ICA requirement: 40 credits   CSU/UC requirement: 40 credits 

English I  
Two Semesters  UC/CSU
Students will develop expository writing skills essential for learning in all high school classes. Mythology from many cultures around the world is a major focus of literature studied, which includes novels, plays and poems. Reading comprehension, writing proficiency, vocabulary and grammar development are among the goals of this class.

English II  
Two Semesters  UC/CSU
Literature representing multicultural perspectives forms the backbone of the English II course.  The course also features an introductory study of poetry.  Writing assignments throughout the year also develop narrative, analytical, and persuasive skills. The course builds oral presentation skills with an emphasis on clarity, poise, and critical thinking. Vocabulary and grammar work also features throughout the school year.

English III 
Two Semesters  UC/CSU
English III includes a chronological study of major American writers. Students read American novels, short stories, non-fiction, poetry and drama. The course emphasizes a critical approach to literature and the writing of intermediate-length critical essays and narratives. Although literature and writing are emphasized, students work on vocabulary and review fundamentals of grammar as necessary.

Honors English III  
Two Semesters  UC/CSU
Prerequisite: Successful completion of English II and approval of English II instructor
English III Honors places equal emphasis on critical reading and writing skills. Students will be expected to read material in addition to the regular English III curriculum and to write more extensively. Students read a range of 19th & 20th century works, including novels, autobiographies & plays. Students learn the vocabulary of literary analysis. Honors students are expected to contribute to class discussions and make effective oral presentations that incorporate technology. Time is devoted to vocabulary development and grammar as necessary.

English IV 
Two Semesters  UC/CSU
This course continues the study of great literature and the development of strong writing skills. Frequent analytical and personal essays will be written in response to several masterpieces of poetry and prose. Students will follow the development of the English language from the Middle Ages through the early modern period. Traditional classics of English poetry and drama will be closely read. In addition, three novels will be studied, one from the 19th-century tradition of the English novel and two by 20th-century writers from Canada and Africa, along with a work of American non-fiction.

Advanced Placement Lit. & Comp. 
Two Semesters  UC/CSU 
Prerequisite: Recommendation of English III Honors teacher or approval, after an interview, from AP teacher and English Department chairperson
This class offers students an opportunity to develop their skills in reading and writing beyond high school level. All students in the AP class take the College Board Examination in Literature and Composition which is administered in May. A passing score on this exam gives the student college credit which counts toward her undergraduate degree. The amount of credit granted varies among colleges. The College Board charges a fee of approximately $90.00 for the exam. While preparation for the exam is integrated into the class, the goal is to provide students with a college level course in literature and writing that incorporates the language and form of literary criticism. Literature from many genres is read, discussed and enjoyed. Writing projects include essays of literary analysis, explication of poems, and frequent AP style analysis essays.

Academic Literacy
Two Semesters
This course is an approach to reading instruction that will help students develop the knowledge, strategies, and dispositions needed to become more powerful readers. It focuses on the development of reading strategies enabling students to become engaged, fluent, and competent readers of texts they will encounter in their personal, academic, and professional lives. Students will learn what “good” readers do to comprehend text, and how to have metacognitive (thinking) conversations about reading processes.