English

9th grade
Required

This yearlong course focuses on the examination and application of what makes writing effective, beginning with the foundations of all written work: ideas, organization, voice, sentence structure, word choice, and conventions. Through reading and responding to published mentor texts from a variety of authors, students identify intentional “writers’ moves” and stylistic approaches they can apply to their own work. Working through the entire writing process—from generating ideas to drafting, gathering feedback, and revising—students craft short pieces in a variety of genres: process, description, narrative, analysis, creative, and persuasive. As we explore what makes writing compelling, we continue to build the skills at the heart of all English courses at UPrep: close reading, critical thinking, careful interpretation, creative expression, active listening, and effective communication.

10th grade
Required

This one-semester course focuses on reading and comprehension skills through a range of genres, including prose (fiction and nonfiction) and poetry. Students practice analyzing, interpreting, and synthesizing the literary themes and texts they encounter. Through this practice, students will continue to work on the skills English classes address each year: close reading, critical thinking, analytical interpretation, creative expression, effective writing, and skillful public speaking.

10th grade
Required

English and History are combined into one single-block interdisciplinary humanities course that studies both world literature and history. This course continues the focus on identity and community that begins in the first semester of both the 10th grade Modern World History and Foundations in Literature courses. Students continue to develop critical reading, researching, and writing skills in the second semester of 10th grade Humanities. During the intensive term, students take one of three different themed tracks, leading them to ultimately write a six- to eight-page New Yorker-style article based on the topic of their track. They immerse themselves in a research and writing process aligned with the overarching themes of the world history and literature curricula: promoting human rights and building an international community. How can we view each of these three topics from historical, literary, artistic, ethical, environmental, and global perspectives? Students apply the lessons they have learned from their history, English, and humanities courses from earlier in the year to focus on how these issues and topics are playing out locally and globally.

11th grade
Required

Who or what constitutes “America” in a continually evolving literary landscape? Each text explores tensions inherent in American society. Longer works such as novels, essay or story collections, plays, or long-form nonfiction are paired with thematically related shorter pieces (poetry, short fiction, speeches, and essays) from a variety of voices and time periods. Students consider not only the structure, style, and themes of texts, but also the social, cultural, and historical issues surrounding various pieces, and respond to these pieces through discussion, creative projects, and a wide range of written assignments.

12th grade
Elective

How do big, famous novels explore and comment on the human condition? This course focuses on the in-depth study of big novels (generally 500 pages or longer). In addition to closely reading each novel, students explore the biographical background of the author and the historical context of the work, consider responses to the novel at the time of its publication and in subsequent years (and decades), and reexamine the novel through a variety of critical and cultural lenses. A variety of assessments, essays, and discussions are used throughout the course. Past works have included Moby-Dick and East of Eden. In the Big Author version of this elective, students engage with one author’s variety of genres, such as novels, essays, poems, and supplementary material, and explore the author’s body of work both thematically and stylistically. Authors might include Toni Morrison, William Faulkner, and Colson Whitehead.

12th grade
Elective

What does it mean to look at old literature through a contemporary lens? The Canon elective course examines some of the most well-known, influential literature from the Old, Middle, and Modern English periods, and the reading list includes poetry, plays, and novels from the Elizabethan, Neoclassical, and Romantic periods. Students analyze core texts through a variety of critical lenses and make connections between “classic” and modern literature and culture. All term, we will ask three essential questions: What is “the canon,” and why does it matter? How can we approach and engage with these (and other) texts through various critical lenses? Where do we see the influence of canonical texts on literature, art, and culture, both historically and today? Skills will be assessed through public presentation, take-home expository writing, in-class expository writing, and seminar.

12th grade
Elective

How do writers find subjects to write about? How do they hone their craft to effectively bring to life the ideas in their heads? How do they develop their own style? And what does it mean to read with a writer’s eye? In this class we engage in a variety of reading and writing exercises, exploring a range of voices, styles, modes, and genres. Weekly seminar discussions of published fiction provide opportunities to analyze how writing “works” and provide inspiration and strategies for students to apply in their own work. Emphasis is placed on student choice, individual goal setting, reading like a writer, and developing the skills to become disciplined lifelong learners of the craft.

