The goals of the English program are to develop students’ thinking, writing, speaking, and listening skills; to develop students’ appreciation of literature; to encourage a lifelong habit of reading; and to deepen students’ connections with the political, social and spiritual world.

The English program is designed to guide students to speak, listen, read, and write with increasing depth and sophistication. Students are encouraged to recognize and develop their own personal styles and interests in communication, particularly in writing. Each year of the English program is divided into units that focus on a particular skill, such as critical reading, while integrating the other skills.


Grade 9: Foundations of Language and Literature

This course concentrates on the development of reading, writing, and speaking skills, remediating where necessary and forming a sound foundation for further work in language and literature. In reading, students will develop their comprehension skills and strategies. They choose approximately eight individually chosen books to read throughout the year. As a group they read selections in the Great Books series, learning close reading strategies, discussion techniques, and responding to literature in writing. Together they read one novel, such as To Kill A Mockingbird, one major work from Greek literature and mythology, such as The Odyssey, and short stories and poetry. In writing, they respond to literature and ideas through free writes, journal entries, and summary reports. They also practice writing in various modes of discourse and write a sustained piece of fiction. In language, they learn parts of speech and parts of sentences. They study vocabulary from their reading. Drama and improvisation is used throughout these areas of study.


Grade 10: Literary Criticism and Composition

Students discuss and write about literature, learning the skills of response and analysis. In addition to the literature that the class reads, students read several novels and works of nonfiction that are individually chosen, responding in journal entries and written reports. They spend one quarter reading short stories, culminating in the writing of their own extended piece of fiction, which they will workshop, revise, edit, and present to their classmates. They will also read two novels and write essays in various modes of discourse. In addition, they will read one ancient Greek playwright, learning Dramatic techniques, and, if possible, they will attend a performance of contemporary plays. They continue their study of vocabulary as part of the tenth grade literature program.


Grade 11: Themes in American Literature

This is a reading and writing intensive course, designed to strengthen students’ skills and comfort with analytical work and responding in writing and conversation to ideas and literature. Students spend one quarter reading Native-American literature, including myths, legends, and contemporary short stories. They then read a variety of early American writers such as Poe, Hawthorne, Thoreau, Dickinson, Whitman, and Miller. They choose several novels to read on their own, throughout the year, culminating in book reviews. Students focus on writing in a variety of modes, including essays, response papers, journal entries, poetry, and short stories. They participate in a poetry unit, in which they create a portfolio of their own writing. They also study literature-based vocabulary.


Grade 12: Twentieth Century American Literature

The twelfth grade English curriculum seeks to help students become increasingly confident and skilled in their thinking and expressive skills. Students study twentieth-century America through novels, poetry, and essays. They read several novels throughout the year, focusing on feminist literature, African-American literature, protest literature, and more. They write several essays, analyzing the literature, and spend a significant amount of time discussing their ideas as a whole group and in groups of two and three. They continue to study literature-based vocabulary. In addition, they participate in a quarter-long memoir-writing unit that teaches them how to write a personal essay and allows them to experiment with various forms of essay writing, from more formal to less formal. Many seniors begin or write their college essays during this unit. The writing component during the twelfth grade year stresses writing various styles of essays as well as the improvement of sentence structure, coherence in writing, and revision skills.