Basic English 1, 2, 3, 4 Credit: 1
Grade Placement: 9-12
Prerequisite: Completion of English requirements and committee decision.
Basic English is a modified, general education curriculum designed to address the individual learning of special needs students. It focuses on integrated language arts study in language, writing, literature, reading, and speaking and listening. Students will practice the application of both oral and written use of language, as well as interpret and respond to relevant literature.

English 1 Credit: 1 (State)
Grade Placement: 9
Prerequisite: None
Students enrolled in English 1 increase and refine their communication skills. They will plan, draft, and complete written compositions on a regular basis. They will edit papers for clarity, appropriate language, and the correct use of the conventions (grammar) and mechanics of written English. Students will write to persuade, to report, and to describe. In literature, students will read extensively in various genres from world literature, use literary terms correctly and interpret the possible influences of the historical context on a literary work. The research process will be used as a tool for learning, vocabulary development will be continued, and the significance of visual representations will be analyzed and critiqued.
Pre-AP English 1 Credit: 1 (State)
Grade Placement: 9 Honors
Prerequisite: Students must have demonstrated reading level at or above grade level and meet Pre-AP criteria
Students will develop higher-level critical thinking skills that provide more in-depth study of various aspects of the English 1 curriculum. They will also read more literature selections and will practice a greater variety of composition types than regular English 1. Students will read Silas Marner by George Eliot as summer reading before the fall semester begins.
English 2 Credit: 1 (State)
Grade Placement: 10
Prerequisite: English 1
Students enrolled in English 2 will continue to increase and refine their communication skills. They will plan, draft, and complete written compositions that have been edited for clarity, engaging language, and the correct use of the conventions (grammar) and mechanics of written English. An emphasis is placed on persuasive forms of writing, such as logical arguments, expressions of opinion and personal forms of writing. In literature, students will read extensively in world literature, use literary forms and terms, interpret use of literary forms and terms, and interpret the influences of the historical context on a literary work. The research process will be used as a tool for learning, vocabulary development will be continued, and the significance of visual representations will be analyzed and critiqued.
Pre-AP English 2 Credit: 1 (State)
Grade Placement: 10 Honors
Prerequisite: Meet Pre-AP criteria
Students will develop higher-level critical thinking skills that provide more in-depth study of various aspects of the English 2 curriculum. They will also read more literature selections and will write creatively. Writing skills will be further developed, including development of skills that prepare students for the Advanced Placement style of writing. Students will read Wuthering Heights by Emily Bronte as summer reading before the fall semester begins.
English 3 Credit: 1 (State)
Grade Placement: 11
Prerequisite: English 1 and 2
Students enrolled in English 3 will continue to increase and refine their communication skills. They will plan, draft, and complete written compositions on a regular basis that have been edited for clarity, engaging language, and the correct use of the conventions (grammar) and mechanics of written English. Emphasis is placed on business forms of writing, such as the report, the business memo, the narrative of a procedure, etc. In literature, students read in multiple genres primarily from American literature, use literary forms and terms, and interpret the influences of the historical context on a literary work. The research process will be examined, vocabulary development will be continued, and the significance of visual representations will be analyzed and critiqued.
AP English 3 Credit: 1 (State)
Grade Placement: 11 Honors
Prerequisite: Meet Pre-AP criteria
Students will develop higher-level critical thinking skills that provide more in-depth study of various aspects of the English 3 curriculum, including evaluating literature, analyzing literary criticism, and writing literary analyses. Writing skills for the English Language and Composition Advanced Placement exam will be further developed. (Through examination, it is possible for students to receive college credit for English courses.) Students will read Grapes of Wrath by John Steinbeck as summer reading before fall semester begins.
English 4 Credit: 1 (State)
Grade Placement: 12
Prerequisite: English 1, 2, and 3
Students in English 4 will continue the development of their communication skills. They will write in a variety of forms, including business, personal, literary, and persuasive. In literature, students read in multiple genres from British and world literature, use literary forms and terms, and interpret the influences of the historical context on a literary work. The research process will be used as a tool for learning, vocabulary development will be continued, and the significance of visual representations will be analyzed and critiqued.
