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English I (English 9) introduces students to the expectations of high school literacy and gives them the opportunity to develop skills that will help them succeed in high school. English I students analyze a variety of texts for multiple purposes while participating in a diverse selection of writing, speaking, and listening activities.

English 9, 10, 11, and 12 ESL LEP incorporate the Arkansas English Language Arts Standards and the Arkansas English Language Proficiency Frameworks to assist students with limited or no English language to become proficient in their use and understanding of the English language.

Pre-AP English I focuses on the reading, writing, and language skills that have immediate relevance for students and that will be essential for their future coursework. Texts take center stage in the Pre-AP English I classroom, inspiring and preparing all students for close, critical reading and analytical writing. The course trains the reader to observe the small details in a text to arrive at a deeper understanding of the whole. It also trains the writer to focus on crafting complex sentences, building this foundational skill en route to more sophisticated, longer-form analyses. Personal Communication will provide students with an understanding of the dynamics of effective communication while speaking, listening, and responding in the situations they encounter in day-to-day life. Students will practice communication competencies in both intrapersonal and interpersonal environments, prepare for both informal and formal communication, and participate in a variety of formal and informal personal communication experiences. This course will include but is not limited to responsible social media usage, communication barriers, mass media, conflict resolution, and research and organization skills. Students will participate in collaborative discussions and deliver informal and formal addresses. This course earns a 1.5 credit for English (1) and Personal Communication (.5). A student who transfers into the course before the end of the first semester and completes the course successfully should be awarded the 1.5 credit. A student who takes only one semester of this course should only receive a .5 English credit.

Pre-AP English I focuses on the reading, writing, and language skills that have immediate relevance for students and that will be essential for their future coursework. Texts take center stage in the Pre-AP English I classroom, inspiring and preparing all students for close, critical reading and analytical writing. The course trains the reader to observe the small details in a text to arrive at a deeper understanding of the whole. It also trains the writer to focus on crafting complex sentences, building this foundational skill en route to more sophisticated, longer-form analyses.

English II (English 10) is a skill-based course, which conceptually focuses upon community and individuality through a variety of informational and literary texts. Students will strengthen their language skills, participate in formal and informal speaking/listening activities, and write informative, argumentative, and narrative texts.

English 9, 10, 11, and 12 ESL LEP incorporate the Arkansas English Language Arts Standards and the Arkansas English Language Proficiency Frameworks to assist students with limited or no English language to become proficient in their use and understanding of the English language.

Pre-AP English II builds on the foundation of Pre-AP English I, with an emphasis on the recursive moves that matter in preparing students for the challenges of college-level reading, writing, and discussion. While Pre-AP English I introduces the fundamental routines of close observation, critical analysis, and appreciation of author’s craft, Pre-AP English II requires students to apply those same practices to a new host of nonfiction and literary texts. As readers, students develop a vigilant awareness of how the poet, playwright, novelist, and writer of nonfiction alike can masterfully manipulate language to serve their unique purposes. As writers, students compose more nuanced analytical essays without losing sight of the importance of well-crafted sentences and a sense of cohesion.

English III (English 11) is devoted to American literature, nonfiction, and the development of argumentative and memoir writing. This course emphasizes the connection between the understanding and development of American identity and the student as an individual.

English 9, 10, 11, and 12 ESL LEP incorporate the Arkansas English Language Arts Standards and the Arkansas English Language Proficiency Frameworks to assist students with limited or no English language to become proficient in their use and understanding of the English language.

The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts -- including images as forms of text -- from a range of disciplines and historical periods. Notes: Students must take this course’s AP exam in May for the weighted GPA.

Transitional English IV (Transitional English 12) is a two-semester ELA course, designed to dramatically accelerate students’ literacy skills essential for college and career readiness. In Transitional English IV, students receive instruction in reading, writing, speaking and listening, and language, emphasizing literary and informational texts from diverse genres in print and digital formats. The course closely examines unique characteristics of literary and informational texts and emphasizes the specific strategies needed to comprehend them. Transitional English IV focuses on developing the requisite literacy skills for success in higher education and the workforce. These texts serve as models for student writing products, emphasizing both informational and argumentative types.

