Description
Whether to capture an inspirational quote in a journal, practice penmanship, or develop habits of discipline and observation, copywork is valued as a useful exercise. You may either come up with your own copywork passages to accompany WriteShop I lessons or use the carefully chosen selections found in Copying and Dictation Exercises for WriteShop I. Gathered primarily from works of quality literature, the collection also includes selections from such diverse sources as a Civil War-era newspaper, turn-of-the-century boys’ handbook, and modern-day cookbook.
WriteShop allows time for copying and dictation in each of its schedules. Short but important, these exercises help students pay close attention to detail. Each passage consists of a two- to five-sentence paragraph that mirrors the type of writing within its corresponding lesson. For example, students copy a vivid description of The Velveteen Rabbit to get ready for describing an object. When their writing lesson turns to journalism, copywork comes from an 1865 article in The New York Times. And when they write a personal narrative, their selection is drawn from Treasure Island.
Copying and Dictation Exercises for WriteShop I includes
- 16 literary passages, one for each WriteShop I lesson
- Well-spaced text for trouble-free reading.
- Large, clear fonts that are easy on the eyes
- One selection per page
- Parent instructions and extra resources
- 5.5″ x 8.5″ (print version)
Product Details
| Author | Kim Kautzer and Debra Oldar |
|---|---|
| Grade Level | 6th-10th grade |
| Format | Paperback |
| Pages | 24 |
| Companion Products | Teacher’s Manual for WriteShop I & II, WriteShop I student workbook |
| Required? | No, this is an optional component |
Product Reviews
I am using this along with the Write Shop 1 curriculum. My son flies through the exercises quickly, and it just enhances the learning experience overall.
A. Rollins, homeschooling parent
The authors have actually resolved a critical problem with copying/dictation by requiring copying first, followed by dictation of the same piece. This way, students have already encountered unusual punctuation or sentence breaks that otherwise might be unpredictable when encountered only through dictation.
Cathy Duffy, Cathy Duffy Reviews
