Advanced Placement English Language focuses on the various types of writing and rhetoric, specifically analyzing the concepts of rhetorical situations, claims and evidence, reasoning and organization, and style. The literary choices that complement the writing are drawn primarily from British Literature, using a thematic approach that pairs major works from key literary eras with impactful modern texts that invite study of contextual differences. Students are required to sit for the AP English Language Examination in May. This course may be eligible for college credit through Dual Enrollment (see pages 9-10).  Prerequisite: Department approval.

Advanced Placement English Literature challenges students to read difficult and sophisticated literature with facility and to write extended analyses.  Students learn to develop his ability to think, interpret, and write.  Emphasis is placed on strengthening the skills necessary for analyzing and criticizing literature and for writing expository essays that meet college-level standards.  In addition, the course prepares students for the AP Examination in English through the close study of poetry, prose and drama, a review of pertinent terminology for literary analysis, and frequent in-class critical compositions.  Students are required to sit for the AP English Literature Examination in May.   This course may be eligible for college credit through Dual Enrollment (see pages 9-10).

Prerequisite: Department approval.

The following course is part of the AP Capstone Program.  AP Seminar is a prerequisite for AP Research. Students must score a 3 or higher on the AP Seminar exam in order to take AP Research. AP Capstone students in the Class of 2025 will take AP Research as a core English credit during their senior year.  AP Capstone students in the Class of 2026 and future classes will take AP Research as an elective course during their junior year.

Students design, plan, and implement a yearlong, in-depth study or investigation in an area of personal interest through a chosen or designed inquiry method and develop a well-reasoned argument based on the evidence collected in an academic paper of 4,000–5,000 words. As a culmination of their research, students deliver (using appropriate media) a presentation and orally defend their research design, approach, and findings. Throughout the inquiry process, students communicate regularly with their teacher and, when appropriate, consult with an internal or external expert.

English I provides instruction in the foundations of composition and literature. Students learn to write and speak effectively, to read with greater competency and enjoyment, and to develop critical thinking skills. Included is the study of key literary genres to develop the students’ ability to interpret and appreciate literature, with focus on short story, novel, poetry, drama, and nonfiction units.  The curriculum also contains lessons and practice in the fundamentals of composition, grammar, vocabulary, and research skills.  Students are graded on their mastery of skills and concepts covered in the course as demonstrated through improvement and performance on objective and essay tests, written assignments, projects, and oral work in the classroom. 

Students are placed in a particular phase as determined by their scores on the Salesianum entrance/placement examination and other available data in their grade school records.  The phase of a course is meant to meet the specific needs of the students.  Higher phase courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy. Through this phasing system, a students’ strengths are challenged and their weaknesses addressed.Note: a student whose average drops below a D for any academic quarter in English 1 CP may be subject to academic conditions based upon review of the student's academic profile by the Director of Educational Support Services, the Dean of Academics, and the Principal.

English I provides instruction in the foundations of composition and literature. Students learn to write and speak effectively, to read with greater competency and enjoyment, and to develop critical thinking skills. Included is the study of key literary genres to develop the students’ ability to interpret and appreciate literature, with focus on short story, novel, poetry, drama, and nonfiction units.  The curriculum also contains lessons and practice in the fundamentals of composition, grammar, vocabulary, and research skills.  Students are graded on their mastery of skills and concepts covered in the course as demonstrated through improvement and performance on objective and essay tests, written assignments, projects, and oral work in the classroom. 

Students are placed in a particular phase as determined by their scores on the Salesianum entrance/placement examination and other available data in their grade school records.  The phase of a course is meant to meet the specific needs of the students.  Higher phase courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy. Through this phasing system, a students’ strengths are challenged and their weaknesses addressed.
Note: a student whose average drops below a D for any academic quarter in English 1 CP may be subject to academic conditions based upon review of the student's academic profile by the Director of Educational Support Services, the Dean of Academics, and the Principal.

English I provides instruction in the foundations of composition and literature. Students learn to write and speak effectively, to read with greater competency and enjoyment, and to develop critical thinking skills. Included is the study of key literary genres to develop the students’ ability to interpret and appreciate literature, with focus on short story, novel, poetry, drama, and nonfiction units.  The curriculum also contains lessons and practice in the fundamentals of composition, grammar, vocabulary, and research skills.  Students are graded on their mastery of skills and concepts covered in the course as demonstrated through improvement and performance on objective and essay tests, written assignments, projects, and oral work in the classroom. 