English 9, 10, 11, and 12 ESL LEP incorporate the Arkansas English Language Arts Standards and the Arkansas English Language Proficiency Frameworks to assist students with limited or no English language to become proficient in their use and understanding of the English language.

The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work's structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works. Notes: Students must take this course’s AP exam in May for the weighted GPA.

Guiding the student through the process of writing with regular practice and analysis of effective writing, this first course of the composition sequence emphasizes the writing of clear, concise, developed academic prose. Generally, students are expected to follow the rules of Standard Edited English, to understand paragraph development, and to write a research assignment involving the integration of sources. Notes: This is a one semester course. Beginning with the fall of 2022 this course is eligible for weighted credit.

This course continues the writing, reading, research and critical thinking skills developed in Composition I. Students will write in multiple genres and gain further practice in the analysis, interpretation, and evaluation of complex texts.

Students will apply the communication techniques needed to organize and deliver oral messages in a public setting. Notes: Fulfills the .5 unit of Communications required for graduation.

Professional Communication will provide students with an understanding of the dynamics of effective communication while speaking, listening, and responding in the situations they encounter in career settings. Students will practice the principles of communication competencies in professional settings, demonstrate the effect of intrapersonal and interpersonal communication of professional relationships, participate in collaborative communication activities that mirror the contemporary workplace, and deliver a variety of informal talks and addresses relevant to the business world. This course will include but is not limited to ethical communication, responsible social media usage, communication barriers, mass media, conflict resolution, leadership styles, business etiquette, and job interviews. Professional Communication fulfills the Communication requirement for graduation.

AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments. Students will submit AP Seminar performance tasks via the AP Digital Portfolio. Students can earn the AP Capstone Diploma™ or the AP Seminar and Research Certificate™. Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing receive the AP Capstone Diploma™. Students who earn scores of 3 or higher in AP Seminar and AP Research but not on four additional AP Exams receive the AP Seminar and Research. Notes: Students must take this course’s AP exam in May for the weighted GPA.

AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000–5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense. Students can earn the AP Capstone Diploma™ or the AP Seminar and Research Certificate™. Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing receive the AP Capstone Diploma™. Students who earn scores of 3 or higher in AP Seminar and AP Research but not on four additional AP Exams receive the AP Seminar and Research. Notes: Students must take this course’s AP exam in May for the weighted GPA.

Creative Writing is a one-semester English elective course designed to engage students in the writing of poetry, short fiction, personal narratives, and other genres with an emphasis on developing and exercising imagination. Students will read closely for multiple purposes to analyze and evaluate exemplary texts to develop creative writing skills. Students will critique and refine writing through guided discussions, collaborative revisions, and individual reflections. Students will produce a portfolio of creative work that reflects student growth and understanding of the techniques of published authors. Students will share writing in a variety of ways and research methods for publishing original work.

Critical Reading is a two-semester course designed to accelerate reading growth by strengthening comprehension outcomes in high school grades. In a context of meaningful content, on-going assessment, and focused explicit instruction, students will evaluate fiction and nonfiction texts and multicultural literature of diverse formats (e.g., print media, Web-based texts, fiction and nonfiction books and articles) and genres. In addition, students will engage in differentiated learning activities tied to a variety of fiction and nonfiction texts with increasing complexity. Students will also demonstrate literacy competence through purposeful application of knowledge and skills from this course, based on individual and collective literacy goals. Notes: This course is not available for self-selection in the course request system.

Critical Reading II is a two-semester course designed to further accelerate reading growth by strengthening comprehension outcomes in high school grades. In a context of meaningful content, ongoing assessment, and focused explicit instruction, students will evaluate fiction and nonfiction texts and multicultural literature of diverse formats (e.g., print media, Web-based texts, fiction and nonfiction books and articles) and genres. In addition, students will engage in differentiated learning activities tied to a variety of fiction and nonfiction texts with increasing complexity. Students will also demonstrate literacy competence through purposeful application of knowledge and skills from this course, based on individual and collective literacy goals. Notes: This course is not available for self-selection in the course request system.

