The Science of Writing

As you look through our class offerings, you won’t see any labelled as “Literature and Composition,” “English,” or “Language Arts.” Although many schools and curricula lump writing, grammar, and literature into a single course, there is no sound teaching theory behind this—it’s merely a practical decision brought about by our artificial K-12 system, which segregates “subjects” off from each other in an unnatural way that has nothing to do with actual learning.

Grammar, writing, and reading are certainly related subjects—but they ask for different kinds of mastery. Grammar requires a combination of rule memorization and workbook-style practice. Writing requires two different and simultaneous skills—students must think clearly about a topic in order to organize an argument, and then must choose the correct words, phrases, clauses, and sentence structures to communicate those thoughts. Reading asks students to grasp someone else’s ideas, or to enter into someone else’s imaginative world, and then respond.

Our literature courses teach students to comprehend and respond to great writing. Because we cover the principles of essay construction in our writing classes, our literature teachers have the freedom to focus on the great ideas and literary aspects of the assigned texts, knowing that students are prepared to respond in writing as necessary.

Students will naturally progress at different rates in each of these subjects. It’s very common for a young learner to have a sophisticated understanding of literature, but struggle with writing; or to write well by ear, but have little understanding of how the English language actually works; or to excel at grammar, but lack the skills to critically engage with a book. 

At the Academy, we believe that students should be allowed to build their skills in each of the language arts areas at their own pace—without frustrating them by limiting their progress to the speed of their worst subject.

Our writing courses fall into three groups: basic writing skills, intermediate composition skills (expository writing), and rhetoric.

Basic writing skills are covered in Preparation for Expository Writing, designed for students still getting to know language, and who may still struggle with short writing assignments. 

Expository Writing I, Expository Writing II, and Expository Writing III teach foundational composition skills: sentence and paragraph construction; the organization and construction of short narratives, descriptions, biographical sketches, sequences, comparisons, definitions, cause and effect, introductions and conclusions; three-level outlining; research skills and proper documentation; and brief literary essays.

Students who write extremely well may begin this three-course sequence as young as sixth grade, but we generally recommend these courses for seventh grade and above.  Ideally, students would complete Expository Writing III by the end of ninth grade, allowing time for the complete three-year Rhetoric sequence (see below).

Students who have completed levels of Writing With Skill or equivalent programs may enter the expository writing sequence at II or III. For help in placement, see our writing assessment. Submissions are evaluated by the Language Arts Department Chair. 

Rhetoric Writing I, Rhetoric Writing II, and Rhetoric Writing III make up our college preparatory sequence. We recommend that high school students attempt to complete at least Rhetoric I before entering college. The student who is able to complete Rhetoric II will be better prepared for college writing, and most students who finish Rhetoric III should expect to test out of basic freshman composition.

High school students who have missed the prerequisites (at the middle school grades) and need additional training before beginning a formal rhetoric course should start with Preparation for Rhetoric Writing. 

A note on assignment feedback: Our writing instructors employ evidence-based practices rooted in the classical education tradition to provide feedback to students in their courses. Typically, instructors offer weekly feedback after the initial two weeks of the year. When providing this feedback, instructors concentrate on identifying patterns of error and success in student work, addressing understanding, assignment completion, grammar, mechanics, organizational principles, and subject competency. To encourage independent critical thinking and problem-solving, instructors avoid copy editing or line-by-line marking. Instead, they emphasize growth and self-reliance in their feedback, consistent with the Academy's educational philosophy. Students and parents are encouraged to thoroughly review all feedback provided throughout the writing process to gain a comprehensive understanding of the student's progress over the course of the year.

