Expressive Writing Series: The Prototype-Construction Approach

Program Description

The Prototype-Construction Approach to Writing

The Prototype-Construction Approach (PC-A) is an innovative method of teaching grammar where students learn grammatical concepts through the act of writing itself. This approach, developed by Arthur Whimby — a well-known author and teacher of English — is designed to increase the effectiveness of traditional grammar instruction.

Extensive research has shown that traditional approaches to teaching grammar, such as sentence diagramming and memorizing grammar rules, typically do not improve a student's composition ability. Unfortunately, students spend countless hours memorizing rules and diagramming sentences throughout their primary and secondary educations even though these activities do not lead to better composition skills.

Arthur Whimby and his colleagues have demonstrated that students' writing abilities are best improved through the act of writing itself. PC-A presents grammar concepts in terms of a typical example, or prototype. Students learn these concepts through practice constructing various sentences in which the grammar concept is used — hence the name Prototype-Construction Approach. The act of constructing sentences not only reinforces grammar concepts being introduced, but simultaneously allows students to become skilled at composition and issues of style — leading to a more efficient and robust outcome.

To learn more about The Prototype-Construction Approach...

Whimby, A. and Linden, M. (2001). The Prototype-Construction Approach. Chicago, IL: BGF Performance Systems, LLC.

Whimby, A. How to Analyze, Organize, and Write Effectively. Mahwah., NJ: Lawrence Erlbaum Publishers.

Overview of Course Structure

The Expressive Writing Series will occur in month-long segments. Each segment of the series will build upon skills acquired during previous segments. Thus, you must enroll your child for the entire series such that they get the most out of this course.

Prerequisites for Participation

This writing series is designed for students in grades 3 through 12. Therefore, your child must have at least a 3rd grade reading level. Additionally, your child must have strong handwriting skills as well as adequate self-management skills.

An initial screening is required to determine if your child qualifies to participate. The screening cost is included in the registration fee. We reserve the right to refuse enrollment to any student at anytime.

Daily Class Structure: Instructional Period

Each class will consist of a period of instruction over a new grammatical concept. Your child's learning of the concepts will be facilitated through the use of Direct Instruction, a highly effective teaching process that has been extensively tested and researched.

In Direct Instruction, your child will actively participate in the learning process through rhythmic, choral responding. Your child will also have frequent, personal interactions with the instructor to reinforce successes and gently correct errors. Finally, your child will be paired with a "learning buddy" with whom they will complete well-designed practice exercises to reinforce concepts being learned.

To Learn More About Direct Instruction...

Carnine, D. & Silber, J. (1979). Direct Instruction Reading. Columbus, Ohio: Merrill Publishing Company.

Silbert, J., Carnine, D., & Stein, M. (1981). Direct Instruction Mathematics. Columbus, Ohio: Merrill Publishing Company

Daily Class Structure: Practice Period

Each class will also consist of a period of practice where your child will actively construct writing samples using the concept(s) introduced during the instructional hour.

Your child's mastery will be facilitated during the practice period through the use of Precision Teaching, a systematic means of measuring student performance to ensure the development of fluency, or true mastery, of each writing concept. Published findings indicate that students who achieve fluency — or fast and accurate performance — have a greater attention span, memory, and ability to apply knowledge in new and complex ways. Findings also indicate that Precision Teaching is the most effective method for producing fluency with students.

The Precision Teaching approach will enable us to carefully monitor and evaluate your child's progress following each class. Thus, we can identify areas where your child may require additional instruction or practice to master a concept. Furthermore, we can identify areas that your child has mastered and allow them to move on to more difficult material.

To Learn More About Precision Teaching and Fluency...

Johnson, K. & Street, E. (2004). The Morningside Model of Generative Instruction: What it Means to Leave No Child Behind. Concord, MA: Cambridge Center for Behavior Studies.

West, R. & Hammerlynck, L. (1992). Designs for Excellence in Education. Longmont, CO: Sopris West, Inc.

Curriculum Materials

Track 1:  Beginning Writing

Whimby, A., Linden, M., Frieswyk, B. (2004). Thinking through grammar: A Prototype-Construction Course. Chicago, IL: BGF Performance Systems. LLC.

Berens, K.; Alexander, A.; Rickard, K.; Kaelin, K. (2004). Thinking Through Grammar Fluency Building Companion. Center for Advanced Learning, Inc.

(2005) SRA High-Performance Writing: A Structured Approach: Beginning Level. Columbus, OH: McGraw Hill SRA.

Track 2: Intermediate Writing

Whimby, A., Linden, M., & Williams, E. (2001). Grammar for Improving Writing & Reading Skills. Chicago, IL: BGF Performance Systems: LLC.

Berens, K.; Alexander, A.; Rickard, K.; & Kaelin, K. (2004). Grammar for Improving Writing & Reading Skills Fluency Building Companion. Reno, NV: Center for Advanced Learning, Inc.

Johnson, K. & Ross, L. (1997). Sentence-Combining Fluency: Student Workbook. Seattle, WA: Morningside Press

(2005) SRA High-Performance Writing: A Structured Approach: Intermediate Level. Columbus, OH: McGraw Hill SRA.

Important information:

In order for your child to get the most out of this course, all curriculum materials must be purchased by you from us prior to enrollment. As such, these books will BELONG to your child. They will be encouraged to write notes and complete written exercises directly in these texts. We also encourage you to review your child's work following each class and discuss the concepts they are learning so that you can be an integral part of this remarkable writing process! Have fun!