English

罗克斯伯里拉丁学院的英语教学是建立在“审视人生”的古典理念之上的——建立在终身致力于知识的信念之上, aesthetic, 而道德的探索和成长赋予了生存的意义和个性. 英语课程提供了一系列的学习，旨在培养对这一承诺至关重要的技能和态度:阅读和辨明观察的能力, sensitivity, and pleasure; the ability to communicate information and ideas clearly, persuasively, and gracefully; the inclination to temper reason with understanding, to balance intellectual rigor and compassionate humanity; the urge to pursue the meaning of life but the perspective to recognize and relish life’s complexity and ambiguity.

Throughout the program, 作业和课堂活动鼓励自律, thoughtful approaches to reading, writing, listening, and speaking. 工作中强调语言的丰富发展, flexible vocabulary and a confident grasp of mature syntax; it also seeks to foster a respect for language and, in time, 对它的热爱——它定义、描述和改变经验的能力, 它的力量使陌生的事物变得熟悉和容易理解, 平凡的事物神秘而美丽. 构图的目的是建立对清晰、精确和风格的关注.

而该计划强调传统的分析和有说服力的写作组织模式的掌握, 它鼓励学生认识到最好的批判性写作中固有的创造力. 它也提供了第一手的诗歌实验的机会, fiction, 创造性的非虚构作品——对个人经历和想法进行更个性化的呈现——让学生在自己的内心感受经验的相互作用的机会, imagination, 以及为他们所研究的伟大文学赋予活力的语言. 这种文学研究强调对特定词汇和细节的密切观察，以及积极提问方法的发展. At the same time, 它鼓励学生追求一个同样活跃的个人, 对文学人物和事件的移情参与. 通过对少数经典和现代作品的仔细研究, 学生们讨论越来越微妙的道德和哲学问题, 面对关于人类存在的本质和意义的各种各样的、往往是模棱两可的结论, and, ideally, 来一个热情的欣赏文学的力量扩大, deepen, 并照亮“真实”的生活——让十大赌博正规老平台超越日常生活，走向某种超越的“美好”愿景, the true, and the beautiful.”

English Courses

Class VI English

Class VI English 主要强调掌握基本的语言和学习技能:句子和段落的结构, vocabulary development, concise summarizing, precise reading, systematic thinking, and disciplined listening. Analytical work in grammar, the first stage of a two-year program, introduces parts of speech, the components of phrases and clauses, 以及英语句子的基本句型. 写作教学主要侧重于段落的组织和发展——准确的主题句, relevant supporting details, 和有效的结束语，但学生有机会, as well, to experiment with poetry, fiction, and personal reflection. 指定的阅读材料代表了各种文学情境, from the realistic to the fantastic, and a variety of human behavior, from the heroic to the ridiculous. 尽管学生们会遇到重要的批判性概念和术语, 文学工作的目的与其说是介绍文学批评的技巧，不如说是培养精确的观察, accurate recall, 以及对人类行为的简单的替代欣赏. 统一的主题包括友谊、勇气、正义和为他人服务. 本课程学习下列书籍 et al., Grammar for Writing; Angelou, I Know Why the Caged Bird Sings; Gibson, The Miracle Worker; Lee, To Kill a Mockingbird; Shakespeare, A Midsummer Night’s Dream.
Class V English

Class V English 提供语言和分析技能的持续指导和实践. Units in grammar review principles and procedures taught in Class VI and extend them to analysis of subordinate clauses and verbal phrases; additional time is devoted to the rules and patterns of standard formal usage and mechanics. In composition, 说明性和描述性文章补充了对段落结构的持续关注, 书面作业扩展到包括多段落的分析性文章以及学生小说的更完整的例子, poetry, and personal reflection. 强调词汇的发展继续通过个性化的实践和一致的关注在必读和必写的措辞. 阅读作业包括一系列的文学时期, styles, and genres, 但大多数作品探索的是个人与其社会环境之间的关系. 批判性分析的工作主要集中在叙述结构上, techniques of characterization, 以及背景对行动和人物的影响. 所有学生准备并发表一篇关于个人意义的论文形式的演讲. 考虑的作品包括 et al., Grammar for Writing; Gaines, A Gathering of Old Men; Golding, Lord of the Flies; Hansberry, A Raisin in the Sun; Hemingway, The Old Man and the Sea; Masters, Spoon River Anthology; Shakespeare, Julius Caesar; Gene Luen Yang, American Born Chinese.
Class IV English

