Whether students love it or hate it, English is the gateway to future success. What is learned in class directly translates to real-life experiences and tackle them. Specifically, certain books that are required to be read by students in Honors English, AP Language and Composition, and AP Literature hold historical, ethical, or social value. However, some of the literature is not exactly pertinent to the courses’ content and what it aims to teach to young adults of the modern age.
Many students like Senior Kira Lynch find the selected books to be enjoyable.
“I actually really liked the one I read in APLAC. Of Mice and Men was really good,” Lynch said.
Others, like Junior Chloe Weber, note novels read in honors English classes that include important literary devices.
“I really liked Lord of the Flies…I feel like there’s a lot of apparent symbolism in that book,” Weber said.
Although books such as Of Mice and Men and Lord of the Flies incorporate elements of rhetorical situations and literary terms, the question remains of whether or not these books allow for deeper themes and messages to be sent to readers.
Students who want morals and ethics presented in English books suggest certain novels that would be helpful in peaking teenagers’ interest and relatability in reading. Junior Charlotte Wallen advocates for a read that she has grown to love.
“The Maze Runner; I feel like that book incorporates a lot of strong messages and includes a lot of teenagers our age facing adversity,” Wallen said.
Because the focus of high school English classes mainly center around basics like literary devices and speaking methods, students feel that they would rather pick a book of their own to read than one from the curriculum. Not only does this allow learners to broaden their perspectives, but it helps them become stronger readers and more likely to read outside of class.
Novels like Of Mice and Men and To Kill a Mockingbird are certainly not insignificant reads, but some students may feel like they are not able to fully engage in the wonders of the books if they are too busy picking them apart to find similes or metaphors.
Despite the critiques, the district administration intentionally chooses literature for specific purposes. Curriculum coordinator Joe Kelly elaborates on the decision-making process.
“When reviewing possible resources to adopt, we encourage open dialogue between teachers,” Kelly said. “Certainly, teachers have debated the best resources to choose, and have done so very professionally.”
Although students may dislike it when they have to dissect novels, the staff at DHS and across the district aim to teach their pupils the social conflict that occurred throughout history. Senior Austin Chase shares what he appreciates about this aspect of the curriculum.
“The Crucible was really fun because it had a historical tie to McCarthyism and the Salem Witch Trials,” Chase said.
History is a vital part of learning, but the time is now. Progression into modern society and what constitutes it is what students should be learning about the most. Being stuck in the past makes students focus on what “once was” instead of “what should be.”
Ultimately, teachers only wish to use the books required for Honors or AP English classes to push teenagers toward a brighter future, even if they are no longer relatable or helpful to students.
