternatives (activities, ideas) to the traditional delivery method?"
• 15:08-Julie asks "My question is this, while my son reads at a college level, he does occasionally come across words that he can't decode and seems to have lost the ability to decode unfamiliar words. I'm unsure if I should go back and focus on decoding (that seems labor intensive considering his reading level is so high and frankly I wouldn't know what method to use at his age), or should I focus on vocabulary building."
• 20:15-Kim asks "I am watching Unit 9 in TWSS. Andrew is really encouraging students to increase their vocabulary. Does he recommend workbooks like Wordly Wise, or are the word lists he provides enough? He only referred to word lists and Greek/Latin roots."
• 24:24-Kaye asks "Can you please discuss more on character study for reading comprehension and writing?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

In this episode of "Ask Andrew Anything," IEW's ingenious leader answers questions from our latest Facebook Party, such as "Do you recommend the use of a thesaurus?" and "Is there any creative writing course with IEW?". What would your question be if you could ask Andrew anything?

REFERENCED MATERIALS:

• IEW Facebook Page
• Theme-Based Writing Lessons
• Ancient History-Based Writing Lessons by Lori Verstegen 
• Teaching Writing: Structure and Style
• A Word Write Now by Loranna Schwacofer
• U.S History-Based Writing Lessons by Lori Verstegen 
• Pen and Paper
  • Podcast Series: Part 1 | Part 2 | Part 3
  • Article
• The Four Deadly Errors
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4
  • Article
  • Audio Talk by Andrew Pudewa
• The Five Canons of Rhetoric
  • Podcast Series: Part 1 | Part 2​​
• Free Aesop Fables Online
• Linguistic Development through Poetry Memorization by Andrew Pudewa
• Fix it! Grammar by Pamela White
• 24:01-"If you gathered methane gas from cows for two years, would all the gas be able to launch a rocket to space?"  
  • Answer at  AAA Episode 30 
• Please Rate and Review our Podcast on iTunes
• Questions asked: 
  • 2:27 - Carrie Sue asks "I have four children. My eldest is 12 and writing has been a struggle so I have never taught it. Now he has improved and is about the same grade-level and is reading and writing as my 10 year old. Where would I begin to teach writing and could my 8 year old, who is an advance reader, join them too?"
  • 7:04 - Ashley asks "Do you recommend the use of a thesaurus and at what age?"
  • 9:57 - Leslie asks "I love all your products. My son is needing a vocabulary program. What do you suggest?"
  • 13:22 - Clare asks "I have a 12 year old son who insists that he type his writing assignments. I am big fan of handwriting, as it seems to be a lost art. What do you think?"

  • 16:36 - Courtney asks "How long is it okay to scribe for them? I've been following Jill's advice on scribing for them for as long as needed but sometimes it seems as though they will never learn to do it themselves. I am doing U.S History-Based Writing Lessons with my 13 year old dyslexic daughter, along with my 12 year old. Both of them need quite a bit of handholding."

  • 18:19 - Lisa asks "On average how long would you expect it to take a 5th grader to do a key word outline and write there own rough draft from their key word outline? This is out first year with TWSS and it's taking a very long time. Do you ever have students try and write their rough draft from scratch because they can't remember what the key word outline means? What's the best thing to do in this case?"

  • 22:04 - Brandy asks "Is there any creative writing course with IEW? "

  • 29:06- Kristen asked "Our freshman son has some vision issues which delayed his reading and impacted his spelling and writing. We have some of your products. Am I right in thinking slow and steady wins the race or is there something specific I should be doing to help his written communication become easier? "

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

It’s that time again for Andrew to be asked just about anything from various school teachers and parents across the country. Tune in to hear Andrew’s responses to questions, ranging from advice on encouraging reluctant readers to how to go about correcting students' papers.

Referenced Materials:

• "Sitting Is the New Smoking: Ways a Sedentary Lifestyle is Killing You" by The Active Times
• Online Classes 
  • Online Class Instructors
• ​​​​Teaching Boys & Other Children Who Would Rather Make Forts All Day by Andrew Pudewa 
• IEW's YouTube Channel 
  • "Andrew's Joke of the Month" Youtube Playlist
• Better Late Than Early by Raymond S. and Jane Moore
• The Four Deadly Errors of Teaching Writing
  • Audio talk
  • Article
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4
• Episode 6: The Four Language Arts, Part 4 — Writing

QUESTIONS ASKED:

1:36 - Seline asks, "My son is not a fan of reading, but he is not a bad reader, just not motivated. Can you give me some tips to help?

6:52 - Tamara asks, "Are online classes valuable? How does one make the most of them, especially when working with a teen?

10:45 - Rachel asks, "I have an eight-year-old son who is normally congenial. He will consistently tear up and become physically anxious when asked to do something outside of his comfort zone. After encouragement, he will finally attempt whatever was asked of him. I don't think he is purposefully trying to delay, I believe he is actually anxious because he doesn't think he can do it perfectly the first time. He's very bright, but when it comes to writing, he struggles, even with basic copy work. With that background, is there an age where this will be naturally overcome, or is this a matter of mommy needing to train and discipline better?"

