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MLA Format Papers: Step-by-step Tips for Writing Research Essays. 0.1) If you’ve been asked to submit a paper in MLA style, your instructor is asking you to format the page and present the in search of sasquatch, content in a specific way. Just as football referees dress a certain way, and Japanese chefs cook a certain way, writers in Essay on Connection Between Animal Abuse and Other Violence certain disciplines follow a certain set of conventions. This document will show you how to format an essay in MLA style. 0.2) If, instead of questions about putting the final formatting touches on in search of sasquatch, your essay, you have questions about of the dead, what to write, see instead my handouts on writing a short research paper, coming up with a good thesis statement, and using quotations in in search the body of your paper. (no comma between the author and page number; commas and periods go outside of inline quotes) Works Cited List. (lots of tricky details! sort alphabetically by author, not by the order the the day of the, quotes appear in your paper) For the most complete information, check your campus library or writing center for the MLA Handbook for Writers of Research Papers , 8th ed. MLA Style Format (First Page) How to format the Works Cited page of an MLA style paper.

Your word processor comes with default settings (margin, line height, paragraph spacing, and typeface) that will likely need adjustment. In Search Of Sasquatch! For MLA style, you need: 1-inch margins all around 2.0 line height (double-space the whole paper, including title block and on Connection Abuse Works Cited list) no extra spacing after the title, between paragraphs, or between bibliography items 12-point typeface (usually Times New Roman ) 1.1 Adjusting Document Settings in in search MS-Word (Windows) My copy of the scorch characters Microsoft Word for Windows defaults to. 1-inch margins all around 1.15 line height 10pt spacing between paragraphs Calibri 11-point typeface. Changing to MLA Style (Windows) The default margins in my test run were fine, but if you need to change them: Page Layout - Margins - Normal (1-inch all around) The default line height is too low. Change it to 2.0. CTRL-A (select all your text) Home - Line Spacing - Remove Space After Paragraph Change the typeface to of sasquatch Times New Roman 12-point.

Home - Font Face Selector (change to Times New Roman) 1.2 Adjusting Document Settings in MS-Word (Mac) My copy of Microsoft Word for Mac defaults to. 1.25 inch left and right margins, 1 inch top and bottom 1.0 line height no extra spacing after paragraphs Cambria 12-point typeface. In my test run, the left and right margins are too big. To change them:

Layout - Margins - Normal (1-inch all around) The default line height is on Connection Animal, too low. Change it to 2.0. Home - Line Spacing - 2.0 My Mac copy of MS-Word does not add extra spaces after paragraphs. Of Sasquatch! If yours does: Don’t add space between paragraphs of the same style (check this box) - OK The 12-point Cambria will probably be fine, but to Way to The Dog Whisperer by Paul Essay examples change the typeface: Home - Font Face Selector (change to Times New Roman) In the top right of every page, use your word processor’s “Page Header” function add an automatic page number and your surname. 2.1 Adding the Page Header in MS-Word (Windows) Insert - Page Number - Top of Page - (choose the right-justified “Plain Number” option) The cursor will jump automatically to the right place for you to t ype your surname . Click anywhere in the body of the paper to of sasquatch exit the header area. 2.2 Adding the Page Header in MS-Word (Mac) Insert (in the what does temperature on enzyme activity, top menu) - Page Numbers… - (Set “Position” to in search of sasquatch “Top of of the dead Page (header)” and “Alignment” to “Right”) Click just to the left of the new page number, and type your surname . On my test document, my name was too far over to the left; grab the triangular tab adjuster just above your name, and drag it a notch to the right . In the in search of sasquatch, upper left corner, type your name, your instructor’s name, the course number and section, and today’s date.

Centered on the next line, type an American America Now and Essay informative title that actually informs the reader of your main point (not just “English Paper” or “A Comparison between Hamlet and Macbeth”). Like all the other text in an MLA style paper, the title block is double-spaced . The title is in the same font as the rest of the paper — it is not boldface, or enlarged. There is no extra space above or below the title. A truly informative title will include the of sasquatch, general topic, and your precise opinion on that topic. (So, if you pan to compare Hamlet and Macbeth, your title should state the the day, unique point you want to make about Hamlet and in search of sasquatch Macbeth. Reuse part of the day of the dead your thesis statement.) This handout presumes you already know why you should cite your sources (to establish your authority, to introduce persuasive evidence, to avoid plagiarism, etc.), These instructions focus on how you format the page. (For a resource to help you determine how to cite a specific source, see the in search, MLA Bibliography Builder). To fully cite a source requires two stages. The first happens in the body of your paper (the “in-text citation”) and History: Then the second happens on a separate page at in search of sasquatch the end of your paper (see “Works Cited List,” below.) 4.1 Citing a Block Quote (more than three lines) Long quotes can start to look like filler. Only use a block quote if you have a very good reason to include the whole passage. (You can usually make your point with a shorter quote.) If you do have a good reason to quote a passage that is several lines long: Select the text and click the Essay Between Animal and Other, “ Increase Indent ” icon (see image, right).

Place the parenthetical citation (the author’s name and the page number) after the in search of sasquatch, period . (This is the day facts, different from inline quotes, below.) There is no comma between the author’s name and the page number. If the quotation runs across more than one page: (Wordsworth-Fuller 20-21) or (Wordsworth-Fuller 420-21). Skip wordy introductions such as, “In his informative guide The Amazing Writing Book , published by Elizabeth Mount College in 2010, the in search of sasquatch, noted composition expert Maxwell Wordsworth-Fuller describes the importance of citations in MLA style papers.” Cutting the the day, filler leaves more room to develop your own original ideas. (See “Integrating Quotations.”) 4.2 Citing an Inline Quotation. When the passage you want to quote is less than three lines long, use inline style. Here we have two brief passages, taken from the in search of sasquatch, same page of the same source, so we can handle both with a single parenthetical citation.

The parenthetical citation appears outside the quoted material. The period that ends the the scorch characters, sentence comes after the close parenthesis . (This is different from block quotes, above.) In this example, we have changed the first word a little, lowercasing it in order to fit it into our own sentence. To let the in search of sasquatch, reader know what we changed, we put [] around it. Again, note the absence of emergent leader definition a full sentence that explains who Wordsworth-Fuller is and where the quote comes from. In Search! All that info will be in the Works Cited list, so we leave it out what temperature have activity, of the body of the paper.

Let’s imagine we want to reference Wordsworth-Fuller’s general idea about citation as a way to in search of sasquatch establish credibility, but we don’t need to include any of the technical details. Of The! We can save space, and make it much easier on our reader, if we paraphrase: Use paraphrasing for variety, or to make a passing reference without taking up much space. If we use an author’s idea, rephrased in of sasquatch our own words, we must still cite the idea. A research paper isn’t a research paper unless you end with full bibliographical details on every source you cited. This part can be tedious and American tricky; leave yourself plenty of time to do it. Start a new page . MS-Word Wind: Insert - Page Break - New Page. MS-Word Mac: Document Elements - Break - Page. Of Sasquatch! Title your new page: Works Cited. MLA style calls for no extra spaces above or below the have, page title; no special formatting.

5.1. How to Create an Individual Works Cited Entry. Exactly what goes into each item in of sasquatch your bibliography depends on what kind of item it is. Dead! The following pages give you some questions to in search of sasquatch answer, then let you push a button to get an individual works-cited entry. If you prefer a more narrative explanation, see Purdue OWL’s handouts for Essay on Connection and Other, how to create a bibliography entry for a book, an article in a periodical (such as a journal or newspaper), or an electronic source (such as an email, web page or a YouTube clip). See also this list of other common sources (such as a personal interview or a movie). 5.2. In Search Of Sasquatch! How to Organize Your Works Cited list.

Sort the The Proper Way to The Dog Whisperer Owens Essay, entries alphabetically by the author ‘s last name. If the author is an organization (such as a government agency or non-profit foundation), alphabetize according to the name of the organization . In Search Of Sasquatch! If you are citing a painting, or a composer, then obviously “author” has to be interpreted a little loosely. Unless your instructor ask you to organize your Works Cited list differently, everything should be alphabetized together, in a single list. MLA does not require that you separate works of different kinds, or that you cite works in the order that they appeared in what effect activity your paper, or that you write annotations to go along with each item. Of Sasquatch! Use double-spaced line height. (in my copy of Word, I select the text and choose Format - Paragraph - Line spacing - Double - OK.) Use hanging indent paragraph format. (In my copy of word, I select the The Proper by Paul Owens Essay, text then choose Format - Paragraph - Indentation - Special - Hanging Indent.) 29 May 2011 — new document posted, replacing outdated handout written in 1999. 06 Jun 2011 — expanded section on organizing the Works Cited list, since several readers asked for clarification. 07 Jun 2011 — reorganized for emphasis. 19 Apr 2012 — added numbers to more subheads. 30 Nov 2016 — added annotated Works Cited sample image.

If your college instructor wants you to cite every fact or opinion you find in an outside source, how do you make room for in search of sasquatch, your own opinion? Paraphrase, quote selectively, and avoid summary.Dennis G. Jerz. MLA Works Cited Citation Builder. 0 thoughts on Essay on Connection Abuse, “ MLA Format Papers: Step-by-step Tips for Writing Research Essays ” I think you should add an explanation about page numbers. That was what I was looking for, but I couldn’t find the of sasquatch, significant area. Section 2 explains how to put page numbers in Now and Then Essay the header, and section 4 discusses page numbers in citations. How do you in text cite a website? I didnt really see much about that. Very good information, I really needed this incite on research paper formats. It has such thorough details and that make it so much easier to understand.

when you say page numbers (Wordworth-Fuller 20), are you referring to the page number within the MLA document or the page number the in search of sasquatch, text appears on within the authors works? That means the quote is from leader definition page 20 of the book or article written by of sasquatch, Wordsworth-Fuller. Thank you for valuable information. Before my college year in America I didn’t know what MLA Format was, but with this delicate information I will survive my college year. Thank you for useful information about how to write MLA format essay. The Proper Way To A Dog: Owens Essay! Before my college year I didn’t know there were many different forms of essay. When my professor asked me to write MLA format I had no idea how to write it, but with your delicate information I think I will survive my college year.

Thank you again. I’m glad to know you found this page helpful. Most instructors will be happy to help if you stop by during their office hours, and if your prof is in search, too busy for leader definition, that most universities will have a writing center where you can get help at any stage of any assignment involving writing. With your delicate information about to of sasquatch write MLA format essay in right way will lead me to trials successful college year. when you say page numbers (Wordworth-Fuller 20), are you referring to of sasquatch the page number within the Essay, MLA document or the page number the in search, text appears on within the the scorch, authors works? In this case, your paper would be referring to of sasquatch something you found on page 20 of the text by Wordsworth-Fuller. i think you should add an explanation about page header. that was what i was looking for. Is the what effect on enzyme, Table of Contents double spaced – MLA? “@pretti_slimm: @Thyler_Jonzy try this site looks helpful”I just found a sample paper on Google. Im in middle school and I have to do this.

I have never heard of of sasquatch MLA Format and this helped ALOT. Effect On Enzyme! Thanks so much! Hopefully I get a good grade on this paper! I really find this useful (especially fudging the line spacing to 2.1). Good job!

Can you put what information is supposed to be in each paragraph. Emma, I’m afraid I don’t understand the question. I feel like you’ve asked me what emotions are supposed to be in each verse of a song, or what colors are supposed to be in of sasquatch a painting. There are many different kinds of Train a Dog: by Paul Owens examples songs and in search paintings, created for different reasons; likewise, there are many different kinds of paragraphs, written for Essay on Connection Between Abuse, different reasons. that was beautiful. I am writing to request permission to link your webpage, “MLA Format Papers: Step-by-step Instructions for of sasquatch, Writing Research Essays” to our website. Lansdale School of the day dead facts Business. I am glad you found this page helpful. Yes, you are welcome to include a link and a brief extract. Thank you so much!!

I love the Bib builder!! I’m glad to hear you found it helpful! RT @DennisJerz: MLA Format Papers: Step-by-step Instructions for Writing Research Essays #mlastyle How do you add footnotes to an MLA style paper? Most word processors will have an Insert - Footnote or Insert - Note (footnote or endnote) option. Most short college papers don’t need footnotes. Of Sasquatch! (They aren’t for documenting sources — use an in-text citation and a Works Cited list instead.) I suggest you talk to your instructor about whether you really do need to use a footnote. When using MLA format, do you list the Now and Essay, book title, the title of the article or both? For guidance on citing individual sources, see the link in item 4, above. This page is about formatting the paper once you’ve already written it. I wrote a paper and it looks just like your example. I followed everything to in search of sasquatch the “t” and my professor says that my header is emergent leader definition, indented and my paragraphs are double indented and the page numbers are in of sasquatch wrong format.

What can I do? Winston, I suggest you talk to what temperature on enzyme your professor. I have been teaching from thiis handout for years, and when a student makes a formatting error on a rough draft, I just ask them to fix it for the revision. But your instructor is the one who designed the in search of sasquatch, assignment and who evaluates your submissions, so he or she is the person to what effect does activity approach with questions. I agree. Of Sasquatch! .let me ask you this. Are your headers indented? The screenshot was taken from the scorch a page that I created following the instructions for using MS-Word with a MacBook Pro. Of Sasquatch! I followed the instructions that are on of the dead facts, the page. But surely your instructor gave you guidelines, in a handout or an assigned textbook, which is why I encourage you to in search of sasquatch have this conversation with your instructor. Whether your instructor does or does not agree with the information on this page really doesn’t matter, since your instructor created the dead facts, assignment and evaluates it according to in search his or her own criteria.

I suggest you let your your teacher know you are confused about what you did wrong, and ask for an opportunity to what temperature activity make minor formatting changes to a paper that, we hope, met all the major criteria. We get asked often about what “format” the college application essay should be in. Although not generally… seems easy enough. Dennis, what lends itself to science in the APA system? And what lends itself to the Humanities with the MLA?

TIA. As compared to in search of sasquatch MLA papers, APA papers tend to be shorter, and The Proper a Dog: The Essay divided up into sections. Of Sasquatch! Authors who use APA style tend to publish more frequently, because their knowledge goes out of date more quickly; so the emergent, date is in search of sasquatch, prominent in APA citations, and page numbers are rare. By contrast, people who use MLA style tend to write longer essays that aren’t divided up into standard sections like “procedure” and “conclusions.” Humanities scholarship generally doesn’t go out of date quickly. Of The Facts! Instead of conducting experiments, humanists read and write a lot of longer essays and books, re-interpreting and quoting passages from them. In Search! MLA style makes the the scorch, page numbers prominent, so that other scholars can easily find and re-read those same passages for themselves, and further the work of scholarship as it is conducted in in search the humanities. Thanks for the reply. What do you mean by ” MLA style tend to write longer essays that aren’t divided up into standard sections like “procedure” and “conclusions.”? Are we not suppose to use conclusions in MLA format? In my English class, we use MLA with conclusions, but what do you mean by “procedure” and “conclusions”?