Class IV English 为今后的写作和文学工作打下基础. 书面程序提供了段落结构的审查，并将这些原则扩展到简短的说明文或分析文章的基本形式. 写作教学——以及文学和非文学主题的大量实践——强调统一论题的选择和陈述, 相关支持细节的呈现, the fluid use of transitions, 积极措辞和句法的运用. 本课程还包括公开演讲的正式单元, with each student researching, composing, 并在课堂上就选定的话题发表翔实的演讲. 定期的词汇练习补充了对书面和口头表达的关注. In literature, work in poetry and short fiction continues to build the critical attitudes and approaches necessary for a mature exploration of artistic method and meaning; key concerns include narrative structure, characterization, imagery and image pattern, symbolism and juxtaposition, and theme. In general, 阅读书的目的是审视一些截然不同的英雄思想和行为, 在一个复杂的世界中成长的故事中，模特往往是故事的中心. 研究的作品包括: Cisneros, The House on Mango Street; Homer, The Odyssey; Shakespeare, Romeo and Juliet; Wilson, Fences.
Class III English

Class III English 旨在巩固和磨练大学水平阅读和写作所必需的逻辑和技术技能. 作文作业包括, expository, and personal essays, as well as a persuasive speech, 还有一些创作原创诗歌和小说的机会. 写作强调有效的引言和结论段落, the development of an authentic voice, and control of tone and style. 继续强调措辞和句子结构，力求培养更精确的语言, direct, and forceful expression. In literature, 学生研究相当范围的艺术风格和哲学观点, 特别注意形式和意义不可分割的关系. 指定的作品用来说明结构和语言的紧张关系，这是伟大文学的基础, 以及人性的紧张和人类的渴望. 许多作品提出的问题之一是悲剧的本质, the search for identity, 以及像天真和经验这样的对立力量, dreams and reality, idealism and cynicism, self-indulgence and self-sacrifice. 考虑的作品包括:Gioia和Gwynn; The Art of the Short Story; O’Brien, The Things They Carried; Salinger, The Catcher in the Rye; Shakespeare, Macbeth; Sophocles, The Oedipus Cycle; Whitehead, The Nickel Boys.
Class II English

Class II English 首先回顾成熟的批判性阅读和写作所必需的技巧和态度. Class discussions of short fiction, poetry, 戏剧提出的问题和问题，然后学生们开始探索和解决实质性的批评文章, 随着个人写作的显著进步, 作为对提交的论文的评论的结果, private conferences, and required revisions. 除了深入研究莎士比亚的悲剧, 本课程的重点是对美国文学和文化中重要的主题潮流进行为期一年的探索. Even without formal coordination, 文学的视角探索在英语和政治和社会问题提出了美国.S. History serve to illuminate each other. 通过阅读和批判性和创造性的写作作业, 学生们考虑美国经历的一些持久的神话(边疆英雄), the American Dream, 大熔炉)和一些持久的紧张关系(个人主义和民主), freedom and bondage, nature and civilization, simplicity and sophistication). 研究的作品包括:阿赫塔尔， Disgraced; Conarroe, Six American Poets; Douglass, 弗雷德里克·道格拉斯的一生; 先验主义:爱默生和梭罗论文集; Fitzgerald, The Great Gatsby; Gioia and Gwynn, The Art of the Short Story; Morrison, Song of Solomon; Shakespeare, Hamlet; Twain, Huckleberry Finn.
Class I English

英语第一课是高中和大学之间文学和写作方法的过渡. In the first semester, 学生们在一系列离散的单元中轮换, 每个班由一名英语老师授课, 单元更深入地关注前几年介绍的主题:作为文学形式的文章, modern poetry and public speaking, for example. 这学期以最后的“智慧演讲”的准备和展示结束,一篇来自手稿的告别演说，提供了统一的见解, or collection of insights, 从学生在英语课堂上学习的一篇或多篇课文中获得或反映出来. 在第二学期，学生们选择更像大学课程的选修课. 过去的课程包括“美国戏剧:文化”, 《十大赌博正规老平台》(Identity and Politics)，该书不仅关注谁拥有权力，还探讨了权力的问题, how they get it, and what they use it for, 但也取决于谁因为种族原因而缺乏它, class, gender, or sexual orientation); “Classical Literature in the Modern World” (which considers the many functions of literature in the Classical world—as propaganda, subversive political commentary, innovative art, and more—as well as how those works might operate in light of modern social and social justice movements); “Fathers and Sons in Literature, Life, (这本书考察了文学作品中父子关系的固定模式和现实, 以及最终定义任何特定父亲的独特复杂性, son, and father-son dynamic); and “Creative Writing Across Genres” (which engages students in myriad creative prompts in order to generate original material in poetry, short fiction, comedic monologue, song, drama, and creative nonfiction).