18:28 - Sharon asks, "In what order should I help my nine-year-old revise things? If I go over punctuation, spelling, and content, he may just crumble. How do I pick my battles on what to correct?"

22:14 - C.M. asks, "How do you know if your kid genuinely needs to dictate, or would benefit from having to practice getting it from their head to the paper? What skills might they be losing by skipping this?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

As usual, Andrew replies to any question that gets thrown at him. However, in this special edition of "Ask Andrew Anything," Andrew answers questions from our exceptionally experienced online instructors. Learn Andrew's response to questions ranging from where he acquired his sense of humor to advice on explaining dress-up techniques.

Referenced Materials:

• Online Classes
• Online Class Instructors 
  • Erin Fisher
  • Pamela White
  • Kim Murphy
  • Cathy Flowers
  • Ginny Lennon
  • Robin Osborne
  • Lizabeth Brasells
  • Cinda Tribble
  • Denise Kelley
• Fix It! Grammar
• Webinars
• Teaching Writing: Structure and Style
• Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

QUESTIONS ASKED:

2:16 - Erin Fisher asks, "My students constantly tell me you are so funny. Some of them want to know where do you get your material and who was the funny person that influenced you in your life?"

4:04 - Pamela White asks, "How have your feelings changed over time about the online classes that we offer?"

6:32 - Kim Murphy asks, "One of the common mistakes that I find students making is confusing the strong verb and the quality adjective. Do you have any hints that might help them?"

9:25 - Cathy Flowers asks, "Some of the parents are considering online education and online classes. How are the online classes different than the DVD lessons?"

11:26 - Ginny Lennon asks, "What would you do if all the dress-ups were placed in one sentence?"

13:46 - Robin Osborne asks, "My students love unit 3: Retelling Narrative Stories, but sometimes they have trouble identifying the conflict. What's the best way to figure out the main conflict?"

19:24 - Lizabeth Brasells asks, "What is your favorite style tool and why?"

22:30 - Cinda Tribble asks, "I have some students who love IEW so much and they love the dress-ups that they put in a million -ly words and quality adjectives in one paragraph. Should I limit them or should I allow them to explore?"

26:36 - Denise Kelly asks, "I have some students who would like to know what you like to do in your free time when you're not teaching writing?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

 "I just can't think of what to write!" As parents, and often as teachers, we hear this phrase from our students and can be stumped on how to help them. In this podcast Andrew and Julie address this issue as they discuss the four basic skills that can aid in advanced thinking.

Go To PART 1

Referenced Materials:

• The Four Language Arts 
  • Listening | Speaking | Reading | Writing 
• Thinking Podcast
• I Keep Six Honest Serving Men poem by Rudyard Kipling 
• Aristotle's Common Topics of Invention
• Teaching Writing: Structure and Style
• Advanced Spelling and Vocabulary
• How to Think by Andrew Pudewa 

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

It’s time for another Live Ask Andrew Anything episode! Join Andrew Pudewa and Julie Walker as they answer questions from listeners. They were joined by Ashley from Joyful Noise Learning, who asked how to answer a child who asks, “Why do I have to learn writing when I am not going to be a writer when I grow up?” Andrew also shares what he is reading to his grandchildren as well as a few other book recommendations.

Referenced Materials

• Joyful Noise Learning 
• However Imperfectly by Andrew Pudewa
• Penrod by Booth Tarkington
• Pinocchio by Carlo Collodi
• Swallows and Amazons by Arthur Ransome
• How to Think like Shakespeare: Lessons from a Renaissance Education by Scott Newstok
• Structure and Style® for Students: Year 1 Level C
• Dual Enrollment with Christian Halls International
• University-Ready Writing
• Introduction to Public Speaking
• Transcript of Podcast Episode 420

If you have questions for Andrew, send them to podcast@IEW.com
Perhaps your question will be answered at the next Ask Andrew Anything (AAA).

If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com

Desiring to learn and understand IEW's methodology better, school teachers and parents ask Andrew questions about Structure and Style. Join Andrew as he answers questions such as  "What can I do to prepare myself for the upcoming school year?" and "What are your favorite sources for historical fiction?"

