English Department
Below you can find out more about some of the awesome stuff that our English Department has done. At TSA we teach everything from basic grammar to creative writing both poetry and prose, as well as literary analysis.
TSA Times
Read an edition of the student-created news magazine:
Volumes
VolumeS is TSA’s Literary Journal that showcases some writing done by students in Mr. Longacre’s class.
Addicted To My Past – Delicia Perez
Damion – Khalil Carpenter
Diabetes – Travis Mowery
Forgetfulness – Jeffery Napier
Gross – Kayla Wisnewski
In The Garden – Terri Draper
Last Night – Kira Kessler-Sweet
Those Nightly Cups of Tea Do the Trick – John Contos
The Outernet Possibility – Molly Miller
Muse – Kira Moore
Simple Machine – Savannah Nine
Skin – Alivia Holar
Sweater – Isabella Weik
This is Not a Eulogy – Terri Draper
Chicago – Camille Morelock
Waiting for a Ride in the Parking Lot of Kroger in Toledo, Ohio – Madison McQueen
Warm Hands – Noah Bourgeois
Writer’s Block – Kayla Wisnewski
You and Dreams – Khalil Carpenter
Course Descriptions
English by Grade
The sixth grade year focuses on improving skills in reading, writing, listening, visual literacy, and oral communication based on the Common Core Standards. Students have the opportunity to explore literature by outstanding authors, past and present. Written and oral communications skills will be integrated with literature in a well-rounded approach including integrations with the arts. Informal and formal writing including projects, speeches, group work, and daily writing will provide for alternative assessment opportunities.
The seventh grade year focuses on skills in reading, writing, listening, speaking, and language as laid out in the Common Core Standards. Students have the opportunity to explore literature and nonfiction work by outstanding authors, past and present. The Common Core Standards will be integrated with artistic literacy to focus on mastering grade-specific standards and to enable students to meet college and career readiness expectations. Informal and formal writing including projects, speeches, group work, and daily writing will provide for alternative assessment opportunities.
Prerequisite: Successful completion of grade 6 English
Students cover a wide range of contemporary literature in fiction, nonfiction, and poetry. Themes include loss, redemption, courage, and identity. Students read and analyze literary texts and discuss topics like character development, tone, setting, and theme. Students also gain a strong foundation in various writing formats, including an extended unit in formal MLA research paper writing.
Prerequisite: Success completion of grade 7 English
English 9 language arts will cover a variety of skills including reading literature and informational texts, writing, language, speaking and listening. Class activities, assignment, and assessments will stem primarily from the ELA Common Core Standards to ensure that you/your student has the most potential for success in accomplishing the necessary skills to pass 9th grade English.
Prerequisite: Successful completion of 8th grade English.
The sophomore English class continues work in formal essay writing. They also complete a minimum of one formal MLA and one APA formatted research paper. They will write some creative pieces as well depending on time. We read a variety of fiction titles and dive into theme, symbolism and a variety of other literary terms.
Prerequisite: Successful completion of 9th Grade English
English Seminars
Prerequisites for all English Seminar Classes: Successful completion of English 9 and 10. Juniors and Seniors only. Students may not take a seminar course for credit more than once.
American Gothic examines gothic and horror literature from early Romantic writers like Washington Irving through contemporary authors like Anne Rice and Stephen King. Emphasis will be placed on the analysis of horror conventions present in the poetry, prose, and drama of the American canon. While the course will of necessity touch upon monsters, the general theme of these texts will be the fear and tension created by these authors and how that fear affects the actions and personalities of the characters of the work. Writing will be rigorous and college preparatory, focusing on literary analysis related to the concepts of horror in several different American literary periods.
This course is a survey of world literature focusing on how the concepts of death and dying serve as literary devices in poetry, prose, and dramatic works. Students will examine concepts such as the afterlife, philosophies on the nature of dying, and the effect that death has on the plot and the future actions of the characters. The chronological span of the selected texts will be great, covering Middle Age authors like Dante Alighieri and Giovanni Boccaccio to contemporary writers like David Auburn and Chinua Achebe. Students will be expected to write organized and thorough literary analyses both on single texts as well as how these texts compare and contrast in their views of death and dying.
This course will use literature from recognized feminists as well as traditional literature viewed through a feminist lens as a catalyst for studying the 6 language arts. Students will analyze works from each of the 4 waves of western feminism along with examining feminist perspectives from traditionally eastern perspectives. Class discussion and critical thought will be used to foster a deeper understanding of the intersectionality of feminist perspectives, and analytical, critical essays will be used to prepare for college-level writing.
Multicultural American Literature will focus on texts from historically marginalized or disenfranchised groups in America’s history. This course will proceed chronologically, beginning with Native American voices, and including abolitionist, Asian-American, and Latino literature. Writing assignments will range from short, impromptu written responses to longer critical literary analyses meant to prepare students for college-level writing. Grammar will be taught based on the needs identified within student writing. Students should expect to participate actively in a community of learners through ample involvement in class discussion.
This course will focus on literacy as a catalyst for ecological awareness and engagement. Students will read classic and contemporary texts in a variety of genres (fiction, nonfiction, poetry, etc.) that consider the natural world and humanity’s place in it. Students will also write in a variety of forms including personal essays, critical responses, research projects, poetry, and other projects that engage in ecology through literacy.
This course will focus on selected readings in world philosophical, religious, and mystical writings. These readings traverse a wide variety of time periods, cultures, and traditions, including the Abrahamic, Hindu, Daoist, Buddhist, Greco-Roman, and more. Students will demonstrate competence and work towards mastery in written forms including short-form contemplative essays, personal essays, research writing, creative writing, comparative analysis, and other projects that engage and apply the ideas discussed in class. Both verbal and written discussion will be an important part of this course, so come prepared to participate!
Workshops
In this course you will learn, practice, and apply creative writing skills in a variety of genres including poetry, fiction, creative nonfiction, and songwriting. This class is a workshop in which you will produce and perform your own writing, as well as participate in group-discussion about the work of others. The goal of this course is not only to learn about writing, but also to be active, practicing, publishing writers.
This course is one of two options for Creative Writing II. In it, we will focus on poetry as a genre, including definitions of poetry, history, formal elements, prosody, genre, and performance. Readings will include a wide variety of periods, authors, and styles, but will emphasize contemporary English language poetry. Students will be expected to write and share their work publicly through workshopping, performance, and publication.
Prerequisite: Completion of Creative Writing I with a B- average and instructor approval.
Creative Writing II: Prose
This course is one of two options for Creative Writing II. In it, we will focus on prose as a genre. Students will study and create short stories and creative nonfiction. Readings will include a wide variety of periods, authors, and styles, but will emphasize contemporary English language prose. Students will be expected to write and share their work publicly through workshopping, performance, and publication.
Prerequisite: Completion of Creative Writing I with a B- average and instructor approval.
This course is the final class of the creative writing major. Students will complete a year-long project that represents their best work as writers. This project will involve ongoing processes, including proposing, drafting, workshopping, revising, producing, and presenting the project in question. We will also cover aspects of publication and career paths in writing. This class will also prepare work for public performance and presentation. Much of this work will be self-directed under the guidance of the instructor, so self-motivation is important.
Prerequisite: Instructor Approval Required
Additional Courses
News Writing will include both the study and implementation of journalistic practices. Students will work collaboratively and individually to create a bi-weekly school newspaper.
Prerequisite: Signed permission from an English teacher
In this class students create the unified TSA yearbook, including grades 6 through 12. They are responsible for photographing all events, clubs and daily activities that take place here at TSA. Creative minds and the ability to work together are imperative to the successful production of the school’s yearbook.