Students are placed in a particular phase as determined by their scores on the Salesianum entrance/placement examination and other available data in their grade school records.  The phase of a course is meant to meet the specific needs of the students.  Higher phase courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy. Through this phasing system, a students’ strengths are challenged and their weaknesses addressed.
Note: a student whose average drops below a D for any academic quarter in English 1 CP may be subject to academic conditions based upon review of the student's academic profile by the Director of Educational Support Services, the Dean of Academics, and the Principal.

English I provides instruction in the foundations of composition and literature. Students learn to write and speak effectively, to read with greater competency and enjoyment, and to develop critical thinking skills. Included is the study of key literary genres to develop the students’ ability to interpret and appreciate literature, with focus on short story, novel, poetry, drama, and nonfiction units.  The curriculum also contains lessons and practice in the fundamentals of composition, grammar, vocabulary, and research skills.  Students are graded on their mastery of skills and concepts covered in the course as demonstrated through improvement and performance on objective and essay tests, written assignments, projects, and oral work in the classroom. 

Students are placed in a particular phase as determined by their scores on the Salesianum entrance/placement examination and other available data in their grade school records.  The phase of a course is meant to meet the specific needs of the students.  Higher phase courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy. Through this phasing system, a students’ strengths are challenged and their weaknesses addressed.
Note: a student whose average drops below a D for any academic quarter in English 1 CP may be subject to academic conditions based upon review of the student's academic profile by the Director of Educational Support Services, the Dean of Academics, and the Principal.

US Literature engages students with a diverse array of American voices.  Students examine the nature of the American Dream, the use of rhetoric in speech, and the themes of individuality, coming of age, and rebellion through a variety of texts reflecting the American experience. As they read, students are expected to take notes, make inferences, draw conclusions, participate in class discussions, and synthesize concepts. Development of language skills, vocabulary, and composition and research skills continue in this course, with specific focus on writer’s intent. Students will learn to craft writing with respect to speaker, audience, and task, using specific rhetorical techniques. As with English I, higher-phased courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy.

US Literature engages students with a diverse array of American voices.  Students examine the nature of the American Dream, the use of rhetoric in speech, and the themes of individuality, coming of age, and rebellion through a variety of texts reflecting the American experience. As they read, students are expected to take notes, make inferences, draw conclusions, participate in class discussions, and synthesize concepts. Development of language skills, vocabulary, and composition and research skills continue in this course, with specific focus on writer’s intent. Students will learn to craft writing with respect to speaker, audience, and task, using specific rhetorical techniques. As with English I, higher-phased courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy.

US Literature engages students with a diverse array of American voices.  Students examine the nature of the American Dream, the use of rhetoric in speech, and the themes of individuality, coming of age, and rebellion through a variety of texts reflecting the American experience. As they read, students are expected to take notes, make inferences, draw conclusions, participate in class discussions, and synthesize concepts. Development of language skills, vocabulary, and composition and research skills continue in this course, with specific focus on writer’s intent. Students will learn to craft writing with respect to speaker, audience, and task, using specific rhetorical techniques. As with English I, higher-phased courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy.

US Literature engages students with a diverse array of American voices.  Students examine the nature of the American Dream, the use of rhetoric in speech, and the themes of individuality, coming of age, and rebellion through a variety of texts reflecting the American experience. As they read, students are expected to take notes, make inferences, draw conclusions, participate in class discussions, and synthesize concepts. Development of language skills, vocabulary, and composition and research skills continue in this course, with specific focus on writer’s intent. Students will learn to craft writing with respect to speaker, audience, and task, using specific rhetorical techniques. As with English I, higher-phased courses address tougher texts in greater depth, move at a faster rate, and incorporate lengthier and more frequent writing assignments, all of which require greater student autonomy.

British Literature surveys integral works of British authors and engages students with multiple genres, including poetry, plays, and novels. Major units focus on Beowulf, Shakespearean drama, Romanticism, and the modern and postmodern era, with students examining how archetypes and universal themes have influenced Western literature from its beginnings. Students learn to interpret texts and uncover new meaning using a variety of critical lenses, such as historical, biographical, and archetypal. Writing development emphasizes the importance of perspective, as students synthesize their interpretations of texts with published literary criticism. Students pose questions, conduct research, and compose focused literary analyses supported by credible external sources. 

British Literature surveys integral works of British authors and engages students with multiple genres, including poetry, plays, and novels. Major units focus on Beowulf, Shakespearean drama, Romanticism, and the modern and postmodern era, with students examining how archetypes and universal themes have influenced Western literature from its beginnings. Students learn to interpret texts and uncover new meaning using a variety of critical lenses, such as historical, biographical, and archetypal. Writing development emphasizes the importance of perspective, as students synthesize their interpretations of texts with published literary criticism. Students pose questions, conduct research, and compose focused literary analyses supported by credible external sources. 