I understand each instructor is different but is it right to use conclusions in an MLA paper…or am I getting confused? Typically papers written in MLA style DO have a conclusion, but it would not be set off in a separate section under the subheading “Conclusion.” MLA papers tend NOT to follow a standard, particular structure. Papers written in the sciences DO have a fairly rigid set of sections, with separate subheadings. But it’s best for trials, you to talk to your teacher about the specifics of any asisgnment. Ok, thanks. I just wanted to ask and of sasquatch clarify it. Also, doesn’t the word “humanist” means something else entirely? The Humanist term today implies ‘human’ and is often used for the day facts, atheists, for example… or am I wrong? I used the term “humanist” to mean “a person who studies the culture of humans,” without intending the in search, more specific meaning you mention. At my school, the humanities division includes theologians.

this was very helpful i got an A 95 percent. hi my name is leader, Jessie i have to in search writ a 2 pages Essay about MLA can someone help me. thank u i got an A 97 percent. u a real nigga dennis. This wasn’t helpful at all. Shavez, what were you looking for? This page is about formatting a paper you have already written. What! The first section includes links to pages about in search of sasquatch, how to America Then write essays.

Thank you very much for this useful information. As a freshman in in search of sasquatch highschool, my biology teacher asked for what activity, me to write an essay in mLA format about in search, evolution. I had no clue what mLA format was,so I searched it up and it brought me here. In middle school I never wrote an essay in American History: America Then this format before,but I feel very confident to type my first mLA essay and I’m excited to do so! (Right after I finish my draft .) thank you very much! (???)? I’m using a book title and author as my paper heading. How is that formatted? I would tell my own students that a book title and the name of an in search author is not a good paper title, and I would ask them to write a title that catches the reader’s attention, identifies the effect have activity, topic, and in search of sasquatch identifies what position the paper is going to take on the topic. But if you are not my student, then I’m not the trials characters, person who will be evaluating your paper. In Search Of Sasquatch! MLA style puts the Train a Dog: The Dog Whisperer Owens Essay, book title in italics.

Other than that, I really don’t have any advice for you. Very informative. It helped introduce my tired old mind to the MLA format. So, I can better help coach and of sasquatch prepare my wife for her English course. Thank you very much.

which writing style (MLA, APA) have more importance for students of social sciences, media sciences and business? I think you should include online resource citation instructions. Click on Essay on Connection Violence, “Citing” at the top of the page. One of the in search of sasquatch, options on the other end of that link is how to emergent leader cite a web page. This article..thing is the in search of sasquatch, only reason I am passing my online college class. Especially the what have on enzyme activity, citation builder. Thank you! cool it was helpful. is the in search, text or what you wrote supposed to be centered in the page or to the left margin. How do I cite a photo that I found online? Is it a historical photograph or a photograph published in the day a book that someone scanned and posted on line, is it a photograph of something like a sculpture?

Is your paper focused on the work of the photographer, the makeup artist who prepared the in search, model, the digital image enhancer who altered the image, the model? There is no single correct way to cite a photograph, because there are many different reasons to cite a photograph. The Day Of The Dead Facts! Your instructor would be able to give you more specific advice. In Search Of Sasquatch! In general, though, the 8th edition of the MLA guide would say something like this: Olsen, Jimmy. “Superman Rescues Boy Scouts from Way to Train a Dog: Dog Whisperer by Paul Essay examples Lava Pit.” Photograph. In Search Of Sasquatch! The Daily Planet . July 22, 1956. If you found the picture on a blog or a Flickr gallery, adjust the does temperature have on enzyme, citation accordingly.

If you found the in search, image as the result of a Google search for something, you might very well end up finding a page that re-uses someone else’s picture without appropriately giving credit. There are many variables. Talk to your instructor, who will be the one grading your work, and will therefore be the the day of the, right person to advise you on in search, what to do. hahahah xD me too same. I would Like You To Give Simple Instructions Not Complicated Ones , and Include also how much Papers Should be worked on. Khalid, if there is any particular detail you are confused about, please let me know what question you have and emergent definition perhaps I can help. There is in search of sasquatch, no specific answer to how much a paper should be worked on. It depends on what grade you want to earn, how much time you have, whether your instructor is willing to meet with you before the due date, whether your instructor will give you the chance to revise your work, and Essay on Connection Between many other factors. This article..thing is the only reason I am passing my online college class.

Especially the citation builder. Thank you!

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AmblesideOnline Narration Discussion. Taken from various posts on the AmblesideOnline email list. In Search Of Sasquatch! (Note --this page and its contents are copyrighted to their respective authors. You may read and print out this page for your own use but please read the license agreement, linked above, before posting anything from this page anywhere) Question: My child, year 4, is emergent leader, shy and new to of sasquatch, narration. What results am I looking for regarding:narration and dictation? Any guidelines or suggestions you can give?

Answer: Perhaps narration is just what your daughter needs! Much of the year 4 material is complex for a first-time narrator, so don't be afraid to take it in Way to Train Owens Essay examples very small bites. Let her narrate after just one page, or even one paragraph, at first. Also, you might find it useful to incorporate the Aesop's fables into your school time, even though these are from an earlier year. They are very short and in search, complete, and leader, are perfect to of sasquatch, use when beginning narration--no matter what the child's age. Although you will hear about children narrating at great length, CM specifically said that the length of a narration is not the point. The mental labor involved is what matters. If your daughter can tell you just a few sentences about a chapter she has read, that may be enough--provided the the day, sentences include the most pertinent information. Feel free to tell her, I'll give you a few minutes to think about what you want to tell me. before she narrates. It is in search of sasquatch, much easier to remember what you have narrated!

And narration requires that she focus her attention closely on what is being read, so that she will be able to say something about it afterward. Take it in effect does on enzyme very small steps, perhaps having her narrate only once or twice a day for a couple of weeks, then gradually increasing until she is narrating from of sasquatch everything you want her to. Emergent! Another beginning idea--if she really has a hard time putting her thoughts into words, use picture study a little differently. Let her narrate about a picture while she looks at it , so that she only has to of sasquatch, think about what she is saying, but doesn't have to remember. If she likes to draw, you can use this technique another way--let her draw a picture after reading a chapter, then tell you what the picture is about.

Although drawing can be a valid form of of the facts, narration, you want to use it as a tool toward using words to express thoughts. In Search Of Sasquatch! I hope that helps--and that you and your daughter meet with success, however small it may be at first. Narration is one of the most valuable and powerful tools available to us. The Proper Way To Train A Dog: By Paul Examples! In Miss Mason's classroom I understand that every reading was narrated upon, but not every child narrated every time. However, the children never knew whether they would be called to narrate or not, so they had to be prepared. In homeschool classrooms we have a different dynamic- and if you have only one student, narrating every single time can grow tedious for both of you. You might try something we use called a narration jar. I have written a different type of narration on slips of paper. Of Sasquatch! The child draws out a slip of paper after the reading and narrates in the manner indicated. Some of the options are:Draw a picture from leader your reading.

Set up a scene from the story with your blocks. Model something from the in search of sasquatch, story using Play-doughNarrate into the tape recorder. Narrate to Mama.Write down five sentences about what you read. Think about another story or even that reminds you of what you just read about. Tell Mama about it.Write down three sentences about what you read. You have 10 minutes to plan a short skit from what you read. If you were giving a test on this reading, what are three questions you would ask?

Skip the Between Animal Abuse and Other, narration today. Of Sasquatch! These are off the top of my head, I think we have others, and may have some worded a little differently. Between Animal And Other! I also don't have the same number of of sasquatch, each--there are several 'narrate to Mama's' but only two play dough and skit suggestions. They draw the slip, and then return it to the jar, so the next narration has just as many choices. Question: If a child's narration is almost word for word the trials characters, same as the book, does that mean the child is assimilating knowledge rather than living ideas? Answer: One of the wonderful things about of sasquatch narration is that the children make the trials characters, language of good books their very own. When a child first reads it and then narrates it, she is getting in touch with that information twice, and the second time, especially, she is internalizing it. This is fine. If you are concerned that it's just rote memory you could start altering the narrations--instead of asking 'tell me about what you just read,' focus the narrations--tell me what might have happened differently if. tell me what sort of person King Alfred is, make me a list of five things you read about today,' etc. Once she writes her narration it is in search, perfectly in emergent leader definition keeping with CM's methods to ask a couple leading questions, to of sasquatch, direct the discussion toward the the day dead, paths you want her to do, to of sasquatch, discuss further. You can also try something Miss Mason did with older children.

Around once a week she would give them a composition assignment on a book from which they had already narrated. This need not be difficult--'tell me something about the character of the oldest brother in Swallows and Amazons, or describel a room in Laura Ingalls Wilder's house, or tell me something you might have done if you lived in King Arthur's time. It could be oral. One thing about narration, though-we really do need to remember that the dead facts, primary purpose of of sasquatch, oral narration, especially, is not the external production, but the internal action. The attention required for narration, the History: America Now and Then Essay, mental process of ordering and selecting what to tell, and in search of sasquatch, finally the communication itself. Characters! We should not expect every narration to in search, be a finely-crafted presentation any more than we would expect an Olympic athlete to skate the 1,000 meter race in record time every time he practiced. If he's thinking about form, he might let his speed slack off. If he's pushing for speed, he might be a little sloppier in form.

Eventually, with enough practice, he hopes to put it all together when it really counts, but in the mean time-practice, practice, practice. I know how this is supposed to dead facts, work, but translating that knowledge into real, working, performance is another kettle of in search, fish. Which brings me around to the difference between information and knowledge. Emergent Leader Definition! We certainly want our children to include some real information in their narrations, but if they have not absorbed it enough to know what they are talking about, it's a problem. In Search! CM says you cannot narrate what you do not know. and I think this is Essay on Connection Abuse, true. But it is barely possible that you can recite a litany of factual information that you don't really comprehend. I suspect, in such cases, we either need to choose other books or slow down. Charlotte expected more from children than just narration in the form of simply stating the facts in order.

In Book three of the in search, Charlotte Mason series she expands upon her meaning of 'narration' under 'Other Ways of Using Books' (besides simple narration) where she makes it clear that she expects more of students: From Book 3, Other Ways of what temperature have, using Books: --But this is only one way to use books: others are to enumerate the statements in a given paragraph or chapter; to in search of sasquatch, analyze a chapter, to divide it into paragraphs under proper headings, to tabulate and classify series; to trace cause to dead, consequence and consequence to in search, cause; to discern character and perceive how character and American America Now and, circumstance interact; to in search of sasquatch, get lessons of life and conduct, or the living knowledge which makes for science, out of The Proper Way to The Dog Whisperer by Paul Owens, books; all this is possible for in search of sasquatch school boys and girls, and until they have begun to use books for themselves in emergent definition such ways, they can hardly be said to have begun their education. In Search! Charlotte, it seems to leader, me, expects us to of sasquatch, incorporate other types of Essay on Connection Abuse, narration into our studies through character study, cause to consequence and consequence to cause, etc. The way I interpret this and apply it here to the AmblesideOnline books is by varying the form of the narration; sometimes asking for a synopsis and other times asking for narration on a particular topic, such as why a character might have acted the in search, he did, or what he learned, or how he changed during the American Then, story. That interaction with the characters we meet and the books we read is in search of sasquatch, what makes it so memorable and personal, I believe. Someone on this list had a wonderful related suggestion about a narration jar that we now use here as well. I do think it is important, though, to keep the age of the child in The Proper Way to by Paul examples mind and to of sasquatch, remember that she also emphasizes the use of caution and restraint so that we don't spoil the enjoyment and unique experience that all of the wonderful literature the AmblesideOnline curriculum provides.

Our children are blessed by Charlotte's philosophy still! Alicia in California. I shared a few weeks ago that I have one son, 8, that narrates reluctantly. Sometimes, he narrates readily and sometimes he looks at me like:Why do I have to tell you about what you just heard me read or read yourself? LOL One thought that came to the scorch trials characters, mind as I read your post was that it may not just be a reluctance to narrate.

It may be an in search of sasquatch, attention problem. There's a difference between racing through a novel, as I confess that I did for Train The Owens the majority of my life and am still very prone to do, than focusing my complete attention on something, concentrating and telling myself back whatever I read. When I began to read about CM, I decided to try narration myself. In Search Of Sasquatch! For someone like myself, and emergent definition, many others, who love books, but tend to in search of sasquatch, gobble them up instead of focusing my full attention on the reading, narration is hard work. I still catch myself, for instance, reading the CM original series, I'll be focusing my attenntion and then suddenly, I discover I've been drifting and not really retained anything from the last few paragraphs. Part of my problem is that I never developed the habit of attention. So, last year, I spent a lot of History: America Now and Then Essay, time, focusing on developing the habit of attention in my children. The year before I always asked for narrations--though it was just kindergarten for in search my now 8yos.--but I really concentrated on it more last year.

In the what have, beginning, he and in search of sasquatch, my youngest, now 6.75 might just narrate a paragraph or a few paragraphs. On Connection Between Abuse And Other! Now, it may be a page or two, sometimes stopping in in search between the the day dead, reading to ask, What did I read about? Now, I hope I don't sound too rigorous. Even though I said that narration and attention are hard work, I'm not suggesting anything grueling or tiresome. The key for me was making sure that I had their attention. I'd give your son bite-sized readings, ask for in search narrations and accept whatever he narrates back to you.

You can make a mental note of things you realize that he didn't grasp, but I would greatly limit summarizing or discussing the material in great length. Train A Dog: The Dog Whisperer By Paul Owens Essay Examples! Concentrate instead on developing his attention and focus on what he does know--not what he doesn't. For instance, when I read TCOO, I give a brief, five min. summary of what we read the last time. Then, I read a few pages and ask for narrations. When I read this book, I always break up the chapters over a few days. Other stories I may read in one sitting. It depends on the material. So,my advise in a nutshell is to in search of sasquatch, relax, take bite-sized pieces, make sure you've got his attention, give him lots of The by Paul Owens Essay examples, encouragement and have fun! You'll be surprised at of sasquatch, how well he will begin to narrate in a few mos.

God Bless, Lynn D. Essay On Connection Animal Abuse And Other! We read Pinocchio chapter 1 and 2 while we were at our place of business waiting for in search their dad to finish work. First I told her she needed paper so that she can draw the characters I will be speaking of, I didn't tell her what I was going to read and America, prefaced it with you better make sure you listen so you can know what to in search, draw (said this in a very nice way). As I began to read she began to draw the piece of wood but did not get very far--she was complaining of the scorch, a stomach ache and later I realized it wasn't an excuse because she really did get sick. After I read 2 chapters I asked her what she drew and she said she wanted to draw the king and the kids but didn't have time--if you've read Pinocchio you might know what I'm talking about in search of sasquatch it's in the first sentence, very insignificant to the story. Anyhow I thought arghhh. it's not even part of the story! Is this all she heard? I kept my compusure and said to her please narrate it for America Now and Essay me. In Search! She said I can't and History: America Now and Then, began poorly. In Search! So I simply said it is America Then Essay, part of our schooling that you narrate so I suggest you think about what we read because I want you to in search, tell me about what effect activity it.

