My dd is on week 19 of Year 2 Redesigned Rhetoric literature. We have had some excellent literature discussions throughout this year, but, WOW, there has been A LOT of reading. She is in 10th grade and is often doing school from morning until late into the evening (Chemistry, Geometry, Mandarin, TOG hx, lit, government, etc.). She is a very sweet and compliant girl, but should school really be taking that long??? I've started considering going back to Sonlight for her last 2 years, but I love so many things about TOG. I'm also concerned about my 14 yo son who will be in 9th grade next year. He is not as strong academically, and he complains much more -- YIKES! Is Year 3 a lighter year, especially in terms of Rh. literature? How about government?

I just asked my R daughter about this, and her answer was, "Yes, definitely!" I don't know that the pages are fewer (though perhaps they are), but the reading is much easier and in general more inviting.

As for the overall workload - I would probably be looking for a change if my daughter were working all day every day. (It doesn't bother me so much if that happens once or twice a week.) You can change curriculum if you want, but if you like Tapestry overall, you can pull back a bit on what you're doing - eliminate some history assignments, or spread the chemistry or geometry out more, or something.

I also tell my kids to remember that every year, they get older and more knowledgeable, but their R or D work won't get harder. That makes it hard when they move up a level, but it generally gets easier every year after that.

Of course, if the reason it takes so long is that there are also other activities (ballet, swimming, drama, whatever), then that may just be the consequence of being a busy person. That's more the case at my place.

For a 9th grader, I would think it would be acceptable to keep him in D if you think it is best. He could do D literature and R history, or vice versa. Tapestry is very demanding, as you've noticed. If you stick with D history, you could increase your expectations there - such as having him take notes on everything, and requiring him to thoroughly learn timelines and people identification over time, not just studying each for one week. (We've been doing this with our D co-op - constant review - and we're amazed with how much the kids are learning! These kids are going to have such an easy time when they hit this year on the R level!)

That reminds me - it sounds as if you're relatively new to Tapestry. That's probably one of her challenges. Tapestry is easier to do if you start early than if you jump in at the R level. It can be done, but it will definitely be harder than if you've worked up through the ranks. But every year gets easier, as the students mature and increase their understanding of politics and economics and philosophy.

I hope you find something that works for your family!

Just a thought, gomax... I would take a look on the Loom at the "cutting chart" located in Appendix D of "Teaching Rhetoric Literature" (or "Using Rhetoric Literature", depending on which printing of Y2 you have). This chart shows that you can cut up to 9 weeks worth of assignments from Y2 R Lit and still get a full credit---it also has suggestions about which weeks are easiest to cut. I would definitely use that if I were in your shoes!

Also, as far as Y3 goes, the page # of reading don't get lighter, but the reading is more "normal English" and novels, so students usually find it a lot easier. :-) Additionally, there is another cutting chart for Y3 so you can trim it even more if you want/need to.

I would totally agree with BLT that every year of R Lit after the first one is easier. For instance, you have a lot fewer vocab cards and many of the key literary terms/tools are familiar to students. My own 13 students are coming to the end of Y3 and are really starting to get the hang of things; I anticipate even richer discussions next year as we continue to move from "getting the basics" to "going deeper." But please don't ever be afraid to focus on just the basics in your first year of R level Lit!

Hope this helps a bit,
Christy Somerville
Staff Author
Director of Rhetoric Literature Studies
Lampstand Press

I'm looking at starting R lit next year with a 9th grader. We'll be on Year 3. Although he loves to read and is a good student, I do believe that the lit is going to be challenging. I'm currently waiting for the Year 3 print run to be complete so I can have it in my hands, but my question is this:

If I do cut out certain lit assignments, will it affect overall understanding of certain lit terms? For example, if the work I cut has a lot of work in the area of characterization, will that hurt us later on, or will the info be presented again? My thought is that we'd be OK because 9th graders would be starting in every year plan--but I just wanted to be sure.

Thanks,
Michelle

Michelle, the answer is some "yes, it matters" but mostly "no, it really doesn't matter". When making cutting recommendations, we try to work it out in such a way that your student will be skipping weeks where few or no important literary concepts are taught. That being said, if you skip nine full weeks you will probably miss a little. One good way to deal with this is by just going over the topic or two from each week you skip that cover new literary concepts (if there are any). However, if you don't have time for that, I still wouldn't worry about it---you may occasionally run into a reference to a concept from a week that you skipped, but you are absolutely correct in thinking that it will be taught again the next year, so go ahead and skip it again if you want! That's no big deal. :-) Learning is a PROCESS, and not every student is equipped to learn every concept in his first year. Indeed, if he did, there wouldn't be much for him to do in the following three years!

Christy Somerville

quote:

Originally posted by sixaresuper:
I'm looking at starting R lit next year with a 9th grader. We'll be on Year 3. Although he loves to read and is a good student, I do believe that the lit is going to be challenging. I'm currently waiting for the Year 3 print run to be complete so I can have it in my hands, but my question is this:

If I do cut out certain lit assignments, will it affect overall understanding of certain lit terms? For example, if the work I cut has a lot of work in the area of characterization, will that hurt us later on, or will the info be presented again? My thought is that we'd be OK because 9th graders would be starting in every year plan--but I just wanted to be sure.

Thanks,
Michelle

Michelle,

The Year 3 print run IS complete... and sold out. Were you referring to the hard copies of Loom disc and other digitally based products? Just don't want you to wait forever for what's already passed... You can, of course, still get Y3 in a DE/Print package (currently on special) so no worries there.

Marcia,
I have the Year 3 print run. That post where I stated I was waiting on it was from back in February. However, I'm glad Christy went back and answered this old post--as I was still wondering about it!
Michelle