The Tilton School English Department understands that we all acquire and hone native language skills and insights at different rates and in different ways. Further, we are motivated to hone these critical thinking and communication skills through reading different kinds of texts and by undertaking different kinds of expressive projects. The English Department invites students to engage in a range of experiences in close and sustained reading and a wide array of writing and performance projects to help them develop essential skills. In addition, at every level, students can opt to engage in more advanced and/or additional projects to earn “honors distinction.”
English teachers craft assignments and projects to allow students to express their own creativity and insights and to hone their analytical and mindfulness skills. The writing process encourages revision and refines the students’ understanding of grammar and mechanics, placing an emphasis on eventual mastery.
This course is designed to build student capacity in the Five Essential Skills, with a particular focus on inquiry, communication and creation. The course “anchors” student reading with the following texts: All American Boys, American Born Chinese, The Curious Incident of the Dog in the Nighttime, Julius Caesar, and The Merchant of Venice. The course emphasizes the close reading of literary texts, encouraging students to ask questions about characters, their conflicts and the thematic understanding emerging from these conflicts. Students will reflect upon such questions as “Who am I becoming?” “How do I know?” and “What changes do you want to make in the world?” The course emphasizes writing clear, well-developed and polished argumentation, reflection, and poetry along with public speaking presentations. Finally, the course encourages technical precision in punctuation, diction and syntax.
Toni Morrison’s The Bluest Eye
Malala Yousafzai’s I Am Malala
J.D. Salinger’s The Catcher in the Rye
This course deepens the students’ exploration of self by probing the question of “good and evil.” Reading literary texts from ancient Greece, through the Renaissance and into the contemporary period, students will continue to hone their close-reading, composition and public speaking skills. Ultimately, students will develop their own understanding of living a “good” life. Each year, students will read from of the following texts:
Gone Girl, by Gillian Flynn
The Stranger, by Albert Camus
This course broadens the student’s understanding of his or her place in a complex, culturally diverse world. Through the language and backgrounds found in fiction, nonfiction, poetry, and drama from around the globe, students examine the development of universal codes and unique perspectives. Using historical contexts and an interdisciplinary approach, students develop their understanding of this material and gauge their own involvement through argument, exposition, and presentation modes of discourse. Students who choose the “honors” option for this course will have additional responsibilities to convey a deeper skillset.
Note: Electives and Alternatives are based on student interest, and some courses may not be offered in a given year. In the 2021-22 school year, Crtical Reading and Writing Workshop will not be offered.
Taken in addition to, but not in replacement of, a full year English course, Critical Reading & Writing Workshop (CRW) is designed for students who could benefit from more targeted instruction and practice in reading and writing skills. An intensive, seminar-style course, CRW will help students develop effective analytical and communication skills. Close readings of short texts provide valuable insights into purpose and audience. Revision and reflection of student writings allow for greater focus on more formal mechanics. Practice of posture, poise, pace, and pronunciation produces positive outcomes in public speaking. Through modes such as argumentation, description, comparison and contrast, personal narrative, cause and effect, and textual analysis, students will gain greater confidence in their abilities.
Creative Writing opens an opportunity for students who wish to create and share original works of memoir, poetry and fiction.
1st Trimester: Memoir
2nd Trimester: Poetry
3rd Trimester: Fiction
Students may enroll in any one or all of the trimester courses in creative writing. Further, enrolled students lead the production of the School’s creative arts journal, Parnassus.
This course helps students refine their reading and writing for college success and civic engagement. As curious, critical, and responsive readers of mostly nonfiction, this course requires students to be flexible, reflective responders with audience and purpose in mind. Learning to identify and to analyze rhetorical modes and literary devices, students discover a writer’s intentions to elicit a reader’s response to a particular situation. Context is crucial, and students work to polish their own understanding of formal and informal written and spoken language.
Students who choose the AP option will have “Advanced Placement English Language and Composition” on their transcript and must take the spring AP exam.
All students will create pathways for deep, purposeful, self-directed learning, fueling lifelong discovery, creativity, and growth, unleashing the skills, passion, and courage to address the world’s most challenging problems.
This course helps students refine their reading and writing for college success and literary discourse. As critical and responsive readers of fiction, poetry, and drama, students will practice deft reading strategies and generate insightful responses with audience and purpose in mind. Learning to identify and to analyze literary devices within unique genres, students discover a writer’s thematic and emotional intention and connect these intentions to contemporary politics at home and around the world. Context is crucial, and students work to polish their own understanding of cultural perspectives and of formal written and spoken language.
Students who choose the AP option will have “Advanced Placement English Literature and Composition” on their transcript and must take the spring AP national exam. All students will create pathways for deep, purposeful, self-directed learning, fueling lifelong discovery, creativity, and growth, unleashing the skills, passion, and courage to address the world’s most challenging problems.
At Tilton, the ESOL Program is designed to serve our international students who require additional support for English proficiency before entering the standard English curriculum. The program, delivered through the Center for Academic Achievement, supports students who will use their English in continued college or university studies, in future jobs, and in personal endeavors. ESOL courses provide students with instruction in the English language, exposure to the American classroom and culture, and exercise of the study skills requisite to success in a rigorous academic setting.
This course is designed for students entering the ESOL program with an intermediate level of English language skill development. Students are provided with many opportunities for developing English language skills in context, including reading and writing academic English in a wide range of language use settings. The development and practice of skills in grammar, vocabulary, and paragraph writing are emphasized, and students are introduced to writing essays and other longer texts in preparation for additional coursework in the ESOL curriculum.
This course is designed for students entering the ESOL program with an intermediate level of English language skill development. Students practice and improve their reading and comprehension skills through exposure to many forms of written English, including simple, everyday written communications; articles in the popular media; and literary writing in essays, biographies, and short stories. This course prepares students for more advanced work in the ESOL curriculum and for eventual success in the mainstream academic program.
This course is designed to prepare advanced-level ESOL students for the writing they will be doing in mainstream courses. Students develop their writing skills by building on a strong foundation of grammar, evolving from intermediate to complex sentence structures, and by working through the writing process on many different types of academic writing, including a research paper. Students are expected to have a firm grasp of academic writing and to be able to apply that knowledge to their courses outside of the ESOL program upon completion of this course.
This course is designed to develop students’ academic reading comprehension as well as prepare them for mainstream literature courses. Students learn language analysis through short stories and academic texts, practice literary analysis through reading novels and a Shakespeare play, and develop critical and analytical writing skills expected of students in traditional literature courses.