English  

Communication skills are at the core of nearly every future endeavor. The goal of the English department is to help students learn to read critically, think logically, and write and speak clearly. A strong foundation in vocabulary, grammar, and composition is built in the early years and reinforced by the study of words and literary terms in context and by the process of writing and revising. Written assignments include analytical essays on literature as well as opportunities for self-expression in a variety of written forms that connect with the study of literary genres—poetry, the short story, the essay, the novel, and drama.

Our English classes explore literature from different eras, providing a platform to study the intersection of creative writing, non-fiction writing, and history.  For example, while reading Arthur Miller’s The Crucible, students examine the historical and religious context of the American colonies as well at the conformity of the 1950s and the rise of McCarthyism.  George Orwell’s 1984 offers literary insights into the world history class when students study totalitarianism and the rise of Stalin. Students who read Joseph Conrad’s Heart of Darkness work collaboratively in small groups on interdisciplinary projects that make connections between the novel’s themes and their other courses—Asian and World History, economics, psychology, cinema, advanced Latin, or art history.

Students have many opportunities to develop speaking skills through informal class discussions as well as more formal presentations and debates. They are encouraged to present their opinions and to respect the opinions of others, not just in English class but across all subjects as well.

English Courses Offered at York

• Speech (Grade 8)
• English I (Grade 8)
• English II (Grade 9)
• English III (Grade 10)
• English IV (Grade 11)
• English V Advanced Placement (Grade 12)
• English V Seminar (Grade 12)

Speech (Grade 8)

Because for many people presenting a speech or even speaking in a group is an intimidating task, this course provides students with skills for effective communication and with the tools to overcome fear of speaking in groups. The first unit focuses on techniques to ease this tension and to make presenting a speech a manageable, even enjoyable, process.  From there, students hone their speech writing skills and increase their stage comfort and expressiveness through a variety of projects.

As the course progresses, students present several small speeches from short jokes to the introduction of classmates.  In addition they write and present three longer speeches of various styles (persuasive or informational, for example) ranging in length from four to ten minutes.  Students receive detailed written feedback on each presentation and review video recordings of their speeches in tandem with the teacher.  Between speeches, students engage in debate and practice expressive reading techniques, including presenting a memorized monologue or scene from Shakespeare.  Theatre games help students to enhance nonverbal communication, develop their creativity and increase their stage comfort.  Assessment is based on the individual student’s progress.

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English I, Grade 8

English I is a highly participatory course as the class explores texts through discussion, collaborative projects, and traditional analytical writing.  Investigation of the assigned literature, which focuses on themes of coming of age and personal development, reinforces students’ familiarity with basic elements of literary analysis and introduces them to more advanced analytical concepts.  Students learn to construct coherent analytical and personal response essays and to undertake creative writing in the form of short story and play script.  They expand their vocabulary, promoting effective verbal and written communication, and take on the study of grammar as a tool for effective communication.

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ENGLISH II, Grade 9

 The primary aim of English II is three-fold: 1) to introduce students to common modes of literary analysis, with a particular emphasis on the formal elements of literature; 2) to help students develop the confidence and wherewithal both to interpret literary texts and to make clear arguments, both written and oral, utilizing their analysis of these texts; 3) to introduce students to a variety of literary genres.

The first semester begins with an analytical essay, which incorporates excerpts from the summer reading. If there is an all-school reading assignment, it is addressed early in the fall semester as well. A persuasive/research writing unit follows, and the study of a literary memoir concludes the semester. The second semester incorporates the study of drama, short stories, and epic poetry. The class’s focus on expository writing extends not only to the writing process and revision, but also to the study of grammar and vocabulary. Additionally, students gain experience writing creatively including personal essays, short stories, and poetry. The semester concludes with the study of a contemporary novel.

