Curriculum Detail

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English

The objectives of the English department are the development of reading, writing, public speaking, and critical thinking skills in preparation for college and real life. The curriculum is based on mastery of the subject at a particular level. This is accomplished not by going over the material once, but rather by repetition, drill, and constant reinforcement. Students are presented with a wide array of literature in conjunction with the development of grammar skills and vocabulary.

Writing at Loyola Blakefield: Students Becoming Professionals


  • A Journey in the Afterlife: Dante’s Divine Comedy

    Step into the enchanting world of Dante's Divine Comedy, a timeless literary masterpiece penned by Dante Alighieri between 1300 and 1321. This epic narrative follows Dante, the protagonist, on a mystical voyage through the afterlife in search of his beloved Beatrice. Guided by the ancient poet Vergil, Dante traverses the depths of Hell, encountering infamous historical figures and witnessing their torments. From rivers of blood to lakes of boiling pitch, Hell's vivid imagery captivates the imagination. But Dante's journey doesn't end there. Through Purgatory's cleansing fires, souls seek redemption for their sins, ascending toward heavenly bliss. Finally, Dante ascends to the celestial realms, where he beholds the divine presence of God.  In this course, students delve into human nature's depths, exploring salvation's quest, and good versus evil's eternal tests. Through Dante's storytelling, insights into love, faith, and redemption unfold, as timeless themes of the human condition are boldly told. Join us on this journey through Dante's Divine Comedy's maze, and witness how authors, from Milton, Shelley, and Keats, to Melville, and Eliot, found their literary blaze.

  • African American Voices Honors

    Over centuries of study, the canon of literature often studied in American schools still remains primarily dominated by the voices of white males.   Yet countless Black Americans have likewise written masterpieces that are often overlooked in literature classes.  This course aims to give voice to those great writers, enabling Loyola students to appreciate African American contributions to the canon of American literature while simultaneously researching and writing about their own personal relationship with America’s slave-owning history.

  • American Literature

    This course is designed to further develop the students writing ability in the multi-paragraph essay. The student also will be exposed to the themes and writers of American literature to increase his understanding and appreciation of literary and critical thinking skills. 

  • American Literature Honors

    Although similar in title and content to the college prep course, the honors student will use a different, more difficult text and explore in more depth the writers and themes of America. The writing concentrates on composing the traditional five-paragraph literary essay. Following this, the student will learn to compose a research paper of a literary nature. 

  • AP Composition

    Entrance is with an “A” average and recommendation of teacher. This is a traditional university-level Freshman Composition course taught primarily to seniors at Loyola
    Blakefield. Occasionally, a very gifted junior is allowed to register for the course. The course emphasizes the writing of essays in various rhetorical modes on the basis of samples drawn from a variety of fields and periods. The course employs a good deal of modeling – the use of successful essays composed by previous students to provide guidelines for a particular assignment. This course prepares the student for the Advanced Placement examination, which tests general skills in expository and persuasive writing. This AP Examination is recommended but not required.  Prerequisite: Writing Sample
     

  • AP Literature

    Entrance is with an “A” average and recommendation of the teacher. This course is designed to help the student prepare for the Advanced Placement Literature examination. It is designed for the student who is able to read and discuss works of literature and is able to write effectively about the literary techniques demonstrated in the works. During the year the student will study several genres. The primary genre, however, is poetry. At least half of the advanced placement exam deals with the student’s ability to understand and analyze difficult poetry. Of course besides poetry, novels and dramas will be read. The main focus will always be on the student’s ability to analyze literature independently. It is important that the course remain student-centered as much as possible.

  • Apocalyptic Literature

    The climate is changing.  Contagious viruses cause global lockdowns.  Scientists are discovering ancient viruses buried in the melting Antarctic ice.  These are not fictions: these are realities of the world in which we live.  But authors over time have imagined a world wherein these terrifying ideas result in apocalyptic consequences.  This course will focus on the study of literature depicting a post-apocalyptic world.  Through reading these works, students will also explore ways in which they can be responsible for helping avoid the armageddons these works depict by positively influencing global ecology in their daily lives.

  • Award Winning Literature Honors

    The course is designed as a senior level elective, following the successful completion of Honors World Literature. The course curriculum is structured for the student who enjoys reading but chooses not to pursue the rigorous curriculum of the AP Literature course. The course will serve as an appropriate culmination of the previous literature courses, where a student can continue to develop an appreciation for quality literature and come to an understanding of the differences between good literature and great literature. 

