English

This course introduces the foundational skills of close reading, critical writing, and public speaking. The course takes a genre-approach (short stories, poetry, novels, nonfiction essays, dramatic scripts) and emphasizes skills in reading, writing, speaking, listening, viewing, performing, and doing. Study skills are highlighted, as are rudimentary research skills. Students are taught to think with precision, specificity, and clarity in order to engage in sophisticated analysis. Writing assignments range from short, analytical papers to a variety of personal and creative pieces. This work ultimately culminates in the students’ understanding of how to construct and logically develop a formal argument in a sustained essay of three to five pages in length. Students will study literary terms and devices and varied genres/poetic forms in order to develop voice and authority in their own writing. Special attention is paid to grammar, punctuation and sentence structure. Students will also be introduced to basic public speaking skills that culminate in the presentation of an expository speech. [One credit.]

This course develops and reinforces students’ capacities for critical thinking, writing, speaking, listening, viewing, performing, and doing and builds awareness of how meaning is constructed through various American experiences. The main goals of the course are to study the ways in which authors, playwrights, filmmakers, and visionaries have captured and shaped America’s national identity over the past four centuries; to cultivate students’ enjoyment and comprehension of literature and media; and to introduce them with the skills they need to be confident, empowered readers, writers, thinkers, and makers of meaning ready to work at the university level. Students develop their written voices in a variety of genres, and instructors emphasize writing as a process. Aspects of argumentation are introduced and advanced through a persuasive speech while research and skills are further developed. [One credit.]

This course refines students’ capacities for critical thinking, writing, speaking, listening, viewing, performing, and doing and builds awareness of how meaning is constructed through global literacies. The course emphasizes literacies from around the globe including, but not limited to Asia, Europe, Africa, North and South America, and Oceania. The main goals of the course are to study the ways in which authors, playwrights, filmmakers, and visionaries have captured and shaped identities around the world; to nurture students’ enjoyment and comprehension of literature and media; and to provide them with the skills they need to be confident, empowered readers, writers, thinkers, and makers of meaning ready to work at the university level. Students develop their written voices in a variety of genres, and instructors emphasize writing as a process. Aspects of argumentation are reinforced and advanced through public speech while research and study skills are tightened. [One credit.]

This course is designed to challenge students as readers, writers, and thinkers by exposing them to a variety of genres and by engaging them in multiple modes of writing. The primary focus is the understanding of literary and rhetorical techniques. The course will be organized thematically, with fiction and nonfiction texts spanning both genres and historical time periods to allow students to gain a broad understanding of the ways in which various writers use rhetoric to approach a range of issues in multiple cultures. In addition to international novels, plays, short stories, and poetry, texts include nonfiction essays, editorials, speeches, and memoirs. We will also examine images and film as texts, extending our interpretive and analytical reach to art, photography, political cartoons, advertisements, documentaries, and feature films. Students will engage with these texts through multiple modes of writing, including personal reflection, research papers, persuasive essays, rhetorical analysis, and critical analysis. This course is open to juniors who have earned an A- or higher in their current English class and received the teacher's recommendation. [One credit.]

This is a college-level course for students who have demonstrated a keen interest in literature and success in analytical writing. The course is designed to further cultivate those students’ critical capacities as readers and writers through studying a wide variety of authors, styles, and literary periods. Classes are predominantly discussion-based, with particular emphasis on the finer points of literary craftsmanship; students should expect 30-40 pages of nightly reading and frequent writing assignments. Students are evaluated on the basis of their mastery of content and terminology, the precision and clarity of their analytical writing, and the originality of a variety of forms of creative expression. While the course will prepare students for the Advanced Placement exam, its larger aim is to cultivate in them an appreciation of the lifelong value of engaged reading and lively critical thinking. This course is open to seniors who have earned an A- or higher in their current English class and received the teacher's recommendation. [Prerequisite: Departmental approval. One credit.]