Referenced Materials:

• Teaching Writing: Structure and Style
• Online Classes
• Find an Accredited Instructor
• College Plus
• Classical Conversations
• G.A. Henty Books
• Johnny Tremain by Esther Forbes
• Timeline of Classics by Gail Ledbetter
• Jim Hodges
• Teaching Boys and Other Children Who Would Rather Make Forts All Day
• The Power of Memorization
  • Podcast Series: Part 1 | Part 2 | Part 3
• Does IEW work with special needs children (SPED) by Jill Pike
• The Four Deadly Errors
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4
  • Audio Talk
  • Article

Questions:

• 1:28 - Amy asks "What advice would you give to a homeschool mom who is overwhelmed with the prospect of giving her high school student a quality education?
• 8:34 - Rory asks "I wondered if anyone had ever offered a class to public or private school students outside of school. I know several who would benefit that do not homeschool."
• 11:08 - Charity asks "My daughter will be participating in the IEW portion of essentials with Classical Conversations. As a first-time mom teaching IEW, what can I do now to start preparing myself for next year?"
• 13:28 - Loraine asks "What are your favorite sources for historical fiction?"
• 17:48 - Margaret asks "I'm tutoring a 9-year-old dyslexic student that is completely overwhelmed and discouraged. He says he is always a loser and will never do anything right. How do you stop the overwhelmed downwards spiral? It is sad to see a student without hope."
• 24:45 - Jennifer asks "How often should I do the program?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

Is your student overwhelmed by having too many sources to write from? Join Andrew as he discusses Unit 6 and provides tips and suggestions for collecting, organizing, and summarizing facts from multiple references.

Go To Part 1

Referenced Materials:

• Click here to download the slides that accompanied the original Structure and Style Unit 6 webinar.
• Teaching Writing: Structure and Style
• The Purdue Online Writing Lab (OWL)
• EasyBib
• Beowulf
• Writing Source Packet
• Theme-Based Writing Lessons
• All Things Fun & Fascinating by Lori Verstegen
• Medieval History-Based Writing Lessons by Lori Verstegen
• Ancient History-Based Writing Lessons by Lori Verstegen
• Following Narnia by Laura Bettis
• Bible-Based Writing Lessons by Andrew Pudewa and James B. Webster, Ph.D.
• Rockets, Radar, and Robotics by Danielle and Nathaniel Olander
• Fables, Myths, and Fairy Tales by Maria Gerber
• Portable Walls
• Mini Posters
• Magnum Opus Magazine

• Questions Asked
  • 23:07- Jenny asks, "I gave my 9th grader source text about Beowulf for a commentary analysis and he used that for his research. He is excited about it and is eager to add in an intro and conclusion and some transitions between paragraphs. Is there a reason why I should hold him back from that at this point if I haven't taught him these skills yet? Or, should I tell him to wait until unit 7 and 8 before adding those elements to make a complete essay?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

What's the purpose of the checklist? This question is often asked by students as well parents. Join Andrew Pudewa as he shares salient points about IEW's stylistic techniques and discusses the powerful benefits that come about when you require the checklist for your students' writing.

Go to Part 1

Referenced Materials:

• Click Here to download the slides that accompanied the original Structure and Style Unit 6 webinar.
• Teaching Writing: Structure and Style
• The Pudue Online Writing Lab (OWL)
• EasyBib
• Beowulf
• Writing Source Packet
• Theme-Based Writing
• All Things Fun & Fascinating by Lori Vertegen
• Classical Rhetoric through Structure and Style by Adam Muller, Ph.D.
• Rockets, Radar, and Robotics by Danielle and Nathaniel Olander
• Bible-Based Writing Lessons by Andrew Pudewa and James B. Webster, Ph.D.
• Ancient History-Based Writing Lessons
• Medieval History-Based Writing Lessons by Lori Verstegen
• U.S History-Based Writing Lessons
• Fables, Myths, and Fairy Tales by Maria Gerber
• Following Narnia by Laura Bettis
• Portable Walls
• Mini Posters
• Magnum Opus Magazine

• Questions Asked
  • 23:07- Jenny asks "I gave my 9th grader source text about beowulf for a commentary analysis and he used that for his research. He is excited about it and is eager to add in an intro and conclusion and some transitions between paragraphs. Is there a reason why I should hold him back from that at this point if I haven't taught him these skills yet? Or should I tell him to wait until unit 7 and 8 before adding those elements to make a complete essay?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

In this two-part webinar recording, Andrew and old-time friend and mentor Dr. Webster walk you through Unit 8: Formal Essay Models. Join us as Andrew explains the elements of an essay and discusses what differentiates Unit 8 from the previous units. Additionally, Dr. Webster answers questions and provides suggestions for tackling essay assignments.

Go To PART 1

Referenced Materials:

• Click here to download the slides that accompanied the original Structure and Style Unit 8 webinar.
• Teaching Writing: Structure and Style
• Dr. James B. Webster 
• Magnum Opus Magazine
• The Four Deadly Errors
  • Article
  • Audio talk
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4 
• The Elegant Essay 
• Writing Contests
  • The 2018 IEW Writing Contest 
• IEW's Blog
• e-Newsletter
• IEW Families Forum
• IEW Teachers Forum

Questions Asked:

5:04 - Melissa asks, "I have a fourteen-year-old, an eleven-year-old, and a nine-year-old all doing the same Student Writing Intensive group B together this year. The nine-year-old loves to write and is keeping up great with the others. Would it be unheard of for all of them to do the Student Continuation Level B together?"

7:24 - Erica says, "My two daughters are struggling with writing the conclusion and introduction paragraphs. We would appreciate more specifics on how to create a great attention-grabbing intro and a thoughtful conclusion."