  • Creative Writing

    Students must “apply” for this course after successful completion of World Literature. In this course, students try their hand with the four dominant genres of imaginative writing: poetry, short fiction, drama, and creative nonfiction. The course incorporates traditional classroom learning around the creative-writing workshop, which is based upon peer review and revision. Students first learn workshop methodology and procedure. The four units of study are divided by quarter. After analyzing major representative texts, models, and techniques, students then compose their own texts for workshop. Workshopped texts are collected in an annual, digital literary magazine, produced in conjunction with digital media. Students are responsible for production and online publication of the collection. By course’s end, each student will generate a creative-writing portfolio.

    Prerequisites: In addition to having a minimum of a B average for junior year English, students must meet with Mr. Flanigan prior to course enrollment and present a writing sample.

  • Creative Writing Honors

    Students must “apply” for this course after successful completion of World Literature. In this course, students try their hand with two of the four dominant genres of imaginative writing: poetry, short fiction, drama, and creative nonfiction (based on student composition and interest). The course incorporates traditional classroom learning around the creative-writing workshop, which is based upon peer review and revision. Students first learn workshop methodology and procedure. After analyzing major representative texts, models, and techniques, students then compose their own texts for workshop. Workshopped texts are collected in an annual, digital literary magazine, produced in conjunction with digital media. Students are responsible for production and online publication of the collection. By course’s end, each student will generate a creative-writing portfolio. Vocabulary work continues throughout the year.

  • English Language Arts 6

    Sixth grade English Language Arts is a comprehensive introduction to a variety of literature and skills. The course is presented in an integrated approach to the four main aspects of English: Reading, Composition, Grammar, and Vocabulary. Reading focuses on fluency, comprehension, and critical thinking. Grammar and writing are integrated to include sentence and paragraph structure while incorporating the use of correct grammar, vocabulary, and punctuation into all written and verbal expression.

  • English Language Arts 6 Honors

    English Language Arts 6 Honors will begin the effort to complete the three years of Middle School English in two years for our most able group of incoming 6th graders.  The course will cover advanced grammar concepts including all parts of speech, sentence and paragraph structure in relationship to the writing process, as well as sentence diagramming.  The course also covers more in-depth writing pieces, higher level reading tasks and assignments, as well as above grade level vocabulary work.

  • English Language Arts 7

    Each student in the seventh grade receives one period of English Language Arts instruction daily. Grammar skills are further reinforced from sixth grade and connected to writing. The writing emphasizes more complex sentence development and composing paragraphs of description, narration, and exposition. Reading comprehension and critical thinking skills are developed by exposure to classical and modern literature in the forms of poetry, drama, fiction, and nonfiction. The basic elements of literature are introduced. Public speaking skills and vocabulary development are further developed, with a specific focus on the theme of Diversity. 

  • English Language Arts 7 Honors

    English Language Arts 7 expands on the groundwork established in 6th grade by further enriching student reading, writing, and vocabulary skills.  With a focus on word study using words with Greek and Latin roots, students build their word knowledge and apply it to reading comprehension strategies using both fiction and nonfiction works.  Students will learn how effective grammar, paragraph organization, and strong word choice leads to better writing.

  • English Language Arts 8

    The student receives one period of English Language Arts instruction daily. The study of grammar becomes more detailed as does the development of writing skills. Students demonstrate increased proficiency writing sentences and writing paragraphs of description, narration, exposition, and persuasion. The study of literature focuses on themes and genres of special appeal to adolescents. Vocabulary development occurs through the context of the literature and from a vocabulary book. Public speaking skills are related to the reading and research, with a specific focus on the theme of Maturation. 

  • English Language Arts 8 Honors

    English Language Arts 8 Honors is a class for our most able 8th graders. This course will focus on: 1) the complete mastery of all fundamental rules of grammar and punctuation; 2) reading comprehension skills at a minimum of a ninth grade reading level; 3) vocabulary development with the completion of all middle school vocabulary units, and the introduction of ninth grade vocabulary words; 4) single-paragraph composition mastery with an introduction to the 3-5 paragraph essay. With successful completion of this class and recommendation of the 8th grade instructor, it is our hope that these students will be prepared for the English I Honors curriculum in the Upper School. 

