"The Literature we read and study has given me a greater appreciation for different authors and genres. I love the way they challenge us and ask us to think of others' experiences."
~ Victoria '21
The St Joseph High School English Department presents students with a challenging curriculum that focuses on reading, writing, and critical thinking skills. The goals of the English curriculum are to provide a four-year literature-based program to assist in the development of excellence in writing and speaking skills, learning to critically analyze challenging literature and original source texts, as well as building vocabulary and grammar skills. We employ 21st century technology to promote media literacy and to develop students who are prepared to meet their future academic and career goals in an ever-changing technological world.
- Academic Writing & Language Skills
- American Literature
- British Literature
- Broadcast Journalism
- Creative Writing
- World Literature & Composition
- Senior English: Literature and War
- Senior English: Literature and War/Short Story
- Senior English: Shakespeare’s Comedies and Tragedies
- Senior English: Sports Literature and Writing/Science Fiction Literature
- Senior English: Women in Literature/Multicultural Literature
- AP English Language & Composition
- AP English Literature & Composition
A brief explanation of our academic level rating system follows. Please note, students schedules are dynamic and may include varying levels of courses.
Course scheduling at St Joes is individualized and dynamic. Your student's curriculum will be challenging and appropriate to his or her learning needs. Our academic placements are tailored to each student's strengths. Students may progress through our curriculum as his or her mastery dictates allowing students to diversify their course levels.
At St Joseph High School, it is our belief that learning is a collaboration between parents, students, teachers, counselors, and administrators. Each has a part to play in a student's success. It is our hope, that by the time a student graduates, he or she has become a lifelong learner. This maturation process takes time to develop as the right balance is struck between adult supervision and intervention and a student's ownership for learning. Younger students naturally need more adult supervision and advocacy. But as a student matures, it is expected that he or she will take responsibility for his or her learning. In the end, if a student is to succeed in college, the student must be responsible and accountable for his or her education.