11:53 - Christi asks, "My oldest, twelve, is a naturally comfortable writer and is beginning to be very resistant to writing outlines in general. Any suggestions on how to continue to help her see why they are important?"

18:59 - Melissa asks, "Do students write them in this order on their first draft then the correct order on the formal draft? Will it be easy for those typing? I wasn't sure on handwritten."

20:19 - Terra asks, "My fifteen-year-old student has been assigned a ten page science paper. I would like to know if you still include the most important and why. Would you state your opinion as an expert without using "I"? How do you write it in a way that keeps it a factual report and not an essay?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

It's that time again when Julie tries to stump Andrew with questions submitted by our listeners. How do I start with IEW? How do I deal with students that use stylistic techniques awkwardly? In this Ask Andrew Anything, Andrew provides insight when answering these inquiries and more. Stay tuned until the end to hear Julie ask Andrew some fun questions submitted by our customer service team. By the way, listen for Michelle's question — she stumps Andrew!

Referenced Materials:

• "Ask Andrew Anything"
• Structure and Style® for Students
• Fix-It! Grammar
• Linguistic Development through Poetry Memorization 
• "The Four Deadly Errors of Teaching Writing"
  • Audio Talk
  • Article
• Jill Pike

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com.

Answering technical IEW questions ranging from topic/clincher sentences to crash writing courses before college, Andrew provides helpful insight and information about where to start and where to go during this Ask Andrew Anything episode.

Referenced Materials:

• Teaching Writing: Structure and Style
• Episode 100: Four-Wheelers and Make-up: A Radio Drama
• Online Classes
• Theme-Based Writing Lessons
• Fix it! Grammar
  • Placement Test
• Student Writing Intensive
• Following Narnia Volume 1: The Lion's Song Laura Bettis
• IEW Forum
• Student Writing Intensive Level C by Andrew Pudewa and Jill Pike
  • Four Day Schedule 
• High School Essay Intensive by Andrew Pudewa 
• Advanced Communication Series by Andrew Pudewa and Danielle Olander 
• Phonetic Zoo
• Advanced Spelling & Vocabulary by James B. Webster, Andrew Pudewa, and Maria Gerber
• The Elegant Essay by Lesha Myers 
• A Guide to Writing Your Novel by Lee Roddy 
• How to Write a Story by Lee Roddy 
• Pathway
  • Magalog
  • Online
• One Year Adventure Novel 
• Integrity College Solutions 

Questions Asked:

• 1:50 - Bethany asks, "If a paragraph starts with a #6 Very Short Sentence, does the clincher reflect the Very Short Sentence? Or does the clincher reflect the next sentence?"

• 3:50 - Kathy asks, "My question is related to a sentence my boy wrote which we couldn't decide if it fits one of the openers. The sentence was along the lines of: 'Found around the North Pole, Beluga whales...'"

• 8:30 - Cindy asks, "We feel our 6th grade, almost 12-year-old son has had weak writing instruction to this point. He's a voracious reader with great vocabulary and great grades to date, but he has Aspergers and ADHD. We are familiar with your work and are very interested in your online classes as a good way to meet his needs and receive great instruction. I was wondering if you had a good way of determining if we should select Level A or Level B for an online class?"

• 12:32 - Heidi asks, "I don't think my daughter can handle both Fix It! and the Student Writing Intensive Level A. What should I do first? She is nine and will be in the 4th grade."

• 14:42 - John asks, "I'm trying to determine the right course for my son, who will be in 9th grade this year. I see that Following Narnia Volume 1 is intended for grades 6–8. However, I believe someone mentioned on the IEW forum that Volume 1 can be adapted to make it appropriate for the High School level. Could you please provide some feedback?"

• 18:17 - Rebecca asks, "I'm trying to find a writing program for my daughter to use before she goes to college this fall. She has had some writing, but needs to have basic improvement and practice. What do you suggest?"

• 23:10 - Jacqueline asks, "My daughter is home-schooled and is entering the 9th grade. She writes very well and has not struggled in any area of the programs she has completed. She completed the Student Writing Intensive Level B and will be finishing the Continuation Course Level B in a couple of weeks. She would really like to complete a course geared more toward writing her own books this year. We are wondering if The Elegant Essay or Speech Boot Camp could be swapped out for A Guide to Writing Your Novel?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

Recently IEW released its annual magalog, a portmanteau of magazine and catalog. Tune in this week to learn about some of the content inside of this year's magalog. Additionally Andrew and Julie discuss the testimonies featured in the magalog, and Andrew reads letters that he received from students. 

Referenced Materials:

• "Announcing the 2022 Arts of Language Magalog"
• Magalog
• "You Don't Have to Like It..." by Andrew Pudewa
• Structure and Style® for Students
• Sharyn Staggers
• Structure and Style® for Students Testimonials
• "What’s Your IEW® Story?"
• "From the Mailbag: I Hate IEW!"
• "Letters to Treasure"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com.

