With its video-based instruction, Structure and Style® for Students (SSS) offers schools a powerful tool for teaching writing that supports both teachers and students, especially when they are implementing Structure and Style methodology for the first time. Schools have two options for how to use the videos of IEW’s founder and director Andrew Pudewa teaching each lesson to a classroom of students. Teachers can use the videos as models for instruction as they teach the lesson in their classrooms. Other teachers, however, find it helpful to play the videos in class as they facilitate the lessons.
The first questions school administrators and teachers ask when they are deciding to implement Structure and Style for Students in the classroom are where to start and how to progress.
In general, the course level is determined by the student grade level, keeping in mind that students should be working at or below their reading level. Along with reading level each course level takes students’ age and development into consideration. The length and complexity of the assignments at each level are appropriately designed for that age group. Accommodations can be made for students with learning differences and exceptionalities, using the EZ+1 philosophy. Generally, the Structure and Style for Students progression the Schools Department recommends is as follows:
Level A Year 1 - 4th Grade
Level A Year 2 - 5th Grade
Level B Year 1 - 6th Grade
Level B Year 2 - 7th Grade
Level B Year 3 - 8th Grade
Level C Year 1 - 9th Grade
Level C Year 2 - 10th Grade and above
The first year that a school uses the Structure and Style for Students video-based courses, IEW recommends all grades in each level begin with Year 1 of that level.
Level A Year 1 - 4th and 5th Grades
Level B Year 1 - 6th to 8th Grades
Level C Year 1 - 9th to 12th Grades
After the first year, the Schools Department recommends the following progression.
Skipping a level is not recommended as it can cause students to miss valuable information. In Year 2, IEW stylistic techniques are quickly reviewed prior to introducing new material. The earlier structural models assume prior experience and are practiced less. Year 2 instruction assumes that students have completed Year 1 of the same level, which is a bridge to the next level of the Structure and Style for Students courses. Each year within each level adheres to IEW’s philosophy of mastery education.
For schools or classrooms where many of the students have little or no writing experience, are reading below grade level, or have learning difficulties, a member of our Schools Department Team can craft an implementation plan specifically to fit individual needs. Be sure to visit our landing page for learning differences, where numerous resources are linked, each dealing with a specific issue and sharing how IEW materials can help.
There are only two years of courses in Structure and Style for Students Level C. We recommend that your students begin with Structure and Style for Students: Year 1 Level C in 9th or 10th grade and then move to Structure and Style for Students: Year 2 Level C in 10th or 11th. Students can even earn college credit through Christian Halls International. We find that many schools have junior and senior capstone projects or AP courses. Progressing through two years of Level C courses prepares students for these activities and beyond. Additionally, Introduction to Public Speaking and University-Ready Writing are two one-semester video-based courses perfect for a junior or senior year.
If your K–12 school chooses to implement IEW in all grades, IEW recommends using Primary Writing Lessons for K–2 and Adventures in Writing in 3rd grade.
With Structure and Style for Students, your students will receive incremental and effective writing lessons that provide clear daily assignments and include vocabulary words, grammar and literature suggestions, and lesson plans for teachers. Whether you choose the Structure and Style for Students or Writing Across the Curriculum pathway, IEW’s Schools Department will support you through curriculum selection, teacher training, and classroom implementation. We appreciate the opportunity to partner with schools to help their students become confident and competent communicators and thinkers.
by Andrea Pewthers