  • English Language Arts 9

    This course is designed to provide the foundation for essential skills: grammar comprehension and mastery; composition skills in four modes; reading comprehension and vocabulary development. The reading comprehension section of the course is designed to familiarize the student with the four major literary genres: fiction, non-fiction, drama, and poetry. As the course progresses, the student is expected to improve his reading comprehension, reading pace, and both his general and literary vocabulary. The student will practice writing single-paragraph, focused compositions in the modes of formal English essays including descriptive, narrative, expository, and persuasive essays. The student will learn to write a thematic paragraph, one that offers a brief thesis or argument and then defends the statement with textual evidence. The student will learn the foundations of parenthetical textual citation. By year’s end the student is expected to identify, define, and explain major literary terms and concepts. He is expected to have a basic and working comprehension of the tenets of a linear narrative. Over the course of the year, the student develops an index-card, vocabulary library; the library consists of words from both his vocabulary text and his general readings. In addition to the readings in his textbook, the student will study five to seven literary selections. Initially, there is a heavy emphasis on mastery of the fundamental rules of grammar and punctuation within the formal English language. Students will study and master all the parts of speech and parts of sentences. The students will compose and diagram all four sentence structures. Additionally, each student will independently compose original sentences to match sentence formulas constructed by both the student and the teacher. 

  • English Language Arts 9 Honors

    Each student takes one period of English Language Arts each day. The emphasis is on mastering sentence and paragraph writing with an introduction to the multi-paragraph essay. Students learn to master writing effective sentences and paragraphs in all modes of discourse. Vocabulary is learned in context and by using a separate textbook. Literature is important, also. Various genres are read for understanding and some analysis. The aim is to develop the imagination and appreciation of the written word. Public speaking skills are developed through recitations and research.

  • Ignatian Honors AP Literature

    This course is the third in the sequence of Loyola Blakefield’s Ignatian Honors program, an advanced interdisciplinary program that develops synergies across students’ English, History, and Theology curriculum through three consecutive academic years (9th, 10th, and 11th). During the junior-year offering, students will study several literary genres, including drama, novels, short stories, poetry, and non-fiction. Along with detailed discussions and oral reports, analytical writing about the literature will be stressed throughout the course in a variety of lengths and styles. The readings from this course will be sourced primarily from the British and American traditions but supplemented by texts from other global literary traditions. Sequentially, this course will be organized historically from the Middle Ages to the present. In addition to this historical context, this course considers the many and varied literary techniques and devices employed by the authors and how they contribute to the meaning of a work as a whole. As the culminating course of the Ignatian Honors Program, students will engage the topics and themes from previous courses to explore connections, contiguities, and influences across English-language literature. This course is explicitly designed to comply with the most recent requirements of The College Board and prepare students for the College Board Advanced Placement Literature Exam.

  • Ignatian Honors English 10

    The Ignatian Honors Program invites students to explore humanity’s big questions and analyze how various cultures and traditions have addressed those questions over the course of history.   These topics will be explored using historical, theological, and literary approaches, revealing the interconnectedness of themes across disciplines. In sophomore year, students will encounter ideas from the middle ages until the British and American Romantic movements.  In addition to the poems, short stories, essays, and novels that are taught in the English classroom, there is also a common text studied in all three branches of our Ignatian Honors program, history, theology, and English.  The common texts in the first semester are Hamlet and The Tempest, two plays that define the genre by an author who changed the world.   Students then examine Frankenstein as a common text in the second semester, considering the text and its implications from historical, theological, and literary perspectives. The English curriculum of the 10th grade Ignatian Honors program works to improve student writing skills through the honing of individual style and authorial voice.  By reading and responding to masterpieces of literature, students learn to read through a lens of critical literacy, understanding how literary works are often reflections of the time period and cultural norms from which they emerged. 