In this two-part podcast, Andrew reviews the methodology behind and procedure for successfully teaching Unit 3: Retelling Narrative Stories. After a brief overview of the unit, Andrew will walk step-by-step through an assignment, demonstrating Unit 3 methods and concepts for both the teacher/parent and student.

GO TO PART 1

Referenced Materials:

• Click here to download the slides that accompanied the original Structure and Style Units 3 webinar.
• Teaching Writing: Structure and Style Upgrade
• Premium Subscription
• Free Aesop Fables Online
• Mini Posters
• Classroom Posters
• The Arts of Language:
  • Podcast: Part 1 | Part 2 | Part 3 | Part 4
  • DVD Seminar
  • Article
• Four Deadly Errors of Teaching Writing
  • Podcast: Part 1 | Part 2 | Part 3 | Part 4 
  • Audio Talk
  • Article
• Writing Source Packet
• Teaching the Classics by Adam and Missy Andrews
• Fables, Myths, and Fairy Tales Writing Lessons by Maria Gerber
• Theme-Based Writing Lessons
• The Boy Who Cried Alien by Marilyn Singer
• How to Write a Story by Lee Roddy
• A Guide to Writing Your Novel by Lee Roddy
• Magnum Opus Magazine
• IEW Families Forum
• IEW Teachers Forum
• Monthly e-Newsletter
• Blog

QUESTIONS ASKED: 

• 1:35 - Diane asks, "How long should each lesson take and how often should the lesson be taught?"
• 2:26 - Lynn asks, "How long till a ten-year-old boy can write on his own without parent help?"
• 4:19 - Judy asks, "First-year students are struggling with first drafts, dress -ups, and complete sentences all at the same time."
• 20:14 - Danielle asks, "How many sentences do you have in the key-word outline? 
• 22:06 - Angela asks, "I have a very hesitant writer. Can we do a lot of this orally or should he write it out?"
• 24:11 - Jennifer asks, "For high school students, is a chapter of the hobbit too long of a source text?"
• 25:54 - Judy asks, "Students are also overwhelmed with the story sequence, sentence order, sequence, and making sense with their sentences."
• 27:06 - Lynette asks, "My daughter likes to have dialogue in her stories. As each character speaks she starts a new paragraph. What are your recommendations?"
• 28:16 -Deborah asks, "My kids are feeling overwhelmed with the dress ups but are doing well with the sentence openers. Can I back off on the other dress ups and focus on the sentence openers until they are easy?"
• 30:30 -Amery asks, "IEW seems to be teacher driven, which is fine, yet the school world seem to emphasize on independence for middle schoolers. So helping the students with IEW lessons was different but I'm glad I understand that I am to assist. I just assumed the child was to be more independent because of their age and grade level."

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

Structure and Style is a trademark of the Institute for Excellence in Writing, L.L.C.

Join us as Andrew and Julie interview Sharon Ashford, an IEW instructor and Educational Consultant, to provide insight on Black History Month. Sharing little-known stories about African-American historical figures, Sharon will provide listeners with fascinating information about African-American history and share how she came to teach IEW's methodology. 

Referenced Materials:

• Sharon Ashford
• Anna Ingham
• Dr. James Webster
• Teaching Writing: Structure and Style
• Core Knowledge
• Grace Abounding by Robert D. Shepherd
• Hidden Figures Movie
• Katherine G. Johnson
• The National Aeronautics and Space Administration
• Oxford African American Studies Center
• The Great Debaters Movie
• C.J. Walker
• Martin Luther King Jr.
• I Have a Dream speech by Martin Luther King Jr.
• All the Way Movie
• The Butler Movie
• Marva Collins' Way by Marva Collins

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

In this two-part podcast, Andrew reviews the methodology behind and procedure for successfully teaching Unit 3: Retelling Narrative Stories. After a brief overview of the unit, Andrew will walk step-by-step through an assignment, demonstrating Unit 3 methods and concepts for both the teacher/parent and student.

Referenced Materials:

• Click here to download the slides that accompanied the original Structure and Style Units 3 webinar.
• Teaching Writing: Structure and Style Upgrade
• Premium Subscription
• Free Aesop Fables Online
• Anna Ingham
• Dr. James B. Webster
• Blended Structure and Style in Composition by Dr. James B. Webster, Ph.D
• Mini Posters
• Classroom Posters
• Theme-Based Writing Lessons
• Medieval History-Based Writing Lessons by Lori Verstegen
• Writing Source Packet
• Magnum Opus Magazine
• IEW Families Forum
• IEW Teachers Forum
• Monthly e-Newsletter
• Blog

QUESTIONS ASKED:

• 24:04 - Liz asks, "What are your recommendations for supporting a parent whose first language is not English?"
• 25:09 - Amy asks, "as the students use computers more and more, I'm finding that the rough draft is being typed on the computer, edited on the computer, and then printed as a final draft. Should I require my students to print the rough draft, mark it up, correct it, and then re-print it?"
• 27:12 - Tracy asks, "I have a fourth grader doing IEW along with two middle school students, still now working on the who/which and adding -ly next week. The two older are doing -ly, who/which, strong verb, and because clause. How do I catch him up and not make him feel we are going too fast?"
• 28:59 - Savina asks, "Regarding the source can you use a child's own story as a starting point?"
• 30:41 - Michelle asks, "When asking questions and you have more than 3 words to answer, can you add the additional info into a new number?"
• 31:26 - Christina asks, "I'm having a hard time getting my child to re-tell the story. He is eight."
• 32:39 - Janet asks, "Do you need to write a line in the outline for each sentence?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

Structure and Style is a registered trademark of the Institute for Excellence in Writing, L.L.C.

