Prerequisites: English 8 CP or English 8 Honors 

In this course, students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively. Students are expected to apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. In addition, students acquire and use general academic and domain- specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. By the end of the course, students should be able to read and comprehend a variety of literary and informational texts proficiently.

Prerequisites: English I CP or English I Honors 

In this course, students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively. Students are expected to apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 

In addition, students acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. By the end of the course, students should be able to read and comprehend a variety of literary and informational texts proficiently. Students are required to take the SC End-of-Course exam after completing English II. This state assessment will count as the final exam for English II.

Prerequisites: English I Honors or Teacher Recommendation

In this course, students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively. Students are expected to apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 

In addition, students acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Students engage in Socratic Seminars where they seek deeper understanding of complex ideas in text through rigorously thoughtful dialogue. Honors students are expected to read and comprehend complex literary and informational texts independently and proficiently. Students are required to take the SC End-of-Course exam after completing English II Honors. This state assessment will count as the final exam for the course.

Prerequisites: English II CP or English II Honors 

In this course, students gather relevant information from multiple print and multimedia sources. Students effectively assess the strengths and limitations of each source in terms of the task, purpose, and audience, integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and follow a standard format for citation. Students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 

Students must initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively. Students present information, findings, and supporting evidence to convey a clear and distinct perspective, such that listeners can follow the line of reasoning. Students ensure the organization, development, substance, and style of their presentation (written or oral) are appropriate to purpose and audience in a range of formal and informal tasks. 

Students acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. By the end of the course, students should be able to read and comprehend a variety of literary and informational texts proficiently. 

Prerequisites: English II CP, English II Honors or Teacher Recommendation

In this course, students gather relevant information from multiple print and multimedia sources. Students effectively assess the strengths and limitations of each source in terms of the task, purpose, and audience, integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and follow a standard format for citation. Students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students must initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

Students present information, findings, and supporting evidence to convey a clear and distinct perspective, such that listeners can follow the line of reasoning. Students ensure the organization, development, substance, and style of their presentation (written or oral) are appropriate to purpose and audience in a range of formal and informal tasks.

Students engage in Socratic Seminars where they seek deeper understanding of complex ideas in text through rigorously thoughtful dialogue. Students acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. By the end of the course, students should be able to read and comprehend a variety of literary and informational texts independently and proficiently.

Prerequisites: English II CP or English II Honors ,Teacher Recommendation

In this course, students gather relevant information from multiple print and multimedia sources. Students effectively assess the strengths and limitations of each source in terms of the task, purpose, and audience, integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students must initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

Students present information, findings, and supporting evidence to convey a clear and distinct perspective, such that listeners can follow the line of reasoning. Students ensure the organization, development, substance, and style of their presentation (written or oral) are appropriate to purpose and audience in a range of formal and informal tasks. Students acquire and use accurately general academic and domain- specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

By the end of the course, students should be able to read and comprehend a variety of literary and informational texts proficiently.

Prerequisites: English III Honors or Teacher Recommendation

In this course, students gather relevant information from multiple print and multimedia sources. Students effectively assess the strengths and limitations of each source in terms of the task, purpose, and audience, integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and follow a standard format for citation. Students write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students must initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

Students present information, findings, and supporting evidence to convey a clear and distinct perspective, such that listeners can follow the line of reasoning. Students ensure the organization, development, substance, and style of their presentation (written or oral) are appropriate to purpose and audience in a range of formal and informal tasks.

Students engage in Socratic Seminars where they seek deeper understanding of complex ideas in text through rigorously thoughtful dialogue. Students acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. By the end of the course, students should be able to read and comprehend a variety of literary and informational texts independently and proficiently.

Recommendation: English II Honors or English III Honors

Students engage in rigorous study of non-fiction texts, including a thorough understanding of its themes and periods. This course enables students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively. Students write both informal and formal contexts to gain authority and learn to take risks in writing. As well as engaging in varied writing tasks, students become acquainted with a wide variety of prose styles from many disciplines and historical periods and gain understanding of the connections between writing and interpretive skill in reading. 

Students enrolled in this courses must demonstrate a high level of motivation and achievement in the prerequisite coursework. Compositions focus on the analytical skills needed for the AP exam. Complementary reading (during the summer and school year) is required. The course meets the objective of a general English course at the college level. The College Board determines the course description; therefore, the content of this course must adhere to those requirements.

AP Literature and Composition follows a curriculum prescribed and endorsed by the College Board and is designed to involve students in the study of literature and composition at the college level. Students read and write literary analysis on literary classics, fiction and poetry. Students must possess strong skills in analytical reading and written expression. Course content requires extensive reading outside of class and timed writings in class as preparation for the AP exam given in May. Students engage in rigorous study of American and British literature plus selections from world literature. Students enrolled in this courses must demonstrate a high level of motivation and achievement in the prerequisite coursework. 

Compositions focus on the analytical skills needed for the AP exam. Complementary reading (during the summer and school year) is required. The course meets the objective of a general English course at the college level. The College Board determines the course description; therefore, the content of this course must adhere to those requirements.

This course is for students who enjoy writing as a form of expression. In the class, students explore develop writings in different genres. Students will participate in writing workshops and writing conferences to help them develop their craft. 

This course is for sophomores who are who have not met state standards necessary for successful language arts performance. Emphasis is placed on essential standards within the context of reading and writing. This course is elective credit only and does not satisfy the English II requirement for grade 10. 

This course is for freshman students who are who have not met state standards necessary for successful language arts performance. Emphasis is placed on essential standards within the context of reading and writing. This course is elective credit only and does not satisfy the English 1 requirement for grade 9. 

The course is designed to strengthen literacy skills and strategies required by all content areas, and enrollment is based on standardized test scores. A variety of print and multimedia materials are used to enhance comprehension. Through reading and writing workshop and direct instruction, students build strategies for creating an assortment of visual, oral, and written responses in order to analyze texts. 

This course expands office computing by incorporating the use of a microcomputer-based system and software with graphic capabilities to produce publication materials in which typeset text and graphics have been integrated on the page using accepted journalism and presentation techniques. The major objective of the course is to produce the school yearbook. Students must agree to work outside of class and to sell ads. (This course can be repeated as space allows.)