This course continues the development of listening, speaking, reading, and writing skills in English with emphasis on the reading and writing processes. Students communicate ideas and information orally with increased confidence, demonstrating their understanding of idiomatic expressions, using different registers appropriately, and communicating comfortably in new and unfamiliar settings. Students read and write across a variety of genres, applying knowledge of language to derive meaning from text, and express themselves appropriately for different audiences and purposes. This course prepares students to succeed in the Mainstream English Cluster (grade-level English courses) by helping them develop appropriate academic language and learning strategies.

This course, based on the themes of identity and relationships, allows students to explore their own identity as well as the different identities of those around them in their diverse communities. Fiction and non-fiction pieces by a variety of writers, will be used to promote discussion and serve as models for student writing. Students work independently and in groups in order to analyze and infer information from text, refine their writing, and use language to communicate to a variety of audiences. Workload: Frequent reading assignments in class, independent reading out of class, diverse and periodic writing and multimedia assignments in and out of class, and collaborative text analysis. Ethnic Studies Graduation Requirement: Passing both semesters of Identity and Relationships meets the district graduation requirement for ethnic studies.

English 3,4 is a literacy course required of all grade 10 students. The course content focuses on teaching the students skills and strategies for critical, independent reading and writing of increasingly complex expository and narrative texts. Instruction in each standards-based unit of study interrelates reading, writing, oral communication, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, and evaluate others' ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to authentic audiences.

Students will develop an understanding and appreciation of literature and will grow in their abilities to respond to literature based on their own experiences. The writing process will be emphasized by the use of essay, research, and documentation as well as through creative writing. Students will proceed and move through all steps in the writing process. The following items will be refined and reinforced in their writing: research, spelling, grammar, and mechanics. Descriptive, evaluative, persuasive and informative essays will be developed by the students and creative and analytical thinking will be stressed.

This course emphasizes skills and strategies for independent reading of, analyzing, and writing about works of American literature, with a focus on how that literature reflects social, political, and moral issues in the United States. Instruction in each standards-based unit of study integrates reading, writing, speaking and listening, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to interpret, analyze, extend, and evaluate others' ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to authentic audiences.

This Advanced Placement English course is designed to help students become more skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and to become skilled writers who can compose for a variety of purposes. Through their writing and reading in this course, students should become aware of the interactions among a writer's purposes, audience, expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effective writing. This course (a) meets the district's American literature graduation requirement, (b) meets the requirements for the Diploma with Academic Distinction, and (c) prepares students for the AP Examination in English Language and Composition.

This Advanced Placement English course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, style, and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays as well as possible creative writing. The course prepares students for the Advanced Placement Examination in Literature and Composition. It also meets the requirements for the Diploma with Academic Distinction.

The goal of the CSU Expository Reading and Writing (ERWC) course is to prepare college-bound students for the literacy demands of higher education. Students are expected to increase their awareness of rhetorical strategies employed by authors and to apply those strategies in their own writing. They will read closely to examine the relationship between an author's argument or theme and his or her audience and purpose, to analyze the impact of structural and rhetorical strategies, and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the course, students will be expected to use this process independently when reading unfamiliar texts and to provide lengthy, independently written responses. The type of work expected in this course includes: Frequent reading of advanced non-fiction texts in and out of class, independent reading out of class, reading and analysis of a Shakespearian drama, narrative, argument and analytical writing assignments, collaborative text analysis, and assembling a portfolio of representative work samples gathered over the course of the year.

This course is designed for transfer-level students or for those who want to develop competence in college-level reading and composition. Students read, analyze, discuss and think critically using a variety of works and sources. Based on these activities, students write essays, fully documented research projects, and other types of texts for various purposes and audiences. This written work, which demonstrates effective, logical, and precise expression of ideas, totals at least 6,000 graded words. Designated sections of this course may be taught from a specific cultural perspective.

This course is a study of effective interpersonal skill development and practice in oral and written communication. Emphasis is placed on the personal, situational, and cultural influences of interaction. Topics include human perception, interpersonal dynamics, listening, conflict management, and verbal and nonverbal symbol systems. The course is intended for students who communicate in one-on-one situations, including communication, fashion, allied health, public service, and business majors as well as those interested in further development of effective interpersonal skills in work, volunteer, and personal environments.

This course is an introduction to speechmaking. Emphasis is placed on the skills required to organize and deliver various types of speeches. Students give several speeches with and without visual aids. This course is designed for Communication Studies majors and for students interested in honing their speech skills.

It is strongly recommended that ninth-grade students interested in taking AP European History, AP World History, or AP U.S. History in grades 10 and 11 enroll in this course. This is the only AP course available to 9th-grade students. It qualifies for a World History credit, but it is unweighted for 9th-grade students.