“We want kids to have access to wordlists because. . . when . . . they see a word, ‘Oh, I think I know what that means!’ So it pops off the list, into their eyes, through their brain, out their fingers, and into their paper. It becomes a part of them. This moves the word from a passive vocabulary into an active vocabulary.” This philosophy has influenced many IEW resources. In this episode, Andrew Pudewa and Julie Walker talk about the printed student reference tools we have created and how those have led to the IEW Writing Toolbox app.

Referenced Materials

• Portable Walls™ for Structure and Style® Students
• Tools for Young Writers
• Portable Walls™ Grammar on the Go
• Portable Walls™ for the Public Speaker
• Portable Walls™ for Academic Writing
• A Word Write Now
• IEW Writing Toolbox app
• Transcript of Podcast Episode 551

If you have questions for Andrew, send them to podcast@IEW.com
Perhaps your question will be answered at the next Ask Andrew Anything (AAA).

If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com

It's time to open the bag: the mailbag, that is. Wanting to share the love, Andrew and Julie open up letters from teachers and students. Tune in to this gratifying episode during which the duo reads letters in which teachers express how equipped they feel to teach writing after using IEW, and they learn how successful their students have been.

REFERENCED MATERIALS:

• "Sharing Gratitude" 
• "From the Mailbag: I Hate IEW!"
• Dr. James B. Webster
• The Phonetic Zoo
• IEW Facebook
• IEW Instagram 
• Teaching Writing: Structure and Style®
• Free Language Arts Lessons from IEW
• Linguistic Development through Poetry Memorization
• Writing Conference Resources
• Structure and Style® for Students
• Fix It! Grammar
• "The Four Deadly Errors of Teaching Writing" 
  • Audio Talk
  • Article
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

"I just can't think of what to write!" Why is it that students have a difficult time making a thought concrete? Tune in as Andrew Pudewa and Julie Walker address this issue, highlight the power of asking questions, and explain the importance of good thinking as it relates to listening, speaking, reading, and writing. 

REFERENCED MATERIALS:

• "The Four Language Arts"
  • Article
  • Audio talk
  • Listening | Speaking | Reading | Writing
• "What Are We Really Doing Here?" by Andrew Pudewa
• Magalog
• The Profound Effects of Music on Life audio talk by Andrew Pudewa
• A Word Write Now
• Teaching Boys & Other Children Who Would Rather Make Forts All Day audio talk by Andrew Pudewa
• Dr. James B. Webster
• Teaching Writing: Structure and Style®
• High School Essay Intensive (Discontinued)
• "I Keep Six Honest Serving Men" by Rudyard Kipling
• Structure and Style for Students®

Remember to send your questions to podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or info@IEW.com

With Father’s Day just around the corner, Andrew and Julie discuss the important role fathers have in the home including the tremendous benefits to be gained when dads read aloud to their children.

Referenced Materials:

• Nurturing Competent Communicators Audio talk by Andrew Pudewa
• Peter Pan by James Matthew Barrie
• Little Britches: Father and I Were Ranchers 
• Encyclopedia Dad Article by Andrew Pudewa 
• IEW Facebook Page

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

Join Andrew Pudewa and Julie Walker as they talk with Drew Formsma about artificial intelligence (AI), ChatGPT, and the effects new technology has on culture. Teachers are scrambling to determine whether using AI is cheating and how students can use artificial intelligence with academic integrity. Parents are simply trying to understand what artificial intelligence is. Listen to this episode as Drew presents suggestions for conversations parents and teachers need to have with their students.

Referenced Materials

• Drew Formsma
• Everyday Generosity by Drew Formsma and Brad Formsma
• I Like Giving
• TEDx talk by Drew Formsma
• Nurturing Competent Communicators
• Transcript of Podcast Episode 376

If you have questions for Andrew, send them to podcast@IEW.com
Perhaps your question will be answered at the next Ask Andrew Anything (AAA).

If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com

Andrew Pudewa and Julie Walker continue their conversation with Dr. Scott Newstok, author of How to Think like Shakespeare: Lessons from a Renaissance Education. In this episode they discuss additional chapters. These fundamental habits of mind embody IEW’s mission “to equip teachers and teaching parents with methods and materials which will aid them in training their students to become confident and competent communicators and thinkers.”