Students in Debate I will gain an understanding of the fundamentals of argumentation and will express ideas and present information in a variety of oral advocacy situations from small group discussions to formal debates. Special emphasis will be given to research proficiencies and analytical thinking and listening skills. Notes: Debate I fulfills the .5 unit of Communications required for graduation. Students are required to participate in 1 tournament per semester.

Students will construct and present argumentative positions using scholarly research on complex, controversial issues. Content will include oral advocacy in relation to the legal system and the democratic process. Peer adjudication will be an important part of the advanced Debate courses. Students will expand their studies of Policy Debate, Student Congress, and argumentation. Students will focus on more advanced case formats and more effective presentational styles. Notes: Students are required to participate in 2 tournaments per semester.

Students will construct and present argumentative positions using scholarly research on complex, controversial issues. Content will include oral advocacy in relation to the legal system and the democratic process. Peer adjudication will be an important part of the advanced Debate courses. Students will expand their studies of Policy Debate, Student Congress, argumentation, and debate theory. Notes: Students are required to participate in 2 tournaments per semester.

Debate IV integrates Communications frameworks in a highly intensified study and application of communication theory and skills with the study and practice of theories and strategies in argumentation and contest speech and debate. Students prepare and compete at tournaments throughout the school year. Students of Debate IV demonstrate advanced skills in research, preparation, speaking, and competing. Notes: Students are required to participate in 2 tournaments per semester.

Forensics I is a two-semester course which will provide students with an understanding of the dynamics of effective oral communication when speaking, listening, and responding. Students will develop basic communication competencies including ethical practices in communication, recognition of communication barriers, effective use of interpersonal communication through verbal and nonverbal messages, and use of digital media. In Forensics I, students will develop research skills to prepare for a variety of public speaking formats, including debate, public address, and oral interpretation of literature. Furthermore, students will organize research and analysis of topics into presentations and performances delivered in a variety of formats and for a variety of audiences. Students will engage in oral advocacy to promote community partnerships, enhance community engagement, and cultivate a positive school culture. Students will be introduced to all acting/speaking events, but will be given specific instruction in: Tournament basics, Performance preparation, Prose/Poetry interpretation, Storytelling, Humorous/Dramatic Interpretation and Solo and Duet Acting. Drama instruction will focus on basic acting techniques and stage movement. Speaking instruction will focus on developing interpretive skills. Notes: Forensics I fulfills the .5 unit of Communications required for graduation. Students are required to participate in 1 tournament per semester.

Forensics II is a two-semester course which will provide students with an opportunity to demonstrate communication and performance skills at an intermediate level. Students will cultivate effective vocal delivery, emphasizing articulation, projection, and inflection. They will cultivate appropriate movement and gesture to accentuate meaning. These communication and performance skills, which will serve students well throughout their lives, are embedded throughout the course. Students will acquire skills necessary to make aesthetic choices in the selection, preparation, and presentation of literature from a wide variety of genres. Students will practice all genres of public speaking. Students will engage in oral advocacy to promote community partnerships, enhance community engagement, and cultivate a positive school culture. Students will be given advanced performance theories and techniques in areas of chosen emphasis and specific instruction in: mime, improvisational duet acting, radio/television speaking, original oratory, extemporaneous speaking, after-dinner speaking and reader’s theatre. Notes: Students are required to participate in 2 tournaments per semester.

In Forensics III students will demonstrate proficiency in research, organization, presentation, performance, and directing. Research activities will include analyzing literary elements and current events, framing a selection or topic around historical context or cultural influences, and maintaining a portfolio of selections and topics. Organization skills will be enhanced by cutting and introducing selections and synthesizing information from complex texts. Students will demonstrate proficiency of the fundamentals of directing. Teacher-guided peer critique will be utilized to enhance presentation and performance skills. Students will engage in oral advocacy to promote community partnerships, enhance community engagement, and cultivate a positive school culture. Students will be given advanced performance theories and techniques in an area of chosen emphasis and specific instruction in: group event performance, directing IE’s, script search and cutting, rehearsal technique, college auditions, and preparing forensics portfolio. Notes: Students are required to participate in 2 tournaments per semester.

