Writing program is a self-paced program. We have developed and refined our process to promote real improvement and long-term retention. This is how it works:

Step 1: Read

Every week the student will receive an interesting writing instruction and assignment based on the grade level.

The students need to decipher the prompts, understand the background information that will contextualize the task you are being asked to do. 

Step 2: Write

The students work on their own schedule and are expected to turn in the writing within one week. The student will practice grammars, organization, and critical thinking skills by learning to repeatedly compose compelling essays.

Step 3: Revise

Our experienced teachers will grade the writings along with constructive feedback which provides a systematical way to improve vocabulary, grammar and writing. Based on what the teacher identifies as problem areas, the students will learn by correcting their own mistakes. The teacher will then review the revision to ensure that the writing shows improvement. It is an 1-1 instruction.

 

Here are some samples

Writing Samples

In general our experienced teachers will provide both criterion-based and reader-based feedback.

Criterion-based feedback indicates how well the writing meets the criteria on scoring guides or rubrics. This feedback refers to features such as the appropriateness of the ideas and information, the level of detail and the chosen point of view. Criterion-based feedback also addresses the clarity of communication through the organization of ideas and use of writing conventions and effective language.

Reader-based feedback reflects the reader’s experience of the writing. Such feedback identifies images visualized, emotions evoked and words or phrases that had the greatest impact on the reader. It also describes how the writing makes the reader feel and summarizes what the writing says to the reader. Because writing is a form of communication, student writers benefit from reader-based feedback, as they get a sense of how well their writing achieves the intended communicative purpose (e.g., to entertain, inform or persuade).

Teachers also identify positive features of the writing. Although students have indicated that they do not always find positive comments helpful to improve their writing, they appreciate receiving praise to nurture their confidence as writers and their motivation to write.

We offer a broad selection of monthly online writing courses, you can join any time. 
Courses are categories in the ladder and designed to help elementary, middle and high school students build skills and master the art of writing at all levels. Each grouping includes topics for basic, intermediate and advanced skill levels.

Here are the ladder details:

Level

Target students

Description

1

K – 2

Focus on grammar skills, sentence writing and paragraph writing

2

3 – 5

Focus on the four types of essay writing: persuasive Writing, descriptive/narrative writing: expository Writing

3

6 – 8

Continue our training of descriptive/narrative writing, persuasive writing and expository writing in a bigger scope

4

 9 – 12

Use newspaper writing prompts and focus on creative and persuasive writing.

Writing Ladder L1 Package

Writing Ladder L2 Package

Writing Ladder L3 Package

Writing Ladder L4 Package

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