|AP English Language & Composition|
Following the College Board’s suggested curriculum designed to parallel
college-level English courses, AP English Language and Composition
courses expose students to prose written in a variety of periods,
disciplines, and rhetorical contexts. These courses emphasize the
interaction of authorial purpose, intended audience, and the subject at
hand, and through them, students learn to develop stylistic flexibility
as they write compositions covering a variety of subjects that are
intended for various purposes.
|AP English Literature & Composition|
Advanced Placement English is for twelfth-grade students who want an
intensive, college-level English course that prepares them to take one
or both of the AP English Exams. The course is conducted much like a
collegeseminar, and therefore it requires high-quality work in and out
of class.Students read works of literature analytically and critically,
and theyrespond with increasing sensitivity and discrimination of
language. Essays focus on literary analysis but students have some
opportunity to practice creative writing.
Biblical Literature courses have the same aim as general literature
courses (to improve students’ language arts and critical-thinking
skills), focusing on the books of the Bible. Students may compare
techniques, styles, and themes of the various books; examine the Bible’s
influence on secular literature; and may study historical events of
Biblical times. Oral discussion is an integral part of these courses,
and written compositions are often required.
Tutorial courses provide students with the assistance they need to
successfully complete their coursework. Students may receive help in one
or several subjects.
|English 9, 10, 11, 12|
English 9 builds upon students’ prior knowledge of grammar, vocabulary,
word usage, and the mechanics of writing and usually include the four
aspects of language use: reading, writing, speaking, and listening.
Typically, this course introduces and defines various genres of
literature, with writing exercises often linked to reading selections.
10 usually offers a balanced focus on composition and literature.
Typically, students learn about the alternate aims and audiences of
written compositions by writing persuasive, critical, and creative
multi-paragraph essays and compositions. Through the study of various
genres of literature, students can improve their reading rate and
comprehension and develop the skills to determine the author’s intent
and theme and to recognize the techniques used by the author to deliver
his or her message.
English 11 continues to develop students’
writing skills, emphasizing clear, logical writing patterns, word
choice, and usage, as students write essays and begin to learn the
techniques of writing research papers. Students continue to read works
of literature, which often form the backbone of the writing assignments.
Literary conventions and stylistic devices may receive greater emphasis
than in previous courses.
English 12 blends composition and
literature into a cohesive whole as students write critical and
comparative analyses of selected literature, continuing to develop their
language arts skills. Typically, students primarily write
multi-paragraph essays, but they may also write one or more major
Through the analysis of environmental literature and examination of
important laws and policy, students will explore the complex
relationship between human beings and the environment. Students will
develop a comprehensive understanding of how literature, philosophy, and
governmental action have correlated historically with important
environmental issues. Content will include local, regional and global
policy changes and current legislation and will be supported by a
combination of fiction, non-fiction, poetry, and case studies.
|ESOL 1, 2, 3|
Students who take ESOL 1 begin a journey of adding a new language and
culture to their international experiences. The course fosters a love
for reading by using a readers’ workshop model that allows students to
explore new texts in English. Students practice English across the
domains of writing, speaking, listening, and reading in lessons that
explore open-ended questions and model real-world environments to follow
the interests of students. They use English to solve problems as well
as to investigate personal interests and academic themes. Students learn
social vocabulary quickly and build understanding of key academic
vocabulary that spans across disciplines. The course explores students’
cultures and how these connect to their new community. Students use
their strengths in these cultures and their native languages to learn
English. The course builds a foundation for students to be successful in
English 11; thus, draws from standards common in English 9. Each
student in ESOL 1 forms a graduation plan to achieve individualized
Students who take ESOL 2 use academic
English vocabulary in open-ended projects that require public speaking
and writing for real audiences. Students continue their exploration of
reading and supplement this with a writers workshop model that focuses
on learning the process of revision to express ideas in public forums.
The course, which draws from standards in English 10, builds a
foundation for students to be successful in English 11. Students
continue to use their own cultures and languages as strengths for
gaining new insights and expressing themselves in English. They build on
and refine their individual graduation plans, with teacher and
counselor support, and explore options for connecting with school and
community extracurricular resources and activities. Finally, the ESOL 2
teacher coordinates with content teachers to tailor instruction to the
needs of students in ESOL 2 who are also taking courses required for
ESOL 3 supports advanced English Learners taking
rigorous academic courses required for meeting graduation requirements.
Students who take ESOL 3 learn academic vocabulary that may be applied
across a range of courses required for meeting graduation requirements.
They explore their linguistic and cultural heritage and connect these to
the civic and economic life of their community in individual and
collaborative projects. The ESOL 3 course emphasizes applying academic
vocabulary in advanced academic writing, research, and projects with
real-world audiences. Students use these skills to excel on class
assignments and give presentations using formal oral English. Students
create, revisit, and revise individual graduation plans and connect
their curricular and extracurricular activities to postsecondary goals.
