We often use tools like dictionaries and grammars authoritatively (even in our creative writing), don't we? We say that a word 'means' something or that a certain grammatical point is 'right' only when used a certain way. Never mind that the dictionaries and grammars aren't always in agreement. There are additional reasons why we should not be submitting these resources authoritatively. To become a better thinker, an independent thinker, please consider a different explanation AND why grammars and dictionaries could pose a danger to your student's education.
Can Dictionaries and Grammars be Dangerous for Creative Writing?
Young kids learning to write will often make lots of mistakes. In fact, it can be a little overwhelming. Too many red marks can kill interest and motivation in learning to write. Of course, if you don't give feedback they will not learn very well. Here's a simple solution that we found to be helpful while homeschooling our 5 Lybrand kids. Learn to change your student from a perfectionist to a progressionist. It'll make all the difference in the world.
Share your thoughts / ask your questions (below):
I probably should explain why I think we have such success with dyslexia, ADHD, and even mild Autism-Scale issues:
Our principles weave together through the themes of discovery and the uniqueness of the individual.
When a child (or anyone) is thinking all about trying to do everything 'right' it tends to lock them up. These kids especially need access to a different 'grammar book' (their own internal one) rather than one they must memorize. Most approaches to grammar simply do not understand how language/writing works, so they tend to be politically-correct-grammar-police (not really their fault).
So, when we help a child focus on the joy of discovery about their own use of language and uniqueness as an individual...it allows the brain to focus on creating rather than avoiding 'mistakes'. Naturally, this bleeds over into a number of other areas in life for these students.
Really, it just gets down to the distinction between what one CAN DO and what one CAN'T DO. Having a child with cerebral palsy helped us focus on the 'can do' side. That's what most of these kids need; to see for themselves what they can do and improve.
Even with dyslexia, merely finding that you are only mixing up 2 out of 10 words is great...just work on 9 of 10 (or whatever). In general, they will build on success not failure.
I think that really is the Secret of the Writing Course (and no one, literally, can break away from their quest for perfection long enough to really help). This is why we have 5 kids who can write well (and most of them still can't recite grammar rules to you!).
His advice? Write by ear not by eye.
My son, Forrest, shot me this quote which affirms what I’ve been teaching for years:
I didn’t know Lewis had pointed this out, but having grappled through the decades (especially as an English Literature major), I came to the conclusion before I found the evidence. I think the reason is that
(1) It’s obvious, and
(2) It’s impossible to find one’s voice with ‘rules’Please, have your kids read their works aloud to you and make corrections based on how they want it to sound when read. I’m not saying speaking is writing, but I am saying language is musical and instinctive. Your child can make a wonderful writing life if you will insist that they follow Lewis’s instruction to WRITE BY EAR.
Our course has helped 1,000s learn this approach if you want to go deeper and save time with your children. Just click below
The answer is OF COURSE YOU CAN! Every great writer or musician began loving their art before someone taught them 'the right way' to do it.
You can learn to write and you can help your kids learn to write...without studying grammar. How can that be? It's simple: Like music, grammar is a hardwiring -gift in the brain. You've been duped, tricked, and mislead by the most sincere group of people on the planet 😉
Think about music and the story of great musicians:
Maybe you've heard it a different way, but it's still the same. They have an aptitude and they start developing it before they are formally trained. But that's not the important part. The important part is that they some how, some way, musicians FALL IN LOVE with music.
WRITING IS IDENTICAL TO MUSIC
Writing is identical because language is also 'hardwired' into our brains. Stephen Pinker does a great job explaining this view in his book, The Language Instinct:
“Humans are so innately hardwired for language that they can no more suppress their ability to learn and use language than they can suppress the instinct to pull a hand back from a hot surface.”― Steven Pinker, The Language Instinct: How the Mind Creates Language
We are natural language and music learners. Almost everyone can instantly tell the difference between a melody and noise. And too, we can tell the difference between a sentence that makes sense and gibberish. In fact, we all learn to talk just fine way before taking a communication class.
1. Get your child listening to, and playing, music--- before getting them a curriculum that teaches all the 'rules and theory' of how music really SHOULD be played.
2. Get your child listening to, and writing, books--- before getting them a curriculum that teaches all the 'rules and theory' of how writing really SHOULD sound.
It's both simple and profound. The more your kids play music and sing, the better they'll get at it. The more your kids read and write, they better they'll get at it.
Grammar and music theory are both useful at some point, but they are not necessary to create great writers or musicians. You want your kids to first fall in love with writing so they can tolerate (and learn from) studying grammar later on!
Here are a couple of resources to help and clarify:
At the very least, watch how a little writing every day can transform your budding learner. Have them read their writing out loud to you and tell them one thing you liked. Writing + Feedback will win the day because the grammar book is already in their head. They just need a little help learning to read it.
Off to learn,
Dr. Fred Ray Lybrand
But what I really want to told you is why I am so interested in it. I mean today – I guess I’m a successful author of eight of my books published and many of them done quite well. I’ve got five kids who are homeschooled. Three of them collectively have written eight books – I written and published eight books collectively but the two haven’t written eight books curiously both have their essays used as models for other classes in college. That is today. BUT IT WASN’T ALWAYS LIKE THAT…
If you’re finding what I’m sharing to be helpful won’t you please share at facebook, twitter and other places to let others know? Thank you so much!