In this course, leadership, project management and brand development/management as they relate to writing are taught as well as media literacy with an emphasis on accurate and equitable representation of populations in the news. In addition to leading in the management and execution of assignments, students will also serve as writers, reporters, and commentators, focusing on honing their writing skills through pieces that require more advanced nuance, style, and reflection. This will include hard news, opinion, sports, digital media, and podcasting. Students will also need to independently monitor a consistently published workload, including written assignments and editorial responsibilities for the monthly paper, as well as creating written and multimedia content for a daily updated website. Some students will take on leadership roles such as an Editor in Chief or a Managing Editor for one of the sections of the print and digital editions of the school’s newspaper, The Spectator. Students will be graded according to editorial leadership, meeting deadlines, and the quality and growth of their report writing. Throughout the course, students will engage in reading, writing, speaking, listening, and performing activities that will culminate in a required English Department Capstone Project that is publicly presented. [Prerequisites:  Journalism I and II. One credit.]

There is a plethora of academic research that has shown the benefits of learning the skills of debate. These skills can provide life-changing, cognitive, and presentational changes.  Former US Secretary of Education Arne Duncan noted that competitive debate produced "dynamic Americans proficient in the 4 “Cs” of 21st century skills—critical thinking, communication, collaboration, creativity, and also a fifth, civic awareness." This course provides a study of the techniques of policy debate, Lincoln-Douglas debate, public forum debate, parliamentary debate, and parliamentary procedure.  Students are involved in detailed and extensive analysis of debate theory and technique with application of skills in competition. The course develops learners to see the power of deploying rational, reasoned arguments and compelling evidence in action. It enables them to elucidate their standpoint through utilizing rhetorical eloquence; instills in debaters a great sense of poise and confidence; and teaches them the skills of researching, organizing, and presenting information in a compelling fashion.  The course will help prepare an individual to compete in interscholastic debates should they be interested. Throughout the course, students will engage in reading, writing, speaking, listening, and performing activities that will culminate in a required English Department Capstone Project that is publicly presented. [One credit.]

This course challenges students to improve their written and oral communication skills, while strengthening their ability to understand and analyze literature in a variety of genres and from a variety of time periods, movements, and perspectives. Students will read a broad array of short stories, poetry, drama, novellas, novels, autobiographies, essays, and famous speeches. The course will look to local, regional, national, and global texts to analyze and evaluate, but the teacher or the class may choose a particular focus and concentration. However, readers will engage literature critically and scholarly not solely as critics looking for themes and symbols, but also as apprenticed and experienced writers searching for elements of craft and structure. Students will practice and develop greater facility with the most fundamental, yet most elusive components of the author’s creative effort. The discovery of these components will yield a gold mine of instructional material to be used by students to generate original stories after reading and interpreting fiction sources. Classes will combine careful discussion of assigned readings with brainstorming, oral tellings, and writing exercises. Throughout the course, students will engage in reading, writing, speaking, listening, and performing activities that will culminate in a required English Department Capstone Project that is publicly presented. [One credit.]

In addition to reading traditional texts, multiliteracies explores the impact and influence of mass media and popular culture by examining texts such as films, songs, video games, action figures, advertisements, CD covers, clothing, billboards, television shows, magazines, newspapers, photographs, and websites. These texts abound in our electronic information age, and the messages they convey, both overt and implied, can have a significant influence on students’ lives. For this reason, critical thinking as it applies to media products and messages assumes a special significance. Understanding how various texts are constructed and why they are produced enables students to respond to them intelligently and responsibly. Students must be able to differentiate “between fact and opinion; evaluate the credibility of sources; recognize bias; be attuned to discriminatory portrayals of individuals and groups, including women and minorities; and question depictions of violence and crime" (Canada Ministry of Education, 2006). New London Group's 'A Pedagogy of Multiliteracies,’ which addresses how to teach literacy skills in a 21st century, digital age is considered. This framework's main components include situated practice, overt instruction, critical framing, and transformed practice. Basically, this framework speaks to the need for changed pedagogies around literacy instruction. [One credit.]

This class provides students the opportunity to develop the written word through a variety of skills, including—but not limited to—exposition, narration, persuasion, research, personal narrative and creative writing. The course focuses on writing as a process, both for fiction and nonfiction, with a strong emphasis on revision using the workshop model. Class discussions will incorporate a focus on the analysis and consideration of different writing styles and genres such as fiction, poetry, and drama. Students will participate in a wide variety of approaches to literacy development and apply what they learn to the art of writing creatively. Other activities will involve enhancing their ability to read and analyze selected models of prose writing, as well as synthesize other authors' ideas. Throughout the course, students will engage in reading, writing, speaking, listening, and performing activities that will culminate in a required English Department Capstone Project that is publicly presented. [One credit.]