GO TO PART 1

Referenced Materials

• Scott Newstok
• How to Think like Shakespeare: Lessons from a Renaissance Education by Scott Newstok
• Linguistic Development through Poetry Memorization
• “Why I Stopped Hating Shakespeare” by James Baldwin
• Transcript of Podcast Episode 399

If you have questions for Andrew, send them to podcast@IEW.com
Perhaps your question will be answered at the next Ask Andrew Anything (AAA).

If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com

Why is writing so easy for some kids, but not for others? Why do some students not enjoy writing? Join Andrew in our Unit 7 Webinar as he discusses the “Blank-Brain, Blank-Page Syndrome” and addresses a few of the roadblocks to winsome writing.

GO TO PART 2

Referenced Materials: 

• Click here to download the slides that accompanied the original Structure and Style Unit 7 webinar.
• Teaching Writing: Structure and Style
• Dr. James B. Webster
• I Keep Six Honest Serving Men by Rudyard Kipling
• Aesop's Fables
• Webinar Archive
• Mini Posters
• Magnum Opus Magazine

Questions Asked

• 14:15-Jill asks "Is the Topic-Clincher rule connected with the dress-ups?"
• 15:26-Anne Marie asks "Is the who-which clause the hardest or does it just depend on the student?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

In this Laying the Foundation episode, Andrew Pudewa and Julie Walker talk about how the Structure and Style® methodology removes the most frequent complaint from students: I don’t know what to write! Listen to this conversation to hear the history of the philosophy behind the key word outline and source texts.

Referenced Materials

• Blended Structure and Style in Composition by Dr. James B. Webster
• Teaching Writing: Structure and Style®
• Adventures in Writing
• IEW in Writing Information Page
• Transcript of Podcast Episode 537

If you have questions for Andrew, send them to podcast@IEW.com
Perhaps your question will be answered at the next Ask Andrew Anything (AAA).

If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com

As you near the end of the school year, get the information and motivation you need to finish strong with Unit 9: Formal Critique. In this two-part webinar recording, Andrew takes you through Unit 9, discusses its purpose, and explains the power of the critique thesaurus.

Referenced Materials:

• Click here to download the slides that accompanied the original Structure and Style Unit 9 webinar.
• Webinar Archive
• Teaching Writing: Structure and Style Upgrade
• Lord of the Rings by J.R.R. Tolkien 
• The Wizard of Oz
• Teaching the Classics by Adam Andrews and Missy Andrews 
  • Podcast with Adam Andrews 
• Student Writing Intensive Level B [Discontinued: Replaced with Structure and Style for Students]
• However Imperfectly 
  • Audio talk
  • Podcast Series: Part 1 | Part 2 | Part 3
• "The Four Deadly Errors of Teaching Writing"
  • Audio talk
  • Article
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4
• Writing Contests 
• IEW's YouTube Channel 
  • "Andrew's Joke of the Month" Youtube Playlist
• Blog
• Forums
• Newsletters
• Magnum Opus Magazine
• WORLD magazine
• Touchstone magazine 
• Les Misérables by Victor Hugo 

QUESTIONS ASKED:

11:36 - Melissa asks, "First year IEW users and my 8th grader is doing SWI- B and EIL's English I both this year. At this section in Unit 9, should I pick and choose assignments or still try to do all of both?"

12:41 - Bonnie asks, “How do we encourage dyslexics to really read the material deeply for meaningful critique after struggling to understand the complexities of the text?”

16:44 - Joanne asks, "Can you please give some ways that Unit 9 is used in real life?"

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

Join Andrew Pudewa as he walks you through Unit 8, the daunting essay. Andrew will take you through the step-by-step process of crafting an essay so that you can understand the basic structure, discussing the various essay types and their differences. To ensure maximum understanding, he will also guide you through a practicum assignment.

Go to Part 1

Referenced Materials:

• Click here to download the slides that accompanied the original Structure and Style Unit 8 webinar.
• Teaching Writing: Structure and Style
• Portable Walls for the Essayist
• High School Essay Intensive
• The Four Deadly Errors
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4 
  • Article 
  • Audio Talk
• Pen and Paper
  • Podcast Series: Part 1 | Part 2 | Part 3
  • Article
• Process versus Product
  • Podcast
  • Article
• The Elegant Essay by Lesha Myers
• Writing Research Papers: The Essential Tools by Lesha Myers
• A Writer's Guide to Powerful Paragraphs by Victor C. Pellegrino
• IEW's Blog
• e-Newsletter
• Magnum Opus Magazine

Questions Asked

• 1:32-Marcy asks "What is the difference between unit 7 and unit 8? Is the difference in the weight of the topic?"

• 3:18-Cathleen asks "Do we model the type of questions to ask?"

• 6:52-Deborah asks "Are we not asking questions to define the topics in unit 6?"

• 10:54-Deborah asks "Will the High School Essay Intensive help me understand how to guide my kids in writing the intro and conclusion?"

• 12:59-Sherry asks "How do you approach the expository essay? If a true essay must have an opinion, what do we do with an essay that explains something or one that describes something? Should I avoid these types of essays?"