  • Ignatian Honors English 9

    The Ignatian Honors Program invites students to explore humanity’s big questions and analyze how various cultures and traditions have addressed those questions over the course of history.   These topics will be explored using historical, theological, and literary approaches, revealing the interconnectedness of themes across disciplines. In Freshman year, students will encounter ideas that emerged from the ancient world to the middle ages.  The common text in History, Theology, and English in the first semester is the Epic of Gilgamesh, one of the earliest known examples of epic literature.   Students then examine Beowulf as a common text in the second semester, considering the text and its implications from historical, theological, and literary lenses. The English curriculum of the 9th grade Ignatian Honors program examines foundations of rhetoric and teaches students to evaluate a text in terms of its audience, author, themes, context, and purpose.  The 1st semester will raise questions about the meaning and purpose of literature, particularly mythic and epic literature.  With Beowulf as one of the anchor texts, the curriculum in the 2ndsemester will focus on foundational literary texts of the English language. 

  • Journeying with Youth Honors

    The course is structured to engage students in critical analysis, creative exploration, and empathetic understanding of putting the school’s mission of “Men for Others” into action. Students will encounter both fiction and informational print and nonprint texts that address systemic oppression, discrimination, and inequality in order to cultivate a better understanding of the world around them. Beyond just classroom reading and discussion, students will work with younger students of some of our feeder schools such as The Loyola School and St. Ignatius Loyola Academy.  Students will reflect on these experiences, fostering personal growth and self-awareness. 

  • Literature and Film

    In this course, students will engage with literary texts across multiple genres and explore cinematic retellings of them. The course will focus on canonical texts and award-winning films from the mid-to-late twentieth and early twenty-first centuries. Students will develop the language and competencies of film history and studies by reading essays from theorists like Walter Benjamin, Laura Mulvey, Jean Baudrillard, and more. By the end of the course, students will be able to critically analyze literature and its companion film. Students will engage with four text and film companions.  

  • Shakespeare on the Page, Stage, and Screen Honors

    This course will use Shakespeare's major works as a basis for discussion of historical and current events and issues, exploring how narratives endure and transform across time and space. Students will read Shakespeare's plays and watch them come to life in contemporary stage and film adaptations, considering how different lived experiences and cultural contexts impact meaning and interpretation. As students engage with Shakespeare's language on the page and in performance, they will develop their critical analysis skills and find ample opportunities for personal reflection and creative expression.

  • Sports Literature

    This course will examine the contemporary literature of sports, and our cultural fascination with it, from several genres, including long and short fiction, poetry, biography, and journalism. Thematic concerns will include both race and gender, along with economics. The writing of the course will include both analytic and creative writing, as well as sports reporting. The primary objectives will be to explore the meaning and value of sport from a societal perspective and how sports help create our individual identities.

  • The Art of the Short Story

    The short story is the most widely read form of fiction.  In just a few pages, authors challenge their readers to explore other words, visit past time periods, and see the world through other perspectives.  This course explores this writing style in depth by first challenging students to read a variety of short stories from various genres, and then asking them to apply what they learned from their reading to the composition of short stories of their own.  The final product will be a class anthology of short stories demonstrating mastery of the genre.

  • The Poetry of Our Time

    As a senior level elective, the course will be situated within the context of 20th century poetry and poetic forms. Students will be expected to read, analyze and write creatively and critically on topics related to the history and poetics of hip hop, as well as perform recitations/slams/battles throughout the year. Course assignments and projects would require research and self-directed reading.  

  • World Literature

    The World Literature Course strengthens students' abilities to read analytically and creatively, whole reinforcing students' knowledge of wider world histories. The course aims to develop students’ sensitivity to cultural diversity through a critical study of the English translations of selected world masterpieces, from ancient civilizations through post-colonial, contemporary texts. Students are expected to read nightly and respond to readings in regular writing assignments and assessments designed to hone critical thinking and writing skills. Vocabulary work continues.

  • World Literature Honors

    World Literature Honors, while providing similar content as the College Preparatory level course, delves more deeply into historical contexts, varying themes, and cultural resonances of each text. Like the College Preparatory level course, the course aims to develop students’ sensitivity to cultural diversity through a critical study of the English translations of selected world masterpieces, from ancient civilizations through post-colonial, contemporary texts. In addition, World Literature Honors students are introduced to various literary theories and critical lenses through which students read and analyze assigned works. Students will focus their studies equally on what texts mean and how texts create meaning. Students are expected to read nightly and respond to readings in regular writing assignments and assessments that demonstrate an understanding and application of critical literacy. Vocabulary work continues.

Department Faculty

500 Chestnut Ave. Towson, MD 21204
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