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Logical Communication

Logical thinking = Strong arguments & strong evidenceTo produce clear writing, students must be able to do a number of things: 1) produce clear thoughts and ideas; 2) arrange them into a logical flow; 3) explain and illustrate those ideas with evidence and examples.

So this course is designed to enable students to:

  • perceive logical flow in a piece of writing (or the lack of it);
  • handle with skill the writing tools needed to convey a train of thought or enhance its clarity;
  • brainstorm points, arguments, and evidence on a given topic.

This course serves as a precursor to our course Essay Writing & Appreciation.

Our approach

Our custom workbookIn addition to their writing assignments, students in Logical Communication read closely, analyze, and discuss dozens of essays. (You'd be amazed how often students are asked to produce essays before they've actually read any.) Classes include individual and group exercises in:

  • tracking the logical progression of ideas in a piece of writing;
  • appreciating effective writing tools and techniques — everything from the invigorating effect of the perfect simile to the power of certain forms of repetition;
  • spotting a wide range of common errors with usage, grammar, or punctuation;
  • using concrete examples and powerful evidence to illustrate and support your ideas;
  • tools for carrying forward an idea from sentence to sentence to sentence, such that your reader never loses the logical thread;
  • Text for this course

    The instructor provides our workbook and other proprietary materials. (The cost is included in your course fee.)

  • spotting rhetorical devices with great power, like antithesis and isocolon.

The readings in this course comprise examples of great prose from essayists like George Orwell, C. S. Lewis, H. L. Mencken, Max Beerbohm, Steven Pinker, Diana Athill, Danny Heitman, Washington Irving, and William Zinsser, as well as scientists like Mark Miodownik, Alan Lightman, and Oliver Sacks, plus many others.

The benefits of this approach

Logical flow in communication is a subject often overlooked in the education of our teens. Yet those who can sustain a clear train of thought in discourse are usually seen as intelligent, capable, and successful. They're also more persuasive.

Students, moreover, are often surprised at how enjoyable it is to think logically, apply critical thinking, and communicate mindfully — even if at first such activities make their brains hurt.

But like exercising a new muscle or learning to play an instrument, such activities become easier with regular workouts, and once the groundwork is laid, students find they're better able to understand nuances and subtleties — and communicate more effectively — across all their subjects.

Writing assignments in this course

In some writing courses, students are asked to produce large volumes of writing, churning out an essay a week or more. Such activities are based on the common misconception that students learn to write from merely writing. In reality, assignments like the one-essay-per-week assignment teach students to produce mere verbiage — which is a far cry from effective prose or interesting writing.

Students in Logical Communication produce writing of several kinds, with each writing activity targeting a vital skill-set:

  • Writing & editing workouts. Students carry out targeted writing exercises, and those exercises take many forms. To illustrate: With essays, producing an effective opening is a writing challenge quite different from that of the essay's other parts, so in this course, for a single essay, students may be asked to produce three different openings, each employing a different strategy for engaging readers. — Other exercises involve:
    • sentence editing — re-structuring sentences to improve their readability, alter their emphasis, or use parallel structure;
    • paragraphing — re-working paragraphs to strengthen their impact, clarity, or logical unity.
  • Brainstorming/mindmapping. The students produce mindmaps — basically, sketching ideas for essays.
  • Essays. They write at least three major essays.
  • Editing & revision. They revise their own work, sometimes repeatedly, with each draft targeting a different kind of improvement or applying a different kind of editing tool.

Other forms of participation

In this course, one of the most important types of student participation is discussion. If the homework, for example, was to read and analyze a particular essay, students are expected to come to class prepared to discuss things like —

  • whether they understood the essay & what they understood;
  • whether it appealed to them, moved them, held their interest — and if so, why;
  • the style or approach used by the writer, and whether it's similar/dissimilar to other essays we've read;
  • any writing tools or techniques in the essay that seemed particularly effective, perhaps even worth stealing;

— and so on. Also, in many classes, students read and discuss one another's essays.

Course fees

The fee for this two-semester course is $ 1340.
($670 per semester).

What's included

This course comprises:

  • thirty 90-minute sessions and thirty 1-hour sessions, for a total of 75 hours of instruction, including activities and discussion;
  • instructor materials — a workbook that is shipped to your student prior to the first session;
  • instructor feedback on student essays.
 

Now open for registration


FALL 2018 – SPRING 2019
Two classes per week,
beginning August 27:
Mondays 1:30 – 3:00 p.m. EST
Thursdays 4:00 – 5:00 p.m. EST
To register a student, click here:
Register for Novels by Women, 2016-17
Please note: At registration, you will pay
the fee for the fall semester; for the winter-
spring semester we will invoice you, with
payment due on September 1, 2018.

Our approach to ...

Writing

Writing is one of the most difficult subjects to teach — and partly because it is not a single complex skill, but rather a host of skills, all different and intertwined. It is also a process — and like all complex processes, it is susceptible to ineffective and inefficient approaches.

To write effectively, students must have:

  • command of language — the ability to put thoughts into clear English, with rich vocabulary, correct usage, and correct punctuation;
  • knowledge, perceptions, and insights — in other words, they must have something to say;
  • convincing arguments — the ability to present a sound case, with clear points supported by solid evidence;
  • a sound process — an approach that not only addresses all the critical stages and steps, but presents them in the most efficient and effective sequence, e.g., getting your thoughts clear before you try to write sentences and paragraphs.

Writing at The Blend, accordingly, is predicated on the following principles:

  • To produce clear writing, students must first have clear thoughts.
  • To write in a particular form — like the essay — they must first understand and appreciate that form, i.e., they must explore models of that form.
  • Students must be equipped with a rich arsenal of tools not only for writing, but for thinking, for working with thoughts and ideas.
  • Students must learn to appreciate the craft of writing, with real insight into what gives a sentence real impact, what makes a train of thought easy to follow, what makes an argument compelling.

For all these reasons, we teach writing in stages, with the first stage being Logical Communication — a course in which our students become adept at working with ideas, identifying sound arguments, and weighing evidence. Also, our students read and come to appreciate great essays, and then they begin to write essays themselves.


We felt relief at having found you and had high hopes from the beginning. Everything we wished for our daughter has come true. Your insight is amazing. The respect with which you treat the students is admirable, as is your ability to challenge them and interest them in what you teach. We are also happy with the peer influences exerted. I would recommend The Blend to anyone searching for an excellent education in an excellent environment. We look forward to another year.

—Mom of 13-year-old
daughter, classical homeschooler

 

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