Course Introduction

<LA500:Great Books>
For younger students, this course will serve as an introduction to several famous works in English. Students will do reading assignments at home and come to class prepared to ask and answer questions about the books. Students will learn critical reading and discussion skills as they talk about the books.
While Great Books Advanced focuses on books that are typical of American high school and college-level courses, the book selection of this course is aimed at books typical of junior high school and high school level required reading. Students should be comfortable reading in English if they are considering this course.

<LA600:Great Books Advanced>
For students who love reading and literature, this course will present a number of famous “great books” for study and discussion. Students will do reading assignments at home and come to class prepared to ask and answer questions about the books.
Students will learn critical reading and discussion skills as they talk about the books. The books in this course are at the level of required reading for high school and college-level students. The books are not abridged or simplified in any way, so students should feel comfortable reading in English if they are considering this course.

Course Details

School hours 2 hours per week
Placement test Students who wish to take this course must take a placement test.

From the Lecturer

Jonathan Ingram

Education: BA, Georgetown University

In Great Books classes, I try to follow the model used in competitive American high schools. Books are drawn from the list of texts considered in Advanced Placement tests, and students discuss not only the books we read, but also a variety of critical approaches to literature.
My goal is for students to feel comfortable and confident with any literature in English that they encounter, either in their studies or in their private lives. Consistent with the culture of elite American schools, classes are taught in a seminar style, with students expected to actively participate in analytical discourse. My role as instructor is to ask questions more than I lecture, and to encourage students to work through issues together in a collaborative and rigorous way.