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I've got a question about going through the Written Narration Checklist.
I understand to move through the list working on number one (indenting) until that's mastered, then focus on number 2, etc. But how do you approach the rest of the list? My older two were more natural/intuitive writers (at least with the grammar, spelling, formatting aspects), and they basically had mastered all but a bit of the checklists before they ever started (not that they didn't need corrections, but we just didn't have to really hone in on any one particular check point). DS on the other hand, actually writes "better" as far as what he's wanting to say. Much more interesting and more detailed content. However, the mechanics of it all are.....let's just say, it will take a while to master that checklist . So...my question specifically: We have finally mastered the indenting. So we have moved in to really focusing on making sure the first sentence is right on topic (#2). As we work on that, do I also have him correct the run-ons, punctuation, etc. It seems that we NEED to correct those things, so that he doesn't form (or in this case keep) bad habits. But then that means we are working on ALL of the steps at the same time, right? I am probably making this much more difficult than it should be. Working on the one thing at a time makes total sense to me.....but then what do you do with all the other errors. How can those be corrected without feeling like you're working on the whole checklist at once?
Angie

I'm sorry this hasn't been answered for you. Unfortunately, I don't know the answers either! I would like the answer myself. I have a hard time not correcting everything. I read something not too long ago from Julie about not doing a lot of correcting, but I'm horrible at searching the board and can't find it.

I'll bump this up and see if someone can help us.

Good question ... I , too, would like to see what others have to say .

I can tell you what we do, but I don't know if it is right. We do work on one at a time and I don't correct things that are further down the list. I do however make sure he still is correcting anything that is earlier on the list. My ds gets overwhelmed if I try and get him to correct too many things at once, but if we go one step at a time it seems manageable to him. Plus by focusing on one thing at a time he really learns it if that makes sense.

LynnH wrote:We do work on one at a time and I don't correct things that are further down the list. I do however make sure he still is correcting anything that is earlier on the list.

After looking back through Charlotte Mason's writings, I do think that this is the way she promoted. I would still like to hear from others who have had children that were not strong grammatical writers progress through the list. Though I have seen CM's theories play out through Carrie's direction with my older kids, and fully trust in the process. I know it works. ( I just want to make sure I'm "doing" the process right ).
Ang