Rooms 119 and 164
Program and Course Descriptions
English I Applications
English I examines how individuals, communities, and cultures form and maintain distinctive identities in an increasingly globalized world. The literature study explores the ways in which written and oral language reflect the essential aspects of the human condition as well as examines the diversity of people and cultures. An emphasis on the writing process complements the study of literature to develop skills in expository prose, personal, narrative, and research-based writing. In addition English I (2010) is a skill-intensive approach to the existing English I curriculum. This course places a heavier emphasis on the acquisition and development of language arts skills. Students acquire strategies to improve their reading comprehension, writing development, vocabulary acquisition and study skills.
English I examines how individuals, communities, and cultures form and maintain distinctive identities in an increasingly globalized world. The literature study explores the ways in which written and oral language reflect the essential aspects of the human condition while also examining the diversity of people and cultures. An emphasis on the writing process complements the study of literature to develop skills in expository prose, personal, narrative, and research-based writing forms. This course is recommended for most ninth grade students who can read and write material appropriate for this grade level.
AP Language and Composition
English Advanced Placement Language and Composition demands rigorous academic standards, sophisticated analytical and critical thinking, and articulate written and oral expression. Implicit in the AP program is the expectation of maturity for independent scholarship and intelligent interaction in a seminar setting. The primary goal of AP Language and Composition is increased awareness of the relationship among language, meaning, and purpose. As in the college course for which this AP course is a substitute, its purpose is to enable students to read complex texts written in a variety of periods, disciplines and rhetorical contexts with understanding and to write prose of sufficient richness and complexity in order to communicate effectively with mature writers. Through their reading and writing, students are aware of the interactions amongst a writer’s purpose, audience expectations and subjects as well as the way conventions and resources contribute to effective writing.
This course is recommended for students who can read and write college level material. These students should be committed to the study of rhetoric and seek to develop their skills in this area. Relative to the course expectations, students should be able to achieve the following: read more extensively; study and discuss language in greater depth; write more comprehensive, critical and varied compositions; complete more independent reading and analysis; and experiment with more sophisticated elements of style and voice. Upon completion of this course students should plan to take the Advanced Placement Exam.
Experiencing Cultural Diversity through Language and Literature is a final offering in a sequence of courses emphasizing human communication in many forms and voices. The course highlights important origins, significant authors and movements of the human experience in world literature from European, African, Asian and other diverse cultures. Through a continued emphasis on and review of grammar, mechanics and composition, the course develops and refines skills in expository, personal and research based writing, while also helping students further develop their presentation skills. This course is recommended for most twelfth grade students who read and write material appropriate to the grade level.
The goals of the Westfield school system include a commitment to develop each child's learning potential to the fullest extent possible. With that commitment comes the realization that no single approach to learning will work for all students. Just as programs have been developed to meet the particular needs of gifted, learning disabled, and remedial learners, Project '79 is an attempt to reach yet another group of students—those whose intelligence ranges from average to above average, but for a variety of reasons are not succeeding academically.
I hope our Project classes will feel genuine, open, tolerant and safe. As members of the Project community, each student will contribute in their own ways toward creating a better learning environment for all. As a program, we hope to build confidence, breakdown barriers and broaden horizons.