Composition One and Two (Veritas Press)

Uses professional journalism and classical models that provide appropriate complexity for high school students.

Professional journalists contributed to lesson material, uses models from WORLD Magazine, and references sophisticated classical rhetoric concepts

The curriculum provides clear, explicit instruction with teacher guidance and practical application.

Courses are described as 'self-explanatory for the most part,' include teacher's editions with teaching notes, grading rubrics, and detailed schedules for instruction

Strong, structured writing instruction that progresses systematically through different genres and rhetorical skills.

Five units in Composition One cover analysis, persuasive essays, personal stories, narratives, and short stories; Composition Two includes seven units covering voice, citations, opinion pieces, research papers, and various writing types

The curriculum uses excerpts and articles from WORLD Magazine and God's World News rather than whole books for models and source material.

Students use WORLD magazine subscription as source material for assignments, and the program analyzes sentences, paragraphs, and essays as models rather than complete works

The curriculum builds some domain knowledge through contemporary issues in WORLD Magazine and classical rhetoric, but lacks systematic knowledge-building across academic domains.

Uses current events and real-life issues from WORLD Magazine, references classical figures like Saint Paul, Martin Luther, and William Wilberforce, but doesn't systematically build knowledge across history, science, or literature

Includes comprehensive teacher support materials but limited professional development resources.

Teacher's editions include teaching notes, schedules, grading rubrics, and materials lists; described as manageable for inexperienced parents, but no mention of extensive training materials

No evidence of systematic retrieval practice or spaced review activities.

Review focuses on writing assignments and analysis but doesn't mention quizzes, recall exercises, or review of previously learned skills

Not applicable for this curriculum designed for grades 7-12.

Curriculum is for middle and high school students who have already developed basic decoding skills

Limited evidence of explicit vocabulary instruction beyond what students encounter in writing exercises.

Review mentions rhetorical devices and technical writing aspects but doesn't specifically describe systematic vocabulary building activities