Speech communication is the study of human symbolic behavior in many forms. Speech is the oldest academic discipline, (tracing its roots to Aristotle), and one of the most modern in its concern with interpersonal relationships. Initially taught in the schools of ancient Greece, speech communication retains value because of its practical nature. This course helps students develop their understanding and appreciation of human communication processes and explores oral and written communication practices. The course will help to develop an awareness of intrapersonal and interpersonal communication, emphasize an understanding of how language is used to create change, cultivate rhetorical sensitivity in order to better connect with individuals and audiences, and help to develop competent delivery skills. The course will include activities such as public speaking; oral interpretation; public address; an analysis of the self (self-concept, self-esteem, self-awareness); small group communication; debate and/or parliamentary procedure. Throughout the course, students will engage in reading, writing, speaking, listening, and performing activities that will culminate in a required English Department Capstone Project that is publicly presented. [One credit.]

There is a plethora of academic research that has shown the benefits of learning the skills of debate. These skills can provide life-changing, cognitive, and presentational changes.  Former US Secretary of Education Arne Duncan noted that competitive debate produced "dynamic Americans proficient in the 4 “Cs” of 21st century skills—critical thinking, communication, collaboration, creativity, and also a fifth, civic awareness." This course provides a study of the techniques of policy debate, Lincoln-Douglas debate, public forum debate, parliamentary debate, and parliamentary procedure.  Students are involved in detailed and extensive analysis of debate theory and technique with application of skills in competition. The course develops learners to see the power of deploying rational, reasoned arguments and compelling evidence in action. It enables them to elucidate their standpoint through utilizing rhetorical eloquence; instills in debaters a great sense of poise and confidence; and teaches them the skills of researching, organizing, and presenting information in a compelling fashion. The course will help prepare an individual to compete in interscholastic debates should they be interested. This course is open to sophomores, juniors, and seniors.  [One credit, does not count toward English graduation requirement for sophomores and juniors.]

Journalism I is designed to give students an introduction to several key journalistic skills and topics including: the responsibilities of being a journalist, journalistic ethics and law, news writing, features writing, opinion writing, sports writing, becoming a more powerful, more readable writer, interviewing, developing a nose for news, covering a beat, copy editing, writing headlines and photography basics. Students will also gain exposure and practice in the modern news world of digital media, including web editorial writing and the role of social media platforms. Many of the lessons presented in class will focus on real-world examples, using both professional publications and The Spectator as starting points for discussion. No previous experience is required; personal integrity and an eagerness to learn are required. After taking this course, students will be eligible to join and write for the newspaper. Students will try their hand in all genres of newspaper writing during the year. Students will be graded according to effort, meeting deadlines, and mastery of class topics. [One credit, does not count toward English graduation requirement.]

This course will give students the opportunity to learn about journalism firsthand by producing a monthly newspaper, corresponding news website, and developing content for various social media platforms in a professional manner, just as they would in many of today’s journalism and marketing positions. Every student focuses on producing the print publication, but also gains skills and experience working on the digital publication and social media concurrently. Students write in a variety of genres, from straight news writing to features and opinion writing. Students will cover beats around the school and will have real input into what goes into print or on to the web each month. Due to the team-and deadline-driven nature of publication, students on the newspaper must be willing to communicate proactively and openly about the status of their ongoing work with their classmates and the teacher and show a real commitment to meeting deadlines consistently. The class will help students develop the following skills: effective and powerful writing for publication, multimedia journalism, time management, making ethical decisions in a real-world setting, working with others to get jobs done, effective reporting, effective interviewing, and giving and receiving feedback. Students will utilize their basic photography, page design, and graphic skills introduced in Journalism I, while enhancing, and building upon those skills throughout the year. The publication process will also afford opportunities to explore some concrete and theoretical topics of journalism, based upon the national trends or stories of the day. [Prerequisite: Journalism I. One credit, does not count toward English graduation requirement.]