The ESOL 3 teacher coordinates with content course teachers to tailor
instruction to the needs of students in ESOL 3 who are also taking
courses required for graduation.
|ESOL Study Skills 1, 2|
This ESOL course is designed as a writing-intensive resource class to
support English Learners who are taking a mainstream-level course load.
The ESOL teacher works closely with content area teachers to design
enrichment lessons that teach content curriculum with an emphasis on
comprehension and academic vocabulary. Students also receive support in
test-taking and study skills, organizational skills, SOL preparation,
and effective reading strategies.
This course will focus on one genre each quarter, rotating through a
variety of genre over the course of a year. Quarterly offerings could
include non-fiction, poetry, and contemporary literature, as well as
more specialized studies such as historical fiction, dystopian/science
fiction, or magical realism. Students will sample a variety of writers
and literature in each studied genre, and will incorporate independent
and individualized reading programs designed to allow each student the
opportunity to explore a variety of topics.
|IB English 11, 12|
IB English 11 and 12 are organized into three parts, each focused on a
different aspect of literature and performance. Together, the three
parts of each course cover the critical study of literary texts,
exploration of chosen approaches to a text, and realization of texts in
performance. Students engage with a wide variety of textual genres to
explore the concept of transformation, examining the ways in which the
contexts of production and reception shape meaning.
Courses must be taken in sequence.|
A multi-disciplinary course that will explore multimodal
communication,including newswriting, photojournalism, social media,
fiction and documentary filmmaking, and entertainment, and their broader
sociological implications. Designed to offer cross-curricular
opportunities in the humanities, including English, history, psychology,
sociology, and journalism. Students will be given the opportunity to
explore various topics and interests through individualized projects.
|Peer Tutoring I, II, III|
Students enrolled in Peer Tutoring I are responsible for operating the
school's peer tutoring center. They will learn a variety of pedagogical
approaches and practice leadership skills that will serve them in their
future professions. In addition to tutoring, students will strengthen
their own knowledge in areas such as study habits, resume writing, and
research skills. All students are required to tutor for approximately 45
minutes outside of class, once per week.
Students in Peer
Tutoring II apply the knowledge they gained in Peer Tutoring Ito take on
an enhanced leadership role in the peer tutoring center. They will
contribute to managing center operations, mentoring new tutors,
andheightening school-wide academic achievement. They will make at least
one significant contribution to the wider peer tutoring community; for
example, by presenting at a conference or publishing a scholarly
Building on the leadership skills they established in
Peer Tutoring II, tutors in Peer Tutoring III apprentice with a sponsor
teacher for the duration of the school year, engaging in a deep study of
that educator's approach to instruction in his or her academic field.
These seniors will also work with a consistent group of clients on an
ongoing basis. They will report on their learning via regular reflection
logs, and both create a portfolio of their learning across their three
years as a tutor, and innovate a permanent learning tool for the benefit
of the school.
Peer Tutoring II students must successfully complete Peer Tutoring I and be tutors in good standing.|
|PVCC ENG 111/112 College Composition I/II|
ENG 111 College Composition I introduces students to critical thinking and the fundamentals of academic writing. Through the writing process, students refine topics: develop and support ideas; investigate, evaluate, and incorporate appropriate resources; edit for effective style and usage; and determine appropriate approaches for a variety of contexts, audiences, and purposes. Writing activities will include exposition and argumentation with at least one researched essay.
ENG 112 College Composition II continues to develop college writing with increased emphasis on critical essays, argumentation, and research, developing these competencies through the examination of a range of texts about the human experience. Requires students to locate, evaluate, integrate and document sources and effectively edit for style and usage.
ENG 111 or its equivalent is a prerequisite for ENG 112.|
|PVCC ENG 111/112/243 College Composition I/II/Survey of English Literature I|
Note: The ENG 111/112/243 pathway is only available to Early College Scholars Degree Program participants.
ENG 111 College Composition I introduces students to critical thinking and the fundamentals of
academic writing. Through the writing process, students refine topics:
develop and support ideas; investigate, evaluate, and incorporate
appropriate resources; edit for effective style and usage; and determine
appropriate approaches for a variety of contexts, audiences, and
purposes. Writing activities will include exposition and argumentation
with at least one researched essay.
ENG 112 College Composition II continues to develop
college writing with increased emphasis on critical essays,
argumentation, and research, developing these competencies through the
examination of a range of texts about the human experience. Requires
students to locate, evaluate, integrate and document sources and
effectively edit for style and usage.
Students in ENG 243 Survey of English Literature I study major English works from the Anglo-Saxon period to the present, emphasizing ideas and characteristics of the British literary tradition. Involves critical reading and writing.
ENG 111 or its equivalent is a prerequisite for ENG 112. ENG 112 is a prerequisite for ENG 243.|
|Skills Development Read/Write 1, 2, 3, 4|
This course is offered for students who need significant support in
literacy. It is designed to develop and enhance fundamental reading and
writing skills. Course content includes skills development through
decoding and encoding, vocabulary development, comprehension practice,
and exposure to various reading strategies. Course content in writing
includes instruction in the areas of composition, written expression,
usage, and mechanics.