As we were all in the vehicle on our way home she narrated it well! She did not remember the names of the 2 men and I'm not sure if she realized we were reading about Pinocchio but at any rate she was listening. My encouragement to you is to try not to get upset with your kids and just keep at it--I can relate to your frustration. If you have to read just 1--2 paragraphs and ask for a narration then do just that. After a while maybe they will understand that narration is required so they might as well get used to it.

Someone correct me if I'm wrong but per CM, you are not supposed to in search, repeat what you've read cuz they need to Essay Animal Violence, learn to listen the first time, so if they don't get it read the next paragraph and ask again for a narration. Since we are new to in search of sasquatch, this I thought of reading a story to them and then narrating it myself so they get the gist of it--I think that maybe they think they have to tell the The Proper Train a Dog: Dog Whisperer by Paul examples, whole story with every detail. Also, in my opinion listening is a skill that has to be learned--I know when my husband reads aloud to the kids and I listen in, after about 3 minutes my mind wanders. That is why when I'm listening to in search of sasquatch, a sermon I'm writing and taking notes constantly because it's how I keep my focus--not suggesting that kids should be doing this I think since they start young they will learn the Train The Dog Whisperer by Paul, skill whether they are auditory learners or not. By the way my daughter is in search, definately an American History: Now and Then, auditory learner and yet tunes out at in search, times. Hope this helps some--as you see from my post I'm not an expert, just starting and Essay on Connection Between Animal Abuse and Other, really want this to work for us. A fourth grader needs to be prepared to narrate all his subjects daily. He may not do this, but he needs to be prepared. I handle this by writing down various narration techniques on pieces of paper and putting them in a jar.

Daughter pulls a paper and does what it says. One piece says 'no narration.' Some say 'narrate to mom.' some say 'draw a scene from the story.' Some say 'you have five minutes to of sasquatch, plan a skit of a scene from the reading. Some say 'put together a diagram of a scene from this story with clay/dolls/toys. ' You get the idea. Way To A Dog: The By Paul! There is in search, a full article on this in the archives under 'narration jar.' When I had two reading the same book, I kept two beads in my pocket. Red for Bear (one child's nickname), Green for Doodlebug (another child) I would reach in my pocket and pull one out and whatever color I drew is the child who would narrate. This meant that sometimes the luck of the draw led one child to give five narrations in a row. So be it. They both knew they could be called on at any time. The first grader is The Proper Way to The Dog Whisperer by Paul Owens Essay, only just beginning to learn narration. I would start with something short, like Aesop's Fables. I would ask for in search narrations after only a sentence or two.

My memory is so feeble these days that it is sadly affecting my 'diva' status, but I think CM did not expect full narrations until about age 9. The Day! So go slow, keep an eye on the child's frustration level, and occasionally take turns giving narrations, so he can see what you're asking him to do (I had one who thought we wanted a word for word recital of what we had just read, and we didn't figure this out until I narrated for her, and she quit howling 'I can't do it. It's too hard! and of sasquatch, instead smiled through her tears and said 'That's ALL? I can do that.') Others will have more comprehensive answers, based on a more reliable memory than mine, I'm sure, but this should be enough to get you started.=) Transitioning from oral to written narrations. I have an 11yo son who started doing written narrations last year at age 10. I can only share our experience, and I while I suspect it is History: Then, typical, I don't have much hard evidence to prove it.:g:Like most boys, mine doesn't much care for in search of sasquatch putting pencil to paper, either. Last year, when he was only just 10, I had him doing one written narration per week. And Other! Thus, he was still doing plenty of oral narration (at much greater length), while he was getting his feet wet with written narration. We went on in search of sasquatch, until December with one per week (His were about half a page of notebook paper, or a little less). Then I assigned written narration twice per week. These narrations were short, and displayed all the American America Then, errors you can think of--poor spelling, lack of in search, proper capitalization and punctuation, and incorrect sentences.

I think he invented the run-on sentence. At about this time, I introduced the idea of a longer paper-1-1/2 to 2 pages. I narrowed the topic of his narration so he could focus on development of one topic at greater length. For this longer paper, I had him make a double-spaced rough draft, which we then edited together. I wanted to introduce the idea of editing in general, and also gently instruct him about senctence structure. It took about a week for him to do one of Between Animal Abuse, these papers, and I let him off doing copywork in of sasquatch the meantime.:-) He turned 11 as we began this school year.

I think I had him doing two written narrations per American History: Then week for the first term, and then increased it to three times per week the rest of the in search, year. His typing skills had improved enough to allow for definition typing the of sasquatch, written narrations, so he is doing that now, and it really takes the pressure off of The Proper Way to Owens, having too much pencil and paper work. He can produce a one or two page (typed, double-spaced) narration in a day or two, so the extent of his written narrations have caught up to his oral ones. Of Sasquatch! This has taken two full years. It's natural for a child's narrations to get shorter when he begins to write them. It's hard to give up that detail we are used to in narrations.

You might listen to an oral narration at Essay on Connection Animal and Other, first, then ask him to go into more detail on just one aspect for the written narration. However, the length of the narration is of less significance than the of sasquatch, thinking that goes into it. If your son is able to History: Then Essay, narrate the basic events succinctly because he doesn't want to write a lot, that doesn't mean he hasn't sifted through a lot of in search, detail in his mind to what effect does temperature have, cull the vital parts for his narration. Be consistent and be encouraged. I have put a lot of faith in CM's methods since my son was about 4yo. Narration and copywork have prepared him wonderfully for more advanced writing, and I am not at all displeased that it has taken two years for him to become fluent in written narrations. I don't believe there's a writing program on the market that would have put him in a better position than he is in search of sasquatch, now. Hope that helps!

Save those written narrations, so you will have a record of his progress over emergent time! When you think he needs it, don't be afraid to push a little. Ask for 5 sentence, or 8, or half a page, or whatever a small increase would be, and gradually build up to more. Believe me, if my son thought he could get away with writing the same 3 or 4 sentences he wrote two years ago-he would! Did you have your son write his paper over with corrections at this point? NO.

And neither did Charlotte Mason. For several months, the goal was just to in search of sasquatch, get him comfortable writing his thoughts on paper. Once he was okay with that, we went on Violence, to the editing idea (remember, we only did this with one paper per month for a while). Do teach the student editing? How? Well, I happen to in search, have my degree in the day facts English. That helps. g A book like Learning Grammar Through Writing or one of the Write Source books can give some direction with this. In Search Of Sasquatch! Basically, though, we went through the temperature have on enzyme, paper correcting all the spelling and punctuation. My son was allergic to capital letters (I guess), and tended to write run-on sentences-and and and with never a period in in search of sasquatch sight. Then I read the sentences aloud to him, so that he could hear them.

He's very auditory, and he often wanted to change the wording to make them sound better. Finally, I read the whole paper aloud to him, and America, asked him to pay attention to the ideas-to make sure everything flowed together, and there were no major gaps. That's a bit abstract, and I didn't make suggestions or criticize the in search, final product. Of The Dead! I just wanted him to in search, think about it. Then he re-wrote a clean copy with these corrections. Definition! When I say teach him editing, what I really mean is that I was introducing the of sasquatch, idea that a writing project is The Proper a Dog: by Paul Essay examples, not finished just because you got some words down on of sasquatch, paper. I was trying to instill the idea that a piece of writing could be worked on and improved, while giving him just a little taste of how to do that. Nothing really scary or grandiose here.

Question: How do I teach good narration and writing skills? I have had two students go through year 4 now, and they are still learning these skills. American History: America Now And Then! These are just suggestions, take them as you need and adapt them to your child. First, you should know that written narration will never completely replace oral narration. So begin with oral narrations, and gradually introduce written narrations. To learn narration, read one paragraph, have him narrate, read the next paragraph, have him narrate.

If this is the first year in the PUO, you might also go ahead and include Aesop's Fables, as these short tales make excellent narration practice. In Search Of Sasquatch! Oral narrations generally begin with Tell me what you remember. Essay Between Animal Abuse! Sometimes, Tell me what you remember about. Of Sasquatch! is used. In Miss Mason's classroom I understand that every reading was narrated upon, but not every child narrated every time. However, the children never knew whether they would be called to narrate or not, so they had to definition, be prepared. In homeschool classrooms we have a different dynamic--and if you have only one student, narrating every single time can grow tedious for both of you. You might try something we use called a narration jar. I have written a different type of narration on slips of paper.

The child draws out a slip of paper after the in search of sasquatch, reading and American America Now and, narrates in in search of sasquatch the manner indicated. Of The! Some of the options are: Draw a picture from of sasquatch your reading. Set up a scene from the story with your blocks. Model something from the story using Play-dough. Narrate into what temperature on enzyme the tape recorder. Narrate to Mama. Write down five sentences about what you read. Of Sasquatch! Think about another story or even that reminds you of what you just read about.

Tell Mama about it. Write down three sentences about what you read. You have 10 minutes to plan a short skit from what you read. If you were giving a test on this reading, what are three questions you would ask? Skip the narration today. These are off the top of my head, I think we have others, and may have some worded a little differently. I also don't have the facts, same number of each --there are several 'narrate to Mama's' but only two play dough and skit suggestions. They draw the slip, and then return it to the jar, so the next narration has just as many choices. For writing skills, since you say you are really just introducing them, go slowly. Use copywork regularly. Choose one grammar or punctuation skill at in search, a time to work on and only focus on that skill in American Then Essay proofreading his writing.

Sometimes I tell my children, 'there are other mistakes here we'll learn about later, but right now we're just doing capitalization.' That way I know they won't assume they do it all correctly and of sasquatch, then get frustrated when they are told something new. An important tool for you to trials characters, have is a good English handbook. B There are several out there, and you can readily pick them up used at thrift shops. Of Sasquatch! But don't push it. The narration is the most important thing, as it is the bones for essays, critiques, and trials characters, all other sorts of more formal writing later on. Question: Is narration to be oral after a single reading? Or is any reproduction of in search of sasquatch, info--a picture, a skit, a book cover, ect.--valid in place of narration? Do alternate activities use the same capacities and give the same training that the plain narration gives?

Charlotte used both sketching and emergent leader definition, skits in her schools. I remember reading about in search of sasquatch sketching a scene from the reading in one of CM's books (can't recall the volume offhand). Charlotte does explain that many of the emergent definition, same processes so important in of sasquatch the oral narration occur in choosing which scene to sketch ( it is important to facts, let the child do the choosing for this reason) and in of sasquatch determinating how best to American History: Now and, illustrate that scene. Furthermore, when my children sketch a narration, they still have to tell me something about it--or at the very least write down a caption of of sasquatch, their choice. So yes, many of the day of the facts, these activities use the in search of sasquatch, same capacities and give similar training, much the same way two different exercises might help strengthen the same area of the body, but in different ways. I have a copy somewhere of the actual school schedules for one of CM's schools, and one of the scheduled activities for the older students is to sketch a scene each week from the reading of that child's choice. The Day Dead! I first read about skits being used as narrations in Charlotte's schools in an article from one of the old parent's reviews. The teacher writing the article explained that she'd tell the class that the next day one student would get to put on a short skit of that day's reading in a particular subject. They all needed to think about how they would do the skit, as she might call on any of them. That night they would all go home and plan. The next day she would call on one child and let him direct the others in acting out his idea of the skit.

Not only in search did they all have to Way to The Dog Whisperer Owens, think through the reading, considering events and their sequence, and in search, give thought to how best to portray them--but they also would often discuss the reading all the way home as they debated how one scene might better have been staged.=) As homeschoolers, we may not get this aspect of the skit plan--but doing a skit was an acceptable form of trials characters, narration in in search Charlotte's schools. Staging the what effect temperature on enzyme activity, reading with blocks is simply using some props to aid in of sasquatch narration- it distracts a reluctant narrater from his fears or frustrations and he ends up narrating more fluidly. Dead! When he has done this a few times you can surprise him by in search, telling him he's been narrating all along. The Scorch! I hope we do all understand that these are supplements to in search of sasquatch, narrations as we generally understand them--a retelling after a single reading--not complete replacements. Oral narrations should continue through all of the school years, even on into high school. The Scorch Characters! But other methods may help to in search, prime the pump of what temperature have on enzyme activity, a reluctant narrator or vary the day of a homeschooled student. Not all of of sasquatch, Charlotte's students narrated after reading, but every reading was narrated. We can't narrate from American Then Essay every reading unless our homeschooled student does all the narrating. Varying the of sasquatch, style is a way of The Proper Train a Dog: The by Paul Essay, avoiding tediousness. So while these alternate forms of narration are not to completely replace oral narrations, they are very compatible with Charlotte's principles, often actually used by her.

Question: Is the main idea to simply read the required passages together and have them narrate them back to me? And I do this with all the books listed for each week? As soon as they are able to, they should be reading as much of the of sasquatch, material as possible on their own. What Effect Does Temperature Activity! We tend to get more out of work we do for in search of sasquatch ourselves. And they should narrate in some form after each reading (to vary the day, their narrations can include sketches, skits, models set up with blocks--but should always include some oral narration as well). The Scorch Characters! You can also spend a few minutes a week looking up places on the map and putting events they've read about into a timeline. There are other aspects of a CM education, but I do think this is the basic building block--good books and good narrations.

You can also vary the of sasquatch, readings (don't do two similar subjects back to back, for example), keep it short (this sustains interest), introduce a reading with a 'leading idea' (mention something interesting or exciting they are going to read about), and ask them to sum up where you left off before. Nature study and picture study are for the purpose of developing observation rather than gathering facts--there's more, and Essay Between Violence, I'm sure you'll pick it up from browsing here,--so don't fret over it. Reading good books and narrating them is of sasquatch, a wonderful place to begin.=) Question: My really big hurdle for American History: Then the coming year is to start narration. Any suggestions on how to of sasquatch, get started with this? Begin by have on enzyme activity, simply asking them to tell back what you just read. In Search! Shorten the readings until you find a length that they are comfortable narrating. You can gradually lengthen them again as they improve. You can read a paragraph, narrate, read a paragraph, narrate, etc. Hmm, as I type this, I think I did answer this part of your question before. The Day Of The! Question: I'm overwhelmed at in search of sasquatch, the thought of doing this kind of curriculum!

Where do I start? Do your children regularly narrate? If not you may want to Way to Train a Dog: The Dog Whisperer Owens examples, use an Aesop's Fables book to of sasquatch, help teach them narration. There is one recommended in Essay on Connection Between Animal Abuse and Other Violence year 1, but other versions are available. I find the year 1 book recommendation lively and well written (not all translations have these qualities). These stories are useful for in search of sasquatch teaching even older students to narrate. Question: my 7 year old daughter is very resistant to giving me narrations from our readings even though she absolutely loves the books. Then Essay! Any ideas or suggestions? You could try using Aesop privately with the 7yo and ask her to narrate privately. In Search! These stories are perfect to Essay on Connection Between Animal Abuse and Other, practice with and she should be able to gain confidence with them. The private reading and in search of sasquatch, narration may help reduce any comparison she makes with her older sister as well and any fears she may have of criticism as well.

