A: Students submit work according to a set schedule. Instructors comment thoroughly on the work, mixing praise with constructive criticism. Students apply these extensive comments to the next step in that project. Both exchange letters about each others' comments, creating a conversation between instructor and student not only about the work but also about the process of doing the work. Web-based courses include peer review workshops of student work and/or peer discussions of readings, fostering a richly interactive community. Back
A: Art Meets Science, Younger Readers and Young Readers Series involve substantial reading and written discussions of texts. Students typically read, discuss, and write at least every other day (academic year) or daily (summer). The Art Meets Science courses also include a writing workshop in which the instructor and peers offer constructive criticism. In the Language Rules courses, students work with the instructors in an online collaborative community to learn about grammar usage and the application of this knowledge to their own writing. Back
A: Writing instructors are typically professional writers trained in teaching writing who hold advanced degrees and have published. Many have taught in CTY's summer programs. Language Arts instructors have backgrounds appropriate for their courses (for example, writing and science for Art Meets Science and writing and linguistics for Language Rules). All instructors know what it is like to be excited about writing and reading and how to guide and nurture gifted students. Visit biographies of some instructors. Back
A: First, you need a qualifying verbal/reading score. Second, look for the grade you are now in, below. Notice that grades overlap. For example, a 4th grader can start in Language Rules: Building Blocks or the Young Readers' Series. Choose a course according to your maturity and interest. A fourth grader newly skipped out of the second grade generally will do best in Language Rules: Building Blocks, assuming there is interest. A fourth grader who readily analyzes and interprets literature will do best in Young Readers' Series. Always review the course description, the sample assignment, and the detailed course information to determine the best course for you. Note to Grade 5 students. Some students in fall of fifth grade find The Process of Writing very challenging. Fifth grade students are most successful if they postpone enrolling in The Process of Writing until the February term. Start with Dog Stories or Horse Stories, two Language Arts short courses from our new Younger Readers' Series debuting in April, 2008, which will be offered in February, April, June, July, and September.
Start with our Language Arts short course Language Rules: Building Blocks in February, April, June, July, or September.
Start with Magical Life Lessons and On Our Own, two Language Arts short courses from our Young Readers' Series in February, April, June, July, or September.
If you have never taken a CTY writing course -- including 7th graders who have not yet taken the SAT or ACT -- begin The Writing Series with The Process of Writing in February, June, July, or September. (Students in grade 7 and up who have a qualifying verbal/reading score on the SAT or ACT should enroll in Crafting the Essay.)
Take a Language Arts short course beginning in February, April, June, July, or September.
If you took the College Board SAT or the ACT in 7th grade or above, have a qualifying verbal/reading score, and are new to CTY's writing program, begin The Writing Series with Crafting the Essay in February, June, July, or September. Or Take our Language Arts short course, Language Rules: From Structure to Style in February, April, June, July, or September.
Crafting the Essay for Bilingual Students is a 30-week version of our most popular course. It uses the same curriculum but adds a grammatical emphasis. Open to bilingual students in 7th grade or above with a qualifying verbal/reading score.
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A: Several writing courses offer a choice between Email or Web-based formats. See course descriptions. Email: Students and instructors exchange letters and assignments via email, and students can query their instructor via email during the writing process. This format is best for independent, well organized students whose other commitments limit their available time. The early summer session's relaxed schedule is almost entirely email courses. Web-based: Students interact with their instructors in a web classroom, and some lessons require pre-writing exercises in addition to essays. Also, this format includes mandatory writers' workshops and/or discussions in which students comment upon each others' work and thoughts. This format is best for students who enjoy computer-mediated interaction, relish sharing their writing with an audience, and can commit adequate time to the work (see time commitment, below). Please review technical requirements. Web-based students can also hang out at the Pizza Party, where they can talk about books, music, movies, philosophy -- whatever. Gentle monitoring by instructors and teaching assistants enforces reasonable rules of good taste and appropriate behavior.
