- Teacher: Gregory Hecht
- Teacher: Denise Crlenjak
This is the Online Writing Lab created for the English Peer Tutoring program at Saints. You may access this at any time. However, there will be specific times that tutors will be available for online help. Additionally, you may be able to schedule one on one help with tutors by selecting the scheduling tab. This may be beneficial if you have already worked with a tutor in the past and would like to continue working with him. Tutor will NOT edit your papers. They will give you feedback them. Please give tutors 24 hours to get back to you before contacting them again. If you have any questions or problems with this site, please contact Mr. IgelmanThis full year course is designed to supply the student with a basic knowledge of the English language in an effort to establish a solid foundation for all forms of communications. Furthermore, it is intended to create an awareness of the universality of human experience expressed in literature (short stories, novels, poems, essays, etc.) and to deepen the student's ability to express himself critically through expository and analytical writing. The teacher prepares the student for further study and attempts to develop in the student a general interest in the English language.
English I-B is designed for the student who needs strengthening in the areas of basic grammar, syntax, and usage. It offers the student the opportunity to develop an understanding of the fundamentals of English (done in context of the study of literature: short stories, novels, poems, essays, etc.) in order that he might express his thoughts in well-formed sentences and paragraphs.
This year-long course is designed to build on the foundation laid during freshman English. Students are challenged to continue to develop critical thinking, reading, and writing skills. The fundamentals of English grammar are also reviewed and reinforced throughout the year. The course hopes to provide the students with a broad grammar, composition, literature (short stories, novels, poems, essays, etc.) background that will aid them in their personal development and in their work in other disciplines.
This year-long course is designed to build on the foundation laid during freshman English. Students are challenged to continue to develop critical thinking, reading, and writing skills. The fundamentals of English grammar are also reviewed and reinforced throughout the year. The course hopes to provide the students with a broad grammar, composition, literature (short stories, novels, poems, essays, etc.) background that will aid them in their personal development and in their work in other disciplines.
This two semester course is designed to lead the student to an appreciation and enjoyment of the whole range of
America's impressive literary heritage. It emphasizes the achievement and influence of our major and most representative writers as well as stressing the importance of the principal literary and philosophical movements as a reflection of a changing America. Work in grammar and composition lead the student from sentence skills to the paragraph and to the essay. Ultimately, the research paper project will blend all of these skills. Vocabulary study continues throughout the year. - The AP English Language and Composition course is designed to help students become skilled readers of prose written in a variety of rhetorical contexts and to become skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. As in the college course, the purpose of the AP English Language and Composition course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. An AP English Language and Composition course should help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Although such formulaic approaches may provide minimal organization, they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose, and audience and to allow this focus to guide the organization of their writing.