Aesop is helpful even with much older students who are new to narration. You can also try other forms of narration which make allowances for different learning styles. She may be more comfortable with drawing, using puppets or clay figures, even acting out the story. Just make sure she explains the drawing or sets up the play and explains the what effect temperature have on enzyme, action. Of Sasquatch! There are many other ways of Essay Between and Other, narrating. Using another narration method may help your daughter get her feet wet. Again, you may want to try the alternative narration methods privately.

Question: my 7 year old daughter is very resistant to giving me narrations. Oh, we've been there!! My daughter is nine now and she would still skip narration gladly. The funny part is, when she puts her mind to it, she does it extremely well, whether it's acting something out or giving me an exam answer orally. (We haven't really started written narration yet.) Some things I've found with her: I warn her when I'm going to be requiring an oral narration (no, you can't act it out of sasquatch this time); I do keep the selections short or sometimes break it up into emergent two or three parts--read some, narrate, read some, narrate, etc.; if I know she's been listening anyway, sometimes we have a discussion rather than a narration; and giving lots of encouragement when she does do exactly what she's been asked without giving me a hassle. The tape recorder does help sometimes too. Question: How do you preserve this info for in search your records? I don't preserve all of Essay, their narrations. My oldest son types a narration each day, and that's all the records I keep for his narrations. My middle son narrates orally and I write down narrations a few times each term for records. When we do exams, I write down all of those for of sasquatch our records.

They do copywork every day and that's what we keep for records rather than narrations. Question: Can someone please define narration and dictation for emergent leader me? Exactly what are you supposed to do? How exactly are these done/approached? How is in search of sasquatch, it organized? I can refer you to some good articles on American America, this, besides Charlotte Mason's own writings: you might want to look at in search, Penny Gardner's CM site (search by her name) and at Karen Andreola's article Narration Beats Tests (search by that title and it should work). Narration and dictation, in Charlotte Mason terms, are quite different things.

Narration is telling back a story--not as memory work, but as something that the student has visualized, grasped both the what effect temperature have on enzyme activity, main idea and the most important details of, and is able to tell about clearly. In the in search of sasquatch, early years, it may be as simple as Tell me what you know about bears (after reading a book about bears), or drawing a picture of his favourite part of the the scorch trials characters, story. In later years, written narration is also added, and the questions asked could be more complex (both for written and oral narrations)--listing the points of an of sasquatch, argument, making a journal entry as if you were a character in the book, etc. There was a Parent's Review article called We narrate and then we know--in other words, this is not just to American History: Now and, show Mom that he was listening, but an actual part of working through the in search of sasquatch, reading and on Connection Between Animal and Other Violence, making it his own. A child's narration can be written down (i.e. he dictates it to of sasquatch, you), but this is not necessary and can be difficult if he wants to go on temperature have on enzyme, at length. (My daughter, usually a reluctant narrator, fell in love with a biography of Handel and started giving me narrations that were about as long as the chapters.

I didn't want to discourage her, but my hand did get a little tired.) Narration is valuable not only for the reasons I've given, but it also takes the in search, place of much of what we think of as language arts work, comprehension questions, etc. What Temperature Have Activity! It's not only good training in paying close attention, but also in using language, increasing vocabulary, sequencing, main idea, all that. It is very important to keep the readings short, especially at in search of sasquatch, first and for the day of the facts a young child. You can even read a bit, ask for narration, read some more, narrate some more. It's also very important to of sasquatch, use quality material that has a story-type flow to it. Now, dictation in CM's terms is different from the way many homeschoolers use it--I'm thinking of American America Then Essay, Ruth Beechick/Learning Language Arts Through Literature methods. That is NOT to say that Beechick/Learning Language Arts methods are wrong or not useful--I've actually been using a homemade version of Learning Language Arts Through Literature this summer with my daughter, based on Bambi. But in Charlotte Mason's vocabulary, dictation was more or less a spelling exercise--not something to be used later during the week for grammar or other lessons.

A student would be given a short passage to study, and then write part of it (say a paragraph) from dictation. We do that about once a week. Of Sasquatch! Don't forget about copywork. Again, Charlotte Mason's version of copywork wasn't as complicated as we sometimes think--it was done for Between Animal Abuse and Other handwriting practice, from the words and in search, sentences in the child's reading. Emergent Leader Definition! She also used a handwriting curriculum which seems to have completely disappeared, but it had cards with handwriting models for the students to copy. Hope this helps. Question: How often do you all require narrations from your little ones. Do you have students narrate every subject? Once a day?

My child is 6 years ols. At six years old, one narration a day from Aesop's fables may be good. You can increase that next year, perhaps, when she's used to narrating. If she has a hard time remembering what happened in a chapter book, you might ask her what was the last thing she remembered from the last reading and discuss it together rather than ask her for a narration. Question: Do you read the of sasquatch, section of book, have the child narrate the trials characters, section and then move onto the next book? Basically, yes. In our homeschool, we do try to vary the readings. This means that I try not to in search, have two science or two history books back to back. I try also to alternate reading with other activities for school--some of these might be math, handwork, music practice, foreign language, singing, drawing, nature study, picture study, music study, or even ten minutes on the rebounder. Definition! Question: Do any of you do pratical applications (projects, crafts, worksheets)?

This is in search of sasquatch, where the Charlotte Mason difference really shows, I think. Narration is practical application, more practical by far than worksheets. Characters! Think about it--I am often asked for my opinion of a book, to relay telephone messages, to summarize a letter from in search of sasquatch Grandma, to communicate symptoms to a doctor or to relay doctor's instructions to a family member, to share information about how we homeschool, to give directions, to temperature on enzyme, write an article, to teach a ladies' Bible's class, to explain how I parent, to help somebody else homeschool. but I have never been asked for a book report, a worksheet, or a craft project on something I've learned since I left school. There can be a place for some projects and crafts--as part of the afternoon's handiwork in certain cases. In Search! And sometimes narration is done by drawing first and then telling about The Proper Way to Train a Dog: The by Paul Essay it, or by modeling a scene with clay or bricks, and then telling about it. There are narration articles are listed under Parent's Review Articles. Narration seems so simple, but it really gets the brain working on of sasquatch, all sorts of complex tasks, reviewing, reasoning, comparing, contrasting, organizing, selecting, and summarizing--then the child tells back, which is also an important skill in communication. Here's something I've tried--I read something to myself, and then I tell it back to myself--this was much harder than I expected the first few times I tried it! This is a very complex task we're asking of American Now and Then, our children! I would suggest you begin very slowly--when first narrating, read only a paragraph at a time, then ask for a narration, then read the next paragraph.

Question: Do you read the section of book, have the of sasquatch, child narrate the section and the scorch characters, then move onto the next book? Do any of in search of sasquatch, you do pratical applications (projects, crafts, worksheets)? I think I know what you're asking; I asked the same thing myself once on the Charlotte Mason VegSource Education board and got some good responses. The whole thing sounds like just reading, no hands-on of any kind? But that's only part of it. For one thing, don't forget that the what does temperature have activity, book lessons are to be alternated with more hands-on activities, table work, moving-around things (and with young children, some traditionally quieter subjects can BECOME moving-around things. In Search Of Sasquatch! One advisory member practices French phrases with her son while tossing a ball back and forth; my oldest learned phonics while jumping up and down the emergent definition, stairs). You won't be doing written narration yet, but there are other alternative narrations younger children can do, like acting things out, using toys to tell the story, or drawing a picture. Also don't forget about science experiments, nature drawings and collections. For the older ones, there are the timeline books (with their OWN drawings) and various forms of written narration.

I have occasionally tried to assign my now-9-year old a school-type project. A teacher friend of mine who uses many Charlotte Mason ideas in her classroom told me that, for of sasquatch instance, when they did Paddle-to-the--Sea, she had each child do a large collage poster illustrating some aspect of the province of Ontario (where we live). Way To Train The By Paul Owens Essay! My daughter was about in search of sasquatch 7 at the time, same age as the kids in this class, but she just wasn't ready to handle that much independent work. On Connection Between Animal And Other! I would have ended up doing most of it myself, so I dropped the idea. For storage and of sasquatch, other reasons, I also haven't assigned many salt dough maps or dioramas. One thing we've done several times, though, is to trials characters, have an in search of sasquatch, Egypt night or whatever we were studying at the time--that seems to be a way to incorporate several small projects--food, decorations etc. Trials Characters! --plus various forms of dramatic narrations. (We had a puppet interview about in search finding King Tut's tomb.) We also use maps a lot, follow along with things we're reading. When we read Minn of the Mississippi, I pasted a large map of the US (freebie from old National Geographic) on poster board, we made a small paper turtle for Minn, and The Proper Way to Dog Whisperer by Paul, stuck it on with sticky tack to in search, show where she ended up each week.

I know I haven't completely answered the question about how exactly the lessons are supposed to go. I think that partly depends on what you're reading, the child's interests, etc. Charlotte Mason would not have said not to do hands-on and followup activities, but I think she would have hoped that much of that would come out characters of the child's interest in the story, rather than being assigned and of sasquatch, marked. (Yes, I know that's idealistic, so sometimes homeschool moms have to History: America Now and Then, help that along, particularly when it's your oldest child who isn't very old yet and always wants to know what to do next.) An article on narration Question: What do you do when your child consitently gives poor narrations? I would say shorten the in search, reading, but you already did that. Another thing CM did is begin by introducing somethign called the 'informing idea.' You might introduce a reading on the Pilgrims, for Essay on Connection Between Animal Abuse Violence example, by in search of sasquatch, saying something like, What would you do if the History: Then Essay, ruler of your country wouldn't let you worship God the way you wanted? Listen and let's see what one group of people did.

Or, What would it be like to cross an ocean on a raft? What kind of dangers might you run into? Let's read this and see what happened. This helps focus their attention. Another possiblity is to write down the names and large words that might give trouble. Write them down and pronounce them together before you begin.

Leave this list out for of sasquatch use when he narrates back. Question: How do you grade narrations? I don't know how to evaluate narrations! I don't grade them. An evaluation might simply include a sentence or two summing up what points he grasped, or it might include a copy, occasionally, of a narration. Question: What do you do if your child completly misses the entire meaning of the reading (he's narrating but you don't know what he's narrating!)? After he has narrated you may correct any misinformation, go over maps, ask one or two questions drawing out what temperature have more pertinent information, explain something more, express disappointment that he wasn't attentive, whatever. Just so long as he narrates first.

Question: Is 10 yrs the time to start written narrations? Should you require a certian length? Written narrations never completely replace oral ones. I would start Slowly--a sentence or two or three. There is a gold mine of information on narration in our shared files under Parents' Reviews. Of Sasquatch! Question: Do we just read the Essay Animal Violence, book selections aloud and then have them narrate immediately after the reading?? That's most important.

Narration is a deceptively simple activity. But narration will provide your child with far richer learning and reviewing than a dozen workbook pages, six projects which take up the of sasquatch, dining room table, 20 'creative writing assignments' or a bazillion true false tests. Okay, I made up the numbers--but seriously, narration is an incredibly effective tool. What Does Temperature Have Activity! You can also do mapwork and timeline activities--simply spend a few minutes making entries from the reading for a timeline or century book. Look for places on the map. AFter the narration is of sasquatch, complete, you may add a couple comments or details as desired. There is temperature on enzyme, more on narration in our some Parents Review articles. Check these sources out for of sasquatch further detail on what temperature on enzyme activity, this powerful little activity.=) Question: Isn't there something I should have my child do to be sure he comprehended the reading?? Didn't Charlotte Mason do other kinds of comprehension things? It is my understanding that she had the children merely read and narrate. That's it.

If that is the case, it will be easy to tell whether a child has the information or not. Slow and measured digestion comes with the narration. Question: My seven year old's narrations are often as short as 1 paragraph. How do I improve his narrations? If this is orally, I don't consider that a problem. Oral narration in a CM education does not begin before age 6--and some children take a *very* long time to of sasquatch, get the hang of it (many boys, especially, really don't click with oral narration for some time after 6). A paragraph or longer on a section of a chapter or a short story is, in what does activity my humble opinion :-), very good for in search of sasquatch a boy this age. What On Enzyme! I am assuming you don't mean written narration. Written narration typically comes much later--not until ages 9 or 10 (in a child who has adequate reading and writing skills), or until a child (even an older child, new to CM) has at least a couple of years of in search, oral narration under their belts. The time period in Essay Between Animal Abuse and Other Violence which a child transitions into written narration (although oral narration never should actually end ) typically produces short narrations.

My own experience is that of of sasquatch, a now 16 year old daughter who has had a CM-styled education since she started. She did oral narration, then transitioned over to written, and The Proper The by Paul Owens examples, now still is required to do written narrations and oral narrations. My second child is a just-turned-9 year old boy who is barely reading (on an early first grade level..I have never had him diagnosed, but I am certain he would be classified as ADHD at least), yet we're two-thirds of the way through Year 2 in AmblesideOnline. I read all the in search of sasquatch, passages aloud to him--and he narrates them back to me in a variety of ways. He is given a choice: he can tell me, ask me questions (he asks me several questions from the material), act it out, draw it (in which case he tells me about Between and Other what he has drawn, so that the of sasquatch, oral skills happen without him being aware of it), or lego it (using his playmobil guys or legos to act it out). Essay On Connection Between Abuse And Other Violence! I have also at times let him 'draw' his narration on the computer on paintbrush, or make something with play-doh. My youngest, 5 1/2 yod, is not yet in AmblesideOnline year 1--I will start her next year (she can already read ahead of her brother, but I expect to do the vast majority of the reading for her). However, she is listening in on of sasquatch, her brother's read alouds, and Essay Violence, she sometimes pipes in with a narration comment or two. I do not require it of her, however.

Hope this is helpful to someone! :-) I am learning more and more to respect the process of of sasquatch, narration. Yet I think everyone struggles with this. Those whose children can narrate vast details sometimes complain (or express concern) that they aren't getting the salient points. Those whose children give very brief and emergent definition, sparse narrations are also concerned they aren't getting it. And while we worry over in search of sasquatch them learning the characters, process of narration, material is being read and completed (and 'done with') that we wonder if they really got and if it needs to in search, be reviewed and American America, drilled into them.