AP English 4 Credit: 1 (State)
Grade Placement: 12 Honors
Prerequisite: Meet Pre-AP criteria
Students will develop higher-level critical thinking skills that provide more in-depth study of various aspects of the English 4 curriculum. Writing skills for the English Literature and Composition Advanced Placement exam will be developed. (Through examination, it is possible for students to receive college credit for English courses.) Students will read The Oedipus Plays of Sophocles (translation by Dudley Fitts and Robert Fitzgerald preferred) as summer reading before the fall semester begins.
ENGL 1301 Composition I (Concurrent) - English 4 Credit: 1 (State)
Grade Placement: 12 and 3 college hours
Prerequisite: English 1, 2, 3, teacher’s recommendation and (Fall Semester) THEA score or alternate
Note: This course must be taken concurrently with ECON 2301.
A course devoted to improving the student’s writing and critical reading. Writing essays for a variety of purposes from personal to academic, including the introduction to argumentation, critical analysis, and the use of sources. (Core college curriculum course)
ENGL 1302 Composition II (Concurrent) - English 4 Credit: 1 (State)
Grade Placement: 12 and 3 college hours
Prerequisite: ENGL 1301 (Spring Semester)
Note: This course must be taken concurrently with GOVT 2301.
A more extensive study of the skills introduced in ENGL 1301 with an emphasis on critical thinking, research, and documentation techniques, and literary and rhetorical analysis. (Core college curriculum course)
Basic Reading 1, 2, 3, 4 Credit: 1
Grade Placement: 9-12
Prerequisite: Committee decision
Basic Reading is a modified, general education curriculum designed to address the individual learning of special needs students.
Reading Credit: .5 - 1 (State)
Grade Placement: 9-12
Prerequisite: None
Reading offers students instruction in word recognition and comprehension strategies and vocabulary to ensure that high school students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, to evaluate sources, and to draw supportable conclusions. Students learn how various texts are organized and how authors choose language for effect. All of these strategies are applied in texts that cross the subject fields.
Beginning ESOL English Credit: 1 (Local)
Grade Placement: 9-12
Prerequisite: Teacher approval
This course is designed to help non-English speaking students with their language concepts. It is designed as a transition course to provide additional assistance in English.
Beginning ESOL Reading Credit: 1 (Local)
Grade Placement: 9-12
Prerequisite: Teacher approval
This course is designed to help non-English speaking students with their reading concepts. It is designed as a transition course to provide additional assistance in English.
ESOL English 1 Credit: 1 (State)
Grade Placement: 9-12
Prerequisite: Teacher approval
This course is designed to help non-English speaking students with their language concepts. It is designed as a transition course to provide additional assistance in English. It can also be used as one English credit.
ESOL Reading 1 Credit: 1 (Local)
Grade Placement: 9-12
Prerequisite: Teacher approval
This course is designed to help non-English speaking students with their reading concepts. It is designed as a transition course to provide additional assistance in English.
ESOL English 2 Credit: 1 (State)
Grade Placement: 9-12
Prerequisite: Teacher approval
This course is designed to help non-English speaking students with their language concepts. It is designed as a transition course to provide additional assistance in English. It can also be used as one English credit.
ESOL Reading 2 Credit: 1 (Local)
Grade Placement: 9-12
Prerequisite: Teacher approval
This course is designed to help non-English speaking students with their reading concepts. It is designed as a transition course to provide additional assistance in English.
Creative and Imaginative Writing Credit: .5 (State)
Grade Placement: 11-12 (Fall Semester)
Prerequisite: None
The study of creative and imaginative writing allows high school students to earn .5 credits while developing versatility as a writer. Creative and Imaginative Writing, a rigorous composition course, asks high school students to demonstrate their skill in such forms of writing as essays, short stories, poetry, children’s literature, and drama. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The student’s evaluation of his/her own writing, as well as the writing of others, ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop and apply criteria for effective writing, and set their own goals as writers.
