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Anonymous wrote:OP - By the way, in case you aren't sure St. Andrew's is not parochial school. We are not Episcopal nor even Christian.

SAES parent here - your description is a bit unclear. If you are referring to St. Andrew's Episcopal in Potomac (SAES), then yes, it is an Episcopal school. Parochial schools are Catholic, parish-based elementary schools. Most Catholic HS are not parish based, so are not really parochial. Or were you referring to your own religious affiliation?

I agree that SAES has a strong emphasis on writing and critical thinking. They also work with the kids as their cognitive abilities grow from concrete thinking to abstract reasoning. But as other posters suggested, I expect that most strong independents focus on these skills.

Anonymous wrote:OP - By the way, in case you aren't sure St. Andrew's is not parochial school. We are not Episcopal nor even Christian.

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Anonymous wrote:Sidwell - It's a rigorous emphasis in every class.

How do they teach writing?

The best writers are readers. You can't get around it.

Anonymous wrote:Is that a joke about the jesuit schools teaching kids how to write?

Anonymous wrote:How does Maret, Sidwell, and STA/NCS compare in this regard?

Anonymous wrote:

Anonymous wrote:Sidwell - It's a rigorous emphasis in every class.

How do they teach writing?

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Anonymous wrote:Foreign language grammar structure and syntax don't naturally translate to English. And grammar for most needs explicit instruction, not just osmosis.

Yes, of course, English differs from other languages; the differences are exactly what piques one's curiosity, leading to greater awareness and understanding. As for learning by osmosis, I'll stand by my experience in this regard. There are some fine points of grammar which require instruction and drill, but, a student who reads widely will grasp these points more quickly having seen them in context.

Another teacher here. I don't oppose teaching grammar (learning to recognize common trouble areas and do it right is important), but the single most effective method of becoming a good writer is, I also believe, from reading -- lots and lots, and lots of well-written material (and that would include children's literature -- Harry Potter, Narnia books, Golden Compass, Hunger Games books, etc. -- plenty of fun and well-written stuff out there for kids and young adults).

If you can bear the years of fighting over screen time, and are willing to put away your own devices in leisure time (says the woman who loves House of Cards -- I know this is not easy), the single best thing you can do at home to support your child's education is to model reading for pleasure and try to put a structure in place where your child reads for pleasure. Not easy, but worth it. Almost every great student writer I come across loves to read (and the relationship may be 100% -- I don't always know their outside reading habits).

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Anonymous wrote:The Jesuit schools...Georgetown Prep, Gonzaga

You are joking I hope.

No joke. These schools excel in the teaching of all liberal arts subjects...especially English. I suspect you are ignorant about this fact.

+1000.

I could tell in college who went to Jesuit HS.

Much better prepared (and I was a Journalism major) and more balanced than others.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The Jesuit schools...Georgetown Prep, Gonzaga

You are joking I hope.

No joke. These schools excel in the teaching of all liberal arts subjects...especially English. I suspect you are ignorant about this fact.

Anonymous wrote:

Anonymous wrote:I'm a writing tutor and have worked with students from many different schools, both public and private. In general, I would agree that smaller class sizes give independent schools an advantage in teaching writing and critical thinking. Teachers can also engage students in discussion and debate more easily, helping them develop fluency and confidence in oral communication. My own children, whose temperaments and academic interests vary, were all well-prepared for college by their experiences in three very different independent schools.

With regard to sentence diagramming, while it's a great way to learn grammar, it's of limited value in learning how to write. Writing is thinking; even if you can diagram a sentence, you can't write effectively unless you know how to conduct research, synthesize your findings, structure an argument and use voice with nuance and verve. Sentence diagramming won't teach any of that. Studying a foreign language can be another way for students to develop a better understanding of English grammar, and, of course, learning to speak another language has many other benefits as well. In my experience, the best way to learn grammar is by osmosis. Kids who read good writing will absorb grammar like sponges soak up water.

As a tutor for kids, I am sure you have seen many types of kids. My kid, who reads more than anyone I have ever met, can write well, analytically and critically. However, he has horrific spelling, verb tense problems and punctuation all over the map. There has been very little osmosis.

He needs formal instruction in grammar to refine his natural gifts of comprehension, synthesis and style. Just as some kids who pick this stuff up by osmosis need help developing ideas and transferring them to paper.

I think most kids can benefit by a stron background in grammar and some kids get that in ES and some not until HS.