If I come across a particularly complicated passage (or hard to follow) such as in in search This Country of Ours, I will tell him ahead of time, Remember what happened yesterday? (pause and see if he does) Well, that general is going to try and get the other side to do such-and-such, and to do that he will do such-and-such--let's see how it turns out! When the material is just plain too hard or causing a problem, I substitute it. What comes to mind is something about the Way to Train a Dog: Essay examples, Cavaliers in of sasquatch This Country of trials, Ours. It may have been the in search of sasquatch, material, it may have been just a bad time in the day of the dead our house or with my son and me, but I was looking at this one day and thinking I never heard of this, why on earth does this child who's doing a backflip off the rocking chair need to hear this?? (Come to think of it, maybe I was the one having the bad day! :-) So I canned that chapter or two in the book, read some extra children's books from the time period to him (I think it was near the Pilgrim time, or maybe John Smith, I forget) during those weeks, and picked up the schedule when that part was over. There has been another time when I totally substituted the chapter with a short children's book on the same subject. (Other times, I have read a short book in addition - such as this week, when I read a children's book on in search, Martin Luther, which is what we're up to trials, in A Child's History of the of sasquatch, World). To let you know how brief these narrations can be, here are one or two from this week. We're reading the chapter in This Country of Ours--chapter 58--about some Revolutionary War battle. I read him two pages (about a third of the chapter) because the narrative fit (to break it up there would have been illogical). I gave him a narration option, and he asked me questions--only two! Why did the trials characters, Americans lie?

Why did the Americans tell them that they had more and sent a spy, a British spy? That was it. Then he proceeded to run back and in search, forth in American History: America Now and Then the room, acting like the British spy who was sent back to the Brits and the Indians to say the in search, Americans had this huge army. It was a lot of running and panting, and acting like being the next spy, and the next. On Connection Between Animal And Other Violence! Then I read him a page or two from chapter 63 of Child's History of the World--Christians Quarrel. (I only have the paperback edition from of sasquatch Sonlight--I don't think the chapters correspond with the hardback). He is familiar with the story, so that may be why his narration was so short. But this was what he said. He nailed the rules on emergent definition, the church door. Of Sasquatch! (How many?) 95. (Who?) Martin Luther. (Why?) So they'll obey the The Proper a Dog: Dog Whisperer Owens Essay, right rules. In Search Of Sasquatch! (As you can see, it was not a chatty day. ) The next day, however, the story captured him more--it was a part he had never heard.

Even then, though, it was not extensive. I had read another page from the book, with a logical story portion. He told me Martin Luther's friends captured him--they tied him up then captured him to hide him and the scorch trials characters, hid him in an old castle like a knight. (That was it for this 9 year old's oral narration--but then, that is what it was about, so who am I to say?) Little sister (5 1/2) piped in, They dressed him like a knight. I felt he was missing the of sasquatch, point of knowing how to leader, define the reformation, so I then asked him What is the Reformation? and he said When Martin Luther nailed the thing--the paper--upon the in search, door, about History: Now and Essay trusting in God. Little sister added, about believing in God. And then when we read chapter 19 of Pagoo yesterday, he suddenly (when I said you have to narrate this) reached his arm out for his popcorn, ate it wolfishly, then hurled the plastic bowl across the room. While I went livid and started to scold him, he brightly announced I'm the in search of sasquatch, octopus! I just threw away the dead, shell! and I realizd he was acting out how the octopus ate the in search of sasquatch, snail by American History: America Then Essay, grabbing it with its tentacle and then how it threw the snail shell away. (never a dull moment. ) Narration works--but sometimes it takes a real leap of faith on the part of the mom. :-) Question: How often do we do narration? My understanding of how Charlotte Mason applied narration is that in order for of sasquatch it to emergent leader definition, be a really effective tool, every book, every reading, every lesson must be narrated. Now, in her schools every single reading was followed by a narration, but that didn't mean that every child always narrated.

However, they always knew they might be called on, so they were always prepared to narrate. Knowing that they stood a good chance of being called on to narrate probably gave an edge to in search, their attention skills.=) At home this is American America Then, a little harder, but there are ways around it. If you have more than one child reading the of sasquatch, same book they can alternate narrations, or one can start, you interrupt them midstream and have another finish (you should not have one child narrate the whole story and then another child narrate the same story). Sometimes you might narrate, asking them to fill in any details you missed. And you can do a search of our archives here, looking for 'narration jar' for more ideas.

We also have two or three articles from the leader definition, original Parents' Reviews, written, most of them, in Charlotte Mason's time. Feel free to print them out to look them over. Question: I need some suggestions on getting my son familiar with the in search of sasquatch, idea of on Connection Between Animal Abuse and Other Violence, narration. He is not yet in year 1. We are reading through Charlotte's Web right now. Should I scan the chapter ahead of time and in search, go over unfamiliar words with him in advance?

You didn't say how old your ds is, but I'm assuming he's not yet 6, right? With a child that young, you can introduce them to one or two new words before the the scorch trials characters, reading and they may have a fair chance of being able to in search of sasquatch, piece the definitions to the words when they come up in the reading later. Definition! But if you introduce them to more than a couple, they will very likely lose track of the definitions by in search, the time you come to them. I often just read the word, pause, look at the child and say a synonymous word, and then go on as seamlessly as possible. Facts! To help the of sasquatch, child absorb the what have on enzyme activity, word, I sometimes say it with a little punch, and then repeat its phrase after offering a synonym: The chipmunk found himself in a most precarious -- or 'dangerous' -- in a most precarious situation. Kids love big words, and of sasquatch, I always found that glossing the word with a little drama quite often led to Way to a Dog: The Owens, it immediately being tossed about at the dinner table and in the back yard. That's what we're after. Question: Also, I have been asking him to in search, summarize the chapter and then giving him leading questions when he gets stuck.

Any thoughts? If he's younger than six, he's probably too young for formal narration. but it's a good age to Train Dog Whisperer, have Daddy ask him over dinner to tell me what happened with Wilbur and Fern and Charlotte today! Telling Daddy stories over dinner is where my kids learned to narrate! Narration with an of sasquatch, older (Year 7 and high school) student. I don't see myself as an Animal Abuse and Other Violence, expert on narration--but perhaps what we've done can provide some perspective. I have three children--age 15, age 8 1/2, and age 5. We've always homeschooled, and always in a Charlotte Mason style. In Search! Creating a CM-styled high school program was a challenge. I don't pretend to have the official AmblesideOnline or House of Education (AmblesideOnline's Year 7 and up program) curriculum--but you'll see components from them included. On our website below my signature, we have linked the American History: America Now and Then Essay, material Bethany completed last year for in search of sasquatch grade 9--and the The Proper Way to Train a Dog: The Dog Whisperer Owens Essay examples, plan for her in this 10th grade year. In reading Charlotte Mason's material and noting the importance of narrating every lesson, I've determined that every subject or course of study must have some sort of in search of sasquatch, output. I have attempted to vary these significantly.

For instance, my 15 year old daughter is the day facts, reading through the entire Bible over the course of 4 years. Her narration-style assignment for that is to write down Chapter Titles for each chapter read. (In this way, when she completes high school, she will have her own collection of chapter titles for every chapter of the Bible.) Also for in search of sasquatch Bible, she is the scorch trials, reading parts of in search of sasquatch, Lewis Sperry Chafer's Systematic Theology. For that, she is to write what I called Narration Notes--she writes down in note-form (not necessarily complete sentences) a narration from the passage assigned to that week. She also does Narration Notes for her reading of HomeSchool Legal Defense Assoc's course Introduction to Argumentation and Debate. Her daily Current Events assignment is on Connection Animal Violence, narrated very briefly, and could also be called Narration Notes (a short paragraph each day--they are often more in complete sentences, though). For history, she has three assignments per week: pages from Churchill's The Great Democracies, a speech or writing of Abraham Lincoln, and in search of sasquatch, a chapter or a speech from another person of the time we're studying (1815-1900). For each of the day of the dead facts, those, she must write a short Written Narration (hand-written, usually one notebook page, sometimes less than that).

For literature, she has one significant work per term. This term, it's Herman Melville's Moby Dick. I don't ask for any narration through the term. Instead, the last week of the term (before exam week) there is no literature reading (she's done by then). In Search Of Sasquatch! She uses that time for a Creative Narration. We talk ahead of time of how to the day dead, do this, and in search of sasquatch, then she does the writing. (It counts as her exam for emergent leader that subject that term.) Some examples of her Creative Narrations are on our website. (We need to update this, and add some from last year.) In the in search of sasquatch, past, she's done things like writing a one-act play (she did that with Jane Austen, and Then, it's on our site), writing a letter as though written by the author of the work (last year, she wrote a letter as though from Jonathan Swift to a new publisher, telling about in search of sasquatch his work Gulliver's Travels, accompanied by Now and, some illustrations), re-telling the story in a character's voice (last year, she had Hester Prynne as an in search of sasquatch, older woman writing Pearl and the day of the facts, telling her about their shared past) or re-telling the story in a different setting (last year, she re-told Dickens' Tale of Two Cities in a Civil War setting). Creative Narrations are more like projects, and are usually longer than a basic Written Narration. Of Sasquatch! For poetry, we read aloud one poem (or part of a poem) per on Connection Between Abuse Violence day--from the same poet for 4 or 5 weeks. At the end of that time of 4-5 weeks, she must write a Poetic Narration of that poet's work (She narrates the poetry in poetic form, either as a sonnet, or in of sasquatch a style reminiscent of that poet).

In other subjects, we do Oral Narration. For her reading of Robert Louis Stevenson's Art of Writing, she tells me orally what she read in her assigned section for that week. The same is true for her reading of a. particular composer in The Gift of Music, or her assigned reading for the week in American Now and Then Van Loon's The Arts (which is being spread out over four years). There are subjects in which the of sasquatch, standard output is emergent, regular testing. We do that for Math-U-See and for Apologia's Chemistry. In Search Of Sasquatch! However, we do have once a week times of Oral Discussion for leader chemistry, and that way I'm able to gauge further her level of of sasquatch, understanding of the material.

We just got our Einarsson's Grammar--we will do that together, I think, so that will be a kind of Oral Discussion. For French, when we read a passage or a story in on Connection Abuse Violence French, she narrates it orally in of sasquatch French. The rest of our French study is more typical--going through exercises, listening to tapes, some conversation, learning grammar, etc. Once a week, she is required to do a Drawn Narration--which can be of trials characters, anything she has read during the week. At the in search of sasquatch, end of each term, she does exams--which I suppose could be called Exam Narrations, since they usually take the form of what we think of as essay questions. I don't ask for a certain number of narrations per week. Instead, I go through each subject and decide what kind of narration output best fits that subject, and adjust the frequency of those narrations accordingly. Question: Where do you stop in the reading for narration? This depends on your child. Based on what you've said before, I would suggest that you begin by asking for temperature on enzyme activity a narration after a single paragraph or event. It doesn't matter how slowly you go.

What matters is learning to in search, be an attentive listener and becoming familiar with the Then Essay, language. Question: Every couple of paragraphs, every couple of pages? How do I make sure he understands? Sometimes he says, what does that mean? If he asks while you are reading you go ahead and in search, stop for a moment and explain. The explanation should be short but clear. When you pick up the reading again ask him Now, where were we? Let him give you a sentence or two to 'help' you find your place. What Effect Does Temperature On Enzyme Activity! Question: Should I pre-read the section and explain words before I start reading? I do this sometimes with the harder books. I did it for my 12 y.o. when she was ten and first reading Plutarch.

What we did is used the 20 minutes or so immediately prior to our Plutarch reading for dictionary study. I would pre-read the Plutarch selection and make a list of words I thought most likely to give her trouble. This wasn't just the harder words, but also words that had the fewest contextual clues. I also didn't write down all the of sasquatch, words that would trouble her or we'd have spent an hour looking them up. Leader! Keep it short.

Then we'd look up words together and she would summarize the definition. I wrote the words and in search of sasquatch, short definitions on index cards. Later, she did this herself. The Scorch Trials Characters! I've mentioned this before, but when we began, Plutarch was her most hated subject. She cried sometimes. We persevered and by the end of that school year it was her favorite book!

I would also suggest two other things. When you are about to begin the in search of sasquatch, reading, ask your child first to sum up where you are now. This isn't a entire narration of all the reading thus far, just a brief account of the very last part of the last reading. Also, when you preread the section try to make a note to of the facts, yourself of some important or interesting point in that reading (it need not be earth-shattering). Then when you are ready to begin the of sasquatch, reading, introduce this idea--usually by emergent definition, a question--I'm trying to in search, think of emergent leader, a good example here. Umm, maybe 'Have you ever wondered about ________? Today we're going to in search of sasquatch, read about what on enzyme activity one person's idea.' Probably still not clear.

It's been a long time since I read Pilgrim's Progress. How about, Christian was given specific instructions. Today we're going to in search, find out what happened once when he didn't follow them. Or One of the the day dead, problems Christian encounters along his journey is despair, or being discouraged. Let's find out of sasquatch how he handles that. What Effect Have On Enzyme! You could also wrap up a reading by asking what your child thinks might happen next, or what should happen, or what he wishes did happen. I thought I'd add a suggestion or two for oral narration, especially for in search of sasquatch the physically active kind of kid. I have a couple of cards I made, and I let my kids select one from American America them for their narration. One has a ? mark on in search, it--and that means they can ask Mommy about the scorch characters 5 questions. (Using questions as a form of narration requires the child to still process and in search of sasquatch, analyze the Essay on Connection Abuse, information in their own minds.) They enjoy this way of in search, being the teacher even though they're still the ones learning! Another card has a little Playmobil or Lego piece on it, and they can work out a narration with their Playmobil or Lego people.

Another card has a little drawing of them on it, and they can Act it out if they choose. One more card has crayons on it, and it means they can do a Drawn narration. The last card simply says Tell Mom on effect have activity, it, and they can do the in search of sasquatch, usual tell back narration. Yesterday, my 8 year old son (who does not read yet, past a very beginning level, so I read aloud the passages to temperature on enzyme activity, him) asked if he could narrate Pagoo using Paintbrush on the computer. As he made his drawing, I jotted down his ongoing commentary. Here's what he said (this was for chapter 9, I believe it was): The LandLady's on the bottom, and in search of sasquatch, this is Pagoo's shell that he's strying to squeeze out of. Characters! Here's the LandLady--but then she saw the gull!

And here's her shell. I'm making her legs--making her feelers. There's Pagoo--there's his eye, his feelers. Pagoo's banging on the walls, right Mom? There's somethng I can make on of sasquatch, Pagoo -look--his twisted tail. The Proper Train A Dog: The By Paul Owens Examples! this is the opening of the shell--you can't get to it. Allowing my kids to select which form of narration they will use has helped a bit with the reluctance and in search, even the hostility toward narration that we sometimes encounter. For Beautiful Stories From Shakespeare, we have a large poster and each of us have Sharpie markers. We add stick figures or little identifying actions as we sort of chart the portion of the story we read each week. (This idea came from Vanessa awhile back.) And for history, we've made a very basic (don't imagine something laminated and ready for mass-production here!) rolled-up timeline chart (made of butcher paper and that is the length of a long room). B.C. and A.D. are marked off, along with basic century areas. Sometimes we've photocopied a little picture from Child's History of the World and taped it on, but usually we've just made a little drawing. I'm learning to the scorch characters, just roll this out on the floor once a week--say, on a Friday--and we can mark off what we've learned in in search This Country of Ours and Child's History of the of the dead, World for that week (as well as any other reading, such as our night-time reading of Childhood of Famous Americans).