Humanities Credit: .5 (State)
Grade Placement: 11-12 (Spring Semester)
Prerequisite: None
Humanities is an interdisciplinary course in which students recognize writing as an art form. Students read widely to understand how various authors craft compositions for various aesthetic purposes. This course includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Humanities is a rigorous course of study in which high school students respond to aesthetic elements in texts and other art forms through outlets such as discussions, journals, oral interpretations, and dramatizations. Students read widely to understand the commonalities that literature shares with the fine arts. In addition, students use written composition to show an in-depth understanding of creative achievements in the arts and literature and how these various art forms are a reflection of history. All students are expected to participate in classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media.
Journalism Credit: .5 - 1 (State)
Grade Placement: 9-12
Prerequisite: None
Students enrolled in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Students are expected to write in a variety of forms and for a variety of audiences and purposes. Students will become analytical consumers of media and technology to enhance their communication skills. Writing, technology, visual, and electronic media are used as tools for learning as students create, clarify, critique, write and produce effective communications. Students enrolled in journalism will learn journalistic traditions, research self-selected topics, write journalistic texts, and learn the principles of publishing.
Photojournalism Credit: .5 - 1 (State)
Grade Placement: 11-12
Prerequisite: Journalism and teacher approval
Students enrolled in Photojournalism communicate in a variety of forms for a variety of audiences and purposes. High school students are expected to plan, interpret, and critique visual representation, carefully examining their product for publication. Students will become analytical consumers of media and technology to enhance their communication skills. High school students will study the laws and ethical considerations that impact photography. Technology, visual, and electronic media are used as tools for learning as students create, clarify, critique, and produce effective visual representations. Students enrolled in this course will refine and enhance their journalistic skills, plan, prepare, and produce photographs for a journalistic publication.
Advanced Journalism: Yearbook 1, 2, 3 Credit: .5 - 1 (State)
Grade Placement: 10-12
Prerequisite: Journalism (or 1 year of yearbook experience), and teacher approval
Students enrolled in this course communicate in a variety of forms for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Advanced Journalism: Yearbook 1, 2, 3, students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will learn journalistic ethics and standards. Writing, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare project. For high school students whose first language is not English, the students’ native languages serve as a foundation for English language acquisition and language learning.
Newspaper 1, 2, 3 Credit: .5 - 1 (State)
Grade Placement: 10-12
Prerequisite: Journalism (or 1 year of yearbook experience) and teacher approval
Students enrolled in this course communicate in a variety of forms for a variety of audiences and purposes. They are expected to plan, draft, and complete written and visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Newspaper 1, 2, 3, students will become analytical consumers of media and technology to enhance their communication skills in addition to learning journalistic ethics and standards. Writing, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective articles, headlines, captions, and advertisements. Students will refine and enhance their interviewing and journalistic skills, research self-selected topics, and plan, organize, and prepare projects. For high school students whose first language is not English, the students’ native languages serve as a foundation for English language acquisition and language learning.
Advanced Broadcast Journalism 1, 2, 3 Credit: .5 - 1 (State)
Grade Placement: 10-12
Prerequisite: Journalism and teacher approval
Students need to be critical viewers, consumers, and producers of media. The ability to access, analyze, evaluate, and produce communication in a variety of forms is an important part of language development. High school students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product. For high school students whose first language is not English, the students’ native language serves as a foundation for English language acquisition and language learning.
Literacy Training Credit: 1 (Local)
Grade Placement: 9-12
Prerequisite: None
This course uses the Texas Scottish Rite Hospital’s program for the development of literacy based upon the phonics of the English language. It is a full-year course consisting of sequential modules and meets the legal requirement for services to students diagnosed with dyslexia.