writing lessons vs written narrations (RtR)

[holdinon]

Do you require the writing instruction from the Medieval Writing Lessons to be carried over into other things (specifically written narrations)? For example, do you ban words from the narrations that are on the MWL banned words list or require certain elements such as more descriptive language. Or do you require a key word outline (or any other form of written preparation) before beginning the written narrations?

Obviously things like sentence structure and basic grammar rules need to be adhered to (and we do that). But we haven't been carrying on the specifics I mentioned and was just wondering if we should be. DD does a really great job on the medieval writing lesson assignments. I have actually been very impressed. But I have noticed that with written narrations, although done well enough, are not nearly the calibre of writing that she produces in the writing lesson assignments. The language is much simpler and not as descriptive. On the one hand I can see this being acceptable, as it does take more effort on the writing lessons to include what all is asked of them. The narrations she produces do indicate a strong understanding of the material. But on the other hand, I wonder if the skills she's working on in the writing lessons should be appearing in her other written work as well.

I would love to hear your thoughts on this.
Angie

[LynnH]

I don't require the lessons from Medieval writing to be carried over, but that being said I have seen it happening this past week or so. I think it will naturally start happening as they do more writing the IEW way. What I do with the written narrations is that we are working down the checklist in the appendix and focus on whatever number we are on as well as making sure he still has the things in the numbers before it. I also then have been telling him I want it to sound like a story, because he likes to just give a summary. I do make sure he reads the directions in the written narration box where it talks about topic sentence, closing sentence and descriptors. I explain to him the descriptors can be things like -ly words and strong verbs and adjectives. This seems to trigger him to add a few of these things, but no where near what he does in the IEW lessons. I do think though that it is a different type of writing since they are working on remembering and retelling what they read verses going from a source text like you do in IEW.

[Carrie]

Angie,

Lynn did a great job of answering your question! The Medieval History-Based Writing Lessons and the written narrations are meant to target two different types of writing. Medieval History-Based lessons are more formulistic writing lessons paired mainly with short very factual pieces, which students are meant to retell and then add very specific dress-ups and follow very clearly laid out steps for writing. On the other hand, written narrations are meant to be more free-flowing reflections on longer, more narrative pieces where the student borrows words and phrasing to reflect the style and voice of the author's writing. Directions for this type of writing is found in the Reading About History Box each week and in the Appendix of the guide.

Both types of writing are beneficial, yet serve very different purposes. Naturally, some of the dress-ups and techniques from Medieval History-Based Writing Lessons will find their way into a student's written narrations. However, it's important not to turn written narration assignments into formulistic writing assignments. Lynn's thoughts showed great balance in this area and are so wise. We would expect the two types of writing to look and sound very different from one another.

Blessings,
Carrie

[holdinon]

It has taken me a while to get back to check the replies, but thank you both. That was exactly the information I was looking for. She has been going down the narration checklist, and I think we both have a good grasp of what those are to look like. She still needs to work on making it not quite so much a "just a summary", but she's getting there. She started HOD as a 5th grader in Preparing with zero experience in narrations of any kind, so I am pleased with how far she has come. Getting confirmation on the two different objectives of the medieval writing instruction as opposed to the narrations, makes be feel even better.
Angie