In this course, students immerse themselves in extensive reading and writing, fostering their literacy skills. The curriculum exposes them to a diverse range of topics and complex texts, encouraging analytical thinking and civil discourse. Through active participation, including seminar-style discussions throughout the year, students analyze complex ideas, contribute their unique knowledge, and value diverse perspectives. Students focus on elements of the writing process and work to build proficiency with analytical papers focused on thematic interpretations of text and obeying standard MLA academic conventions.
Covering the same skills and similar material as English I, this course challenges students to complete style analysis essays in addition to the analytical responses emphasized in the on-level course. Students are expected to take notes and forge textual connections independently. The acquisition of expanded vocabulary and varied, complex sentence structures facilitate a more technically advanced writing style. Course reading is completed outside of class, and students assume leadership roles in seminar-style discussions.
This course emphasizes the writing process as students refine the skills introduced in English I to develop comprehensive argumentative and analytical essays through the study of both Western and non-Western literature and other non-fiction texts. Through class discussion and scaffolded writing assignments, students explore broader real-world issues in relationship to the content covered in the readings, making connections among the text, themselves, and their world. In addition to analyzing literature through discussion and analytical essays, students will be introduced to academic research in writing to better discern how to use and assess the quality of various resources to support an argument.
Covering the same skills and similar material as English II, this course challenges students to engage with reading in a more sophisticated and extensive way. Writing assignments are more frequent and lengthier than those assigned in English II. The instructor will introduce required elements of organization and composition, and then expect autonomous practice of these skills.
This survey course in American literature parallels themes and events covered in U.S. History, exposing students to a diversity of voices and writing styles representative of the American canon. Students develop strategies to identify and analyze particular stylistic and rhetorical devices, with the goal of mastering close reading techniques to produce lucid, thoroughly evidenced analysis of literary material. Writing assignments often begin with pre-writing exercises and in-class brainstorming activities and include clear guidelines for length, focus, and formatting. Students read course texts independently and participate in the leading of group discussions on readings.
Covering the same skills and similar material as English III, this course also asks students to engage in synthesis-based writing exercises using multiple sources. In addition, students complete more in-class writing assignments covering major texts with minimal teacher scaffolding, and regularly incorporate an array of rhetorical and stylistic devices into their writing. At the completion of this course, students may opt to take the AP English Literature and Composition exam.
World Literature and Rhetoric is a senior level course in which students study classical and world literature with an emphasis on critical reading and writing skills. Through class discussions and a variety of writing assignments, students develop rhetorical skills important for success in college English courses. Students approach their study of literature from a variety of critical, theoretical perspectives and continue to refine their research practices. Each section of the course may study text through different lenses based on faculty expertise and student interest.
World Literature and Rhetoric Advanced is a senior level course in which students study classical and world literature with an emphasis on critical reading and writing skills. Through class discussions and a variety of writing assignments, students develop rhetorical skills important for success in college English courses. Students approach their study of literature from a variety of critical, theoretical perspectives and continue to refine their research practices. Each section of the course may study text through different lenses based on faculty expertise and student interest. This course is designed to mimic the structure, expectations, and grading of a freshman-level college English course.
In this course, students have the opportunity to learn about specific areas of journalism, including ethics, bias, libel, slander, AP style writing, conducting an interview, and using the Inverted Pyramid model. Students will analyze and demonstrate journalistic integrity, practice writing with brevity and clarity, and work collaboratively, ultimately producing their own collection of research-based interview articles. Students will be required to read relevant specialty newspapers, magazines and academic journals appropriate to the topic, as well as watch varying types of broadcast journalism; they will report and write articles on the selected topic in online and print formats.
Prerequisite: Instructor approval based on application process. Students who have previously taken Yearbook at EWS do not have to complete an application.
Course Description:
The class is responsible for the production of the yearbook that is delivered in the spring. All aspects of the yearbook production will be taught using the computer. Students are instructed in the use of digital cameras and required to take all photos used in the yearbook. The students are also responsible for the layout of the yearbook as well as articles that will go into it. Students will be graded on how well their tasks are completed as well as meeting their deadlines and in-class participation. As a team, the students will combine their skills of layout and design, photography, computer skills, and communication to make the yearbook staff function as an efficient business.