Regular Feedback

In addition to the details listed in each writing class syllabus, the following standards will be met by all Academy writing instructors:

• After the first two weeks of the year, the student will receive instructor feedback weekly.
• Instructors will focus on identifying patterns of error and success in student work, addressing the student's demonstrated understanding and completion of the assignment. Feedback will center on trends within the student's work, including attention to detail and ability to follow assignment instructions, grammar and writing mechanics usage, micro and macro organizational principles, and competency with the subject of the essay.
• While instructors will use feedback as a tool to point out areas for growth and student success, they will refrain from copy editing, or marking a student's submission line-by-line, aligning with the classical education model's emphasis on independent critical thinking and problem-solving. This assessment method fosters the student's self-reliance and deeper subject understanding, in line with the Academy's educational philosophy and promoting student growth.
• Please note! When instructor feedback has been provided on previous drafts of a developed paper, the final version may not receive significant additional feedback. Students and parents are encouraged to review all feedback given throughout the writing process to gain a comprehensive understanding of the student's writing progression.

Learning Goals

• In Preparation for Expository Writing, the focus on training students to read and follow instructions meticulously influences the feedback provided by instructors. They will assess students' fulfillment of assignment directions, adherence to formatting guidelines, and mastery of grammar and mechanical standards. Consequently, instructors may provide feedback that evaluates the student's attention to detail, ability to follow instructions accurately, and proficiency in applying grammar and mechanical principles. The grading may place greater emphasis on these foundational skills compared to subsequent courses, reflecting the course's objective of building a strong foundation for expository writing.
• In Expository Writing courses, the emphasis on fostering active participation and engagement in group learning activities informs the type of feedback and grading instructors provide. They will assess students' ability to contribute meaningfully to group discussions, receive and incorporate feedback effectively, and engage in constructive writing critiques and in-class activities with peers. Therefore, instructors may provide feedback that evaluates the student's collaborative skills, receptiveness to feedback, and ability to apply peer and instructor suggestions in their writing, all of which contribute to their overall understanding and mastery of the writing process.
• In Rhetoric Writing, the emphasis on crafting appropriate voices tailored to diverse audiences informs the type of feedback and grading instructors provide. They will assess students' ability to adopt a formal and academic tone suitable for scholarly discourse, which includes evaluating the clarity, professionalism, and effectiveness of their written communication. Therefore, instructors may provide feedback that specifically addresses the development and refinement of the student's tone, language choice, and overall rhetorical strategies to ensure alignment with the expectations of academic writing.

Extra Help

Our small class sizes allow instructors to work closely with students. However, sometimes students and parents want to work one-on-one with a writing expert on a regular basis. Families in this situation may wish to consider enlisting the services of one of our WTMA tutors to assist them. 

Grammar—the explicit knowledge of how the English language functions—serves as a tool for writers, allowing them greater freedom and power in their exercise of words.

Our four one-semester grammar courses act as valuable supplements to our writing courses.

Grammar I is a survey of essential grammar concepts and skills for students who do not have a solid grasp of basic grammar.

Grammar II covers essential topics and diagramming.

Grammar III introduces more complex sentence styles.

Grammar IV prepares students to manipulate the English language with a high degree of skill.

Essential Grammar for High School provides high school students with a comprehensive review of the most practical elements of grammar, and is especially helpful for students who have not taken formal grammar classes but who need to know the important rules governing capitalization, punctuation, verb voices, phrases, and clauses. 

Grammar, like practicing musical scales, requires repetition and exercise; the goal is to give the student such a clear understanding of English principles that he or she never has to stop and think about whether a construction is correct or not. Students can only write fluently once they understand grammar. Students will only reach maturity and effectiveness as writers when the grammatical principles of English prose have become second nature to them. 

Our grammar courses are designed to be repeated. Students who repeat these courses will review the same definitions and examples, but will be given new exercises and assignments upon which to build their grammar skills.

Here are some sample sequences to help you understand our approach.

A STEM-focused student might follow one of these sequences, which build strong language skills but also allow plenty of room for maths/sciences.

A humanities-focused student might follow one of these sequences, which showcase skills in writing and interpretation but allow plenty of room for electives in history, world languages, fine arts, etc.