Only 37 percent of students are prepared for college-level math and reading, according to newly released data.
If you know me, then you know that one of my convictions is that "Simplicity Solves." I could go further and say that Complexity Clogs / Simplicity Solves...which is the best and easiest explanation for what is up with high school students.
The article is from US News and says (among other things) that...
Only about a third of U.S. high school seniors are prepared for college-level coursework in math and reading. And while the performance of the country’s highest achievers is increasing in reading, the lowest-achieving students are performing worse than ever.
Hmm... we know that virtually everyone can learn to ready AND that almost everyone can learn plenty of math. Honestly, there really aren't many 'moving parts' here. We have students and the school and the teaching process.
1. Something is wrong with the students (home-life, culture, disease, diet, etc.)
2. Something is wrong with the school (poor lighting, supplies, distractions, etc.)
3. Something is wrong with the process of teaching
While all of them can be related, what we are looking for is the simplest explanation (this is known as Ockham's Razor...and yes, I have been called "Sir Fredrick of Ockham"). Actually, beyond a simple explanation, we are looking for the one dial we can turn that will change it all (how simple is that?)!
1. The students can be a mess, but it needs to be enough to override the other two elements. Now, since we know many students who live in this culture and come from equally bad homes and eat poorly still do well, we can rule this out as the point of leverage.
2. The school can be a mess and poorly disciplined and underfunded, but for the most part that's not what we see. We also see students who prevail in EVERY school, so this isn't a good candidate either.
3. Process, how we teach, now there IS something! If you teach kids wrong, then they'll all learn wrong. Hey, I know, I'm from Alabama!
Face it, the current process is about ‘knowledge’ (if not trivia). The preparation is for a competency test and it is not skills focused.
It’s another reason Jody and I were attracted to homeschooling. We wanted to focus on developing our kids’ ability to learn how to learn. Specifically, we wanted to give them the following:
If they aren’t focused on skills, how will they teach them? No wonder they aren’t ready.
If you homeschool (or other), then PLEASE get your kids effective at Reading, Writing, and Math…that’s the crux of College Readiness!
Dr. Fred Ray Lybrand
Fred Ray & Jody Lybrand
All of this is true, and clearly, reading a lot or memorizing words can help. There are, however, three shortcuts you might find even more helpful and much easier.
1) Learn Latin Roots to Improve Vocabulary
When you learn a single root of a word it can mean basically learning a dozen or more additional words just by association. Con = With/Together… so ‘confidence’ (with faith), ‘conduct’ (draw with / lead with…like conduct electricity), ‘conflict’ (strike together), etc.
So, In = Not…hence, ‘infidel’ (see confidence) means ‘not faith’ or ‘not a believer / faithful’.
2) Learn Synonyms to Improve Vocabulary
Synonyms allow you (or your student) to quickly connect the basic word meanings together in a single moment. In a way, it’s like learning one definitions, but then learning multiple words; that is multiplying your efforts! Here’s what I it looks like—
Ask– — question, inquire of, seek information from, put a question to, demand, request, expect, inquire, query, interrogate, examine, quiz
Awful — dreadful, terrible, abominable, bad, poor, unpleasant
Bad — evil, immoral, wicked, corrupt, sinful, depraved, rotten, contaminated, spoiled, tainted, harmful, injurious, unfavorable, defective, inferior, imperfect, substandard, faulty, improper, inappropriate, unsuitable, disagreeable, unpleasant, cross, nasty, unfriendly, irascible, horrible, atrocious, outrageous, scandalous, infamous, wrong, noxious, sinister, putrid, snide, deplorable, dismal, gross, heinous, nefarious, base, obnoxious, detestable, despicable, contemptible, foul, rank, ghastly, execrable
Beautiful — pretty, lovely, handsome, attractive, gorgeous, dazzling, splendid, magnificent, comely, fair, ravishing, graceful, elegant, fine, exquisite, aesthetic, pleasing, shapely, delicate, stunning, glorious, heavenly, resplendent, radiant, glowing, blooming, sparkling
Begin — start, open, launch, initiate, commence, inaugurate, originate
Big — enormous, huge, immense, gigantic, vast, colossal, gargantuan, large, sizable, grand, great, tall, substantial, mammoth, astronomical, ample, broad, expansive, spacious, stout, tremendous, titanic, mountainous
Brave — courageous, fearless, dauntless, intrepid, plucky, daring, heroic, valorous, audacious, bold, gallant, valiant, doughty, mettlesome
Break — fracture, rupture, shatter, smash, wreck, crash, demolish, atomize
Really that’s all there is to it. Just a few of these a day will multiply exponentially, rather than the slow path of word-by-word labor.
Of course, almost all words only have their ‘real meaning’ in the context in which they are used, so #3 is still the easiest of all.
3) Read to Improve Vocabulary
It almost occurs naturally! Keep reading and checking the words you don’t know…you’ll be smarter in no time!
That’s it, enjoy!
Off to learn,
Dr. Fred Ray Lybrand