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English III, Grade 10

 English III is designed to help students improve their writing, reading, speaking and critical thinking skills. Many oral and written forms are practiced. An understanding of how research material can shape and deliver argument is emphasized, specifically in research and speech projects. Students continue to develop their writing skills through varied modes, such as quick- writes, journals, on-line forums/wikis/blogs, in-class timed essays, and formal compositions, which range from the personal essay to the critical analysis of literature. And they engage in a certain amount of creative work, such as pastiche pieces. The writing process is emphasized through on-going writer’s workshops, peer-editing activities and teacher conferences.  Examination and study of literature includes full-length works of fiction, short stories, poetry, and drama. Additionally, students engage in regular vocabulary building exercises and the study of grammar.  Development of both oral speaking skills and voice is emphasized through a mixture of activities, including traditional class discussions, smaller discussion circles, debates, dramatic readings, poetry recitals, presentations, and a persuasive speech.

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English IV, Grade 11

 The general purpose of English IV is to develop the analytical skills that students will need in both in more advanced English courses and other classes which require writing. American literature receives particular attention, since students are concurrently taking U.S. History, and the two courses compliment each other frequently.  The reading requirements for the class are designed to familiarize students with the four basic literary genres:  fiction, nonfiction, poetry and drama.  Students spend a good deal of  time  developing writing skills,  especially formal expository essays written and revised outside of class and timed writing, usually in the form of essay exams.  Peer evaluation is used frequently to help develop revision and editing skills.

The first semester is devoted to the study of nineteenth century American writers, particularly novels by Hawthorne, or Melville,  and Chopin, short stories by a variety of authors, and the poetry of Emily Dickinson and Walt Whitman.  Writing assignments are primarily short analytical essays of about two pages in length and in class essay exams.  Vocabulary quizzes (SAT format) will be given once per cycle. Working in pairs, students teach a short story of their choosing to the class each semester.

The second semester begins with drama as the central focus of study, one modern American play being read in class.  A unit on the personal essay, which students find helpful when writing college application essays, follows the study of drama.  Twentieth century American literature occupies the remainder of the year with expository writing on literature continuing to be a focus.  Fitzgerald, Kesey, Jeffers, Sandburg and the Beat poets are among the authors considered and opportunities for creative writing using the techniques of the authors studied (e.g. stream of consciousness, unreliable narrator, satire) are included as part of the writing component.

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AP Literature, Grade 12

 English V A.P.  develops further the analytical skills that students have begun to acquire in previous English courses, focusing particular attention on close reading of the texts as well as the use of secondary sources.  Since students have previously taken a course dealing predominantly with American writers, most of the authors covered will be non-American.  The reading requirements for the class are designed to familiarize students with the four basic literary genres:  fictions, nonfiction, poetry and drama.  Developing writing skills comparable to those found in college level writing occupies much of the course time. Both formal expository essays written and revised outside of class and timed writing in the form of essay tests based on previous A.P. exam questions are written frequently.  Student find peer evaluation to be a great help in developing revision and editing skills.

The first semester begins with a brief review of summer reading followed by an examination of tragedy through the study of three representative plays as well as some additional readings on the subject.  Writing assignments will be predominantly short essays of about two pages in length and in class essays based on A.P. exam questions.  A longer paper in which students develop their own definition of tragedy will conclude the unit.  The latter part of the first semester and much of the rest of the year focuses on the novel and the study of poetry. An interdisciplinary project connecting Heart of Darkness to one of the student’s other elective classes is a major part of the second quarter.

Emphasis is given to the sort of close reading and textual analysis required in college courses.  Students read critical essays on each major work, write a précis and present to the class a summary and evaluation of the essay read.  Students also search the Internet and library for valuable resource materials in order to help maintain a web page for the class.

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ENGLISH V Seminar, Grade 12

The purpose of this course is to learn how to read, write and speak better, with an emphasis on style, voice, and consideration of audience. Novels, drama, and poetry are studied for literary technique as well as cultural, historical,and artistic value.  Writing occurs in critical, personal, and non-fiction modes. The writing process is emphasized and students workshop their compositions through peer review and writing conferences with the instructor.  In first semester, the critical response paper is emphasized in a variety of forms, and the personal essay is studied and written with a focus on developing precision, concision and voice for the college application essay. Sustained research is required in quarter three, culminating in a > 2,500 word position paper with MLA documentation.  Public speaking is addressed through Harkness discussions and formal presentations, one of which requires the construction of a Prezi.  Students also participate in digital conversations through Moodle and Google Docs. 

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