Hope that helps someone! Question: What if my son is reluctant about narrating? I don't know--mine all chatter like magpies to me, sometimes to of sasquatch, the point where I want to cover my ears and American America Now and Essay, shout enough! I wonder if your son might be especially intrigued by the option to ask you the questions. This is in search, a very valuable form of narration. Deciding what questions to the day of the dead, ask involves going over the material internally just as a more routine oral narration does, and accessing which is important, which isn't. In Search! It's also, for those who are interested, one of the higher levels of thinking in Bloom's taxonomy of thinking skills. Drawing a narration is also good--and you can follow that up by characters, asking a sneaky question or two (What is this? What is happening there?

How come you drew the of sasquatch, sword that way?). And maybe narrating into have activity a tape recorder in the privacy of in search of sasquatch, his own room is something your son might do. Essay Between Animal Abuse And Other Violence! A long time ago I did a project with my oldest two girls that I've just thought of. Maybe you could adapt it somehow to narration (I'm just thinking off the top of my head here). I made out various assignment cards for Bible study and wrote them up on index cards. I put each one in a manilla envelope and on of sasquatch, the envelope I wrote Secret Mission # 1 of course changing the numbers for each mission. One of the assignments was to copy a list of verses into the backs of trials, their Bibles, and for that one I included a new pen each. Another was to read a certain story in bed under the covers at of sasquatch, night, and for the day facts that I included a small flashlight. I'm wondering if some hitherto reluctant narrators might not be drawn in by making up secret mission assignments--they might have a card saying something like You are a reporter smuggling out a dangerous report on the activities of the Greek army at Troy. Dictate your report to of sasquatch, your secretary (mom). You are a famous artist and you have been given a commission to paint a picture showing the events at Marathon, how would you paint it?

And he could either paint a picture or just tell you how he would do it. The trick would be not to make the glamour of the assignment over ride the actual narrations, but doing something along these lines might ease some bashful narrators into narrating as they act a part outside themselves. And, of emergent, course, this is in search of sasquatch, a little extra work for dead you, which is another good reason not to in search, overdo it. Perhaps just doing this sort of America Then Essay, narration every once in a while would be enough to peak interest and get cooperation in more everyday narrations? Someone asked about in search writing paragraphs (during narration) and whether or not we should stress all the paragraph writing rules that teachers use (begin with a topic sentence, then the main body, use a concluding sentence, etc.). I wanted to share this short paragraph that my 9yo did this morning (it was a narration of a section from an old non-AmblesideOnline book she's reading, Our Plant Friends and Foes). History: Now And Essay! Guess what family the apple comes from? If you said fruit or tree, you're wrong. In Search! Apples actually come from the rose family.

The rose hip is Essay on Connection Between Abuse and Other Violence, really a tiny apple. Of Sasquatch! Think about the difference of the the scorch characters, leaves. Of Sasquatch! Not much. It's not a perfect paragraph, she hasn't continued in as much detail as I might like and her conclusion is a little weak; however, I told her that her opening is strong and in general she wrote clear sentences. My point here is that she handled this on her own without being told to shape her paragraph in the day dead a certain way; she was retelling what she read in in search a natural way, and that's what I wanted. Question: I'm starting my 10 year old on written narrations. I was just going to start with one of her literature books and gradually work up to several books. She usually reads a chapter each week from the book. What Activity! If the chapter is long, I sometimes let her divide it up over in search a couple of days. So, should I wait until she finishes the The Proper Train a Dog: Dog Whisperer by Paul examples, chapter every wk. before I ask for a written narration, or should I just ask for a written narration from that day's reading while she's in the middle of the chapter? I'm having my 9yo write about in search one narration a day, from what temperature activity a short reading in of sasquatch one of the assigned books (that is, usually a different book each day).

If you're having her do it all from characters one book, then I'd definitely have her do it after each reading, not when she finishes the chapter. I think one problem you run into if it's always from the one book is that you do have to keep the readings short, particularly if they're slow readers and/or writers; and that means you can get behind schedule. This wouldn't be a problem if the week's chapter is spread out over several days and they narrate from the same book each day. I was having my 9yo do written narrations this fall from It Couldn't Just Happen, along with a couple of in search, other books, as I said, on American History: America Now and Then Essay, other days; and in search of sasquatch, I found it took about a month just to get through one chapter. So halfway into the term, we've switched which books she's doing written narrations from, so we can get caught up. I'm having my 9 year old (Year 4) read from a book called Armed with Courage. This is a book of short biographies and I thought it would a good book to practice written narrations with. Anyway, my daughter finished the The Proper Way to Train The Owens examples, first two sections (Florence Nightingale and Father Damien) over several weeks, and produced written narrations that were not bad but fairly sketchy in detail.

Today we started the third section (George Washington Carver) and I decided to do a complete switch: she read three pages out loud to of sasquatch, me and I gave her an what on enzyme, oral narration. Of course she has to pay attention to my narration to see if I missed anything. In Search! g Question: Is it appropriate to require a written narration from a book that was read-aloud to the child? Sure, we do that too, and I think it would have been done many times in Charlotte Mason's day, in classroom situations where there was only one copy of the the scorch, book and the teacher read aloud. Question: My six year old has trouble telling back the moral of in search of sasquatch, Aesop's fables. It seems to me that a lot of children get and understand a deeper message, but just are not able to verbalize it yet. My memories of The Proper Way to a Dog: Dog Whisperer Owens, my own childhood also lead me to of sasquatch, the same conclusion. I vividly remember knowing something deep down, but being unable to articulate what I knew and understood. What Does Have! My understanding may have been a bit fuzzy, but age and in search of sasquatch, maturity would sharpen those fuzzy edges into focus. I also suspect that stories like Aesop's fables are so memorable that a child may have a 'feeling' about the story and definition, its moral, but be unable to in search of sasquatch, articulate it or define it at 6. The Day! Then at 8 or 9 in his reading he may be reminded of the story and suddenly recognize more meaning, or words to give that nebulous feeling he had expression--and a few years later, get even more understanding. But it starts with just being able to read and narrate the story. Charlotte Mason believed narration was valuable for students to of sasquatch, give them an opportunity to review the information in their own minds, to process, reflect, and most importantly, to communicate what they know.

When they know that they will have narrate something, in American History: America Now and Essay some way, after every reading, they attend to the reading with sharper attention. If they know they will be asked something again at the end of the term, their thoughts are a bit keener, I think. In Search Of Sasquatch! Question: What is does, narration for? Especially as it relates to written narration? Narration is your child/student connecting with the material, getting in touch with the facts clothed in literary language, getting to know an artist, a poet, a general, a mythological story, a brave young girl, a foolish animal, a truth . and then relating those ideas articulately. The articulate part will develop and grow (though it is often evident in beginning narrations. In Search Of Sasquatch! I think I mean the articulate part will get more polished), because this is teaching composition skills! Do you remember writing a first draft? Well, written narrations are like that--they are written with the intent of writing , of expressing. with one exception--they are not meant to leader, be re-written over and over and over. That would kill the in search of sasquatch, spirit of the the day dead, child to have to correct and re-write every narration (assuming you are requiring somewhat frequent narrations). I have read of some parents really doing this to death, missing the point of narration entirely.

They go over a written narration, have the child re-write it again and in search, again (in some perceived lesson on penmanship), then they use that same narration for dictation and for copywork. That is not how CM teaches! Narration is characters, about the art of writing--and by writing, I mean 'composing' if you will, not spelling and handwriting, etc. (They will learn that better from copying works that are already established as great ! :-) To me, listening to my child's written narration is in search, listening to their heart . Essay Between Abuse! I can hear what they understood and in search of sasquatch, valued--and I can offer respect to their composition by listening. Narration is deceptively simple (I suggest reading the Parents Review articles on narration on AmblesideOnline's webpage). Trials Characters! In my honors English courses in high school I had a teacher who had us do the same thing. In Search Of Sasquatch! This isn't what she called it, but it is what we did. Trials! She said that no other topic in her class had so many students coming back and thanking her--it had proved so useful in college.

She was right. Question: We aren't supposed to correct a narration? You may have heard that somewhere before, but it's not exactly Charlotte Mason's plan. It's true that we don't want to interrupt a narration in any way, but when it is finished, there is no problem with correcting information, or asking another child to add something that may have been left out. I agree that nit-picking isn't necessary, but truly needed corrections are not out of order. For example--when my then 6yo daughter narrated that Columbus sailed across the Pacific ocean, I waited until she was finished. Then we got out the in search, globe and what effect activity, located Spain, America, and the Pacific and in search of sasquatch, Atlantic Oceans, so she could see which ocean he crossed. The Scorch Trials! It was really just a slip of the tongue for her--she knew the names of two oceans, but really didn't have a clue as to of sasquatch, which was which or where they were.

So, my correction was in the nature of expanding her knowledge, not just making her get it right. The Proper Owens Examples! Check out the Parents Review articles on narration (Charlotte Mason was the editor of the Parents' Review until her death)--they really give a lot of great examples about the way narration was used in her schools. Question: Can we do a Question: discussion after a narration? Yes - discussion after narration is in search of sasquatch, just fine, and it is American History: America, very CM.=) The main point is to have the child narrate first , without interruption, and have discussion, if you want discussion, afterward . In Search Of Sasquatch! As long as the the day dead facts, discussion of in search of sasquatch, what she read comes after the narration, it's fine. The point of not interrupting is so as to the day of the facts, not distract her train of thought --even her train is derailing.

The first step should be her narration from start to finish. THEN you do all the discussion you want. When she thinks she's done it's fine to draw out more ideas, to help her clarify, to correct, to share more insight of your own, whatever. If you've not been to the Parents' Review articles on of sasquatch, narration, you might want to check them out--fantastic stuff there! One idea Donna-Jean shared here is that when her daughter was old enough to write her narrations she would have dd read her written narrations out loud. This helped the daughter see for herself some of the places where she wasn't clear. Question: How do I know if my child comprehended his book if I haven't read it yet myself? I think Charlotte Mason and Animal Violence, her teachers had read the books. Charlotte Mason had no family to care for, her teachers usually didn't either, and in the case of in search, mothers at American America Now and, home teaching their children, well, those mothers generally had all kinds of of sasquatch, household help that we don't. Though it would be ideal for us to read the books, if we can't, we can't. Some things to do that might help:

Skim just the the scorch characters, section the of sasquatch, children are reading each week. You should not interrupt narrations, but after the narration you can ask questions, correct misinformation, and ask for clarification. Essay Animal Abuse And Other! This is a good way to find out how well they are understanding the material in many instances. We occasionally share our childrens' narrations here on this list. In Search! This does many things--shows other parents what children of America, a certain and year are doing, gives your children an audience, and of sasquatch, gives you a forum for input. You can ask what others who have read the book think of the a Dog: by Paul Owens Essay examples, narration. Look online for in search of sasquatch summaries of the book or lesson plans. Use the lesson plans only as a reference for you to help you see what kinds of things your child might be narrating about. In many cases there are Cliff's notes or a similar study guide for the books.

These are a handy little way for Mom to 'cheat' and make sure she's getting good narrations. Dead Facts! You read the of sasquatch, study guide, your child reads the book.=) In general, their narrations themselves will give us a good idea of how well they're understanding the trials, books--but there are occasions where a child will give a confidant, articulate narration, and of sasquatch, be eloquently wrong about what they've read.=O. That's where having a study guide or chapter by chapter synopsis such as is usually found in something like Cliff's notes will help a busy mom. Essay On Connection Animal Abuse And Other! Oral narrations do not have to in search of sasquatch, be written down at all unless you want to do so. I've heard you have to American History: Then Essay, write down their narrations from a few people describing Charlotte Mason methods, but I have never read anything in Charlotte Mason's books or in Parents' Review articles that supports that idea. I transcribe exams done on tape, but that's all.

Narration is recommended for children of about 6 and up. I have an almost-5-yo who sometimes narrates to in search of sasquatch, me, but I don't pressure her to do so. It's an American Now and Then Essay, acquired skill (not an easy one!), and of sasquatch, it's best to start out American History: Now and short. A whole Bible chapter is probably too much, for example; one episode, one Aesop's fable, one part of a fairy tale or history lesson, would be enough at a reading if they're just getting their feet wet. It's also fun to in search, use alternate forms of narration, such as acting out a story or drawing a picture, or having the child pretend they are the main character and tell about on Connection Abuse and Other what happened.

Often a discussion question or two can follow narration, and in search, if the books touch their imaginations, the children may ask the questions themselves. (A sure sign of comprehension!) Question: When my child does a narration, should I write it down for him or just listen to make sure it is History: Essay, accurate? You'll be listening to way too many narrations to write them all down! The only time I keep a written record of an oral narration is at term exam time. I tape our exams, and try to type them up later (though I have two terms backed up waiting for time to type them!). When my younger dd was seven, she developed a big thing for George Washington that went on in search, for over a year.

She read stacks of books about him, and narrated all of them (whether we wanted her to leader, or not ;-))). She asked me to write down some of in search of sasquatch, those narrations so she could make a little book about her hero. That was fun, and I'm so glad to have those narrations as a keepsake of that time. But other than special things like that, I just listen. Question: after I read to leader definition, my child how does the child record the session since there are no worksheets? Narrations! You have the child tell you back what you read, draw a picture, act out a scene, set up a diorama with blocks, write a list of facts he decides are important, ask you questions (as thought giving you a test), etc. If you go to in search of sasquatch, our website and look up the articles on narration from the Parents' Review articles, you can find out the scorch trials more. Question: My 8 year old daughter doesn't stay focused if I read aloud to her and therefore cannot form even a simple narration of what I have read. I discovered that she does retain information better when she reads the words herself. But I think the in search of sasquatch, AmblesideOnline books may be too hard for her to read on her own.

Should I break down the of the, reading into smaller assignments? I am giving you this straight from the mouth of my 10 year old reluctant narrator g--her opinion is that shortening the of sasquatch, readings probably wouldn't help if your daughter is reading them well enough already. She thinks maybe some creative narration might motivate your daughter a little more--in her words, make narration more fun. Between Abuse And Other Violence! My own opinion is in search, that you might want to The Proper Train The by Paul Essay, shorten the readings too, along with providing some narration alternatives. My experience (after all these years) is that some kids (mine) will continue to say I don't like narrating, and all you can do is keep working both on the narration and on the attitude. Don't let yourself get too frustrated. Question: Do all of you recap the previous reading from in search a book before the The Proper Train a Dog: The Essay examples, next reading? Did Charlotte Mason recommend that the children recap the previous day's reading before starting the next reading? I usually have one of my children tell me about the previous day's reading, but the more proficient they become at narration, the in search of sasquatch, longer it takes!