Link: Yearbook Application (students who have taken the yearbook course at EWS in previous years do not have to complete the application)
Faculty
HannahBender
English Department Chair and Middle School English Teacher
(832) 204-5900
The University of Texas at Austin - B.S. Lamar University - M.Ed.
Hannah joined EWS in 2021. Before joining Emery, Hannah worked as a teacher in HISD for five years. While in HISD, Hannah’s school awarded her with Teacher of the Year two years in a row. Hannah’s work, however, extended beyond just educating students. Hannah mentored both new and student teachers at her school. Hannah also frequently led, presented, and taught professional development workshops to other educators. Prior to educating students and teachers in HISD, Hannah graduated from The University of Texas at Austin where she received a degree in Applied Learning and Development. There, Hannah developed her passion for education and served as a creative director for a dance company. Hannah continued her education, while teaching in HISD, and graduated in 2020 from Lamar University with her master’s degree in counseling and development. When Hannah is not at school she enjoys cooking new recipes, reading books, and watching Houston sports.
HannahArrington
Upper School English Teacher
(832) 204-5900
University of Mississippi - B.A. University of Mississippi - M.A.
Hannah joined EWS in 2024. She has taken students on international educational trips to Spain, France, Greece, Ireland, the U.K., and Peru. In her free time, Hannah enjoys swimming, cooking, and listening to audiobooks.
MelissaBorinski
Assistant Director of Communications
(832) 204-5900
University of Georgia - A.B. University of South Carolina - M.L.I.S.
Melissa has been with EWS since 2022. Before coming to EWS, Melissa worked in independent schools for six years. She has taught Broadcast Journalism, literacy skills, Algebra I, and Algebra II at the high school level. Melissa supports the Advancement and Admissions Departments by coordinating photography/videography for all school events and day-to-day campus activities, generating content for all school social media, and tracking student, faculty, and alumni accomplishments for the school's biannual magazine. Melissa currently co-advises Yearbook at EWS in addition to her marketing and communications duties. In her free time, Melissa enjoys photography, reading, and trying new restaurants.
David BrodyLipton
Upper School English Teacher
(832) 204-5900
Sarah Lawrence College - B.A. Boston University - M.A. (Creative Writing & Secondary English Teaching)
Brody joined EWS in 2024. He has taught in schools both large and small, north and south, domestic and abroad. In his free time, Brody enjoys writing; his stories have appeared in Flash Fiction Magazine, Spelk, Literary Mama, and Cowboy Jamboree. In 2020, Brody was awarded 1st Place in the Reflex Fiction 2020 Winter Contest.
DavidLombardi
Upper School English Teacher
(832) 204-5900
University of Houston - Ph.D. Miami University - B.A. Eastern Washington University - M.F.A.
David joined EWS in 2018 and teaches Upper School English. He has over eight years experience teaching English at the university and high school levels. In 2012, he received a Ph.D. in Literature and Creative Writing from the University of Houston. He has published short stories in literary journals, as well as the anthology, Best New American Voices 2010. He is the father of two daughters, and will travel for food, coffee, and tennis courts.
Jessie has taught tenth and eleventh grade English since 2014. In 2021, she was awarded the Texas Exemplary teacher distinction. Jessie graduated from UCLA in 2011 with a Bachelor of Arts degree in English with a concentration in creative writing. Jessie has worked as a wildlife biology field assistant throughout southern California, an environmental educator at the Ballona Wetlands, and a naturalist at the Houston Arboretum and Nature Center. She currently teaches English II, Creative Writing, and Journalism at EWS. Jessie enjoys swimming, gardening, and spending time with her husband and two pugs.
BenjaminRawlins
Upper School English Teacher
(832) 204-5900
Oklahoma Christian University - B.A. Belmont University - M.A. Vanderbilt Divinity School - M.T.S. Baylor University - Ph.D.
Before arriving at EWS in 2022, Ben taught writing and literature at the college level for nine years while pursuing his master's and PhD. In graduate school, Ben researched and studied modern American poetry, specifically the work of H.D., Marianne Moore, and Elizabeth Bishop. While in graduate school, Ben deepened his passion for teaching, and he is excited to continue to explore this passion at Emery/Weiner. Along with his university teaching experience, Ben has also worked with middle and high school students at Vanderbilt Summer Academy, an academic summer program. Outside of work and study, Ben enjoys being outside, working out and playing sports, spending time with friends and family, reading contemporary literature, and watching movies.