Both programs help homeschooling parents confidently teach children how to write, one of the most intimidating tasks in homeschooling. These programs also appeal to students because they teach in incremental steps so the process isn’t overwhelming.
TWSS was produced as a seminar to teach parents and teachers how to present the course material to students. TWSS remains available as a teacher training resource. SSS courses are still under development, but all of them can be used to teach students directly with comprehensive, grade-level-appropriate material. SSS courses have been developed based upon years of experience with TWSS to improve both the teaching and learning processes. One major improvement is that SSS has carefully designed lessons that almost guarantee that children will be successful.
TWSS has one core program for preparing parents to teach all grade levels, and there have been supplementary Student Writing Intensive courses for focusing on particular grade levels. In contrast, SSS is presented at three levels that are each fully developed programs. Level A is for grades 3 through 6, Level B is for grades 6 through 9, and Level C is for grades 9 through 12. SSS will eventually have two courses for each of these three levels. (They will replace the need for Student Writing Intensive courses.)
Both TWSS and SSS teach the same nine units that cover the core strategies: 1. Note Making and Outlines, 2. Writing from Notes, 3. Retelling Narrative Stories, 4. Summarizing a Reference, 5. Writing from Pictures, 6. Summarizing Multiple References, 7. Inventive Writing, 8. Formal Essay Models, and 9. Formal Critique (book reports or basic literary analysis). These nine units are presented gradually in Level A, with the first seven units covered in the first-year course (SSS-1A) and the last two units covered in the second year (SSS-2A). Level B teaches all nine units the first year (SSS-1B) using entirely different source material. The second year for Level B (SSS-2B) is spent applying and refining what they have learned and learning to write responses to literature.
Only the first course, Structure and Style for Students-1A (SSS-1A) is available thus far, but other courses are coming soon. This is the projected schedule for the publication of the other courses:
SSS-1B - Spring 2020
SSS-1C - Spring 2020
SSS-2A - Summer 2020
SSS-2B - Summer 2020
SSS-2C - Summer 2020
SSS courses each include “forever” access to video instruction (either streamed or on DVDs), a printed teacher’s manual, and a student binder with a packet of pages. There are basic, basic plus, and premium options for each of these courses. The basic courses include the listed items. The basic plus option includes the above items plus a Fix It! Grammar course (a teacher and student set) and Portable Walls for Structure and Style Students (desktop dividers). The premier option adds to the basic plus package “forever” access to the Teaching Writing: Structure and Style (TWSS) seminar along with the binder for that seminar. (Parents using an SSS course can work through the TWSS seminar to grasp the overall design of the program and its nine units much more quickly than they can with SSS courses.)
The streaming license never expires for an SSS course, so you need to buy only a binder and student packet for each additional student in your family who will use each course.
The new SSS courses take the burden off parents and teachers by having the creator of the course, Andrew Pudewa, teach students directly through videos. Pudewa, is a fantastic teacher who often includes jokes, humor, and a bit of playacting as he presents lessons to classes of students. Both children and adults are likely to enjoy the lesson presentations. Each week’s lesson features a two-part video lesson that will generally be viewed on two different days. Video lessons vary in length from about 25 to 50 minutes. (The average is probably about 30 minutes.)
Pudewa frequently teaches vocabulary, grammar, usage, and spelling as part of his video instruction. While vocabulary is covered extensively within SSS, coverage of grammar, usage, and spelling is not as thorough. Fix It! Grammar (FIG), from the same publisher, can be used to fill the gap. SSS lesson plans include the optional use of one of the FIG courses, so that an SSS course, along with a FIG course, provides fairly comprehensive coverage for language arts.
Each SSS basic plus or premier course will include a particular FIG course, and you cannot substitute a different course. For example, SSS-1A includes Fix It! Grammar: The Nose Tree (the first course in the series) in the basic plus and premier packages. Lesson plan information within SSS for FIG simply refers to the lesson for a particular week and day, so you can use any FIG course with an SSS course. If you want to use a different course than the one included in a basic plus or premier package, just buy the basic option for SSS and purchase your FIG separately.
Even with a FIG course, you might need to work on advanced phonics with some students, and many students will need additional instruction on handwriting and spelling.
A Literature Suggestion in the lesson plan for each week recommends a fictional book such as Little House on the Prairie or Peter Pan to be used for reading aloud. The lengthier books are allotted two or more weeks. There are no lesson activities for the literature suggestions, so you can easily choose different books if you wish.
As with TWSS, the first course for each of the three SSS levels begins by teaching students how to write Key Word Outlines. However, the level of difficulty will be more challenging in Levels B and C. In SSS-1A, students spend the first two weeks learning to create a Key Word Outline, then they write their own version of each source text based on that outline. Students work first from one of Aesop’s fables and then from an informational text about giant saguaros. Fiction and non-fiction source material is included throughout the course, so parents no longer have to find their own source texts. Source material for SSS-1A is a mixture of fables, tales, and informational pieces about topics such as reptiles, desert creatures, Antarctica, and African nomads.
Students gradually learn how to make their compositions more interesting with various types of dress-ups. In the third week of SSS-1A, students begin to add “dress-ups,” starting with adverbs. Among the other dress-ups are quality adjectives, strong verbs, because clauses, who/which clauses, and adverb clauses. Assignments require students to write based on the specified source material and to use particular dress-ups, so they are highly-structured in some ways. However, students still have room for creativity within the specified parameters, and Pudewa continually encourages them to come up with interesting and creative options. Lessons incrementally build composition skills so that students will have learned to write compositions of many different styles and lengths by the end of each course. Students generally seem to find that this combination of prescribed and creative content gives them security and confidence as they write.
Students are also given practice in public speaking. Each time they write a Key Word Outline, they are supposed to test it by retelling the story to another person based only upon their Key Word Outline. Pudewa demonstrates for students the correct way to do this by looking at their outline, forming the sentence in their mind, then saying it loudly and clearly without referring to their outline.
Both the teacher and the student have lesson plans so that it’s easy to know what to do each day. In the teacher’s manuals, reduced images of the student pages are accompanied by teaching directions and suggestions. Lesson plans are set up for either four or five days per week, but there are suggestions for other schedules, including for a group class that meets only once a week. SSS works especially well with a group of two or more students because there are often opportunities for students to work together or serve as the audience for one another.
Each SSS course takes 24 weeks to complete, although each FIG course will take longer. You might select some source material of your own for students to work with for the remainder of the school year as they complete the rest of the FIG lessons.
Student compositions are graded only as complete or incomplete. Students will write rough drafts so that they can get feedback before creating their final draft. Early in the course, students are told to “hire an editor.” They are to find someone who will help spot glaring errors, and they are supposed to arrange to trade for the editor’s time by pulling weeds, cleaning, or whatever else makes sense. The editor is given a letter that lets them know to under-edit rather than identify every error. Throughout the course, the goal is to encourage students and help them to be successful rather than to identify and rectify all of their errors. I love the idea of hiring and editor. However, most students in the SSS-1A videos hired their moms rather than exploring other possibilities, and some moms offered to edit for free, undermining the concept. I encourage you to challenge your student(s) to find an editor who is someone other than their primary homeschooling parent.
The student binder has tabbed separators for various sections. The pages in the student packet gradually get sorted out into their appropriate sections. Some of these sections (e.g., stylistic techniques, banned words) will be used for reference, so the binder is used as more than a place to store lesson plans and completed work.
Structure and Style for Students builds on what was already a great program, making it much easier for both parents and students to use. Teaching students at various grade levels up through high school with appropriate material will now be much simpler when the other levels of SSS are available. And in this new version, students get to learn from the master teacher himself─a real treat.