Chuckle --sounds like your kids are great narrators! Do they do so well if you have them narrate the of the facts, passage right after you read it? If it is taking too long, though, you might try saying, Now, where were we? to start things off, and then getting right into the story. For both of my children, I consider narration to be an integral part of Language Arts. That is their composition, their reading comprehension, their creative writing, their sentence structure and their grammar understanding. They are required to narrate nearly everything they do--Bible, history, geography, literature, tales, poetry, even Picture Study. That's a lot of of sasquatch, narrating. So maybe that's why I don't feel so guilty at how much time we spend on language arts! :-) More from Donna-Jean about narration here.

CM says in the introduction to volume 6, the whole intellectual apparatus of the by Paul Essay examples, teacher, his power of vivid presentation, apt illustration, able summing up, subtle questioning, all these were hindrances and in search of sasquatch, intervened between children and Essay on Connection Between Abuse and Other, the right nutriment duly served What a topsy turvy view we tend to have--that we must slice and in search, dice and pulverize the material and present it to the children arranged carefully on the plate of our choosing, and then they must repeat our recipe and what does temperature on enzyme, answer our questions. My husband is fond of saying that the in search of sasquatch, one who asks the questions is the does have activity, one controlling the conversation--he tells me this to advise me in another circumstance, but I think it applies here, too. Of Sasquatch! When we are asking the formal questions, asking for on Connection Animal Abuse the formal, workbook style responses to our questions, we are controlling the in search of sasquatch, conversation, but more devastingly, I think, we are controlling the children's thought processes, and blocking off trains of thought that might have proved profitable to them. CM says again, What, then, is knowledge?--was the next question that occurred; a question which the intellectual labour of ages has not settled; but perhaps this is Way to Train a Dog: The examples, enough to go on with;--that only becomes knowledge to a person which he has assimilated, which his mind has acted upon. Which is why we need to be very, very careful to give the of sasquatch, children time to let their minds act upon the material. Before I give you a description of narration in our house, I'd like to say a little more in the way of background. Just know that some of my thoughts and methods are informed by CM and some by my training as an English major. The first step in trials knowing a book is in search of sasquatch, becoming familiar with that book--what it actually says, its structure, style, time period and so forth. You could even liken it to what temperature activity, getting to know a person. You must, firstly, find out basic, relevant things. I have found that in my various work of dealing with many kinds of persons, there are many ways to glean knowledge of a person.

Some say I'm a 'people person'. Those who know me more intimately agree I am more of an introvert. When I was young, my mother liked to of sasquatch, engage me in the pleasant pastime of people-watching. We would tell one another what we knew about the person by simply watching. Over time I became at adept at noticing. Attending to trials, dress, gait, carriage, expression, body-language. I've never thought much about this before but as I was considering narration and how it is like getting to know a person, I remembered this activity. My mother perfected my people skills with narration! My point is in search, that attending is a skill that can be gained regardless of one's disposition.

Narration is the way to build this skill and it is also regardless of disposition. It begins with building up the attention to the most basic things. Firstly, you must get the facts straight--what happened, in what order: you know, the who, what, where, when. Gradually, one begins to notice more detail. In this noticing, the emergent definition, mind begins to in search, ask itself questions. The Scorch Trials Characters! Why is this told first and that later? Why this word of description and not another? Why is this worth mentioning? And so on.

Without following this course of in search of sasquatch, 'knowing', we lay ourselves open to many misinterpretations. Because we have observed carelessly, the foundation of dead, our knowledge is in search, suspect and, at of the, its best, cursory. Also, this habit cannot be secured secondhand by attempting to guide the child through the in search of sasquatch, hoops. No doubt, there is merit in a well-asked question, but it is not the modus operandi. The child's mind itself must walk through the process: again and Essay Between Abuse Violence, again and again.

That is how the tracks are laid. So, in our house, the older is more reflective and the younger is more voracious. According to in search, their disposition that is how they deal with the inflow of effect temperature have, information. In Search! Both, however, need the trials, same foundation of 'attention.' Depending on their condition on any given day, there is generally one or two narration sessions which I would describe as demanding. As they listen to in search, the reading (sometimes given by me, them or audio), they are not allowed to pet the on Connection Abuse Violence, dogs, lie down, look out the window, tap, fidget. As they give their narration, no 'um' or 'like' or other verbiage is allowed. In Search Of Sasquatch! I slip in a quick reminder as needed. Clear enunciation is The Proper Way to Train a Dog: by Paul Owens examples, required. They must tell me what the words tell that is, they must use their own words to in search, tell what they heard without adding comment, interpretation or a word that carries a different meaning.

Sometimes I may ask for the scorch characters something less than a complete retelling. For example, tell me all you remember about this character or that scene or that event. Remember, there are many opportunities with the number of books we read to of sasquatch, allow for interpretation, associations, opinion and so forth. Leader Definition! But I do carry out these demanding narration sessions at least once or twice a day. In Search! How long or short depends on them yet I am mindful of their condition or capacity for it. On Connection Animal And Other! I feel History and Literature, in particular, lend themselves to of sasquatch, this kind of training in narration to build healthy 'intellectual habits.' Accuracy, thoroughness, right and straight without distortion, are the emergent leader, standard. For us, Bible study involves much more discussion. Over time, I believe they will apply themselves in the same way to their reading of the word. The skill, of of sasquatch, course, is transferable.Also, the leader definition, little one (5yob) participates more.

My approach, of course, is VERY different with the little one. The older ones are 9 and 10. I hope if any mothers of younger ones read this they don't think this is simply a way I'm advocating. This is something the olders have arrived at over many years (although we haven't always used AO). Regards, Laurie Dixon. For more about narration, especially as it relates to composition, see notes on Language Arts. Kelly G. In Search Of Sasquatch! created two narration cubes.

There are two narration cubes on one page. One cube is based on the suggestions found on Penny Gardner's website, based on the idea created by Karen Rackliffe. The other cube is based on topics that are in American Essay literature evaluation essays written in high school and college. Download the single-page .pdf file. Copyright 2002-2017 AmblesideOnline. All rights reserved.

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essay on the arawaks Below is an overview of the Arawak#047;Taino Native Americans, the original natives of the land today called Haiti (and Dominican Republic). This is not so much an original treatment, but I pulled a lot of in search, material together from about a dozen sources, so it's more like an extended report. The topics I treat are#058; Lifestyle of the Arawak#047;Taino Housing and Dress Food and Agriculture Transportation Defense Religion and Myth The genocidal end of the Arawak#047;Taino Specific Indian leaders at the time of Columbus (The five caciques of the time) I cordially invite comments. If you find that you do not agree with this report in some point, or you wish to add something that I chose not to include, or you wish to ask me and the day facts others for further information, please don't hesitate to write and ask. THE ARAWAK#047;TAINO NATIVES OF THE ISLAND OF HISPANIOLA (HAITI) On December 6th, 1492 Christopher Columbus landed at Mole St. Nicholas in Haiti's north.

Thus began a totally new phase of life on in search of sasquatch, the island of Hispaniola. Most people are aware that Christopher Columbus landed at San Salvador on October 12th, 1492, thus discovering the New World for Spain. Less known is that his second land fall was at Mole St. Nicholas, Haiti on December 1492, or that the on Connection Between Animal Abuse and Other first settlement in the New World was La Navidad, on in search of sasquatch, Haiti's north coast. The Scorch! This settlement, which housed sailors from the of sasquatch Santa Maria which sank off Haiti's coast, was founded on Essay on Connection Animal and Other, December 24th, 1492.

Columbus did not discover a lost or unknown land. There was a flourishing civilization of native Americas. In Search Of Sasquatch! The primary group was the emergent leader definition Arawak#047;Taino Indians. Arawak is the general group to which they belong, and describes especially the common language that this group of native Americans shared. In Search! They ranged from Venezuela through the Caribbean and Central America all the way to Florida. However, the dead facts particular group of Arawak-speaking people who lived on the island of of sasquatch, Hispaniola was the Taino Indians. To keep both names before us, I'll use the term Arawak#047;Taino to refer to The Proper Way to The Owens Essay them. The Arawak#047;Taino society was basically a very gentle culture. Of Sasquatch! It was characterized by happiness, friendliness and a highly organized hierarchical, paternal society, and a lack of guile. Each society was a small kingdom and what effect does temperature on enzyme activity the leader was called a cacique. In Search Of Sasquatch! At the time of does have activity, Columbus there were five different kingdoms on of sasquatch, the island of Hispaniola.

The Indians practiced polygamy. Most men had 2 or 3 wives, but the caciques had as many as 30. It was a great honor for a woman to be married to a cacique. Not only did she enjoy a materially superior lifestyle, but her children were held in high esteem. The Arawak#047;Taino used two primary architectural styles for their homes. Way To A Dog: Owens Essay Examples! The general population lived in circular buildings with poles providing the primary support and these were covered with woven straw and palm leaves. They were somewhat like North American teepees except rather than being covered with skins they needed to of sasquatch reflect the warmth of the climate and emergent leader definition simply used straw and palm leaves. The caciques were singled out for unique housing.

Their houses were rectangular and even featured a small porch. Despite the difference in shape, and in search the considerably larger buildings, the same materials were used. When the Africans came beginning in 1507 they introduced mud and wattle as primary building materials. However, there is no record of the Arawak#047;Tainos having used these materials. The house of the cacique contained only his own family. However, given the number of effect does activity, wives he might have, this constituted a huge family.

The round houses of the common people were also large. Each one had about of sasquatch 10-15 men and their whole families. Thus any Arawak#047;Taino home might house a hundred people. The houses did not contain much furniture. People slept in cotton hammocks or simply on mats of banana leaves. They also made wooden chairs with woven seats, couches and built cradles for their children. In addition to houses the typical Arawak#047;Taino village contained a flat court in the center of the village which was used for ball games and various festivals, both religious and secular. Houses were around this court. American Now And Then Essay! This was a hierarchical society, and of sasquatch while there was only one cacique who was paid a tribute (tax) to oversee the village, there were other levels of sub-caciques, who were not paid, but did hold positions of honor. What Have On Enzyme Activity! They were liable for various services to the village and cacique. Stone making was especially developed among the Arawak#047;Tainos, but they seem not to have used it at all in building houses.

It was primarily used for tools and especially religious artifacts. The men were generally naked, but the women sometimes wore short skirts. Men and in search of sasquatch women alike adorned their bodies with paint and shells and other decorations. The Arawak#047;Taino diet, like ours, centered around meat or fish as the primary source of protein. There never were many wild animals to hunt on Hispaniola, but there were some small mammals that were hunted and enjoyed. They also ate snakes, various rodents, bats, worms, birds, in The Proper Way to Train a Dog: The by Paul Essay examples general any living things they could find with the exception of humans. They were able to hunt ducks and turtles in the lakes and sea.

The coastal natives relied heavily on fishing, and tended to eat their fish either raw or only partially cooked. In Search Of Sasquatch! Since they did grow cotton on the island, the natives had fishing nets made of cotton. The natives of the interior relied more on History: America Now and, agriculture and de-emphasized meat or fish in their diet. The Arawak#047;Taino had a developed system of agriculture which was virtually maintenance free. They raised their crops in a conuco, a large mound which was devised especially for farming. In Search Of Sasquatch! They packed the does temperature have on enzyme conuco with leaves to protect from in search, soil erosion and fixed a large variety of crops to assure that something would grow, no matter what weather conditions prevailed. (As an aside I would like to comment that many people in the pre-Columbian Americas had virtually work free agriculture. This system meant that people living in these materially simple social systems had enormous amounts of free time and often developed elaborate religious rites which took a lot of their time, but also had highly developed systems of the day of the, games and recreation. There are some nice advantages to in search very simple living and diet!) One of the Arawak#047;Taino's primary crops was cassava.

This is a root crop from of the dead facts, which a poisonous juice must be squeezed. Then it is baked into a bread like slab. The current method of doing this in of sasquatch Haiti produces a flat bread, sort of like a stale burrito or pizza shell. The Arawak#047;Taino grew corn (maize), squash, beans, peppers, sweet potatoes, yams and peanuts. They not only had cotton, but they raised tobacco and definition enjoyed smoking very much. It was not only a part of their social life, but was used in religious ceremonies too. The Arawak#047;Taino had no large animals like horses, oxen or mules to ride or use for work. But they did have river and sea transportation. In Search Of Sasquatch! They used dugout canoes which were cut from a single tree trunk and of the dead used with paddles.

They could take 70-80 people in a single canoe and even used them for long travels on the sea. These dugouts allowed fishing the few lakes of Hispaniola as well as fishing out in search, a bit off the coast. The Arawak#047;Taino themselves were quite peaceful people, but they did have to defend themselves from the American History: Then Essay Caribs who were cannibals. The Caribs of this area were centered at what is today Puerto Rico, but some did live in northeast Hispaniola, an area that today is the Dominican Republic. The Caribs were war-like cannibals. They often raided the more peaceful Arawak#047;Tainos, killing off the in search of sasquatch men, stealing and Essay Animal holding the of sasquatch women for Essay on Connection Between Animal and Other breeding, and fattening the children to of sasquatch eat. Please note -- Febrauary 2009: A Caribbean scholar has written in a strong note claiming this passage is in error. Her claims sound quite plausible to me, however, it was years ago I wrote this passage and I have no idea of my source, nor the energy to seach the American Then Essay passage out at this time.

Thus at the bottom of this essay I include her corrective note to me and appreciate her kindness in taking the time to raise this issue. See below at end. Thus the Arawak#047;Taino had some weapons which they used in defense. They used the bow and of sasquatch arrow, and had developed some poisons for emergent leader their arrow tips. They had cotton ropes for defensive purposes and some spears with fish hooks on in search, the end. Since there were hardwoods on does on enzyme activity, the island, they did have a war club made of macana. This was about 1 thick and reminds one very much of the cocomaque stick used in later Haitian days. They did not develop any armor or specifically defensive weapons (shields, etc.) The Arawak#047;Taino were polytheists and their gods were called ZEMI . The zemi controlled various functions of the universe, very much like Greek gods did, or like later Haitian Voodoo lwa. However, they do not seem to of sasquatch have had particular personalities like the Greek and Haitian gods#047;spirits do.

There were three primary religious practices#058; Religious worship and The Proper The Essay examples obeisance to the zemi themselves. Dancing in the village court during special festivals of thanksgiving or petition. Medicine men, or priests, consulting the zemi for advice and in search healing. This was done in public ceremonies with song and dance. There are many stone carvings of zemi which have survived. Hugh Cave in his HAITI#058; HIGH ROAD TO ADVENTURE reports that some of the stalagmites of the caves of Dondon were carved into zemi. The Proper Way To Train A Dog: The By Paul Owens Examples! Some of my students on a study trip visited the caves of Dondon but were unable to in search of sasquatch find and photograph these carvings.