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A: The time commitment is listed in the chart below: Session / Course Type / (Session Length) | Format | Time Required | Fall, Early Spring, Mid Spring
Writing Series
(20 weeks) | Email
Web | 2 hours weekly
3 hours weekly | Fall, Early Spring, Mid Spring
Language Arts
(10 weeks) | Web | 3 hours weekly | Early Summer
Writing Series
(12 weeks) | Email
Web (Poetry only) | 3.5 hours weekly
5 hours weekly | Early Summer
Language Arts
(10 weeks) | Web | 3 hours weekly | Mid Summer Intensive
Writing Series
(6 weeks) | Email
Web (Poetry only) | 1.5 hours daily
2 hours daily | Mid Summer Intensive
Language Arts
(5 weeks) | Web | 6 hours weekly | Full Academic Year
Crafting the Essay
for Bilingual Students
(30 weeks) | Web | 3 hours weekly |
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A: Students need not be online at a specific time. They can post and read messages in the workshops at any convenient time as long as they finish work by the deadline. Back
A: Most courses are offered in fall, spring, and in two summer sessions. The early summer session has a relatively relaxed schedule. The mid summer session is intensive, compacting an academic year course into five or six weeks. For available sessions and formats, please see the calendar. Not all courses or formats are offered in every session. See also special information about the summer schedule. Back
A: No. Because the mid summer writing and language arts courses are intensive versions of our fall and spring courses, students will have 1.5 to 2 hours of coursework each week day. This time commitment is not feasible when a student is also on vacation, at camp, or in a CTY summer program. Students enrolled in CTY Summer Programs must schedule their CTYOnline writing or language arts courses for a different time period. Back
A: Most early summer session (10 or 12 weeks long) courses allow for two weeks total vacation, scheduled at the student's convenience. Notify the instructor at the course's start. When not on vacation, students must meet scheduled due dates. If in doubt, please contact us before applying at ctyonline@jhu.edu. Learn more details about the summer sessions and see sample summer schedules for writing and language arts courses at www.cty.jhu.edu/cde/writing/calendar.html
A: Yes. Students may take both types of courses at the same time if they receive both a qualifying math score and a qualifying verbal score on the appropriate test. Keep in mind that each course requires a substantial time commitment; thus, it may be difficult to combine two CTYOnline courses with a busy schedule of homework and extra-curricular activities. Back
A: Skilled, careful writers follow the conventions of Standard Written English, but writing is much more than mere adherence to convention. Except in Language Rules and Crafting the Essay: Bilingual, instructors discuss grammar only when it affects meaning. Writing courses are not remedial. Students must already be proficient in Standard Written English. Back
A: Writing and language arts courses are all session based, and they begin and end on specified dates (see the calendar and course descriptions). Inside these two parameters, instructors make a schedule of due dates. Students do best when working for a set time on a regular schedule rather than writing everything the night before a due date. Because these courses have specific begin and end dates, students cannot start early or postpone work. Special Intensive Summer Program note:
A schedule of due dates is usually posted in late May. Until then, a sample schedule is available from the calendar. |
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A: Students must have a qualifying Reading/Verbal score on the appropriate test to be eligible for a writing or language arts course. Back
A: The CTYOnline course in the left column is equivalent to the Summer Programs courses in right column. For example, a student wishing to take Writing Analysis and Persuasion can take any of the courses in the second row to meet the prerequisite. | CTYOnline Distance Writing Series | CTY Summer Programs | | The Process of Writing | Writing and Imagination
Heroes and Villains | Crafting the Essay
Crafting the Essay for Bilingual Students | Crafting the Essay
Writing the Expository Essay
Writing by the Bay
Introduction to Creative Writing | | Writing Analysis and Persuasion | The Critical Essay: Literature and the Arts
The Critical Essay: Popular Culture
The Critical Essay: Science Fiction
The Critical Essay: Cinema | | Crafting Fiction | The Crafting of Fiction |
A: At this time CTYOnline only offers writing and language arts courses for students in grades 2 and above. Back
Instructors write a lengthy commentary on every assignment. Instead of "A+ Great Work!" Instructors' comments may be up to a page long! View samples of Crafting the Essay student work and instructor critiques.
Reflecting a dual emphasis on discussion and on writing, instructor comments assess your efforts in both these areas. Participation in discussions is mandatory, and feedback about your participation and your writing is provided on an ongoing basis.
About six weeks after the course’s end, you’ll receive a detailed descriptive evaluation of performance. This evaluation focuses on academic performance, progress, and effort. The evaluation is addressed to you (the student) and written in a formal tone. Topics discussed in the evaluation are content-centered and are specific. Educators are able to recognize the high level of work and to measure student achievement by their own standards. Letter grades are not given, but we can provide them if your parent or guardian makes a written request. Accompanying the final evaluation is a Certificate of Participation, a course description, and advice about credit and placement. The Center for Talented Youth is accredited for grades 5 through 12 by the Commission on Secondary Schools of the Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104 (215-662-5603).
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A: If you are already qualified, you can apply now. Please be aware of application deadlines. If you are not yet qualified, join the CTY Talent Search and test to qualify. Back
A: Here's an article, "Education without Borders," from Imagine magazine that explains what distance education is and how you can decide if it is for you. You need Adobe Reader to view it. Or read "A Post-Millennial’s View of Online Courses" by Hannah Somers, an eighth-grade student in Pittsburgh, Pennsylvania. Back
A: Email ctyonline or phone the CTY Information Services Office at 410-735-6277. |