Forensics IV is a two-semester course. In this course students will demonstrate mastery in research, organization, presentation, performance, and directing. Research activities will include analyzing literary elements and current events, framing a selection or topic around historical context or cultural influences, and maintaining a portfolio of selections and topics. Organization skills will be enhanced by cutting and introducing selections and synthesizing information from complex texts. Students will demonstrate mastery of the fundamentals of directing. Peer critique will be utilized to enhance presentation and performance skills. Students will engage in oral advocacy to promote community partnerships, enhance community engagement, and cultivate a positive school culture. Students will be given advanced performance theories and techniques in an area of chosen emphasis and specific instruction in directing group performances, directing IE’s, script search and cutting, directing rehearsals, creating rehearsal schedules, completing college auditions and/or audition portfolios, and completing a forensics portfolio. Notes: Students are required to participate in 2 tournaments per semester.

Students in Journalism I will become analytical consumers of media and technology to enhance their communication skills through the production of the newspaper or yearbook. Writing, technology, and visual and electronic media are used as tools for learning as students create, clarify, critique, and produce effective communication. Students will learn and apply journalistic guidelines for writing, design, and photography, which include objectivity, responsibility, and credibility.

Students in Journalism II will become active participants in the world of media to enhance their communication skills through the production of the newspaper or yearbook. Students will progress in their academic knowledge through the roles of reporters, photographers, ad sales, and marketing team members. Writing, technology, and visual and electronic media are used as tools for learning as students create, assess, and produce.

Journalism III is a two-semester course designed to immerse students in the production process through an advanced study of media production. Students will employ journalistic skills in media. Students will use academic knowledge gained in Journalism I and II to assume leadership roles and/or become advanced writers, designers, and photographers. Writing, technology, and visual and electronic media are used as tools for learning as students create, critique, and produce.

Journalism IV is designed to provide students in media leadership the opportunity to facilitate the production process. Students in Journalism IV will use their advanced journalistic knowledge and leadership skills to facilitate all aspects of media production and to ensure that journalistic guidelines for writing and design, which include objectivity, responsibility, and credibility, are followed. Writing, technology, and visual and electronic media are used as tools for learning as students lead, create, evaluate, and produce.

This course will immerse students in the reading, writing, and evaluation of poetry and prose. Moreover, students will explore elements of design as they create the school literary magazine.

Literary Magazine II is for students who have completed Literary Magazine I who want to further their understanding of creative writing and design. Students take on a more active role and contribute more to the creation and design of the magazine.

This course is for students who have completed Literary Magazine I and II and want to continue honing their creative writing skills. Students will focus on one genre and build a portfolio of work. Students will be expected to take a leadership role in designing and creating the magazine.

This course promotes critical thinking and provides students with the opportunity to develop media literacy through evaluating and analyzing media texts (film, TV news, advertising, popular culture, and print media).

Mythology is a course that examines the role of myth in the human experience. Students will learn about myth criticism and how to examine myths. Mythology will appeal to those with an interest in literature, psychology, or creative writing.

Academic Reading is a two-semester course designed to accelerate reading growth for students with dyslexia by strengthening comprehension outcomes in high school grades. The teacher will implement a dyslexia program with fidelity that meets the requirements of Arkansas dyslexia law and rule to teach the standards of this course. In a context of meaningful content, on-going assessment, and focused explicit instruction, students will evaluate fiction and nonfiction texts and multicultural literature of diverse formats (e.g., print media, Web-based texts, fiction and nonfiction books and articles) and genres. In addition, students will engage in differentiated learning activities tied to a variety of fiction and nonfiction texts with increasing complexity. Students will also demonstrate literacy competence through purposeful application of knowledge and skills from this course, based on individual and collective literacy goals. Notes: Students may not self-select this course.

Language Acquisition is focused on the vocabulary acquisition and language development of students with little to no English language. Strategies and assignments designed to assist students in the acquisition of reading, writing, speaking, and listening skills in the English language are used.