British Literature surveys integral works of British authors and engages students with multiple genres, including poetry, plays, and novels. Major units focus on Beowulf, Shakespearean drama, Romanticism, and the modern and postmodern era, with students examining how archetypes and universal themes have influenced Western literature from its beginnings. Students learn to interpret texts and uncover new meaning using a variety of critical lenses, such as historical, biographical, and archetypal. Writing development emphasizes the importance of perspective, as students synthesize their interpretations of texts with published literary criticism. Students pose questions, conduct research, and compose focused literary analyses supported by credible external sources. 

A story as old as time: a hero embarks on a journey to save others, discover a power, and/or change the world. The hero receives help and encounters sinister challenges. This course explores the familiar pattern of the Hero’s Journey, a popular scholarly theory that has been applied to literature from around the world and throughout human history. Units are focused on understanding the complexities of the theory, applying it to a variety of texts, analyzing  deviations from the theory, and creating an original story that uses the Hero’s Journey structure. As an English Communication course, emphasis is placed on the development of speaking and presentation skills. Students will have opportunities to work independently and in groups to present information, lead discussions, inform others about discoveries from critical analysis, and promote their story to a new audience.

A story as old as time: a hero embarks on a journey to save others, discover a power, and/or change the world. The hero receives help and encounters sinister challenges. This course explores the familiar pattern of the Hero’s Journey, a popular scholarly theory that has been applied to literature from around the world and throughout human history. Units are focused on understanding the complexities of the theory, applying it to a variety of texts, analyzing  deviations from the theory, and creating an original story that uses the Hero’s Journey structure. As an English Communication course, emphasis is placed on the development of speaking and presentation skills. Students will have opportunities to work independently and in groups to present information, lead discussions, inform others about discoveries from critical analysis, and promote their story to a new audience.

Leslie Fielder famously argued that the whole of American literature is “bewilderingly and embarrassingly, a gothic fiction... a literature of darkness and the grotesque in a land of light and affirmation.” This course aims to understand and evaluate Fielder’s claim through a study of a variety of American literary horror from the eighteen through twenty-first centuries, as well as pertinent criticism. Students will learn what makes a text both American and Gothic. They will also consider how the Gothic tradition is Americanized, how it has changed throughout the centuries, and how it remains relevant for contemporary American culture. 

Great villains make great stories. In this English Communication course, students learn, apply, and develop speaking skills through a variety of modalities by exploring the evolution of villains in literature. Using the historical lens, students analyze how the villain displays characteristics unique to specific time periods and cultural concerns. This contextualization challenges students to better understand how history has shaped the antagonist and literature, as well as the world in which they live. Students will apply their knowledge beyond the literary world and into the contemporary world, developing their own authentic voice and creating villains reflective of their own historical and cultural context. 

How do we define something that has no agreed upon definition? Within the genre of experimental literature, we are faced with just such a dilemma.  Is a work experimental because it tests the norms of realism by altering the normal structure of a story, or by presenting unbelievable situations, or by giving us characters that we can not easily classify? Or is a work experimental because it challenges the established culture of the time? This course will work to explore and evaluate different examples of experimental literature through a study of texts ranging from the late 1700’s to modern day. Students will learn how and why artists break from traditional forms, and what challenges and new avenues these breaks offer us as readers, ultimately working towards an understanding of how this genre reflects our fractured, postmodern world.

How do we define something that has no agreed upon definition? Within the genre of experimental literature, we are faced with just such a dilemma.  Is a work experimental because it tests the norms of realism by altering the normal structure of a story, or by presenting unbelievable situations, or by giving us characters that we can not easily classify? Or is a work experimental because it challenges the established culture of the time? This course will work to explore and evaluate different examples of experimental literature through a study of texts ranging from the late 1700’s to modern day. Students will learn how and why artists break from traditional forms, and what challenges and new avenues these breaks offer us as readers, ultimately working towards an understanding of how this genre reflects our fractured, postmodern world.

This Journalism and Media Literacy course introduces students to the fundamentals of media studies, focusing on essential skills in written communication, critical analysis, and professional collaboration. Students will explore news writing, media ethics, media law, and the art of storytelling through various writing assignments and projects. Through a comprehensive approach to news gathering, interviewing, and media navigation, this course prepares students for college and future careers in media and communications. Students will have opportunities to work individually and in teams, gaining hands-on experience with project management and enhancing media literacy skills. Students will also be required to contribute to our school newspaper, Salesianum Review.