• 16:55-Deborah asks "It is so hard for me to judge what is good enough for a 12-year-old. I want to edit to death."

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

In this week’s podcast, Andrew Pudewa and Julie Walker take a closer look at IEW’s Unit 5: Writing from Pictures. This unit teaches students to pull information from the brain by asking questions about a picture as a source for inspiration. Andrew points out that this same skill is applicable to looking at situations in the world and thinking about them. Join Andrew and Julie as they explain how Dr. Webster developed this unit and expound on the value of asking good questions in order to refine thinking.

Referenced Materials

• Magnum Opus Magazine
• Dr. James B. Webster
• Teaching Writing: Structure and Style
• Structure and Style for Students
• “Four Deadly Errors of Teaching Writing”
  • Audio talk
  • Article
• “I Keep Six Honest Serving Men” by Rudyard Kipling
• Transcript of Podcast Episode 401

If you have questions for Andrew, send them to podcast@IEW.com
Perhaps your question will be answered at the next Ask Andrew Anything (AAA).

If you have questions about IEW products or classes, contact customer service at 800.856.5815 or info@IEW.com

Continuing last week's conversation, Andrew and Julie wrap up by discussing the last two things on Andrew's list of the best things he did as a homeschool dad: teaching classes and taking over the education of a particular child. While the things on Andrew's list may not be practical for all family settings, learn how Andrew's involvement in his children's education helped improve their learning and the family culture.

GO TO: PART 1

Referenced Materials:

• Andrew's Engagements
• Math-U-See
• Memoria Press
  • Traditional Logic
  • Latin curriculum
  • Aristotle's Rhetoric
• The One-Life Solution by Henry Cloud

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com.

This is the twentieth episode of twenty-four in the podcast series Reviewing Our Greatest Hits. This show was initially launched on December 29, 2015, as Episode 23. 

To ban or not to ban, this is the question. Conversations in the academic world have raised questions about the benefits of banning certain words from a student's writing, as IEW requires. Join Andrew and Julie as they unpack the idea of banning words and discuss its value as it helps establish a student's linguistic foundation.

Referenced Materials:

• "‘Use More Expressive Words!’ Teachers Bark, Beseech, Implore" by James R. Hagerty
• "'Teachers! Please Do Not Make Your Students Use Synonyms for Said,' I Blurted" by Gabriel Roth
• Maria Montessori
• A Word Write Now
• "Process versus Product"
• "Good Writing vs. Great Teaching"
• Penrod by Booth Tarkington

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com

In honor of Father's Day, Andrew reflects on what he did as a homeschool dad that helped cultivate a good family and home culture. Based on his new convention talk, "The Three, Maybe Four, Best Things I Did as a Homeschool Dad," Andrew shares the first two on his list: reading aloud to the family and family meetings. Tune in to hear Andrew's insight and stories on how these changed the family dynamic for the better!

Referenced Materials:

• Andrew's Engagements
• Read-Aloud Revival
• "Nurturing Competent Communicators" audio talk by Andrew Pudewa 
• The Fellowship of the Ring by J.R.R. Tolkien
• Around the World in Eighty Days by Jules Verne
• Structure and Style® for Students
• Laddie by Gene Stratton-Porter
• Death by Meeting by Patrick Lencioni

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

If you have any questions about IEW or our products, do not hesitate to contact our Customer Service Team at 800.856.5815 or Info@IEW.com.

Finish up the conversation with Andrew and Julie as they talk more deeply about each of the five canons of rhetoric. From how to arrange your ideas to how to deliver them in an appealing manner, Andrew provides suggestions for mastering these elements of rhetoric.

REFERENCED MATERIALS:

• "Convert...to Pens!" by Andrew Pudewa
• "I Have a Dream" by Martin Luther King
• "Nurturing Competent Communicators"
• "4 Deadly Errors of Teaching Writing"
  • Audio Talk
  • Article
  • Podcast Series: Part 1 | Part 2 | Part 3 | Part 4
• Linguistic Development through Poetry Memorization
• Memorize the Faith! by Kevin Vost

Remember to send your questions to Podcast@IEW.com, and perhaps yours will be answered the next time we Ask Andrew Anything (AAA).

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Why is writing so easy for some kids, but not for others? Why do some students not enjoy writing? Join Andrew in our Unit 7 Webinar as he discusses the “Blank-Brain, Blank-Page Syndrome” and addresses a few of the roadblocks to winsome writing.

GO TO PART 1

Referenced Materials: 

• Click here to download the slides that accompanied the original Structure and Style Unit 7 webinar.
• Webinar Archive
• Teaching Writing: Structure and Style
• Lemonade to Leadership by Bonnie Drew
• Micro Business for Teens by Carol Topp
• I Keep Six Honest Serving Men by Rudyard Kipling 
• Magnum Opus
• Four Deadly Errors of Teaching Writing
  • Podcast: Part 1 | Part 2 | Part 3 | Part 4
  • Audio Talk
  • Article
• Monthly e-Newsletter
• IEW's Teacher's Forum