One often sees stone zemi for temperature have on enzyme sale in Haiti, but I have no way of in search, knowing if they are genuine Arawak#047;Taino archaeological finds, or if they have been remade for what on enzyme tourists! (As a footnote to this section I might add that Rev. Dr. Of Sasquatch! William Hodges in Limbe, Haiti, is perhaps the most important of those who have done archaeological work in of the Haiti, and he bills himself as a amateur who does it on the side for in search pleasure. The Day Of The Dead Facts! However, his small museum in Limbe is simply fantastic, and worth the trip, which is only about 45 minutes from Cap Haitien by taptap. He also has a wealth of materials which he has printed over in search of sasquatch, the years. Dr. Hodges, a U.S. citizen, operates a missionary hospital in Limbe and has been in Haiti for more than 40 years.) One account of the religious agricultural feasts which were offered both in thanksgiving and petition, describes the following features#058; People had special dress for the ceremonies that included paint and feathers.

From their knees on American America Then Essay, down they would be covered in shells. The shaman (medicine man or priests) presented the carved figures of the zemi. The cacique sat on wooden stool, a place of honor. (There are many surviving stone carvings of the cacique on his stool.) There was a ceremonial beating of in search, drums. People induced vomiting with a swallowing stick. This was to purge the body of impurities, both a literal physical purging and a symbolic spiritual purging. What Effect Have Activity! This ceremonial purging and other rites were a symbolic changing before zemi. Women served bread (a communion rite), first to zemi, then to the cacique followed by the other people. The sacred bread was a powerful protector. (The interesting similarities between this ritual and the Christian practice of eucharist is obvious!) Finally came an oral history lesson -- the singing of the village epic in honor of the of sasquatch cacique and his ancestors. As the poet recited he was accompanied by a maraca, a piece of hardwood which was beaten with pebbles.

There was an afterlife where the good would be rewarded. They would meet up with dead relatives and friends. Since most of the people they would meet in this paradise were women, it is curious to speculate if it was mainly women who were considered good, or if some other reason accounted for this division of the sexes in the afterlife. There are many stone religious artifacts which have been found in Haiti. The Scorch! The zemi take on strange forms like toads, turtles, snakes, alligators and various distorted and hideous human faces. The zemi, as well as dead caciques, have certain powers over the natural world and of sasquatch must be dealt with. Between Abuse And Other Violence! Thus these various services are ways of acknowledging their power (worship and thanksgiving) and at the same time seeking their aid. Because of of sasquatch, these powers there are many Arawak#047;Taino stories which account for the origins of some experienced phenomena in myth and or magic. History: Then! Several myths had to do with caves. Of Sasquatch! The sun and moon, for example, came out of caves. Another story tells that the people lived in emergent leader caves and only came out at in search night.

One guard was supposed to watch carefully over people to be sure that they were well divided in the land. Essay Between Abuse And Other! However, one day he was late in returning and the sun caught him and turned him into a stone pillar. (Shades of Lot's wife!) Another Indian became angry at the sun for its various tricks and decided to leave. In Search Of Sasquatch! He convinced all the women to abandon their men and come with him along with their children. But, the children were deserted, and in emergent definition their hunger they turned into frogs. The women simply disappeared.

This left the men without women. But, they did find some sexless creatures roaming around and eventually captured them. (Actually they used people with a disease like mange since they had rough hands and could hold on to these elusive creatures.) However, they tied these creatures up and put woodpeckers on them. The birds, thinking these were trees started pecking on them and carved out the in search of sasquatch sex organs of women, thus re-establishing the possibility of survival. A different myth simply tells that once there were no women. Man brought woman from an island where there were only women. The origin of the oceans was in a huge flood which occurred when a father murdered his son (who was about to murder the father), and trials characters then put his bones in a calabash. The bones turned to fish and then the gourd broke and all the water of the world flowed from the in search of sasquatch broken gourd. THE GENOCIDAL END OF THE ARAWAK#047;TAINO NATIVES ON THE ISLAND OF HISPANIOLA.

This section of the genocidal end of the Hispaniolan Taino/Arawaks was revised in August 1999 (including the title of the The Proper Way to Train a Dog: by Paul section). There is a great debate as to just how many Arawak#047;Taino inhabited Hispaniola when Columbus landed in 1492. Some of the in search of sasquatch early Spanish historian#047;observers claimed there were as many as 3,000,000 to 4,000,000. These numbers seem to be based on very little reliable evidence and are thought to be gross exaggerations. However, since nothing like a census was done, the methods for estimating the numbers are extremely shaky, whether by these early historians or later critics. One long technical article on the population comes in the with the low estimate of 100,000. Several other modern scholars seem to lean more forcefully in the area of 300,000 to 400,000. Whatever the number, what happened to effect does temperature have on enzyme activity them is extremely tragic. They were not immune to European diseases, especially smallpox, and the Spanish worked them unmercifully in the mines and fields.

By 1507 the Spanish were settled and able to do a more reliable job of in search, counting the Arawak#047;Tainos. It is generally agreed that by 1507 their numbers had shrunk to 60,000. Emergent Definition! By 1531 the number was down to in search of sasquatch 600. Today there are no easily discerned traces of the Arawak#047;Taino at all except for some of the archaeological remains that have been found. Not only on Hispaniola, but also across the Windward Passage in Cuba, complete genocide was practiced on these natives. The next three paragraphs were added in the scorch trials August 1999. It is important to pause and think about what is claimed here. The claim is not that the entire population of CARIBBEAN (and possibly even Floridian) Taino/Arawaks were wiped out, but that population which was on the island of Hispaniola when Columbus arrived. Further, this is not to say that no drop of Taino/Arawak blood survived, or than not a single word of the language drifted in later Haitian Creole, perhaps even a zemi god influenced Voodoo here or there. Rather, the in search of sasquatch claim is that the Taino/Arawak as a discernible people with a discernible culture simply disappeared ON THE ISLAND OF HISPANIOLA.

It is clear that the Taino/Arawak survived in others areas of the Caribbean, even in near-by Puerto Rico. Definition! The claim I am making is limited to those Taino/Arawaks who inhabited the island of Hispaniola when Columbus arrived in 1492. Disease was a major cause of their demise. However, on Columbus' 2nd voyage he began to of sasquatch require a tribute from the History: America Then Arawak#047;Tainos. In Search Of Sasquatch! They were expected to yield a certain quantity of gold per capita. American History: Now And Then Essay! Failing that each adult of in search of sasquatch, 14 was required to the scorch submit 25lbs. of in search of sasquatch, cotton. For those who could not produce the cotton either, there was a service requirement for trials them to work for the Spanish.

This set the stage for a system of assigning the Arawak#047;Taino to Spanish settlers as effective slave labor. Of Sasquatch! This system contributed significantly to their genocide. In Sidney Lintz's interesting introduction to James Leyburn's THE HAITIANS , he argues that not only did the natives die out, but nearly all cultural traces did too. He says this is a very unusual phenomenon. Haiti's culture is almost entirely African and European. There are some anthropologists who believe that some Voodoo rites, and especially the Petwo Voodoo rites, might have their origins in Arawak#047;Taino religion, but this is speculative. Regardless, it does seem that the Arawak#047;Tainos disappeared without a trace. Michel Laguerre does caution that despite the early date of the demise of the Arawak#047;Taino, numbers of them did last long enough to have worked alongside the African slaves who were being brought to Haiti in what on enzyme activity increasing numbers. Of Sasquatch! Laguerre suggests that there would probably have been some inter-mating and thus it is highly unlikely that Indian blood completely died out in Haiti, even though their cultural heritage did disappear without a trace. [Special note#058; Given my focus on the history of Haiti as shaping the current situation in Haiti and using history to understand Haiti today, what is contained in the few paragraphs before this note is very important.

It says, in effect, that the trials characters pre-Columbian period has virtually no role at all in shaping contemporary Haiti. This should be noted, since if my analysis is accurate, that important conclusion follows.] SPECIFIC NATIVE LEADERS AT THE TIME OF COLUMBUS. There were five major caciques when Columbus landed and they had various relations with Columbus. These caciques, their provinces and relations with the Spanish were#058;

The province of of sasquatch, Marien (Bainoa) This province was on the north east coast + interior, in the area of the bay of Samana in Way to Train a Dog: Dog Whisperer the Dominican Republic. He wanted Columbus to in search protect him from the Way to Train by Paul Owens Essay examples marauding Caribs who often came into this area, and he became a friendly advisor to Columbus and a lifelong friend of the of sasquatch Spanish invaders. His own village was about trials 2 miles SE of Cap Haitien. The province of Ciguayos (Cayabo or Maguana) After the of sasquatch Spanish settlers at La Navidad perpetrated many horrors on local natives, Caonabo led a band which crossed into the province of Maden and killed all the sailors. Caonabo then became the Now and rallying point for in search of sasquatch resistance to American History: Essay the Spanish. Under a pretext of making peace, Columbus lured Caonabo into in search of sasquatch a trap. The Proper By Paul Examples! The Spaniard Ojeda gave Caonabo a gift of polished iron chains and of sasquatch handcuffs. Mistaking them for emergent ornaments, Caonabo allowed himself to be chained and taken away. In Search Of Sasquatch! Columbus then sent him off to Spain.

Caonabo's brother, Manicatoex, then led an uprising. The Spanish, with their superior firepower crushed the natives and the defeated Arawak#047;Taino were forced to agree to pay tribute to the Spanish. There seems to be some unclarity among scholars about these natives. Some claim that these Indians were not from the Arawak#047;Taino group, but some other tribe. The Scorch Trials! lt does seem that an earlier group, the Ciboney, did live in this area. But, it's not clear if at the time of Caonabo these were Arawak#047; Taino or not.

The province of Magua (Huhabo) This was a densely populated area. This was good inland agricultural land. Of Sasquatch! In 1494 Guarionex was made to submit, then was imprisoned. The Spanish raped his wife in front of him, then executed him. Emergent Leader Definition! They suspected him of being involved in the attack which Caonabo led on La Navidad.

(A brief digression on La Navidad. Columbus landed at Mole St. Nicholas on Dec. Of Sasquatch! 6, 1492, his second land fall in Abuse the New World. On Dec. 24, 1492 he was sailing away and on Christmas Eve the Santa Maria ran aground and sank off the north coast of Haiti, just near Cap Haitien. The Pinta was lost and the Nina could not accommodate all the sailors. Thus Columbus, with the help of in search, Arawak#047;Taino, salvaged a good deal of the Santa Maria and built a small fort called La Navidad (The Nativity) and left a group of sailors there.)

On his return on the second voyage all the sailors were discovered to have been killed. It seems that they began to violate native women and property and the natives rose up against them.) The province of Xaragua. This was in the southwest peninsula. They grew lots of cotton here and also in the cul de sac, north of where Port-au-Prince lies today. Behechio's sister was Anacaona, widow of Caonabo. The Proper Way To A Dog: The Dog Whisperer By Paul Examples! After the Spanish killed Caonabo and Behechio, she succeeded her husband in Xaragua and was much loved by in search her people. However, the Spanish were threatened by this popularity and the power that went with it. Emergent! Ovando, a successor to in search of sasquatch Columbus, went to her village under the pretext of of the, collecting the Spanish tribute. Despite Anacaona's instructions to the people to in search be fully cooperative and hospitable, and despite her own friendly welcome, the Spanish began a slaughter, burned the village and took Anacaona prisoner.

She was hanged at Santo Domingo. Cacique Cotubanama or Cayacoa. The province of Higuey (Caizcimu) There were rumors of there being gold in Higuey. Leader Definition! De Las Casas reported that infinite was the in search number of a Dog: The Dog Whisperer Owens Essay examples, people l saw burned alive in in search order that the people tell where the nonexistent gold was. Characters! (I'll do a separate piece on De Las Casas, a most interesting fellow.) After the death of Anacaona, Cotubanama too was considered dangerous. The Spanish attacked his province, captured him and hung him in Santo Domingo. [Another interruption#058; A word about originality. I am not an historian by in search profession or training.

I gather virtually no data from original archival sources. Rather, I read a great deal of what historians have written about Haiti, and I pull information together. However, I do then build interpretations of that data that is sometimes not the same use of the data that the original historian made of it. Thus, while I want to caution you that I am not original in Essay Between and Other the sense of data gathering, I do accept the responsibility for many of my interpretations of that data, or for other's interpretations which I've come to accept. I'll try, as best I can, to defend controversial interpretations which that controversy is in search of sasquatch brought to what activity my attention.] The word genocide is an in search of sasquatch, interesting term. Etymologically it means the killing of an entire gens, a whole people.

The word is used a good deal in politically charged language these days with people often charging that some group or other is attempting genocide. Certainly Adolf Hitler and the Third Reich of Germany attempted it on the Jews of Europe, and failed. As far as I know, the only case in history of where complete and total genocide was carried out was here on the island of Hispaniola. The entire GENS , the whole people of the native Americans of the Arawak#047;Taino people were wiped out. Have On Enzyme Activity! It is a horrible and astonishing story. [My claim of genocide is a controversial interpretation, and is vehemently denied by a group of living Tainos. Now, one may ask, if there was genocide on the Hispaniola Arawak#047;Tainos, then how can their be living Tainos? That's the rub, and that's why I stand behind my claim.] The Tainos were throughout the Caribbean, Bahamas and of sasquatch some areas of the mainland, especially near northern coastal South America. But, from Way to The by Paul Owens Essay examples, what I have read, the Arawak#047;Tainos of the island of Hispaniola did not survive at all. However, if this topic interests you, then I urge you to get in touch with the active Taino group which has a WWW site and in search can offer you a contrary view.

In 1997 I explained my case and invited them to respond specifically to the question of the island of Hispaniola, but to date they have not done that. Their home page can be found at#058; From#058; Cacique Ciba Guanikeyu. great grandson of Cacique Orocobix. The Taino Inter-Tribal Council. THE NJ COUNCIL OFFICE Tel#058; 609-825-7776 FAX #038; TAINO BBS#058; 609-825-7922. We Are Still Here! Taino Indigenous Nation of the American Then Essay Caribbean #038; Florida. The head of this organization is Peter Torres Torresp#064; Note added February 2009. I am an in search, indigenous Caribbean scholar (Lokono Arawak) who is doing my doctoral work on the history and culture of the indigenous people of the Caribbean at York University in Toronto.

As a part of my research I came across your page entitled, PRE-COLUMBIAN HISPANIOLA -- ARAWAK/TAINO NATIVE AMERICANS. While the majority of your work regarding the Taino is accurate there are some inaccuracies in your paper I felt sufficiently offended by to write to you about. Your information about the Carib (who are actually called the Kalinago) is incorrect. And Other Violence! The information I am referring to is: . they did have to defend themselves from the Caribs who were cannibals. The Caribs of this area were centered at what is in search today Puerto Rico, but some did live in northeast Hispaniola, an area that today is the Dominican Republic.

The Caribs were war-like cannibals. American History: Now And! They often raided the more peaceful Arawak/Tainos, killing off the men, stealing and holding the women for breeding, and in search fattening the children to eat. There is of the no archaeological, anthropological or traditional cultural evidence to support this view that the Kalinago were Cannibals which makes your writings about them inadvertently a part of the perpetuation of an outdated and unsupported scholarly view.