12th grade
Elective

Who are we? What factors shape us into who we will become? To what degree can we choose the paths we take? In this course, we examine literature that represents the experience of people whose whole identity cannot be encompassed by the singular term “American.” Through a novel, personal essays, poetry, and the context of history and societal expectations, we explore literature that highlights several groups of Americans—Native Americans, Southeast Asian Americans, and Hispanic Americans—as they, and we, navigate the hybrid identity of being or becoming “American.” Join us in this discussion-based course to consider topics of immigration, ethnicity, gender, and religion, in the context of the question: What does it mean to construct a cultural identity in contemporary America?

12th grade
Elective

This literature course traces the stories of King Arthur, from his possible roots as an amalgamation of mythic kings; to the creation of chivalry, courtly love, and the concept of Camelot; and through the revival of these stories in the Victorian and early modern eras. We investigate how the original ideas and values of medieval literature influenced people, even as these ideas were reimagined by the creators of each period. By considering these works, we question: How does medievalism influence us today? Sources may include The Mabinogion, The History of the Kings of Britain (Geoffrey of Monmouth), The Once and Future King (T.H. White), and poems by Alfred, Lord Tennyson, in addition to peer-reviewed articles and visual art.

12th grade
Elective

This course focuses on reading and studying texts that are considered dystopian and function as critiques of our current historical moment. Students will write, discuss, and research the ways in which the dystopian genre functions as a comment on social and cultural trends, and how these critiques are connected to racism, gender discrimination, class polarization, and reliance on technology in our world today. In reading these narratives, students are asked to determine what they reveal about human nature and values, and how the dystopian genre works to address and define these values.

12th grade
Elective

Through literature—short stories, essays, novels, poetry—and visual art, this course explores how migration has shaped our lives and our understanding of what it means to belong, what it means to call a place “home,” and how we define community. In reading contemporary voices from all over the world, students will reflect on the push and pull factors that drive individuals to migrate and challenge traditional narratives of what it means to be an immigrant. As we all begin to face displacement due to global warming in the 21st century, we will ask ourselves the big questions: What defines home? How do we define borders? What does it mean to belong? Who controls these narratives? Together, we will explore and interrogate terms such as diaspora, migration, immigration, emigration, refugee, illegal alien, undocumented American, asylum seeker, citizen. We will ask ourselves: Why does the study and exploration of these stories matter? What is our own role in the narrative of migration stories today?

11th–12th grades
Elective

“Tell all the truth but tell it slant,” wrote Emily Dickinson in her poem of the same name. In a world where truth is often questioned, what is the role of the author in nonfiction writing? In this class, we explore the world of “slant” truth—nonfiction with an angle, a purpose, or a larger message. We’re not recording truth, but telling its story utilizing many of the same techniques fiction writers use in their prose. We practice facets of creative nonfiction, paying special attention to the genres of literary journalism, memoir, and personal essay, as we craft a portfolio of work to track our progress and ultimately feature a piece fit for publication. If you’re interested in growing your writing by marrying the artistry of fiction with the truth of your world, join us.

11th–12th grades
Elective

What is a poem, and what does it do? How do poets see and write about the world differently from short fiction writers or novelists? How do they make meaning through rhyme, meter, structure, and carefully selected words? How can we tell when a poem is complete, and how can we revise poetry when we know it’s not quite finished? How do poets develop their own style? And what does it mean to read with a writer’s eye? In this class students attempt to answer these questions while engaging in a variety of reading and writing exercises and experimenting with a range of subjects, styles, and approaches. Emphasis is placed on student choice and the self-directed development of skills. As the main objective, students discover what they would like to say, broaden their awareness and understanding of the many tools in a poet’s toolbox, and intentionally and effectively apply those tools to their own work.

Upper School

This course is designed to teach students the skills necessary for telling journalistic stories using video and audio. Students will scour the Seattle area for stories about events, people, and issues of interest to the UPrep community. In addition to shooting and reporting their stories, students will anchor and produce a newscast to showcase their work. Completed videos will also be posted online.